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University: University of Johannesburg

You searched for subject:(Educational Relationships). Showing records 1 – 12 of 12 total matches.

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University of Johannesburg

1. Roodt, Louise Johanna. Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

A research team from the Department of Educational Sciences at the Rand Afrikaans University has recently engaged in a group project to… (more)

Subjects/Keywords: Educational psychology; Cognition; Teacher-student relationships - South Africa

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

APA (6th Edition):

Roodt, L. J. (2014). Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9835

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):

Roodt, Louise Johanna. “Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling.” 2014. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/9835.

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

MLA Handbook (7th Edition):

Roodt, Louise Johanna. “Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling.” 2014. Web. 23 Sep 2019.

Vancouver:

Roodt LJ. Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/9835.

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

Council of Science Editors:

Roodt LJ. Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9835

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


University of Johannesburg

2. Van der Merwe, Marthinus Christoffel. Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering.

Degree: 2014, University of Johannesburg

M.Ed. (Education Management)

Communication being one of the most important activities of the school principal, is important for the effective functioning of the teacher evaluation… (more)

Subjects/Keywords: Communication in education; Teacher-principal relationships; Educational evaluation; Teachers - Rating of

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APA (6th Edition):

Van der Merwe, M. C. (2014). Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10757

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):

Van der Merwe, Marthinus Christoffel. “Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering.” 2014. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/10757.

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

MLA Handbook (7th Edition):

Van der Merwe, Marthinus Christoffel. “Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering.” 2014. Web. 23 Sep 2019.

Vancouver:

Van der Merwe MC. Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/10757.

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

Council of Science Editors:

Van der Merwe MC. Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10757

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


University of Johannesburg

3. Neethling, Dirk Jakobus Johannes. Riglyne vir onderhoudvoering in skoolse opvoedingsituasies.

Degree: 2014, University of Johannesburg

M.Ed.

To the classroom teacher educational opportunities occur mainly during teaching with an added burden during extra-mural activities. Apart from the formal education the teacher… (more)

Subjects/Keywords: Interviewing - Educational aspects; Teacher-student relationships - Case studies; Communication in education

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

APA (6th Edition):

Neethling, D. J. J. (2014). Riglyne vir onderhoudvoering in skoolse opvoedingsituasies. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10523

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):

Neethling, Dirk Jakobus Johannes. “Riglyne vir onderhoudvoering in skoolse opvoedingsituasies.” 2014. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/10523.

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

MLA Handbook (7th Edition):

Neethling, Dirk Jakobus Johannes. “Riglyne vir onderhoudvoering in skoolse opvoedingsituasies.” 2014. Web. 23 Sep 2019.

Vancouver:

Neethling DJJ. Riglyne vir onderhoudvoering in skoolse opvoedingsituasies. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/10523.

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

Council of Science Editors:

Neethling DJJ. Riglyne vir onderhoudvoering in skoolse opvoedingsituasies. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10523

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


University of Johannesburg

4. Gouws, Isabel Susan. Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist.

Degree: 2013, University of Johannesburg

M.Ed. (Educational Psychology)

The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them… (more)

Subjects/Keywords: Educational psychologists; Inclusive education; Aggressiveness in children; School support teams; Teacher-student relationships

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APA (6th Edition):

Gouws, I. S. (2013). Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8476

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):

Gouws, Isabel Susan. “Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist.” 2013. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/8476.

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

MLA Handbook (7th Edition):

Gouws, Isabel Susan. “Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist.” 2013. Web. 23 Sep 2019.

Vancouver:

Gouws IS. Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/8476.

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

Council of Science Editors:

Gouws IS. Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8476

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


University of Johannesburg

5. Kwinda, Azwifarwi Aaron. Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province.

Degree: 2013, University of Johannesburg

M.Ed. (Educational Leadership and Management)

The field of school leadership is currently preoccupied with the new idea of distributed leadership. Harris (2009:3) also writes that… (more)

Subjects/Keywords: School management and organization; Educational leadership; High school teachers; Teacher-principal relationships

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APA (6th Edition):

Kwinda, A. A. (2013). Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8382

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):

Kwinda, Azwifarwi Aaron. “Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province.” 2013. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/8382.

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

MLA Handbook (7th Edition):

Kwinda, Azwifarwi Aaron. “Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province.” 2013. Web. 23 Sep 2019.

Vancouver:

Kwinda AA. Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/8382.

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

Council of Science Editors:

Kwinda AA. Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8382

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


University of Johannesburg

6. Van der Westhuizen, Theo. Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie.

Degree: 2012, University of Johannesburg

M.Ed.

The influence of an outcomes-based education program on the study attitude of learners forms the theme for this research. During 1995, the management team… (more)

Subjects/Keywords: Competency based education - South Africa; Educational innovation - South Africa; Educational innovation - South Africa; Teacher-student relationships

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

APA (6th Edition):

Van der Westhuizen, T. (2012). Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7638

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):

Van der Westhuizen, Theo. “Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie.” 2012. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/7638.

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

MLA Handbook (7th Edition):

Van der Westhuizen, Theo. “Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie.” 2012. Web. 23 Sep 2019.

Vancouver:

Van der Westhuizen T. Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/7638.

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

Council of Science Editors:

Van der Westhuizen T. Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7638

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


University of Johannesburg

7. Erasmus, Gene. Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief.

Degree: 2012, University of Johannesburg

M.Ed.

Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a… (more)

Subjects/Keywords: Teacher-student relationships - South Africa.; Educational change - South Africa.; Failure (Psychology); Underachievers - South Africa - Psychological aspects.

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

APA (6th Edition):

Erasmus, G. (2012). Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7089

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):

Erasmus, Gene. “Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief.” 2012. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/7089.

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

MLA Handbook (7th Edition):

Erasmus, Gene. “Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief.” 2012. Web. 23 Sep 2019.

Vancouver:

Erasmus G. Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/7089.

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

Council of Science Editors:

Erasmus G. Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7089

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


University of Johannesburg

8. Kieck, Richard William. Measuring motivation in the classroom.

Degree: 2012, University of Johannesburg

D.Ed.

The aim of this investigation is to edit, prune or graft an existing motivation measurement scale proposed by Kieck (1993:121a), in order to make… (more)

Subjects/Keywords: Motivation in education.; Achievement motivation in children - Testing.; Educational tests and measurements - Design and construction.; Teacher-student relationships - Case studies.

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

APA (6th Edition):

Kieck, R. W. (2012). Measuring motivation in the classroom. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6707

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):

Kieck, Richard William. “Measuring motivation in the classroom.” 2012. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/6707.

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

MLA Handbook (7th Edition):

Kieck, Richard William. “Measuring motivation in the classroom.” 2012. Web. 23 Sep 2019.

Vancouver:

Kieck RW. Measuring motivation in the classroom. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/6707.

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

Council of Science Editors:

Kieck RW. Measuring motivation in the classroom. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6707

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


University of Johannesburg

9. Byrne, Jacqueline. The underlying needs and subconscious dynamics of a sexually abused female child : an educational psychological perspective.

Degree: 2012, University of Johannesburg

D.Ed.

The underlying dynamics of Cases A and B have been integrated into a comprehensive description in this chapter. The cross case analysis allowed the… (more)

Subjects/Keywords: Sexually abused children  – Care; Women  – Education; Sexually abused children  – Mental health; Sexually abused children  – Family relationships; Educational psychology

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

APA (6th Edition):

Byrne, J. (2012). The underlying needs and subconscious dynamics of a sexually abused female child : an educational psychological perspective. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6474

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):

Byrne, Jacqueline. “The underlying needs and subconscious dynamics of a sexually abused female child : an educational psychological perspective.” 2012. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/6474.

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

MLA Handbook (7th Edition):

Byrne, Jacqueline. “The underlying needs and subconscious dynamics of a sexually abused female child : an educational psychological perspective.” 2012. Web. 23 Sep 2019.

Vancouver:

Byrne J. The underlying needs and subconscious dynamics of a sexually abused female child : an educational psychological perspective. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/6474.

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

Council of Science Editors:

Byrne J. The underlying needs and subconscious dynamics of a sexually abused female child : an educational psychological perspective. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6474

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


University of Johannesburg

10. Neethling, Siebert Ernst Jacob. Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege.

Degree: 2014, University of Johannesburg

M.Ed. (Education Management)

Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications… (more)

Subjects/Keywords: Teacher-principal relationships; Teachers - In-service training - South Africa; Technical institutes - Personnel management; Educational innovations - South Africa

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

APA (6th Edition):

Neethling, S. E. J. (2014). Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9803

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):

Neethling, Siebert Ernst Jacob. “Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege.” 2014. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/9803.

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

MLA Handbook (7th Edition):

Neethling, Siebert Ernst Jacob. “Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege.” 2014. Web. 23 Sep 2019.

Vancouver:

Neethling SEJ. Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/9803.

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

Council of Science Editors:

Neethling SEJ. Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9803

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


University of Johannesburg

11. Reddy, Kasava. Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence.

Degree: 2012, University of Johannesburg

M.Ed.

This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on… (more)

Subjects/Keywords: Classroom management - Decision making.; Discipline of children - Educational aspects.; Teacher-student relationships - Case studies; Competency based education - Research - South Africa.

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

APA (6th Edition):

Reddy, K. (2012). Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7624

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):

Reddy, Kasava. “Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence.” 2012. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/7624.

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

MLA Handbook (7th Edition):

Reddy, Kasava. “Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence.” 2012. Web. 23 Sep 2019.

Vancouver:

Reddy K. Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/7624.

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

Council of Science Editors:

Reddy K. Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7624

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


University of Johannesburg

12. Mathopo, Ellen Vusiwana. Management implications of the movement of children from township to suburban schools : a study of selected schools.

Degree: 2012, University of Johannesburg

M.Ed.

Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of… (more)

Subjects/Keywords: Blacks - Education - South Africa - Administration.; Multicultural education - South Africa - Evaluation.; Teacher-student relationships - South Africa.; Blacks - Education - Political aspects - South Africa.; Educational change - South Africa.

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

APA (6th Edition):

Mathopo, E. V. (2012). Management implications of the movement of children from township to suburban schools : a study of selected schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5511

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):

Mathopo, Ellen Vusiwana. “Management implications of the movement of children from township to suburban schools : a study of selected schools.” 2012. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/5511.

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

MLA Handbook (7th Edition):

Mathopo, Ellen Vusiwana. “Management implications of the movement of children from township to suburban schools : a study of selected schools.” 2012. Web. 23 Sep 2019.

Vancouver:

Mathopo EV. Management implications of the movement of children from township to suburban schools : a study of selected schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/5511.

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

Council of Science Editors:

Mathopo EV. Management implications of the movement of children from township to suburban schools : a study of selected schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5511

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

.