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You searched for +publisher:"University of South Africa" +contributor:("Mahlo, Francina Dikeledi"). Showing records 1 – 9 of 9 total matches.

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University of South Africa

1. Marishane, Matseke Alinah. Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province .

Degree: 2013, University of South Africa

 This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education,… (more)

Subjects/Keywords: Curriculum differentiation; Capacity building; Differentiated instruction; Continuing professional development; Anchoring; Flexible grouping; Compacting

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APA (6th Edition):

Marishane, M. A. (2013). Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13577

Chicago Manual of Style (16th Edition):

Marishane, Matseke Alinah. “Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province .” 2013. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/13577.

MLA Handbook (7th Edition):

Marishane, Matseke Alinah. “Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province .” 2013. Web. 23 Sep 2019.

Vancouver:

Marishane MA. Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/13577.

Council of Science Editors:

Marishane MA. Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13577


University of South Africa

2. Matlala, Seemole Mariam. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.

Degree: 2015, University of South Africa

 The study, “Teacher support in the inclusive primary school: addressing barriers to learning in the classroom”, aims to investigate teacher support in addressing and reducing… (more)

Subjects/Keywords: Inclusive education; Barriers to learning; Support; Learners; Teachers; Classroom; School Based Support Team; District Based Support Team; Department of Education

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

APA (6th Edition):

Matlala, S. M. (2015). Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18446

Chicago Manual of Style (16th Edition):

Matlala, Seemole Mariam. “Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.” 2015. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/18446.

MLA Handbook (7th Edition):

Matlala, Seemole Mariam. “Teacher support in the inclusive primary school : addressing barriers to learning in the classroom.” 2015. Web. 23 Sep 2019.

Vancouver:

Matlala SM. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/18446.

Council of Science Editors:

Matlala SM. Teacher support in the inclusive primary school : addressing barriers to learning in the classroom. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18446


University of South Africa

3. Ferreira, Nathan. Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa.

Degree: 2014, University of South Africa

 Through document analysis, one-on-one interviews with parents, and observations the researcher aimed to explore early intervention in pre-school children with learning difficulties in Grahamstown, Eastern… (more)

Subjects/Keywords: Early childhood; Intervention; Early childhood intervention; Learning difficulties; Developmental difficulties; Theories of childhood development; Parents; Pre-school children; Support; Grahamstown; Eastern Cape; South Africa

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

APA (6th Edition):

Ferreira, N. (2014). Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18584

Chicago Manual of Style (16th Edition):

Ferreira, Nathan. “Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa.” 2014. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/18584.

MLA Handbook (7th Edition):

Ferreira, Nathan. “Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa.” 2014. Web. 23 Sep 2019.

Vancouver:

Ferreira N. Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/18584.

Council of Science Editors:

Ferreira N. Empowerment of parents in early intervention of developmental challenges of pre-school children in the Eastern Cape, South Africa. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18584


University of South Africa

4. Symons, Michael Stafford. The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape.

Degree: 2015, University of South Africa

 There is a tendency for children who display unacceptable behaviour to be described as having Attention Deficit-Hyperactivity Disorder when the actual reason for the child’s… (more)

Subjects/Keywords: Attention Deficit-Hyperactivity Disorder; Foundation Phase; South Metro; Inclusive ex Model C preparatory school; Prevalence of ADHD

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

APA (6th Edition):

Symons, M. S. (2015). The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21697

Chicago Manual of Style (16th Edition):

Symons, Michael Stafford. “The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape.” 2015. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/21697.

MLA Handbook (7th Edition):

Symons, Michael Stafford. “The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape.” 2015. Web. 23 Sep 2019.

Vancouver:

Symons MS. The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/21697.

Council of Science Editors:

Symons MS. The prevalence of attention deficit hyperactivity disorder among preparatory school children in the South Metro District in the Western Cape. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21697


University of South Africa

5. Sambo, Tinyiko Florence. The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo.

Degree: 2018, University of South Africa

 The Early Childhood Development (ECD) policy of White Paper 5 protects the development right of children and to learn at an early age. In line… (more)

Subjects/Keywords: Accommodation; Grade R; Inclusive education; Integration; Mainstream schools; Practitioners; Support

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

APA (6th Edition):

Sambo, T. F. (2018). The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24572

Chicago Manual of Style (16th Edition):

Sambo, Tinyiko Florence. “The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo.” 2018. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/24572.

MLA Handbook (7th Edition):

Sambo, Tinyiko Florence. “The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo.” 2018. Web. 23 Sep 2019.

Vancouver:

Sambo TF. The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo. [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/24572.

Council of Science Editors:

Sambo TF. The practices of inclusive education in Grade R, Nylstroom circuit, Limpopo. [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24572


University of South Africa

6. Zulu, Phindile Doreen. Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal.

Degree: 2014, University of South Africa

 Inclusive Education has gained significant currency nationally and internationally. It demands that the teacher be able to meet the needs of learners with impairments in… (more)

Subjects/Keywords: Whole school approach; Prepare; Diversity; Nongoma circuit; Primary school teacher; Mainstream school

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

APA (6th Edition):

Zulu, P. D. (2014). Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19015

Chicago Manual of Style (16th Edition):

Zulu, Phindile Doreen. “Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal.” 2014. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19015.

MLA Handbook (7th Edition):

Zulu, Phindile Doreen. “Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal.” 2014. Web. 23 Sep 2019.

Vancouver:

Zulu PD. Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19015.

Council of Science Editors:

Zulu PD. Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19015


University of South Africa

7. Dube, Florence. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.

Degree: 2015, University of South Africa

 Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse… (more)

Subjects/Keywords: Multiple Intelligences Theory; Gifted learners; Trainee teacher; Teacher education; Mentor; Inclusive education; Gifted education

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

APA (6th Edition):

Dube, F. (2015). Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19101

Chicago Manual of Style (16th Edition):

Dube, Florence. “Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19101.

MLA Handbook (7th Edition):

Dube, Florence. “Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools.” 2015. Web. 23 Sep 2019.

Vancouver:

Dube F. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19101.

Council of Science Editors:

Dube F. Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19101


University of South Africa

8. Kgosana, Mongalo Maria. An in-depth study of the causative factors of suicide and attempted suicide amongst adolescent learners of Tshwane North (D3) area.

Degree: 2015, University of South Africa

 Adolescent suicide and attempted suicide is an unhealthy practice that involves mental illness which led the suicidal behavior to be an important public health problem… (more)

Subjects/Keywords: Suicide; Attempted suicide; Suicidal; Adolescent; Causative factors; Warning signs; Behaviour; Stressors; Tshwane North (D3) area; Learner

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

APA (6th Edition):

Kgosana, M. M. (2015). An in-depth study of the causative factors of suicide and attempted suicide amongst adolescent learners of Tshwane North (D3) area. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20197

Chicago Manual of Style (16th Edition):

Kgosana, Mongalo Maria. “An in-depth study of the causative factors of suicide and attempted suicide amongst adolescent learners of Tshwane North (D3) area.” 2015. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/20197.

MLA Handbook (7th Edition):

Kgosana, Mongalo Maria. “An in-depth study of the causative factors of suicide and attempted suicide amongst adolescent learners of Tshwane North (D3) area.” 2015. Web. 23 Sep 2019.

Vancouver:

Kgosana MM. An in-depth study of the causative factors of suicide and attempted suicide amongst adolescent learners of Tshwane North (D3) area. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/20197.

Council of Science Editors:

Kgosana MM. An in-depth study of the causative factors of suicide and attempted suicide amongst adolescent learners of Tshwane North (D3) area. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20197


University of South Africa

9. Muzata, Kenneth Kapalu. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.

Degree: 2017, University of South Africa

 A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection… (more)

Subjects/Keywords: Curriculum; Curriculum change; Special education teachers; Curriculum implementation; Special needs; Inclusive; Special school; Teacher involvement; Curriculum development process; Adapted curriculum

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

APA (6th Edition):

Muzata, K. K. (2017). Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24571

Chicago Manual of Style (16th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/24571.

MLA Handbook (7th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Web. 23 Sep 2019.

Vancouver:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/24571.

Council of Science Editors:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24571

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