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Browsing HSRC Research Outputs by Subject "TEACHING"

Now showing items 1-20 of 42

Application of assessment resource banks to support teaching and learning: lesoons learned for the future

Bibliographic Title: Makgamatha, M.M. (2003) Application of assessment resource banks to support teaching and learning: lesoons learned for the future. (Paper presented at the HSRC Conference, 12-13 June). http://hdl.handle.net/20.500.11910/7787 http://hdl.handle.net/20.500.11910/7787 http://hdl.handle.net/20.500.11910/7787
Output Type: Conference or seminar paper
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Area model mediating learning of area measurement: a case of study of African American students

Bibliographic Title: Feza, N.N. (2013) Area model mediating learning of area measurement: a case of study of African American students. International Journal of Modern Engineering Research (IJMER). 3(3):1534-1547. http://hdl.handle.net/20.500.11910/2923 http://hdl.handle.net/20.500.11910/2923 http://hdl.handle.net/20.500.11910/2923
Output Type: Journal Article
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A balancing act: dilemmas of teacher-research within a critical pedagogy framework

Bibliographic Title: McKinney, C.W. (2003) A balancing act: dilemmas of teacher-research within a critical pedagogy framework. (Paper presented at the Kenton Education Association/SACHES Conference, Goudini Spa, 30 October-2 November). http://hdl.handle.net/20.500.11910/8138 http://hdl.handle.net/20.500.11910/8138 http://hdl.handle.net/20.500.11910/8138
Output Type: Conference or seminar paper
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The benefits of information and communication technology in tele-education: a case study

Bibliographic Title: Tlabela, K.R.U. (2001) The benefits of information and communication technology in tele-education: a case study. (The study focused on gathering information from the Department of Communication ). http://hdl.handle.net/20.500.11910/8633 http://hdl.handle.net/20.500.11910/8633
Output Type: Research report-other
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Capacity building for teaching and learning in environmental education: the role of public/private partnerships in the Mpumalanga province of South Africa

Bibliographic Title: Mokhele, M.L. & Jita, L.C. (2008) Capacity building for teaching and learning in environmental education: the role of public/private partnerships in the Mpumalanga province of South Africa. Journal of International Cooperation in Education. 11(3):39-54. http://hdl.handle.net/20.500.11910/4749 http://hdl.handle.net/20.500.11910/4749 http://hdl.handle.net/20.500.11910/4749
Output Type: Journal Article
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Contesting the monolingual practices of a bilingual to multilingual policy

Bibliographic Title: Heugh, K. (2009) Contesting the monolingual practices of a bilingual to multilingual policy. English Teaching: Practice and Critique. 8(2):96-113. http://hdl.handle.net/20.500.11910/4337 http://hdl.handle.net/20.500.11910/4337 http://hdl.handle.net/20.500.11910/4337
Output Type: Journal Article
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Crossing over: the basics of evolution: workbook for teachers

Bibliographic Title: Dempster, E. (2006) Crossing over: the basics of evolution: workbook for teachers. Cape Town: HSRC Press. http://hdl.handle.net/20.500.11910/7063 http://hdl.handle.net/20.500.11910/7063 http://hdl.handle.net/20.500.11910/7063
Output Type: Monograph (Book)
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The culture of learning and teaching: teachers and moral agency in the reconstruction of schooling in South Africa

Bibliographic Title: Fataar, A. & Paterson, A.N.M. (2002) The culture of learning and teaching: teachers and moral agency in the reconstruction of schooling in South Africa. Education and Society. 20(2&3):5-25. http://hdl.handle.net/20.500.11910/13149 http://hdl.handle.net/20.500.11910/13149
Output Type: Journal Article
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The culture of learning and teaching: teachers and moral agency in the reconstruction of schooling in South Africa

Bibliographic Title: Fataar, A. & Paterson, A.N.M. (2002) The culture of learning and teaching: teachers and moral agency in the reconstruction of schooling in South Africa. Education and Society. 20(2&3):5-25. http://hdl.handle.net/20.500.11910/13149 http://hdl.handle.net/20.500.11910/13149 http://hdl.handle.net/20.500.11910/9276
Output Type: Journal Article
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Doing & teaching in South Africa

Bibliographic Title: Cosser, M. & Sehlola, S. (2009) Doing & teaching in South Africa. HSRC Review. 7(3):20-21. http://hdl.handle.net/20.500.11910/4609 http://hdl.handle.net/20.500.11910/4609 http://hdl.handle.net/20.500.11910/4609
Output Type: Journal Article
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Enhancing teaching and learning in schools through assessment: challenges and possibilities (The 3Rs project)

Bibliographic Title: Diko, N. (2011) Enhancing teaching and learning in schools through assessment: challenges and possibilities (The 3Rs project). HSRC Review. 9(3):20-21. http://hdl.handle.net/20.500.11910/3607 http://hdl.handle.net/20.500.11910/3607 http://hdl.handle.net/20.500.11910/3607 http://hdl.handle.net/20.500.11910/3607
Output Type: Journal Article
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Evaluation of literacy teaching in primary schools of Limpopo province

Bibliographic Title: Reeves, C., Heugh, K., Prinsloo, C.H., Macdonald, C., Netshitangani, T., Alidou, H., Diedericks, G. & Herbst, D. (2008) Evaluation of literacy teaching in primary schools of Limpopo province. (Commissioned by the Limpopo Department of Education (LDoE)). http://hdl.handle.net/20.500.11910/4984 http://hdl.handle.net/20.500.11910/4984
Output Type: Research report-client
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Face-to-face training in a conventional pre-service programme: a case study at Edgewood College of Education

Bibliographic Title: Reddy, V. (2003) Face-to-face training in a conventional pre-service programme: a case study at Edgewood College of Education. In: Lewin, K., Samuel, M. & Sayed, Y. (eds).Changing patterns of teacher education in South Africa: policy, practice and prospects. London: Heinemann. 176-193. http://hdl.handle.net/20.500.11910/7533 http://hdl.handle.net/20.500.11910/7533
Output Type: Chapter in Monograph
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"Feeling the disconnect": teaching sexualities and gender in South African higher education

Bibliographic Title: Bennett, J. & Reddy, V. (2007) "Feeling the disconnect": teaching sexualities and gender in South African higher education. Feminist Africa. 9:43-62. http://hdl.handle.net/20.500.11910/5598 http://hdl.handle.net/20.500.11910/5598 http://hdl.handle.net/20.500.11910/5598
Output Type: Journal Article
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The good teacher: what teachers need to teach well

Bibliographic Title: Arends, F. (2013) The good teacher: what teachers need to teach well. HSRC Review. 11(2):23-25. http://hdl.handle.net/20.500.11910/2904 http://hdl.handle.net/20.500.11910/2904 http://hdl.handle.net/20.500.11910/2904
Output Type: Journal Article
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Help them understand: the importance of instructional clarity in teaching and learning

Bibliographic Title: Arends, F. (2021) Help them understand: the importance of instructional clarity in teaching and learning. HSRC Review. 19(2):33-34. http://hdl.handle.net/20.500.11910/16078 http://hdl.handle.net/20.500.11910/16078
Output Type: Journal Article
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How to fix maths and science

Bibliographic Title: Kahn, M. How to fix maths and science. Financial Mail. 29. (25 August 2015).http://hdl.handle.net/20.500.11910/6988 http://hdl.handle.net/20.500.11910/6988 http://hdl.handle.net/20.500.11910/6988
Output Type: Newspaper article
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How to improve teaching practice?: an experimental comparison of centralized training and in-classroom coaching

Bibliographic Title: Cilliers, J., Fleisch, B., Prinsloo, C. & Taylor, S. (2018) How to improve teaching practice?: an experimental comparison of centralized training and in-classroom coaching. Journal of Human Resources. November:Online. http://hdl.handle.net/20.500.11910/13555 http://hdl.handle.net/20.500.11910/13555
Output Type: Journal Article
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Improving teaching & learning in SA schools: teacher pedagogy and assessment practices

Bibliographic Title: Makgamatha, M.M., Kanjee, A. & Saed, Y. (2009) Improving teaching & learning in SA schools: teacher pedagogy and assessment practices. (Paper presented at the 10th UKFIET Conference, Oxford, 15-17 September). http://hdl.handle.net/20.500.11910/4605 http://hdl.handle.net/20.500.11910/4605
Output Type: Conference or seminar paper
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Information for developing support programmes for teachers in HIV prevalent schools: a case study of an HIV positive teacher

Bibliographic Title: Ganyaza-Twalo, T. (2007) Information for developing support programmes for teachers in HIV prevalent schools: a case study of an HIV positive teacher. (Paper presented at the 3rd SA AIDS Conference, ICC Durban, 5-8 June). http://hdl.handle.net/20.500.11910/5882 http://hdl.handle.net/20.500.11910/5882
Output Type: Conference or seminar paper
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