Bibliographic Title:Reddy, V., Prinsloo, C., Arends, F., Visser, M., Winnaar, L., Feza, N., Rogers, S., Janse van Rensburg, D., Juan, A., Mthethwa, M., Ngema, M. & Maja, M. (2012) Highlights from TIMSS 2011: the South African perspective. (Commissioned by the Department of Basic Education, December). http://hdl.handle.net/20.500.11910/2877 Output Type:Research report-client Read more
Bibliographic Title:Reddy, V., Arends, F., Juan, A., Janse van Rensburg, D., Feza, N., Ngazimbi, X., Mthethwa, M. & Hannan, S. (2014) Highlights of youth into science strategy. (April). Output Type:Research report-other Read more
Bibliographic Title:Visser, M., Juan, A. & Feza, N. (2015) Home and school resources as predictors of mathematics performance in South Africa. South African Journal of Education. 35(1):Online. http://hdl.handle.net/20.500.11910/2048 Output Type:Journal Article Read more
Bibliographic Title:Feza, N. (2014) Inequities and lack of professionalisation of early childhood development practice hinder opportunities for mathematics stimulation and realisation of South African policy on quality education for all. International Journal of Inclusive Education. 18(9):888-902. http://hdl.handle.net/20.500.11910/2703 Output Type:Journal Article Read more
Bibliographic Title:Feza, N. (2012) Looking beyond the gap of African American students' performance: states test and text book driven curriculum unskill mathematics teachers. International Journal of Research and Reviews in Applied Sciences. 14(1):90-99. http://hdl.handle.net/20.500.11910/3194 Output Type:Journal Article Read more
Bibliographic Title:Frempong, G., Visser, M., Feza, N., Winnaar, L. & Nuamah, S. (2016) Resilient learners in schools serving poor communities. Electronic Journal of Research in Educational Psychology. 14(2):352-367. http://hdl.handle.net/20.500.11910/10124 Output Type:Journal Article Read more
Bibliographic Title:Feza, N., Reddy, V. & Prinsloo, C. (2012) South Africa. In: TIMSS 2011 Encyclopedia: education policy and curriculum in mathematics and science. Vol. 2: L-Z and benchmarking participants. Chestnut Hill: TIMSS & PIRLS International Study Center. 849-859. http://hdl.handle.net/20.500.11910/9030 Output Type:Chapter in Monograph Read more