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You searched for subject:( Barriers to learning). Showing records 1 – 30 of 82895 total matches.

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University of the Western Cape

1. Adams-Gardner, Myrtle. Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model .

Degree: 2018, University of the Western Cape

 Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to… (more)

Subjects/Keywords: Adult education; Barriers to learning; Psychosocial factors

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

APA (6th Edition):

Adams-Gardner, M. (2018). Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adams-Gardner, Myrtle. “Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model .” 2018. Thesis, University of the Western Cape. Accessed December 05, 2020. http://hdl.handle.net/11394/6482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adams-Gardner, Myrtle. “Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model .” 2018. Web. 05 Dec 2020.

Vancouver:

Adams-Gardner M. Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11394/6482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams-Gardner M. Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

2. Hearne, Vivian. Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model .

Degree: 2018, University of the Western Cape

 This study investigates “why adults participate in learning activities” and “what barriers deter adults from participating in learning activities.” Learning activities can include informal learning(more)

Subjects/Keywords: Barriers to participation; Adult learning; Learning activities; Situational barriers; Informal learning initiatives

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

APA (6th Edition):

Hearne, V. (2018). Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6610

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hearne, Vivian. “Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model .” 2018. Thesis, University of the Western Cape. Accessed December 05, 2020. http://hdl.handle.net/11394/6610.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hearne, Vivian. “Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model .” 2018. Web. 05 Dec 2020.

Vancouver:

Hearne V. Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11394/6610.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hearne V. Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6610

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

3. Motloung, Phindiwe Aletta. A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung .

Degree: 2011, North-West University

 The purpose of the study was to gauge Grade 4 Life Orientation educators‟ understanding of what learning style diversity entails, and to explore how they… (more)

Subjects/Keywords: Learning style diversity; Learning preferences; Pedagogical barriers to learning; Inclusive education

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APA (6th Edition):

Motloung, P. A. (2011). A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Motloung, Phindiwe Aletta. “A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung .” 2011. Thesis, North-West University. Accessed December 05, 2020. http://hdl.handle.net/10394/10323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Motloung, Phindiwe Aletta. “A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung .” 2011. Web. 05 Dec 2020.

Vancouver:

Motloung PA. A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung . [Internet] [Thesis]. North-West University; 2011. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10394/10323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Motloung PA. A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/10323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

4. Wentzel, Velma Dianne. Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities .

Degree: 2016, University of South Africa

 This research focuses on the experiences of primary school teachers in providing learning support for learners with mild intellectual disabilities. In South Africa, most learners… (more)

Subjects/Keywords: Barriers to learning; Inclusive education; Learning support; Mild intellectual disabilities

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APA (6th Edition):

Wentzel, V. D. (2016). Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21926

Chicago Manual of Style (16th Edition):

Wentzel, Velma Dianne. “Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities .” 2016. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/21926.

MLA Handbook (7th Edition):

Wentzel, Velma Dianne. “Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities .” 2016. Web. 05 Dec 2020.

Vancouver:

Wentzel VD. Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/21926.

Council of Science Editors:

Wentzel VD. Primary school teachers' experiences of providing learning support for learners with mild intellectual disabilities . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21926


University of KwaZulu-Natal

5. Lamont George, Janet. The difference between failure and success: barriers and facilitators impacting on academic performance of progressed learners within the FET Phase of a school in KwaZulu-Natal.

Degree: 2019, University of KwaZulu-Natal

 Academic underperformance, grade repetition, and subsequent non-completion of school are educational challenges that are not indigenous to South Africa. Progression (or social promotion), where a… (more)

Subjects/Keywords: Barriers and facilitators.; Academic performance.; Progressed learners.; FET Phase.; Barriers to learning.

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

APA (6th Edition):

Lamont George, J. (2019). The difference between failure and success: barriers and facilitators impacting on academic performance of progressed learners within the FET Phase of a school in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lamont George, Janet. “The difference between failure and success: barriers and facilitators impacting on academic performance of progressed learners within the FET Phase of a school in KwaZulu-Natal.” 2019. Thesis, University of KwaZulu-Natal. Accessed December 05, 2020. https://researchspace.ukzn.ac.za/handle/10413/17661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lamont George, Janet. “The difference between failure and success: barriers and facilitators impacting on academic performance of progressed learners within the FET Phase of a school in KwaZulu-Natal.” 2019. Web. 05 Dec 2020.

Vancouver:

Lamont George J. The difference between failure and success: barriers and facilitators impacting on academic performance of progressed learners within the FET Phase of a school in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2020 Dec 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lamont George J. The difference between failure and success: barriers and facilitators impacting on academic performance of progressed learners within the FET Phase of a school in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/17661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

6. Adams-Gardner, Myrtle. Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model .

Degree: 2018, University of the Western Cape

 Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to… (more)

Subjects/Keywords: Participation; Adult learning and education; Barriers to learning; Psychosocial interaction model; Non-formal learning

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

APA (6th Edition):

Adams-Gardner, M. (2018). Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6526

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adams-Gardner, Myrtle. “Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model .” 2018. Thesis, University of the Western Cape. Accessed December 05, 2020. http://hdl.handle.net/11394/6526.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adams-Gardner, Myrtle. “Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model .” 2018. Web. 05 Dec 2020.

Vancouver:

Adams-Gardner M. Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11394/6526.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams-Gardner M. Psychosocial barriers to participation in adult learning and education: Applying a PsychoSocial Interaction Model . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6526

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Cape Peninsula University of Technology

7. Ebrahim, Adele Bianca. An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape .

Degree: 2013, Cape Peninsula University of Technology

 This study explores the experiences and perceptions of students enrolled in an inclusive Further Education and Training College in South Africa. A qualitative, phenomenological design… (more)

Subjects/Keywords: Further Education and Training Colleges; Barriers to Learning

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APA (6th Edition):

Ebrahim, A. B. (2013). An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ebrahim, Adele Bianca. “An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape .” 2013. Thesis, Cape Peninsula University of Technology. Accessed December 05, 2020. http://etd.cput.ac.za/handle/20.500.11838/1951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ebrahim, Adele Bianca. “An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape .” 2013. Web. 05 Dec 2020.

Vancouver:

Ebrahim AB. An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape . [Internet] [Thesis]. Cape Peninsula University of Technology; 2013. [cited 2020 Dec 05]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ebrahim AB. An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape . [Thesis]. Cape Peninsula University of Technology; 2013. Available from: http://etd.cput.ac.za/handle/20.500.11838/1951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

8. Wehmeyer, Welma. Investigating a transdisciplinary collaborative service delivery approach in addressing learners experiencing barriers to learning .

Degree: 2014, University of South Africa

 Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding… (more)

Subjects/Keywords: Transdisciplinary; Barriers to learning; Collaborate; Service delivery; Perception

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

APA (6th Edition):

Wehmeyer, W. (2014). Investigating a transdisciplinary collaborative service delivery approach in addressing learners experiencing barriers to learning . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18352

Chicago Manual of Style (16th Edition):

Wehmeyer, Welma. “Investigating a transdisciplinary collaborative service delivery approach in addressing learners experiencing barriers to learning .” 2014. Doctoral Dissertation, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/18352.

MLA Handbook (7th Edition):

Wehmeyer, Welma. “Investigating a transdisciplinary collaborative service delivery approach in addressing learners experiencing barriers to learning .” 2014. Web. 05 Dec 2020.

Vancouver:

Wehmeyer W. Investigating a transdisciplinary collaborative service delivery approach in addressing learners experiencing barriers to learning . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/18352.

Council of Science Editors:

Wehmeyer W. Investigating a transdisciplinary collaborative service delivery approach in addressing learners experiencing barriers to learning . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18352


University of South Africa

9. Tlale, Lloyd Daniel Nkoli. Understanding and giving support to children in conflict with the law : a socio-ecological perspective .

Degree: 2013, University of South Africa

 Many children in conflict with the law are not receiving the relevant education and services to which they are entitled. Convention on the Rights of… (more)

Subjects/Keywords: Socio-ecology; Reintegration; Rehabilitation; Juvenile justice; Barriers to learning

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

APA (6th Edition):

Tlale, L. D. N. (2013). Understanding and giving support to children in conflict with the law : a socio-ecological perspective . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/11963

Chicago Manual of Style (16th Edition):

Tlale, Lloyd Daniel Nkoli. “Understanding and giving support to children in conflict with the law : a socio-ecological perspective .” 2013. Doctoral Dissertation, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/11963.

MLA Handbook (7th Edition):

Tlale, Lloyd Daniel Nkoli. “Understanding and giving support to children in conflict with the law : a socio-ecological perspective .” 2013. Web. 05 Dec 2020.

Vancouver:

Tlale LDN. Understanding and giving support to children in conflict with the law : a socio-ecological perspective . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/11963.

Council of Science Editors:

Tlale LDN. Understanding and giving support to children in conflict with the law : a socio-ecological perspective . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11963


University of South Africa

10. Madlela, Sobantu. An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng .

Degree: 2018, University of South Africa

 South African schools have educators that are faced with numerous challenges in managing their day-to-day classroom activities in general. This challenge is further made worse… (more)

Subjects/Keywords: Exploration; Classroom management; Accommodating; Diverse; Barriers to learning

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

APA (6th Edition):

Madlela, S. (2018). An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25969

Chicago Manual of Style (16th Edition):

Madlela, Sobantu. “An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng .” 2018. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/25969.

MLA Handbook (7th Edition):

Madlela, Sobantu. “An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng .” 2018. Web. 05 Dec 2020.

Vancouver:

Madlela S. An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/25969.

Council of Science Editors:

Madlela S. An exploration of suitable teachers’ classroom management style in accommodating the needs of diverse learners experiencing barriers to learning : a case study of six special schools in Johannesburg East district, Gauteng . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25969


University of South Africa

11. Daniyan, Olatope Oladunni. Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District .

Degree: 2015, University of South Africa

 This study investigates the challenges in teaching learners experiencing barriers in mathematics at the intermediate phase in Tshwane South District. Relevant literature review reveals that… (more)

Subjects/Keywords: Teachers; Teaching challenges; Barriers to learning; Learners; Mathematics; Intermediate phase; Tshwane

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APA (6th Edition):

Daniyan, O. O. (2015). Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21214

Chicago Manual of Style (16th Edition):

Daniyan, Olatope Oladunni. “Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District .” 2015. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/21214.

MLA Handbook (7th Edition):

Daniyan, Olatope Oladunni. “Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District .” 2015. Web. 05 Dec 2020.

Vancouver:

Daniyan OO. Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District . [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/21214.

Council of Science Editors:

Daniyan OO. Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District . [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21214


North-West University

12. Haywood, Charlene. The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood .

Degree: 2014, North-West University

 High retention rates, low levels of academic literacy and inundated support services show that students enrolled at Higher Education Institutions (HEIs) are experiencing difficulty coping… (more)

Subjects/Keywords: Lecturers; Students; Barriers to learning; Support; Higher Education Institutions

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APA (6th Edition):

Haywood, C. (2014). The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/13328

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Haywood, Charlene. “The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood .” 2014. Thesis, North-West University. Accessed December 05, 2020. http://hdl.handle.net/10394/13328.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Haywood, Charlene. “The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood .” 2014. Web. 05 Dec 2020.

Vancouver:

Haywood C. The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood . [Internet] [Thesis]. North-West University; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10394/13328.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haywood C. The opinions of lecturers at a university of technology regarding their role in supporting students experiencing barriers to learning / Charlene Haywood . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/13328

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

13. Vos, Sydney Lambert. 'n Skoolgebaseerde opleidingsprogram vir die identifisering van en hulpverlening aan selfmultileerders / Sydney Lambert Vos .

Degree: 2011, North-West University

 According to the policy on Inclusive Education, teachers are increasingly expected to play a community and pastoral role in order to, in this way, be… (more)

Subjects/Keywords: Barriers to learning; Self-mutilation; Self-injury; Inclusive education

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APA (6th Edition):

Vos, S. L. (2011). 'n Skoolgebaseerde opleidingsprogram vir die identifisering van en hulpverlening aan selfmultileerders / Sydney Lambert Vos . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vos, Sydney Lambert. “'n Skoolgebaseerde opleidingsprogram vir die identifisering van en hulpverlening aan selfmultileerders / Sydney Lambert Vos .” 2011. Thesis, North-West University. Accessed December 05, 2020. http://hdl.handle.net/10394/10385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vos, Sydney Lambert. “'n Skoolgebaseerde opleidingsprogram vir die identifisering van en hulpverlening aan selfmultileerders / Sydney Lambert Vos .” 2011. Web. 05 Dec 2020.

Vancouver:

Vos SL. 'n Skoolgebaseerde opleidingsprogram vir die identifisering van en hulpverlening aan selfmultileerders / Sydney Lambert Vos . [Internet] [Thesis]. North-West University; 2011. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10394/10385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vos SL. 'n Skoolgebaseerde opleidingsprogram vir die identifisering van en hulpverlening aan selfmultileerders / Sydney Lambert Vos . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/10385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

14. Berger, Michele. The role of the educational psychologist in supporting inclusion at school level.

Degree: Educational Psychology, 2013, University of Pretoria

 The purpose of this study was to explore the role that the educational psychologist can play to support inclusion at school level in South Africa.… (more)

Subjects/Keywords: Barriers to learning; Collaboration; Educational psychologist; Inclusion; Inclusive education; Mainstreaming; UCTD

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

APA (6th Edition):

Berger, M. (2013). The role of the educational psychologist in supporting inclusion at school level. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40459

Chicago Manual of Style (16th Edition):

Berger, Michele. “The role of the educational psychologist in supporting inclusion at school level.” 2013. Masters Thesis, University of Pretoria. Accessed December 05, 2020. http://hdl.handle.net/2263/40459.

MLA Handbook (7th Edition):

Berger, Michele. “The role of the educational psychologist in supporting inclusion at school level.” 2013. Web. 05 Dec 2020.

Vancouver:

Berger M. The role of the educational psychologist in supporting inclusion at school level. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2263/40459.

Council of Science Editors:

Berger M. The role of the educational psychologist in supporting inclusion at school level. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40459


University of South Africa

15. Motitswe, Jacomina Mokgadi Christine. A shift from pathological-deficit model : towards productive pedagogies in inclusive schools .

Degree: 2017, University of South Africa

 Like other countries globally, South Africa has embraced inclusive education as a reform that supports and welcomes diversity among all learners. Inclusive education is a… (more)

Subjects/Keywords: Productive pedagogies; Pathological-deficit model; Diverse learning needs; Barriers to learning; Full participation

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

APA (6th Edition):

Motitswe, J. M. C. (2017). A shift from pathological-deficit model : towards productive pedagogies in inclusive schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23457

Chicago Manual of Style (16th Edition):

Motitswe, Jacomina Mokgadi Christine. “A shift from pathological-deficit model : towards productive pedagogies in inclusive schools .” 2017. Doctoral Dissertation, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/23457.

MLA Handbook (7th Edition):

Motitswe, Jacomina Mokgadi Christine. “A shift from pathological-deficit model : towards productive pedagogies in inclusive schools .” 2017. Web. 05 Dec 2020.

Vancouver:

Motitswe JMC. A shift from pathological-deficit model : towards productive pedagogies in inclusive schools . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/23457.

Council of Science Editors:

Motitswe JMC. A shift from pathological-deficit model : towards productive pedagogies in inclusive schools . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23457


University of South Africa

16. Mapepa, Peter. A wellness model for teachers in learner support for learners with hearing impairment .

Degree: 2017, University of South Africa

 The purpose of the study was to develop a wellness model for teachers in addressing learning barriers for learners with hearing impairment. The study is… (more)

Subjects/Keywords: Barriers to learning; Disability awareness; Linguistic interdependence theory; Universal design for learning; Wellness theory

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

APA (6th Edition):

Mapepa, P. (2017). A wellness model for teachers in learner support for learners with hearing impairment . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23122

Chicago Manual of Style (16th Edition):

Mapepa, Peter. “A wellness model for teachers in learner support for learners with hearing impairment .” 2017. Doctoral Dissertation, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/23122.

MLA Handbook (7th Edition):

Mapepa, Peter. “A wellness model for teachers in learner support for learners with hearing impairment .” 2017. Web. 05 Dec 2020.

Vancouver:

Mapepa P. A wellness model for teachers in learner support for learners with hearing impairment . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/23122.

Council of Science Editors:

Mapepa P. A wellness model for teachers in learner support for learners with hearing impairment . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23122


Vilnius Pedagogical University

17. Isakė, Vita. Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai.

Degree: Master, Educology, 2009, Vilnius Pedagogical University

Šiandienos pedagogui keliamas labai svarbus uždavinys - sukurti tokį mokymosi procesą, kuris skatintų moksleivių mokymąsi. Europos Sąjungos dokumentuose akcentuojamos perėjimo į mokymąsi visą gyvenimą galimybes… (more)

Subjects/Keywords: Mokėjimo mokytis kompetencija; Asmeniniai barjerai; Objektyvūs barjerai; Metodinės veiklos barjerai; Organizaciniai barjerai; Competence of learning abilities to learn; Personal barriers; Objective barriers; Methodology barriers; Management barriers

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

APA (6th Edition):

Isakė, Vita. (2009). Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_133243-86367 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Isakė, Vita. “Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai.” 2009. Masters Thesis, Vilnius Pedagogical University. Accessed December 05, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_133243-86367 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Isakė, Vita. “Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai.” 2009. Web. 05 Dec 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Isakė, Vita. Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2009. [cited 2020 Dec 05]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_133243-86367 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Isakė, Vita. Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai. [Masters Thesis]. Vilnius Pedagogical University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_133243-86367 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Wollongong

18. Hudson, Rebecca. Modelling secondary mathematics teacher's use and non use of technology in teaching.

Degree: Doctor of Philosophy, 2012, University of Wollongong

  This thesis investigated the barriers faced by teachers which prevent them from using technology in the classroom. To this end teachers at 26 public… (more)

Subjects/Keywords: mathematics; technology; learning theories; professional development; beliefs; barriers to computer use; statistical modelling

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

APA (6th Edition):

Hudson, R. (2012). Modelling secondary mathematics teacher's use and non use of technology in teaching. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3673

Chicago Manual of Style (16th Edition):

Hudson, Rebecca. “Modelling secondary mathematics teacher's use and non use of technology in teaching.” 2012. Doctoral Dissertation, University of Wollongong. Accessed December 05, 2020. ; https://ro.uow.edu.au/theses/3673.

MLA Handbook (7th Edition):

Hudson, Rebecca. “Modelling secondary mathematics teacher's use and non use of technology in teaching.” 2012. Web. 05 Dec 2020.

Vancouver:

Hudson R. Modelling secondary mathematics teacher's use and non use of technology in teaching. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2020 Dec 05]. Available from: ; https://ro.uow.edu.au/theses/3673.

Council of Science Editors:

Hudson R. Modelling secondary mathematics teacher's use and non use of technology in teaching. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: ; https://ro.uow.edu.au/theses/3673


University of the Western Cape

19. Hans, Garelda Nicolette. Addressing the needs of underachieving students in an extended curriculum programme .

Degree: 2014, University of the Western Cape

 The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The… (more)

Subjects/Keywords: Higher education; Academic support; Academic development; Barriers to learning; Extended Curriculum Programme (ECP)

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

APA (6th Edition):

Hans, G. N. (2014). Addressing the needs of underachieving students in an extended curriculum programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hans, Garelda Nicolette. “Addressing the needs of underachieving students in an extended curriculum programme .” 2014. Thesis, University of the Western Cape. Accessed December 05, 2020. http://hdl.handle.net/11394/5120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hans, Garelda Nicolette. “Addressing the needs of underachieving students in an extended curriculum programme .” 2014. Web. 05 Dec 2020.

Vancouver:

Hans GN. Addressing the needs of underachieving students in an extended curriculum programme . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/11394/5120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hans GN. Addressing the needs of underachieving students in an extended curriculum programme . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/5120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

20. Tuswa, Nobuntu Hicsonia. Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province .

Degree: 2016, University of South Africa

 According to White Paper 6, national policy regarding the provision of education in South Africa has changed since 1994 with an emphasis on the accommodation… (more)

Subjects/Keywords: Inclusive education; Barriers to learning; Full-service school; Support services; Ecosystemic theory

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

APA (6th Edition):

Tuswa, N. H. (2016). Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22692

Chicago Manual of Style (16th Edition):

Tuswa, Nobuntu Hicsonia. “Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province .” 2016. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/22692.

MLA Handbook (7th Edition):

Tuswa, Nobuntu Hicsonia. “Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province .” 2016. Web. 05 Dec 2020.

Vancouver:

Tuswa NH. Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/22692.

Council of Science Editors:

Tuswa NH. Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22692


University of South Africa

21. Madihlaba, Sizakele Junneth. Supporting foundation phase learners with mathematical problems in the Bojanala District, North West .

Degree: 2013, University of South Africa

 The purpose of my study was to investigate about the support that Foundation Phase learners with Mathematical problems receive from different role players and to… (more)

Subjects/Keywords: Support; Inclusive education; Barriers to learning; Mathematics; Foundation Phase; School-based support; District-based support

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

APA (6th Edition):

Madihlaba, S. J. (2013). Supporting foundation phase learners with mathematical problems in the Bojanala District, North West . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18232

Chicago Manual of Style (16th Edition):

Madihlaba, Sizakele Junneth. “Supporting foundation phase learners with mathematical problems in the Bojanala District, North West .” 2013. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/18232.

MLA Handbook (7th Edition):

Madihlaba, Sizakele Junneth. “Supporting foundation phase learners with mathematical problems in the Bojanala District, North West .” 2013. Web. 05 Dec 2020.

Vancouver:

Madihlaba SJ. Supporting foundation phase learners with mathematical problems in the Bojanala District, North West . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/18232.

Council of Science Editors:

Madihlaba SJ. Supporting foundation phase learners with mathematical problems in the Bojanala District, North West . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/18232


North-West University

22. Magare, Ishmael. Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare .

Degree: 2008, North-West University

 The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an… (more)

Subjects/Keywords: Barriers to learning; Competencies in inclusive education; Deficit-based approach; Asset-based approach

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

APA (6th Edition):

Magare, I. (2008). Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2869

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Magare, Ishmael. “Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare .” 2008. Thesis, North-West University. Accessed December 05, 2020. http://hdl.handle.net/10394/2869.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Magare, Ishmael. “Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare .” 2008. Web. 05 Dec 2020.

Vancouver:

Magare I. Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare . [Internet] [Thesis]. North-West University; 2008. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10394/2869.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Magare I. Educators' experiences of inclusive learning contexts : an exploration of competencies / Ishmael Magare . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2869

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Bursey, Karin Adriana. The lived experiences of adolescents with barriers to learning who participate in an alternative assessment programme / Karin Adriana Bursey .

Degree: 2015, North-West University

 South Africa has adopted the international trend towards inclusive education. The result is an increasing number of learners with barriers to learning accommodated in mainstream… (more)

Subjects/Keywords: Adolescence; Alternative assessment; Barriers to learning; Lived experiences; Adolessensie; Alternatiewe assessering; Belewing; Leerhindernisse

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APA (6th Edition):

Bursey, K. A. (2015). The lived experiences of adolescents with barriers to learning who participate in an alternative assessment programme / Karin Adriana Bursey . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14479

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bursey, Karin Adriana. “The lived experiences of adolescents with barriers to learning who participate in an alternative assessment programme / Karin Adriana Bursey .” 2015. Thesis, North-West University. Accessed December 05, 2020. http://hdl.handle.net/10394/14479.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bursey, Karin Adriana. “The lived experiences of adolescents with barriers to learning who participate in an alternative assessment programme / Karin Adriana Bursey .” 2015. Web. 05 Dec 2020.

Vancouver:

Bursey KA. The lived experiences of adolescents with barriers to learning who participate in an alternative assessment programme / Karin Adriana Bursey . [Internet] [Thesis]. North-West University; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10394/14479.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bursey KA. The lived experiences of adolescents with barriers to learning who participate in an alternative assessment programme / Karin Adriana Bursey . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/14479

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

24. Mphahlele, Ramashego Shila Shorty. Information communication technologies as a support mechanism for learners experiencing reading difficulties .

Degree: 2014, University of South Africa

 Reading difficulties are of concern worldwide, as evidenced by a number of studies, including the Association for the Development of Education in Africa (ADEA), the… (more)

Subjects/Keywords: Information communication technologies; Reading; Reading difficulties; Support mechanism; School-based support team; Learning support; E-learning; Barriers to learning

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APA (6th Edition):

Mphahlele, R. S. S. (2014). Information communication technologies as a support mechanism for learners experiencing reading difficulties . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13299

Chicago Manual of Style (16th Edition):

Mphahlele, Ramashego Shila Shorty. “Information communication technologies as a support mechanism for learners experiencing reading difficulties .” 2014. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/13299.

MLA Handbook (7th Edition):

Mphahlele, Ramashego Shila Shorty. “Information communication technologies as a support mechanism for learners experiencing reading difficulties .” 2014. Web. 05 Dec 2020.

Vancouver:

Mphahlele RSS. Information communication technologies as a support mechanism for learners experiencing reading difficulties . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/13299.

Council of Science Editors:

Mphahlele RSS. Information communication technologies as a support mechanism for learners experiencing reading difficulties . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13299


University of KwaZulu-Natal

25. Mbili, Thamekile Patricia. Expressive english language skills in the inclusive intermediate phase classroom.

Degree: 2018, University of KwaZulu-Natal

 The 1994 democratic election brought significant changes to South Africa, and one of the main areas of focus was transformation in education. Inclusive education was… (more)

Subjects/Keywords: Inclusive education.; Expressive language skills.; Barriers to learning.; Language of learning and teaching.; Ubuntu.; Intermediate phase.

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

APA (6th Edition):

Mbili, T. P. (2018). Expressive english language skills in the inclusive intermediate phase classroom. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mbili, Thamekile Patricia. “Expressive english language skills in the inclusive intermediate phase classroom.” 2018. Thesis, University of KwaZulu-Natal. Accessed December 05, 2020. https://researchspace.ukzn.ac.za/handle/10413/17190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mbili, Thamekile Patricia. “Expressive english language skills in the inclusive intermediate phase classroom.” 2018. Web. 05 Dec 2020.

Vancouver:

Mbili TP. Expressive english language skills in the inclusive intermediate phase classroom. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2020 Dec 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mbili TP. Expressive english language skills in the inclusive intermediate phase classroom. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

26. Mnguni, Mafikeni Andries. From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa.

Degree: 2017, University of KwaZulu-Natal

 A qualitative case study of the implementation of inclusive education, as promulgated in the South African Department of Education (DoE)’s White Paper 6 (EWP6), in… (more)

Subjects/Keywords: Full-service school.; Barriers to learning and development.; Inclusive education.; School-based support team.; District-based support team.; Learning support educator.

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

APA (6th Edition):

Mnguni, M. A. (2017). From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16942

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mnguni, Mafikeni Andries. “From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa.” 2017. Thesis, University of KwaZulu-Natal. Accessed December 05, 2020. https://researchspace.ukzn.ac.za/handle/10413/16942.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mnguni, Mafikeni Andries. “From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa.” 2017. Web. 05 Dec 2020.

Vancouver:

Mnguni MA. From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Dec 05]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16942.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mnguni MA. From inclusive education policy to implementation : a case study of a full-service school in uMngeni District, KwaZulu-Natal, South Africa. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/16942

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

27. Wissing, Annelise. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .

Degree: 2012, University of South Africa

 Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern… (more)

Subjects/Keywords: Inclusive education; Cognitive giftedness; ESL learning; Underachievers; South Africa; Support; Barriers to learning; Classroom teachers; Grade Four; Double exceptionality

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

APA (6th Edition):

Wissing, A. (2012). The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6549

Chicago Manual of Style (16th Edition):

Wissing, Annelise. “The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .” 2012. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/6549.

MLA Handbook (7th Edition):

Wissing, Annelise. “The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever .” 2012. Web. 05 Dec 2020.

Vancouver:

Wissing A. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/6549.

Council of Science Editors:

Wissing A. The role of the grade four teacher in providing support for the cognitively gifted English Second Language (ESL) underachiever . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6549


University of South Africa

28. Mello, Masefora Victoria. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .

Degree: 2017, University of South Africa

 The purpose of the study was to find out why adult learners absent themselves from adult basic education programmes and to devise strategies to encourage… (more)

Subjects/Keywords: Absenteeism; Adult learner; Adult educator; Adult Basic Education; Socio-economic factors; Barriers to learning; Critical reflection; Adult learning centre

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

APA (6th Edition):

Mello, M. V. (2017). Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23455

Chicago Manual of Style (16th Edition):

Mello, Masefora Victoria. “Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .” 2017. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/23455.

MLA Handbook (7th Edition):

Mello, Masefora Victoria. “Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .” 2017. Web. 05 Dec 2020.

Vancouver:

Mello MV. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/23455.

Council of Science Editors:

Mello MV. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23455


University of South Africa

29. Mkhuma, Israel Lindokuhle. The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal .

Degree: 2012, University of South Africa

 Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as… (more)

Subjects/Keywords: Identification; Over identification; Screening; Assessment and Support (SIAS) strategy; Barriers to Learning and Development and Learning Support; Full-service school

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

APA (6th Edition):

Mkhuma, I. L. (2012). The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/9743

Chicago Manual of Style (16th Edition):

Mkhuma, Israel Lindokuhle. “The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal .” 2012. Masters Thesis, University of South Africa. Accessed December 05, 2020. http://hdl.handle.net/10500/9743.

MLA Handbook (7th Edition):

Mkhuma, Israel Lindokuhle. “The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal .” 2012. Web. 05 Dec 2020.

Vancouver:

Mkhuma IL. The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10500/9743.

Council of Science Editors:

Mkhuma IL. The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/9743


University of KwaZulu-Natal

30. Mayure., Padayachee. Exploring educators’ perceptions of the challenges facing second-language learners within the foundation phase at ex-model C schools in Pietermaritzburg.

Degree: 2016, University of KwaZulu-Natal

 The South African inclusive education system seems to present with significant challenges. More specifically it appears to require interventions that are often beyond the speciality… (more)

Subjects/Keywords: Theses - Psychology.; Multicultural education.; Pietermaritzburg Ex-Model C schools.; Language barriers to learning.; Foundation Phase learning.

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

APA (6th Edition):

Mayure., P. (2016). Exploring educators’ perceptions of the challenges facing second-language learners within the foundation phase at ex-model C schools in Pietermaritzburg. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mayure., Padayachee. “Exploring educators’ perceptions of the challenges facing second-language learners within the foundation phase at ex-model C schools in Pietermaritzburg.” 2016. Thesis, University of KwaZulu-Natal. Accessed December 05, 2020. http://hdl.handle.net/10413/15590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mayure., Padayachee. “Exploring educators’ perceptions of the challenges facing second-language learners within the foundation phase at ex-model C schools in Pietermaritzburg.” 2016. Web. 05 Dec 2020.

Vancouver:

Mayure. P. Exploring educators’ perceptions of the challenges facing second-language learners within the foundation phase at ex-model C schools in Pietermaritzburg. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10413/15590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mayure. P. Exploring educators’ perceptions of the challenges facing second-language learners within the foundation phase at ex-model C schools in Pietermaritzburg. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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