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Degree: M. Ed

You searched for subject:( Inclusive education Teacher preparedness ). Showing records 1 – 4 of 4 total matches.

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1. Girlie Shadaya. The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District.

Degree: M. Ed, Faculty of Education, 2012, University of Fort Hare

 Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all… (more)

Subjects/Keywords: Education and state – South Africa.; Inclusive education – South Africa|zEastern Cape.; Teachers|xTraining of|zSouth Africa|zEastern Cape.; Education, Primary|zSouth Africa|zEastern Cape.; Children with disabilities|xEducation|zSouth Africa|zEastern Cape.; Special education|zSouth Africa|zEastern Cape.; Grahamstown (South Africa)

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

APA (6th Edition):

Shadaya, G. (2012). The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1006239

Chicago Manual of Style (16th Edition):

Shadaya, Girlie. “The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District.” 2012. Masters Thesis, University of Fort Hare. Accessed July 19, 2019. http://hdl.handle.net/10353/d1006239.

MLA Handbook (7th Edition):

Shadaya, Girlie. “The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District.” 2012. Web. 19 Jul 2019.

Vancouver:

Shadaya G. The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District. [Internet] [Masters thesis]. University of Fort Hare; 2012. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10353/d1006239.

Council of Science Editors:

Shadaya G. The implementation of inclusion policy for learners with special education needs :a case study of four primary schools in the Grahamstown District. [Masters Thesis]. University of Fort Hare; 2012. Available from: http://hdl.handle.net/10353/d1006239

2. Zide, Lulama. Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli District of the Eastern Cape Province.

Degree: M. Ed, Faculty of Education, 2013, University of Fort Hare

 The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane… (more)

Subjects/Keywords: Education and state – South Africa – Eastern Cape.; Rural schools – South Africa – Eastern Cape – Evaluation.; School management and organization – South Africa – Eastern Cape.; Rural children – Education – South Africa – Eastern Cape.; School improvement programs – South Africa – Eastern Cape.; Teachers – South Africa – Eastern Cape – Attitudes.; Teaching – South Africa – Eastern Cape.

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

APA (6th Edition):

Zide, L. (2013). Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli District of the Eastern Cape Province. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1006245

Chicago Manual of Style (16th Edition):

Zide, Lulama. “Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli District of the Eastern Cape Province.” 2013. Masters Thesis, University of Fort Hare. Accessed July 19, 2019. http://hdl.handle.net/10353/d1006245.

MLA Handbook (7th Edition):

Zide, Lulama. “Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli District of the Eastern Cape Province.” 2013. Web. 19 Jul 2019.

Vancouver:

Zide L. Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli District of the Eastern Cape Province. [Internet] [Masters thesis]. University of Fort Hare; 2013. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10353/d1006245.

Council of Science Editors:

Zide L. Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli District of the Eastern Cape Province. [Masters Thesis]. University of Fort Hare; 2013. Available from: http://hdl.handle.net/10353/d1006245

3. Gobingca, Zameka. Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district.

Degree: M. Ed, Faculty of Education, 2013, University of Fort Hare

 The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was… (more)

Subjects/Keywords: Primary school teachers – South Africa – Eastern Cape; Education – Curricula – South Africa – Eastern Cape; Primary school teaching – South Africa – Eastern Cape; Teaching – Methods; Xhosa language – Study and teaching – South Africa – Eastern Cape; Native language

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

APA (6th Edition):

Gobingca, Z. (2013). Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1006250

Chicago Manual of Style (16th Edition):

Gobingca, Zameka. “Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district.” 2013. Masters Thesis, University of Fort Hare. Accessed July 19, 2019. http://hdl.handle.net/10353/d1006250.

MLA Handbook (7th Edition):

Gobingca, Zameka. “Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district.” 2013. Web. 19 Jul 2019.

Vancouver:

Gobingca Z. Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district. [Internet] [Masters thesis]. University of Fort Hare; 2013. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10353/d1006250.

Council of Science Editors:

Gobingca Z. Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district. [Masters Thesis]. University of Fort Hare; 2013. Available from: http://hdl.handle.net/10353/d1006250

4. Besman, Shirley. Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort education district.

Degree: M. Ed, Faculty of Education, 2012, University of Fort Hare

 One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of… (more)

Subjects/Keywords: Education and state|zSouth Africa|zEastern Cape.; School management and organization|zSouth Africa|zEastern Cape.; Language policy|zSouth Africa|zEastern Cape.; Curriculum planning|zSouth Africa|zEastern Cape.; English language|xStudy and teaching.; Curriculum evaluation|zSouth Africa|zEastern Cape.; Fort Beaufort (South Africa)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Besman, S. (2012). Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort education district. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1006251

Chicago Manual of Style (16th Edition):

Besman, Shirley. “Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort education district.” 2012. Masters Thesis, University of Fort Hare. Accessed July 19, 2019. http://hdl.handle.net/10353/d1006251.

MLA Handbook (7th Edition):

Besman, Shirley. “Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort education district.” 2012. Web. 19 Jul 2019.

Vancouver:

Besman S. Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort education district. [Internet] [Masters thesis]. University of Fort Hare; 2012. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/10353/d1006251.

Council of Science Editors:

Besman S. Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort education district. [Masters Thesis]. University of Fort Hare; 2012. Available from: http://hdl.handle.net/10353/d1006251

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