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You searched for +publisher:"University of Pretoria" +contributor:("Evans, Rinelle"). Showing records 1 – 23 of 23 total matches.

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University of Pretoria

1. Sutton, Sindi. Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 Education in South Africa has experienced many changes since the dawn of democracy in 1994. The demographic composition of schools has changed dramatically as urbanisation… (more)

Subjects/Keywords: Classroom communication; Communicative dispositions; Language of instruction; Teaching traits; UCTD

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APA (6th Edition):

Sutton, S. (2017). Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62907

Chicago Manual of Style (16th Edition):

Sutton, Sindi. “Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/62907.

MLA Handbook (7th Edition):

Sutton, Sindi. “Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction.” 2017. Web. 22 Oct 2019.

Vancouver:

Sutton S. Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/62907.

Council of Science Editors:

Sutton S. Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62907


University of Pretoria

2. Maboa, Tsietsi Esrom Izzy. Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour.

Degree: Science, Mathematics and Technology Education, 2010, University of Pretoria

 This research evaluates the causes for the failure of DoL training projects to produce a skilled and employable workforce after being trained through the Skills… (more)

Subjects/Keywords: Skills; Workforce; Dol training projects; Programme evaluation; UCTD

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APA (6th Edition):

Maboa, T. E. (2010). Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23817

Chicago Manual of Style (16th Edition):

Maboa, Tsietsi Esrom. “Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour.” 2010. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/23817.

MLA Handbook (7th Edition):

Maboa, Tsietsi Esrom. “Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour.” 2010. Web. 22 Oct 2019.

Vancouver:

Maboa TE. Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/23817.

Council of Science Editors:

Maboa TE. Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/23817


University of Pretoria

3. Harmse, Tessa. The Linguistic profile of multilingual learners in English Home Language Classrooms.

Degree: MEd, Humanities Education, 2015, University of Pretoria

 In a democratic South Africa, English has, especially in suburban schools, come to be the preferred medium of instruction despite the majority of South African… (more)

Subjects/Keywords: UCTD

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APA (6th Edition):

Harmse, T. (2015). The Linguistic profile of multilingual learners in English Home Language Classrooms. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45936

Chicago Manual of Style (16th Edition):

Harmse, Tessa. “The Linguistic profile of multilingual learners in English Home Language Classrooms.” 2015. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45936.

MLA Handbook (7th Edition):

Harmse, Tessa. “The Linguistic profile of multilingual learners in English Home Language Classrooms.” 2015. Web. 22 Oct 2019.

Vancouver:

Harmse T. The Linguistic profile of multilingual learners in English Home Language Classrooms. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45936.

Council of Science Editors:

Harmse T. The Linguistic profile of multilingual learners in English Home Language Classrooms. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45936


University of Pretoria

4. Segabutla, Madikwa Hendrietta. Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence.

Degree: PhD, Humanities Education, 2015, University of Pretoria

 Concerns continue to be raised in South African higher education circles that students are not performing academically as they can and should, resulting in low… (more)

Subjects/Keywords: UCTD; Academic performance; Academic success; Instructional communication; Instructional dissonance; Perceptions

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APA (6th Edition):

Segabutla, M. (2015). Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45937

Chicago Manual of Style (16th Edition):

Segabutla, Madikwa. “Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence.” 2015. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45937.

MLA Handbook (7th Edition):

Segabutla, Madikwa. “Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence.” 2015. Web. 22 Oct 2019.

Vancouver:

Segabutla M. Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45937.

Council of Science Editors:

Segabutla M. Exploring perceptions of lecturers’ instructional communication as a reflection of instructional competence. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45937


University of Pretoria

5. Kruger, Frans Jacobus. Mapping peace and violence in the TESOL classroom.

Degree: PhD, Humanities Education, 2016, University of Pretoria

 In a globalised world the value and importance of languages have been redefined and as such it has been argued that the field of Teaching… (more)

Subjects/Keywords: UCTD

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APA (6th Edition):

Kruger, F. (2016). Mapping peace and violence in the TESOL classroom. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/52936

Chicago Manual of Style (16th Edition):

Kruger, Frans. “Mapping peace and violence in the TESOL classroom.” 2016. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/52936.

MLA Handbook (7th Edition):

Kruger, Frans. “Mapping peace and violence in the TESOL classroom.” 2016. Web. 22 Oct 2019.

Vancouver:

Kruger F. Mapping peace and violence in the TESOL classroom. [Internet] [Doctoral dissertation]. University of Pretoria; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/52936.

Council of Science Editors:

Kruger F. Mapping peace and violence in the TESOL classroom. [Doctoral Dissertation]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/52936


University of Pretoria

6. Pretorius, Leana. A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills.

Degree: MEd, Science, Mathematics and Technology Education, 2016, University of Pretoria

 Against the background of Western art education, realistic drawing lost its position of power in the early 20th century. The concept child art was introduced… (more)

Subjects/Keywords: UCTD

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APA (6th Edition):

Pretorius, L. (2016). A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/52959

Chicago Manual of Style (16th Edition):

Pretorius, Leana. “A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills.” 2016. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/52959.

MLA Handbook (7th Edition):

Pretorius, Leana. “A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills.” 2016. Web. 22 Oct 2019.

Vancouver:

Pretorius L. A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/52959.

Council of Science Editors:

Pretorius L. A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/52959


University of Pretoria

7. De Jager, Lizette J. Misunderstanding in second language instructional communication.

Degree: Humanities Education, 2012, University of Pretoria

 Misunderstanding refers to an erroneous interpretation of the meaning of an utterance – a failure to understand. The instructional context relies almost exclusively on oral… (more)

Subjects/Keywords: Language of learning; Instructional communication; Communicative competence; UCTD

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APA (6th Edition):

De Jager, L. J. (2012). Misunderstanding in second language instructional communication. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28048

Chicago Manual of Style (16th Edition):

De Jager, Lizette J. “Misunderstanding in second language instructional communication.” 2012. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/28048.

MLA Handbook (7th Edition):

De Jager, Lizette J. “Misunderstanding in second language instructional communication.” 2012. Web. 22 Oct 2019.

Vancouver:

De Jager LJ. Misunderstanding in second language instructional communication. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/28048.

Council of Science Editors:

De Jager LJ. Misunderstanding in second language instructional communication. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/28048


University of Pretoria

8. Nthulana, Ipfani. Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 The South African Constitution promotes multilingualism while acknowledging the maintenance of home languages. Meanwhile the language-in-education policy (Department of National Education, 1994) declares that every… (more)

Subjects/Keywords: UCTD; Code switching; Language-in-Education Policy; English as medium of instruction; Monolingual community

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APA (6th Edition):

Nthulana, I. (2017). Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60971

Chicago Manual of Style (16th Edition):

Nthulana, Ipfani. “Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/60971.

MLA Handbook (7th Edition):

Nthulana, Ipfani. “Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English.” 2017. Web. 22 Oct 2019.

Vancouver:

Nthulana I. Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/60971.

Council of Science Editors:

Nthulana I. Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60971


University of Pretoria

9. De Jager, Lizette J. Misunderstanding in second language instructional communication .

Degree: 2012, University of Pretoria

 Misunderstanding refers to an erroneous interpretation of the meaning of an utterance – a failure to understand. The instructional context relies almost exclusively on oral… (more)

Subjects/Keywords: Language of learning; Instructional communication; Communicative competence; UCTD

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APA (6th Edition):

De Jager, L. J. (2012). Misunderstanding in second language instructional communication . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09192012-162444/

Chicago Manual of Style (16th Edition):

De Jager, Lizette J. “Misunderstanding in second language instructional communication .” 2012. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://upetd.up.ac.za/thesis/available/etd-09192012-162444/.

MLA Handbook (7th Edition):

De Jager, Lizette J. “Misunderstanding in second language instructional communication .” 2012. Web. 22 Oct 2019.

Vancouver:

De Jager LJ. Misunderstanding in second language instructional communication . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Oct 22]. Available from: http://upetd.up.ac.za/thesis/available/etd-09192012-162444/.

Council of Science Editors:

De Jager LJ. Misunderstanding in second language instructional communication . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-09192012-162444/


University of Pretoria

10. [No author]. Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour .

Degree: 2010, University of Pretoria

 This research evaluates the causes for the failure of DoL training projects to produce a skilled and employable workforce after being trained through the Skills… (more)

Subjects/Keywords: Skills; Workforce; Dol training projects; Programme evaluation; UCTD

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APA (6th Edition):

author], [. (2010). Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04062010-165248/

Chicago Manual of Style (16th Edition):

author], [No. “Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour .” 2010. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://upetd.up.ac.za/thesis/available/etd-04062010-165248/.

MLA Handbook (7th Edition):

author], [No. “Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour .” 2010. Web. 22 Oct 2019.

Vancouver:

author] [. Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Oct 22]. Available from: http://upetd.up.ac.za/thesis/available/etd-04062010-165248/.

Council of Science Editors:

author] [. Evaluating the impact of employment skills development services (ESDS) training programme of the Department of Labour . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-04062010-165248/


University of Pretoria

11. Seeletso, Mmabaledi Kefilwe. The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana.

Degree: PhD, Curriculum Studies, 2016, University of Pretoria

 It is assumed that open and distance learning institutions develop study materials that can adequately engage learners with quality content that ought to contribute to… (more)

Subjects/Keywords: UCTD

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APA (6th Edition):

Seeletso, M. (2016). The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/52968

Chicago Manual of Style (16th Edition):

Seeletso, Mmabaledi. “The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana.” 2016. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/52968.

MLA Handbook (7th Edition):

Seeletso, Mmabaledi. “The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana.” 2016. Web. 22 Oct 2019.

Vancouver:

Seeletso M. The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana. [Internet] [Doctoral dissertation]. University of Pretoria; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/52968.

Council of Science Editors:

Seeletso M. The design and development of instructional materials as a potential contributor to academic success of secondary school open and distance learners in Botswana. [Doctoral Dissertation]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/52968


University of Pretoria

12. Langa, Siphiwe Angelica. The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 The purpose of this study was to investigate the role of self-efficacy enhancement in building pre-service teacher resilience to prevent symptoms of burn-out in Swaziland;… (more)

Subjects/Keywords: Pre-service education; Pre-service teachers; Teaching practice; Teacher burn-out; UCTD

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APA (6th Edition):

Langa, S. (2017). The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62881

Chicago Manual of Style (16th Edition):

Langa, Siphiwe. “The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/62881.

MLA Handbook (7th Edition):

Langa, Siphiwe. “The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out.” 2017. Web. 22 Oct 2019.

Vancouver:

Langa S. The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/62881.

Council of Science Editors:

Langa S. The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62881


University of Pretoria

13. Odendaal, Danica. The relationship between bullying and Grade 4 boy learners' reading literacy achievement.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 Die sleutel tot leer is geletterdheid. Geletterdheid word bereik deur te lees. Lees beskik oor die vermoë om die lewensgehalte van individue te verbeter. Vir… (more)

Subjects/Keywords: Multiple regression; Reading literacy achievement; Secondary data analysis; prePIRLS 2011; UCTD

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APA (6th Edition):

Odendaal, D. (2017). The relationship between bullying and Grade 4 boy learners' reading literacy achievement. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62897

Chicago Manual of Style (16th Edition):

Odendaal, Danica. “The relationship between bullying and Grade 4 boy learners' reading literacy achievement.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/62897.

MLA Handbook (7th Edition):

Odendaal, Danica. “The relationship between bullying and Grade 4 boy learners' reading literacy achievement.” 2017. Web. 22 Oct 2019.

Vancouver:

Odendaal D. The relationship between bullying and Grade 4 boy learners' reading literacy achievement. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/62897.

Council of Science Editors:

Odendaal D. The relationship between bullying and Grade 4 boy learners' reading literacy achievement. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62897


University of Pretoria

14. Steyn, Herco Jacobus. Textese and secondary school learners : identifying textisms in formal written English.

Degree: Humanities Education, 2015, University of Pretoria

 This inquiry employs a purposefully designed proofreading protocol to obtain empirical data on the ability of the target population (i.e. South African secondary school learners… (more)

Subjects/Keywords: Education; Historical linguistics; English; UCTD

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APA (6th Edition):

Steyn, H. J. (2015). Textese and secondary school learners : identifying textisms in formal written English. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45815

Chicago Manual of Style (16th Edition):

Steyn, Herco Jacobus. “Textese and secondary school learners : identifying textisms in formal written English.” 2015. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45815.

MLA Handbook (7th Edition):

Steyn, Herco Jacobus. “Textese and secondary school learners : identifying textisms in formal written English.” 2015. Web. 22 Oct 2019.

Vancouver:

Steyn HJ. Textese and secondary school learners : identifying textisms in formal written English. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45815.

Council of Science Editors:

Steyn HJ. Textese and secondary school learners : identifying textisms in formal written English. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45815


University of Pretoria

15. Peyper, T.J. (Tamrynne Jean). A study of perceived classroom language proficiency of pre-service teachers.

Degree: MEd, Social Studies Education, 2014, University of Pretoria

 In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction… (more)

Subjects/Keywords: Classroom English; English additional language (EAL); English home language; Language proficiency; Mentor teacher; UCTD

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APA (6th Edition):

Peyper, T. J. (. (2014). A study of perceived classroom language proficiency of pre-service teachers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43222

Chicago Manual of Style (16th Edition):

Peyper, T J (Tamrynne. “A study of perceived classroom language proficiency of pre-service teachers.” 2014. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/43222.

MLA Handbook (7th Edition):

Peyper, T J (Tamrynne. “A study of perceived classroom language proficiency of pre-service teachers.” 2014. Web. 22 Oct 2019.

Vancouver:

Peyper TJ(. A study of perceived classroom language proficiency of pre-service teachers. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/43222.

Council of Science Editors:

Peyper TJ(. A study of perceived classroom language proficiency of pre-service teachers. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43222


University of Pretoria

16. Paile, Audrey Millicent. Language and legitimation of the intended and lived curriculum in public service leadership development.

Degree: PhD, Humanities Education, 2017, University of Pretoria

 The Senior Management Service in the South African public service was established as a leadership tier made up by development-oriented individuals who are able to… (more)

Subjects/Keywords: Curriculum and instructional design and development

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APA (6th Edition):

Paile, A. M. (2017). Language and legitimation of the intended and lived curriculum in public service leadership development. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65171

Chicago Manual of Style (16th Edition):

Paile, Audrey Millicent. “Language and legitimation of the intended and lived curriculum in public service leadership development.” 2017. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/65171.

MLA Handbook (7th Edition):

Paile, Audrey Millicent. “Language and legitimation of the intended and lived curriculum in public service leadership development.” 2017. Web. 22 Oct 2019.

Vancouver:

Paile AM. Language and legitimation of the intended and lived curriculum in public service leadership development. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/65171.

Council of Science Editors:

Paile AM. Language and legitimation of the intended and lived curriculum in public service leadership development. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/65171


University of Pretoria

17. Kellerman, Jessica. The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency.

Degree: MEd, Humanities Education, 2018, University of Pretoria

 Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner… (more)

Subjects/Keywords: UCTD; Classroom English; English proficiency; Pre-service teacher; Non-native English speaker

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APA (6th Edition):

Kellerman, J. (2018). The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65436

Chicago Manual of Style (16th Edition):

Kellerman, Jessica. “The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency.” 2018. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/65436.

MLA Handbook (7th Edition):

Kellerman, Jessica. “The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency.” 2018. Web. 22 Oct 2019.

Vancouver:

Kellerman J. The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/65436.

Council of Science Editors:

Kellerman J. The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65436


University of Pretoria

18. Mirkin, Philip Joshua. The effect of holistic artistic devices on learner interest in Grade 9 Chemistry.

Degree: MEd, Humanities Education, 2018, University of Pretoria

 The practice of science requires careful observation, experimentation and rational thinking accompanied by imaginative and intuitive insights to thrive in a mood of cutting edge… (more)

Subjects/Keywords: UCTD; Holistic education; Holism; Science education; Poetry

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APA (6th Edition):

Mirkin, P. J. (2018). The effect of holistic artistic devices on learner interest in Grade 9 Chemistry. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65445

Chicago Manual of Style (16th Edition):

Mirkin, Philip Joshua. “The effect of holistic artistic devices on learner interest in Grade 9 Chemistry.” 2018. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/65445.

MLA Handbook (7th Edition):

Mirkin, Philip Joshua. “The effect of holistic artistic devices on learner interest in Grade 9 Chemistry.” 2018. Web. 22 Oct 2019.

Vancouver:

Mirkin PJ. The effect of holistic artistic devices on learner interest in Grade 9 Chemistry. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/65445.

Council of Science Editors:

Mirkin PJ. The effect of holistic artistic devices on learner interest in Grade 9 Chemistry. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65445


University of Pretoria

19. Metsing, Sarel Khoabane. Challenges faced by incarcerated learners when progressing from Adult Education and Training level 4 to Grade 10.

Degree: MEd, Humanities Education, 2018, University of Pretoria

 This study was motivated by an observation in the Department of Correctional Services Strategic Plan of 2011 in which the Department targeted 60,9% of learners… (more)

Subjects/Keywords: UCTD

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APA (6th Edition):

Metsing, S. K. (2018). Challenges faced by incarcerated learners when progressing from Adult Education and Training level 4 to Grade 10. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/70122

Chicago Manual of Style (16th Edition):

Metsing, Sarel Khoabane. “Challenges faced by incarcerated learners when progressing from Adult Education and Training level 4 to Grade 10.” 2018. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/70122.

MLA Handbook (7th Edition):

Metsing, Sarel Khoabane. “Challenges faced by incarcerated learners when progressing from Adult Education and Training level 4 to Grade 10.” 2018. Web. 22 Oct 2019.

Vancouver:

Metsing SK. Challenges faced by incarcerated learners when progressing from Adult Education and Training level 4 to Grade 10. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/70122.

Council of Science Editors:

Metsing SK. Challenges faced by incarcerated learners when progressing from Adult Education and Training level 4 to Grade 10. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/70122


University of Pretoria

20. Odendaal, Viona. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.

Degree: MEd, Educational Psychology, 2007, University of Pretoria

 The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community… (more)

Subjects/Keywords: Informal settlement communities; Self-efficacy expectations; Support; Coping; Competencies; Asset-based intervention; Asset-based approach; Hiv/aids; Educators; UCTD

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APA (6th Edition):

Odendaal, V. (2007). Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28352

Chicago Manual of Style (16th Edition):

Odendaal, Viona. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.” 2007. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/28352.

MLA Handbook (7th Edition):

Odendaal, Viona. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.” 2007. Web. 22 Oct 2019.

Vancouver:

Odendaal V. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/28352.

Council of Science Editors:

Odendaal V. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. [Masters Thesis]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/28352


University of Pretoria

21. [No author]. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies .

Degree: 2007, University of Pretoria

 The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community… (more)

Subjects/Keywords: Informal settlement communities; Self-efficacy expectations; Support; Coping; Competencies; Asset-based intervention; Asset-based approach; Hiv/aids; Educators; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2007). Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10022007-150026/

Chicago Manual of Style (16th Edition):

author], [No. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies .” 2007. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://upetd.up.ac.za/thesis/available/etd-10022007-150026/.

MLA Handbook (7th Edition):

author], [No. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies .” 2007. Web. 22 Oct 2019.

Vancouver:

author] [. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies . [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2019 Oct 22]. Available from: http://upetd.up.ac.za/thesis/available/etd-10022007-150026/.

Council of Science Editors:

author] [. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies . [Masters Thesis]. University of Pretoria; 2007. Available from: http://upetd.up.ac.za/thesis/available/etd-10022007-150026/


University of Pretoria

22. Channing, O. Ernestien. English written proficiency as a contributing factor to academic performance.

Degree: MEd, Humanities Education, 2018, University of Pretoria

 Internationally English is increasingly being used as a language of instruction in education. This is also true within the South African context, a country with… (more)

Subjects/Keywords: UCTD; Academic performance; Grammatical proficiency; Non-native English speaking students (NNES); Written proficiency

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APA (6th Edition):

Channing, O. E. (2018). English written proficiency as a contributing factor to academic performance. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65481

Chicago Manual of Style (16th Edition):

Channing, O Ernestien. “English written proficiency as a contributing factor to academic performance.” 2018. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/65481.

MLA Handbook (7th Edition):

Channing, O Ernestien. “English written proficiency as a contributing factor to academic performance.” 2018. Web. 22 Oct 2019.

Vancouver:

Channing OE. English written proficiency as a contributing factor to academic performance. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/65481.

Council of Science Editors:

Channing OE. English written proficiency as a contributing factor to academic performance. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65481


University of Pretoria

23. Reddy, Tanita. Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom.

Degree: MEd, Humanities Education, 2018, University of Pretoria

 This qualitative study contours the perceptions held by beginner teachers of own credibility in relation to observed learner behaviour in the classroom. Currently, literature on… (more)

Subjects/Keywords: UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Reddy, T. (2018). Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/69982

Chicago Manual of Style (16th Edition):

Reddy, Tanita. “Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom.” 2018. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/69982.

MLA Handbook (7th Edition):

Reddy, Tanita. “Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom.” 2018. Web. 22 Oct 2019.

Vancouver:

Reddy T. Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/69982.

Council of Science Editors:

Reddy T. Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/69982

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