|
2020 |
Wood |
L |
Transforming traditional views of school leadership for school-community collaboration: a PALAR approach |
Action Learning: Research and Practice |
17(2) |
186-199 |
|
2020 |
Sathorar |
H |
Reflecting on BEd student's experiences of unfamiliar school contexts during school-based learning: A proposition for tranformative learning |
Journal of Education |
80 |
87-105 |
|
2020 |
Moeng |
M |
Reflecting on BEd student's experiences of unfamiliar school contexts during school-based learning: A proposition for tranformative learning |
Journal of Education |
80 |
87-105 |
|
2020 |
Mapasa |
T |
Considering Craft-and-Arts-Based Practitioner Inquiry Activities as a Prompt for Transforming Practice |
Educational Research for Social Change |
9(2) |
81-100 |
|
2020 |
Khau |
M |
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers |
Educational Research for Social Change |
9(2) |
65-80 |
|
2020 |
Kagola |
A |
Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers |
Educational Research for Social Change |
9(2) |
65-80 |
|
2020 |
Geduld |
D |
Reflecting on BEd student's experiences of unfamiliar school contexts during school-based learning: A proposition for tranformative learning |
Journal of Education |
80 |
87-105 |
|
2020 |
Felix |
C |
Using GeoGebra to Address Students' Miconceptions about the Transformation of Algebraic Hyperbola Functions. |
African Journal of Research in Mathematic, Science and Technology Education |
24(3) |
348-360 |
|
2020 |
Du Plessis |
A |
Exploring the Anticipated Career |
Educational Research for Social Change |
9(2) |
47-62 |
|
2020 |
Damons |
B |
Transforming traditional views of school leadership for school-community collaboration: a PALAR approach |
Action Learning: Research and Practice |
17(2) |
186-199 |
|
2020 |
Damons |
B |
Reimagining community schools as beacons of hope and possibiity in the south african context |
Education as Change |
24(1) |
1-27 |
|
2020 |
Childs |
M |
Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey |
Journal of Education |
80 |
106-125 |
|
2020 |
Childs |
M |
Considering Craft-and-Arts-Based Practitioner Inquiry Activities as a Prompt for Transforming Practice |
Educational Research for Social Change |
9(2) |
81-100 |
|
2020 |
Cherrington |
A |
Reimagining community schools as beacons of hope and possibiity in the south african context |
Education as Change |
24(1) |
1-27 |
|
2020 |
Blignaut |
S |
Towards an Embodied Critical Pedagogy of Discomfort as a Decolonising Teaching Strategy |
Alternation |
31 |
81-96 |
|
2020 |
Blignaut |
S |
Implementing a new History curriculum: the Zimbabwean experience |
Curriculum Perspectives |
40 |
147-157 |
|
2020 |
Blignaut |
S |
Decolonising the university curriculum or decolonialwashing? A multiple case study |
Journal of Education |
80 |
25-48 |