Bibliographic Title:Reddy, V., Namome, C. & Sekhejane, P. (2021) The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?. HSRC Review. 19(2):14-16. http://hdl.handle.net/20.500.11910/16086 Output Type:Journal Article Read more
Bibliographic Title:Juan, A., Hannan, S. & Namome, C. (2018) I believe I can do science: self-efficacy and science achievement of grade 9 students in South Africa. South African Journal of Science. 114(7/8):Online. http://hdl.handle.net/20.500.11910/12522 Output Type:Journal Article Read more
Bibliographic Title:Namome, C. & Moodley, M. (2021) ICT in mathematics education: an HLM analysis of achievement, access to and use of ICT by African middle school students. SN Social Sciences. 1(224):Online. http://hdl.handle.net/20.500.11910/16409 Output Type:Journal Article Read more
Bibliographic Title:Namome, C., Winnaar, L. & Arends, F. (2021) Improving psychosocial support in SA schools during and after COVID-19 as part of a recovery plan. (HSRC Policy Brief, February). http://hdl.handle.net/20.500.11910/15829 Output Type:Policy briefs Read more
Bibliographic Title:Makgamatha, M.M., Mapadimeng, M.S. & Namome, C. (2021) The repositioning of the HSRC to support educational change in post-apartheid South Africa. In: Soudien, C., Swartz, S. & Houston, G. (eds).Society, research and power: a history of the Human Sciences Research Council from 1929-2019. Cape Town: HSRC Press. 369-386. http://hdl.handle.net/20.500.11910/15975 Output Type:Chapter in Monograph Read more