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Dept: School of Education

You searched for subject:(EDUCATION). Showing records 1 – 30 of 1393 total matches.

[1] [2] [3] [4] [5] … [47]

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University of Cape Town

1. Arnold, Luke. The affordances and potentials of mobile digital devices to teach English: a South African case study.

Degree: MEd, School of Education, 2018, University of Cape Town

 In this paper I attempt to explore the complexities involved in using digital technologies to teach English as home language in a South African private… (more)

Subjects/Keywords: education

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

APA (6th Edition):

Arnold, L. (2018). The affordances and potentials of mobile digital devices to teach English: a South African case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29500

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):

Arnold, Luke. “The affordances and potentials of mobile digital devices to teach English: a South African case study.” 2018. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/29500.

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

MLA Handbook (7th Edition):

Arnold, Luke. “The affordances and potentials of mobile digital devices to teach English: a South African case study.” 2018. Web. 16 Jul 2019.

Vancouver:

Arnold L. The affordances and potentials of mobile digital devices to teach English: a South African case study. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/29500.

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

Council of Science Editors:

Arnold L. The affordances and potentials of mobile digital devices to teach English: a South African case study. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29500

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


University of Cape Town

2. Pearton, Nicola. An investigation into the relationship between student identity and academic literacy at a private higher education institution.

Degree: MEd, School of Education, 2018, University of Cape Town

 Although academic development programmes have been well researched in the South African context, much of the research has focused on programmes at mainstream public universities… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Pearton, N. (2018). An investigation into the relationship between student identity and academic literacy at a private higher education institution. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29697

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):

Pearton, Nicola. “An investigation into the relationship between student identity and academic literacy at a private higher education institution.” 2018. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/29697.

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

MLA Handbook (7th Edition):

Pearton, Nicola. “An investigation into the relationship between student identity and academic literacy at a private higher education institution.” 2018. Web. 16 Jul 2019.

Vancouver:

Pearton N. An investigation into the relationship between student identity and academic literacy at a private higher education institution. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/29697.

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

Council of Science Editors:

Pearton N. An investigation into the relationship between student identity and academic literacy at a private higher education institution. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29697

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


University of Cape Town

3. Ha, Bokju. Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy.

Degree: MEd, School of Education, 2018, University of Cape Town

 Diffractive methodology has been developed by Donna Haraway and Karen Barad as a methodology to read two (or more) different thoughts or works without criticism.… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Ha, B. (2018). Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29872

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):

Ha, Bokju. “Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy.” 2018. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/29872.

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

MLA Handbook (7th Edition):

Ha, Bokju. “Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy.” 2018. Web. 16 Jul 2019.

Vancouver:

Ha B. Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/29872.

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

Council of Science Editors:

Ha B. Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29872

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


University of Cape Town

4. Giorza, Theresa Magdalen. Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool.

Degree: PhD, School of Education, 2018, University of Cape Town

 This research explores the lives and learning of a group of Grade R children and their human and non-human collaborators, (myself included) paying particular attention… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Giorza, T. M. (2018). Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool. (Doctoral Dissertation). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29666

Chicago Manual of Style (16th Edition):

Giorza, Theresa Magdalen. “Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool.” 2018. Doctoral Dissertation, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/29666.

MLA Handbook (7th Edition):

Giorza, Theresa Magdalen. “Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool.” 2018. Web. 16 Jul 2019.

Vancouver:

Giorza TM. Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool. [Internet] [Doctoral dissertation]. University of Cape Town; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/29666.

Council of Science Editors:

Giorza TM. Making kin and taking care: intra-active learning with time, space and matter in a Johannesburg preschool. [Doctoral Dissertation]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29666


University of Cape Town

5. Peers, Joanne. Reconceptualising quality through pedagogical documentation in early years education in South Africa.

Degree: MEd, School of Education, 2018, University of Cape Town

 I invite readers to an interest in re-conceptualise-ing quality through pedagogical documentation in early years education in South Africa. Children in South Africa are entangled… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Peers, J. (2018). Reconceptualising quality through pedagogical documentation in early years education in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29843

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):

Peers, Joanne. “Reconceptualising quality through pedagogical documentation in early years education in South Africa.” 2018. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/29843.

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

MLA Handbook (7th Edition):

Peers, Joanne. “Reconceptualising quality through pedagogical documentation in early years education in South Africa.” 2018. Web. 16 Jul 2019.

Vancouver:

Peers J. Reconceptualising quality through pedagogical documentation in early years education in South Africa. [Internet] [Thesis]. University of Cape Town; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/29843.

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

Council of Science Editors:

Peers J. Reconceptualising quality through pedagogical documentation in early years education in South Africa. [Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29843

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


University of Cape Town

6. Luckay, Melanie B. Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa.

Degree: Image, School of Education, 2010, University of Cape Town

 This study monitored the transformation of Grade 9 Natural Science classrooms toward social constructivist learning environments in three contexts described by socio-economic status (SES) (i.e.,… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Luckay, M. B. (2010). Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14752

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):

Luckay, Melanie B. “Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa.” 2010. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/14752.

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

MLA Handbook (7th Edition):

Luckay, Melanie B. “Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa.” 2010. Web. 16 Jul 2019.

Vancouver:

Luckay MB. Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/14752.

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

Council of Science Editors:

Luckay MB. Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/14752

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


University of Cape Town

7. Meinert, Leigh. A study of academic resilience amongst first generation university students in South Africa.

Degree: Image, School of Education, 2013, University of Cape Town

 This study adopts a sociological approach to the issue of academic resilience amongst first generation university students in a developing world context. As suggested in… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Meinert, L. (2013). A study of academic resilience amongst first generation university students in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14003

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):

Meinert, Leigh. “A study of academic resilience amongst first generation university students in South Africa.” 2013. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/14003.

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

MLA Handbook (7th Edition):

Meinert, Leigh. “A study of academic resilience amongst first generation university students in South Africa.” 2013. Web. 16 Jul 2019.

Vancouver:

Meinert L. A study of academic resilience amongst first generation university students in South Africa. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/14003.

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

Council of Science Editors:

Meinert L. A study of academic resilience amongst first generation university students in South Africa. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14003

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


University of Cape Town

8. Ithindi, Elina Tangeni. An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia.

Degree: Image, School of Education, 2014, University of Cape Town

 Mobile phones are hardly used for teaching and learning in the study setting, the Polytechnic of Namibia. Formal learning that is widespread in the study… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Ithindi, E. T. (2014). An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12967

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):

Ithindi, Elina Tangeni. “An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia.” 2014. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/12967.

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

MLA Handbook (7th Edition):

Ithindi, Elina Tangeni. “An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia.” 2014. Web. 16 Jul 2019.

Vancouver:

Ithindi ET. An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/12967.

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

Council of Science Editors:

Ithindi ET. An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/12967

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


University of Cape Town

9. Moore, Colleen Patricia. Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012.

Degree: Image, School of Education, 2014, University of Cape Town

 Post-apartheid curriculum reform in South Africa has impacted the constitution and organisation of English language knowledge, including grammatical knowledge and its pedagogy. Additionally, changes in… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Moore, C. P. (2014). Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13353

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):

Moore, Colleen Patricia. “Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012.” 2014. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/13353.

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

MLA Handbook (7th Edition):

Moore, Colleen Patricia. “Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012.” 2014. Web. 16 Jul 2019.

Vancouver:

Moore CP. Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/13353.

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

Council of Science Editors:

Moore CP. Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13353

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


University of Cape Town

10. Carder, Rebecca Jean. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies.

Degree: Image, School of Education, 2015, University of Cape Town

 This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Carder, R. J. (2015). The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13652

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):

Carder, Rebecca Jean. “The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies.” 2015. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/13652.

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

MLA Handbook (7th Edition):

Carder, Rebecca Jean. “The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies.” 2015. Web. 16 Jul 2019.

Vancouver:

Carder RJ. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/13652.

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

Council of Science Editors:

Carder RJ. The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/13652

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


University of Cape Town

11. Kontle, Bitha. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools.

Degree: Image, School of Education, 2017, University of Cape Town

 In this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Kontle, B. (2017). An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/27349

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):

Kontle, Bitha. “An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools.” 2017. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/27349.

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

MLA Handbook (7th Edition):

Kontle, Bitha. “An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools.” 2017. Web. 16 Jul 2019.

Vancouver:

Kontle B. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/27349.

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

Council of Science Editors:

Kontle B. An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/27349

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


University of Cape Town

12. Coombes, Mary. Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study.

Degree: Image, School of Education, 2013, University of Cape Town

 This small-scale case study focuses on the language and literacy practices that constitute hifth (the memorisation of the Qur'an) as it is practised at a… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Coombes, M. (2013). Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12357

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):

Coombes, Mary. “Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study.” 2013. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/12357.

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

MLA Handbook (7th Edition):

Coombes, Mary. “Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study.” 2013. Web. 16 Jul 2019.

Vancouver:

Coombes M. Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/12357.

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

Council of Science Editors:

Coombes M. Undertaking hifth at a Qur'anic school for girls in Cape Town: a case study. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/12357

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


University of Cape Town

13. Bresnihan, Sive. Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town.

Degree: Image, School of Education, 2012, University of Cape Town

 This study explored the experiences of Tendai, a 50 year old migrant from Zimbabwe currently living and working in Cape Town. The approach adopted was… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Bresnihan, S. (2012). Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12095

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):

Bresnihan, Sive. “Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town.” 2012. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/12095.

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

MLA Handbook (7th Edition):

Bresnihan, Sive. “Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town.” 2012. Web. 16 Jul 2019.

Vancouver:

Bresnihan S. Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/12095.

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

Council of Science Editors:

Bresnihan S. Listening to experience: the narratives of a Zimbabwean migrant living and working in Cape Town. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/12095

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


University of Cape Town

14. Reynolds, Rose-Anne. Shifting family bilingualism: two South African case studies.

Degree: Image, School of Education, 2013, University of Cape Town

 This ethnographic, sociolinguistic study describes the home language practices of two Afrikaans/English bilingual families, living in two middle-class English-dominant neighbourhoods, with the youngest children attending… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Reynolds, R. (2013). Shifting family bilingualism: two South African case studies. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14008

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):

Reynolds, Rose-Anne. “Shifting family bilingualism: two South African case studies.” 2013. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/14008.

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

MLA Handbook (7th Edition):

Reynolds, Rose-Anne. “Shifting family bilingualism: two South African case studies.” 2013. Web. 16 Jul 2019.

Vancouver:

Reynolds R. Shifting family bilingualism: two South African case studies. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/14008.

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

Council of Science Editors:

Reynolds R. Shifting family bilingualism: two South African case studies. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14008

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


University of Cape Town

15. Araujo, Magberto Rocha. If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town.

Degree: Image, School of Education, 2015, University of Cape Town

 This study aims to contribute to the ongoing debate about the spread of English in Brazil. Brazilian Portuguese is the official and by far most… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Araujo, M. R. (2015). If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13653

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):

Araujo, Magberto Rocha. “If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town.” 2015. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/13653.

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

MLA Handbook (7th Edition):

Araujo, Magberto Rocha. “If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town.” 2015. Web. 16 Jul 2019.

Vancouver:

Araujo MR. If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/13653.

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

Council of Science Editors:

Araujo MR. If you have the word in Portuguese why are you going to use it in English? Language ideologies of Brazilian Portuguese speaker studying English as a foreign language in Cape Town. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/13653

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


University of Cape Town

16. Mbembi-Mafandala, Joel. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town.

Degree: Image, School of Education, 2015, University of Cape Town

 When children whose first or home language is a minority language begin their school careers, they are commonly taught through the medium of a majority… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Mbembi-Mafandala, J. (2015). Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13719

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):

Mbembi-Mafandala, Joel. “Congolese migrant learners' language, literacy and learning in a primary school in Cape Town.” 2015. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/13719.

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

MLA Handbook (7th Edition):

Mbembi-Mafandala, Joel. “Congolese migrant learners' language, literacy and learning in a primary school in Cape Town.” 2015. Web. 16 Jul 2019.

Vancouver:

Mbembi-Mafandala J. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/13719.

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

Council of Science Editors:

Mbembi-Mafandala J. Congolese migrant learners' language, literacy and learning in a primary school in Cape Town. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/13719

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


University of Cape Town

17. Kruger, Jared James. Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades.

Degree: Image, School of Education, 2012, University of Cape Town

 This study looked at the requirements - evaluative criteria - for transactional writing as they are specified for the Grade 11 level in current curriculum… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Kruger, J. J. (2012). Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12061

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):

Kruger, Jared James. “Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades.” 2012. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/12061.

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

MLA Handbook (7th Edition):

Kruger, Jared James. “Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades.” 2012. Web. 16 Jul 2019.

Vancouver:

Kruger JJ. Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/12061.

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

Council of Science Editors:

Kruger JJ. Differing social positions and the realisation of evaluative criteria for transactional writing in the senior grades. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/12061

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


University of Cape Town

18. Long, Margaret Caroline. Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework.

Degree: Image, School of Education, 2011, University of Cape Town

How may the essential elements of a framework including mathematical, cognitive, and didactic elements, and applied in the multiplicative conceptual field, address the challenges in mathematics education, and inform the curriculum and the validity of assessment processes. Advisors/Committee Members: Dunne, Tim (advisor), Craig, Tracy S (advisor).

Subjects/Keywords: Education

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

APA (6th Edition):

Long, M. C. (2011). Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10892

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):

Long, Margaret Caroline. “Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework.” 2011. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/10892.

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

MLA Handbook (7th Edition):

Long, Margaret Caroline. “Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework.” 2011. Web. 16 Jul 2019.

Vancouver:

Long MC. Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/10892.

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

Council of Science Editors:

Long MC. Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/10892

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


University of Cape Town

19. Swift, Andrew. Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost.

Degree: Image, School of Education, 2011, University of Cape Town

 The study assessed two broad types of HIV/AIDS narrative, namely ‘traditional’ and ‘modern’. Traditional HIV/AIDS discourse refers to community responses to the disease that ‘resist… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Swift, A. (2011). Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/11840

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):

Swift, Andrew. “Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost.” 2011. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/11840.

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

MLA Handbook (7th Edition):

Swift, Andrew. “Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost.” 2011. Web. 16 Jul 2019.

Vancouver:

Swift A. Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/11840.

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

Council of Science Editors:

Swift A. Negotiating modern and traditional discourses of HIV/AIDS in a rural South African community: school impact and personal cost. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/11840

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


University of Cape Town

20. Wallace, Nicole N. The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa.

Degree: Image, School of Education, 2013, University of Cape Town

 Attitudes towards science and school science have long been studied because of a desire to keep students in science-related subjects and science-related careers. In South… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Wallace, N. N. (2013). The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14004

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):

Wallace, Nicole N. “The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa.” 2013. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/14004.

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

MLA Handbook (7th Edition):

Wallace, Nicole N. “The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa.” 2013. Web. 16 Jul 2019.

Vancouver:

Wallace NN. The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/14004.

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

Council of Science Editors:

Wallace NN. The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14004

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


University of Cape Town

21. Parbhoo, Jaywant Ambaram. The implementation of moderation of assessment policy at a school and district : a case study.

Degree: Image, School of Education, 2011, University of Cape Town

 Moderation of assessment is a quality control mechanism that formed part of the traditional examinations system. With the compulsory introduction of school based assessment in… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Parbhoo, J. A. (2011). The implementation of moderation of assessment policy at a school and district : a case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12657

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):

Parbhoo, Jaywant Ambaram. “The implementation of moderation of assessment policy at a school and district : a case study.” 2011. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/12657.

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

MLA Handbook (7th Edition):

Parbhoo, Jaywant Ambaram. “The implementation of moderation of assessment policy at a school and district : a case study.” 2011. Web. 16 Jul 2019.

Vancouver:

Parbhoo JA. The implementation of moderation of assessment policy at a school and district : a case study. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/12657.

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

Council of Science Editors:

Parbhoo JA. The implementation of moderation of assessment policy at a school and district : a case study. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/12657

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


University of Cape Town

22. Millar, David J. Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape.

Degree: Image, School of Education, 2014, University of Cape Town

 The purpose of this research is to examine the extent of instructional leadership of principals in high performing secondary schools in the metropolitan area of… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Millar, D. J. (2014). Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13354

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):

Millar, David J. “Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape.” 2014. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/13354.

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

MLA Handbook (7th Edition):

Millar, David J. “Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape.” 2014. Web. 16 Jul 2019.

Vancouver:

Millar DJ. Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/13354.

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

Council of Science Editors:

Millar DJ. Instructional leadership of principals in high performing secondary schools in Cape Town, Western Cape. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13354

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


University of Cape Town

23. Cawood, Anthony Robin. The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes.

Degree: Image, School of Education, 2011, University of Cape Town

 Underlying the research is a concern regarding the implications of the nature of pedagogic text for the specialization of student consciousness. The thesis uses a… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Cawood, A. R. (2011). The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13502

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):

Cawood, Anthony Robin. “The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes.” 2011. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/13502.

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

MLA Handbook (7th Edition):

Cawood, Anthony Robin. “The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes.” 2011. Web. 16 Jul 2019.

Vancouver:

Cawood AR. The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/13502.

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

Council of Science Editors:

Cawood AR. The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/13502

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


University of Cape Town

24. Hobongwana-Duley, Helen Yolisa. Exploring indigenous knowledge practices concerning health and well-being: a case study of isiXhosa-speaking women in the rural Eastern Cape.

Degree: Image, School of Education, 2015, University of Cape Town

 This thesis explores, analyzes and conceptualizes the indigenous knowledge practices concerning health and well-being held by different generations of women and how they are reproduced… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Hobongwana-Duley, H. Y. (2015). Exploring indigenous knowledge practices concerning health and well-being: a case study of isiXhosa-speaking women in the rural Eastern Cape. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/15555

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):

Hobongwana-Duley, Helen Yolisa. “Exploring indigenous knowledge practices concerning health and well-being: a case study of isiXhosa-speaking women in the rural Eastern Cape.” 2015. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/15555.

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

MLA Handbook (7th Edition):

Hobongwana-Duley, Helen Yolisa. “Exploring indigenous knowledge practices concerning health and well-being: a case study of isiXhosa-speaking women in the rural Eastern Cape.” 2015. Web. 16 Jul 2019.

Vancouver:

Hobongwana-Duley HY. Exploring indigenous knowledge practices concerning health and well-being: a case study of isiXhosa-speaking women in the rural Eastern Cape. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/15555.

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

Council of Science Editors:

Hobongwana-Duley HY. Exploring indigenous knowledge practices concerning health and well-being: a case study of isiXhosa-speaking women in the rural Eastern Cape. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/15555

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


University of Cape Town

25. Macheng, Cornelious Binnie. Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana.

Degree: Image, School of Education, 2011, University of Cape Town

 In this minor dissertation, I undertook to examine perspectives held by people in one, marginal, culturally distinct immigrant community in respect to schooling, language, and… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Macheng, C. B. (2011). Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12687

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):

Macheng, Cornelious Binnie. “Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana.” 2011. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/12687.

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

MLA Handbook (7th Edition):

Macheng, Cornelious Binnie. “Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana.” 2011. Web. 16 Jul 2019.

Vancouver:

Macheng CB. Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/12687.

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

Council of Science Editors:

Macheng CB. Local ways of knowing : schooling, language, and literacy in a marginal, culturally distinctive community in Botswana. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/12687

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


University of Cape Town

26. Abrahams, Nazli. A study of learning, knowledge and processes of reflection within the Worker Education Project.

Degree: Image, School of Education, 2010, University of Cape Town

 There are over a million women domestic workers in South Africa who are largely overworked,underpaid, unprotected, and undervalued and who are entrenched in a system… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Abrahams, N. (2010). A study of learning, knowledge and processes of reflection within the Worker Education Project. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10023

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):

Abrahams, Nazli. “A study of learning, knowledge and processes of reflection within the Worker Education Project.” 2010. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/10023.

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

MLA Handbook (7th Edition):

Abrahams, Nazli. “A study of learning, knowledge and processes of reflection within the Worker Education Project.” 2010. Web. 16 Jul 2019.

Vancouver:

Abrahams N. A study of learning, knowledge and processes of reflection within the Worker Education Project. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/10023.

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

Council of Science Editors:

Abrahams N. A study of learning, knowledge and processes of reflection within the Worker Education Project. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/10023

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


University of Cape Town

27. Mac Phail, Abby. Trading sugar : teenage girls, older men, sexual choice and gender inequalilty in the slums of Kibera, Kenya.

Degree: Image, School of Education, 2011, University of Cape Town

This thesis describes and analyzes the lived realities, sexual choices and the meanings accorded to these experiences of six sugar girls who have relationships with sugar daddies. These girls are aged 18 to 20 and from the slums of Kibera, Kenya.

Subjects/Keywords: Education

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APA (6th Edition):

Mac Phail, A. (2011). Trading sugar : teenage girls, older men, sexual choice and gender inequalilty in the slums of Kibera, Kenya. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/11725

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):

Mac Phail, Abby. “Trading sugar : teenage girls, older men, sexual choice and gender inequalilty in the slums of Kibera, Kenya.” 2011. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/11725.

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

MLA Handbook (7th Edition):

Mac Phail, Abby. “Trading sugar : teenage girls, older men, sexual choice and gender inequalilty in the slums of Kibera, Kenya.” 2011. Web. 16 Jul 2019.

Vancouver:

Mac Phail A. Trading sugar : teenage girls, older men, sexual choice and gender inequalilty in the slums of Kibera, Kenya. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/11725.

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

Council of Science Editors:

Mac Phail A. Trading sugar : teenage girls, older men, sexual choice and gender inequalilty in the slums of Kibera, Kenya. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/11725

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


University of Cape Town

28. Robbins, Bonita. Extending the dialogue : interactional and multimodal strategies in synchronous mobile mathematics tutoring on MXit.

Degree: Image, School of Education, 2013, University of Cape Town

 The aim of this study was to explore the interaction between learners and tutors in Dr Math, a mathematics tutoring project that uses instant messaging… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Robbins, B. (2013). Extending the dialogue : interactional and multimodal strategies in synchronous mobile mathematics tutoring on MXit. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14007

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):

Robbins, Bonita. “Extending the dialogue : interactional and multimodal strategies in synchronous mobile mathematics tutoring on MXit.” 2013. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/14007.

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

MLA Handbook (7th Edition):

Robbins, Bonita. “Extending the dialogue : interactional and multimodal strategies in synchronous mobile mathematics tutoring on MXit.” 2013. Web. 16 Jul 2019.

Vancouver:

Robbins B. Extending the dialogue : interactional and multimodal strategies in synchronous mobile mathematics tutoring on MXit. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/14007.

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

Council of Science Editors:

Robbins B. Extending the dialogue : interactional and multimodal strategies in synchronous mobile mathematics tutoring on MXit. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14007

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

29. Omar, Yunus. "In my stride": a life-history of Alie Fataar, teacher.

Degree: Image, School of Education, 2015, University of Cape Town

 This thesis employs a life-history approach to investigate how a teacher-identity is cohered under conditions of education resistance in South Africa. The life-history is situated… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Omar, Y. (2015). "In my stride": a life-history of Alie Fataar, teacher. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/16727

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):

Omar, Yunus. “"In my stride": a life-history of Alie Fataar, teacher.” 2015. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/16727.

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

MLA Handbook (7th Edition):

Omar, Yunus. “"In my stride": a life-history of Alie Fataar, teacher.” 2015. Web. 16 Jul 2019.

Vancouver:

Omar Y. "In my stride": a life-history of Alie Fataar, teacher. [Internet] [Thesis]. University of Cape Town; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/16727.

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

Council of Science Editors:

Omar Y. "In my stride": a life-history of Alie Fataar, teacher. [Thesis]. University of Cape Town; 2015. Available from: http://hdl.handle.net/11427/16727

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


University of Cape Town

30. De Cerff, Eleanor Virginia. Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study.

Degree: Image, School of Education, 2010, University of Cape Town

 The Progress in International Reading Literacy Study (PIRLS) provides compelling evidence that many learners fail to achieve at the required grade level in South African… (more)

Subjects/Keywords: Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

De Cerff, E. V. (2010). Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10417

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):

De Cerff, Eleanor Virginia. “Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study.” 2010. Thesis, University of Cape Town. Accessed July 16, 2019. http://hdl.handle.net/11427/10417.

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

MLA Handbook (7th Edition):

De Cerff, Eleanor Virginia. “Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study.” 2010. Web. 16 Jul 2019.

Vancouver:

De Cerff EV. Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study. [Internet] [Thesis]. University of Cape Town; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11427/10417.

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

Council of Science Editors:

De Cerff EV. Teaching literacy and language in a functioning Western Cape quintile one school : a grade one case study. [Thesis]. University of Cape Town; 2010. Available from: http://hdl.handle.net/11427/10417

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

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