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You searched for subject:(Foundation phase). Showing records 1 – 30 of 106 total matches.

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Nelson Mandela Metropolitan University

1. Van Zyl, Marinda. Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice.

Degree: MA, Faculty of Education, 2012, Nelson Mandela Metropolitan University

 This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the… (more)

Subjects/Keywords: Education  – Curriculum planning  – Foundation phase.

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APA (6th Edition):

Van Zyl, M. (2012). Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1015954

Chicago Manual of Style (16th Edition):

Van Zyl, Marinda. “Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice.” 2012. Masters Thesis, Nelson Mandela Metropolitan University. Accessed October 22, 2019. http://hdl.handle.net/10948/d1015954.

MLA Handbook (7th Edition):

Van Zyl, Marinda. “Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice.” 2012. Web. 22 Oct 2019.

Vancouver:

Van Zyl M. Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10948/d1015954.

Council of Science Editors:

Van Zyl M. Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice. [Masters Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1015954


University of South Africa

2. Ngema, Millicent. Outcomes-based assessment of reading isiZulu as a home language in Grade 3 .

Degree: 2011, University of South Africa

 This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods… (more)

Subjects/Keywords: Foundation phase; Outcomes-based assessment

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APA (6th Edition):

Ngema, M. (2011). Outcomes-based assessment of reading isiZulu as a home language in Grade 3 . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5536

Chicago Manual of Style (16th Edition):

Ngema, Millicent. “Outcomes-based assessment of reading isiZulu as a home language in Grade 3 .” 2011. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/5536.

MLA Handbook (7th Edition):

Ngema, Millicent. “Outcomes-based assessment of reading isiZulu as a home language in Grade 3 .” 2011. Web. 22 Oct 2019.

Vancouver:

Ngema M. Outcomes-based assessment of reading isiZulu as a home language in Grade 3 . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/5536.

Council of Science Editors:

Ngema M. Outcomes-based assessment of reading isiZulu as a home language in Grade 3 . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5536


University of Zululand

3. Imenda, Grace Mbangweta. The promotion and benefits of play in foundation phase teaching and learning .

Degree: 2012, University of Zululand

 This study investigated: [a] the ways in which Foundation Phase educators promoted indoor and outdoor play for their learners; [b] which play activities the foundation(more)

Subjects/Keywords: Indoor and outdoor play ; Foundation phase educators ; Foundation phase learners

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APA (6th Edition):

Imenda, G. M. (2012). The promotion and benefits of play in foundation phase teaching and learning . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1068

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):

Imenda, Grace Mbangweta. “The promotion and benefits of play in foundation phase teaching and learning .” 2012. Thesis, University of Zululand. Accessed October 22, 2019. http://hdl.handle.net/10530/1068.

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

MLA Handbook (7th Edition):

Imenda, Grace Mbangweta. “The promotion and benefits of play in foundation phase teaching and learning .” 2012. Web. 22 Oct 2019.

Vancouver:

Imenda GM. The promotion and benefits of play in foundation phase teaching and learning . [Internet] [Thesis]. University of Zululand; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10530/1068.

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

Council of Science Editors:

Imenda GM. The promotion and benefits of play in foundation phase teaching and learning . [Thesis]. University of Zululand; 2012. Available from: http://hdl.handle.net/10530/1068

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


University of Pretoria

4. Petersen, June Phoebe. The impact of malaria on Foundation Phase teaching and learning.

Degree: MEd, Early Childhood Education, 2017, University of Pretoria

 This dissertation explores the impact of malaria on Foundation Phase learners and educators in Vhembe. Malaria is prevalent in three South African provinces, Kwazulu-Natal, Mpumalanga… (more)

Subjects/Keywords: Foundation Phase; Malaria education; Malaria; UCTD

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APA (6th Edition):

Petersen, J. (2017). The impact of malaria on Foundation Phase teaching and learning. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62899

Chicago Manual of Style (16th Edition):

Petersen, June. “The impact of malaria on Foundation Phase teaching and learning.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/62899.

MLA Handbook (7th Edition):

Petersen, June. “The impact of malaria on Foundation Phase teaching and learning.” 2017. Web. 22 Oct 2019.

Vancouver:

Petersen J. The impact of malaria on Foundation Phase teaching and learning. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/62899.

Council of Science Editors:

Petersen J. The impact of malaria on Foundation Phase teaching and learning. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62899


University of Pretoria

5. Aboobaker, Fatima. Supporting Foundation Phase children experiencing disenfranchised grief.

Degree: MEd, Early Childhood Education, 2017, University of Pretoria

 A cultural belief held that young children lack the ability to experience grief, based on the assumption that children have not yet developed to understand,… (more)

Subjects/Keywords: UCTD; Experience; Disenfranchised grief; Foundation Phase

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APA (6th Edition):

Aboobaker, F. (2017). Supporting Foundation Phase children experiencing disenfranchised grief. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60948

Chicago Manual of Style (16th Edition):

Aboobaker, Fatima. “Supporting Foundation Phase children experiencing disenfranchised grief.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/60948.

MLA Handbook (7th Edition):

Aboobaker, Fatima. “Supporting Foundation Phase children experiencing disenfranchised grief.” 2017. Web. 22 Oct 2019.

Vancouver:

Aboobaker F. Supporting Foundation Phase children experiencing disenfranchised grief. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/60948.

Council of Science Editors:

Aboobaker F. Supporting Foundation Phase children experiencing disenfranchised grief. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60948


University of South Africa

6. Motitswe, Jacomina Mokgadi Christine. Teaching and learning methods in inclusive classrooms in the foundation phase .

Degree: 2012, University of South Africa

 The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service… (more)

Subjects/Keywords: Inclusive education; Foundation phase; Full-service schools

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APA (6th Edition):

Motitswe, J. M. C. (2012). Teaching and learning methods in inclusive classrooms in the foundation phase . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6037

Chicago Manual of Style (16th Edition):

Motitswe, Jacomina Mokgadi Christine. “Teaching and learning methods in inclusive classrooms in the foundation phase .” 2012. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/6037.

MLA Handbook (7th Edition):

Motitswe, Jacomina Mokgadi Christine. “Teaching and learning methods in inclusive classrooms in the foundation phase .” 2012. Web. 22 Oct 2019.

Vancouver:

Motitswe JMC. Teaching and learning methods in inclusive classrooms in the foundation phase . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/6037.

Council of Science Editors:

Motitswe JMC. Teaching and learning methods in inclusive classrooms in the foundation phase . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6037


University of South Africa

7. Ncube, Thato. Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg .

Degree: 2014, University of South Africa

 The problem this research seeks to address is the support educators receive in teaching HIV and AIDS topics in the classroom. The reason for the… (more)

Subjects/Keywords: Empowerment; Experiences; Foundation phase; Support system

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APA (6th Edition):

Ncube, T. (2014). Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19030

Chicago Manual of Style (16th Edition):

Ncube, Thato. “Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg .” 2014. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/19030.

MLA Handbook (7th Edition):

Ncube, Thato. “Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg .” 2014. Web. 22 Oct 2019.

Vancouver:

Ncube T. Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/19030.

Council of Science Editors:

Ncube T. Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19030


University of the Western Cape

8. Siyothula, Ayanda. Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape .

Degree: 2019, University of the Western Cape

 Reading is one of the components of literacy that plays a crucial role in accessing knowledge. It develops the children’s mind and stimulates their understanding… (more)

Subjects/Keywords: Reading; Vocabulary; Comprehension; IsiXhosa; Foundation phase

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APA (6th Edition):

Siyothula, A. (2019). Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6963

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):

Siyothula, Ayanda. “Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape .” 2019. Thesis, University of the Western Cape. Accessed October 22, 2019. http://hdl.handle.net/11394/6963.

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

MLA Handbook (7th Edition):

Siyothula, Ayanda. “Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape .” 2019. Web. 22 Oct 2019.

Vancouver:

Siyothula A. Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11394/6963.

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

Council of Science Editors:

Siyothula A. Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6963

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


North-West University

9. Booysen, Maria Jacoba. 'n Koöperatiewe onderrig-leerprogram vir die bevordeing van denkvaardighede in die grondslagfase / Maria Jacoba Booysen.

Degree: 2009, North-West University

 According to the National Curriculum Statement (NCS) of South Africa cognitive development is a prominent matter which should already commence at pre-school teaching and learning.… (more)

Subjects/Keywords: Cognitive development; Foundation phase learners; Cognitive development of foundation phase learners; Cooperative learning

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APA (6th Edition):

Booysen, M. J. (2009). 'n Koöperatiewe onderrig-leerprogram vir die bevordeing van denkvaardighede in die grondslagfase / Maria Jacoba Booysen. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4763

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):

Booysen, Maria Jacoba. “'n Koöperatiewe onderrig-leerprogram vir die bevordeing van denkvaardighede in die grondslagfase / Maria Jacoba Booysen. ” 2009. Thesis, North-West University. Accessed October 22, 2019. http://hdl.handle.net/10394/4763.

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

MLA Handbook (7th Edition):

Booysen, Maria Jacoba. “'n Koöperatiewe onderrig-leerprogram vir die bevordeing van denkvaardighede in die grondslagfase / Maria Jacoba Booysen. ” 2009. Web. 22 Oct 2019.

Vancouver:

Booysen MJ. 'n Koöperatiewe onderrig-leerprogram vir die bevordeing van denkvaardighede in die grondslagfase / Maria Jacoba Booysen. [Internet] [Thesis]. North-West University; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10394/4763.

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

Council of Science Editors:

Booysen MJ. 'n Koöperatiewe onderrig-leerprogram vir die bevordeing van denkvaardighede in die grondslagfase / Maria Jacoba Booysen. [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/4763

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


University of Pretoria

10. Hannaway, Donna-Anne Mary. Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase.

Degree: PhD, Early Childhood Education, 2017, University of Pretoria

 Technology in this age is ubiquitous and is changing the way that individuals live, work and play. In line with this, South African education has… (more)

Subjects/Keywords: UCTD; Technology-based Teaching and Learning (TbTL); Foundation phase learner; Foundation phase teachers; Generation theory

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APA (6th Edition):

Hannaway, D. (2017). Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60944

Chicago Manual of Style (16th Edition):

Hannaway, Donna-Anne. “Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase.” 2017. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/60944.

MLA Handbook (7th Edition):

Hannaway, Donna-Anne. “Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase.” 2017. Web. 22 Oct 2019.

Vancouver:

Hannaway D. Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/60944.

Council of Science Editors:

Hannaway D. Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60944


University of Pretoria

11. Ramollo, Jeanette Khabonina. The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number… (more)

Subjects/Keywords: UCTD; Initial teacher education programme; Student teachers; Foundation Phase mathematics pedagogical knowledge; Foundation Phase mathematics content knowledge; Foundation Phase mathematics; Mathematics lecturers

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APA (6th Edition):

Ramollo, J. (2015). The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45896

Chicago Manual of Style (16th Edition):

Ramollo, Jeanette. “The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes.” 2015. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45896.

MLA Handbook (7th Edition):

Ramollo, Jeanette. “The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes.” 2015. Web. 22 Oct 2019.

Vancouver:

Ramollo J. The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45896.

Council of Science Editors:

Ramollo J. The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45896


University of Zululand

12. Durodolu, Mercy. Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools.

Degree: 2016, University of Zululand

 The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This… (more)

Subjects/Keywords: language  – learning  – teaching  – integration  – foundation phase  – school  – ICT.

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APA (6th Edition):

Durodolu, M. (2016). Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools. (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1620

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):

Durodolu, Mercy. “Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools. ” 2016. Thesis, University of Zululand. Accessed October 22, 2019. http://hdl.handle.net/10530/1620.

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

MLA Handbook (7th Edition):

Durodolu, Mercy. “Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools. ” 2016. Web. 22 Oct 2019.

Vancouver:

Durodolu M. Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools. [Internet] [Thesis]. University of Zululand; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10530/1620.

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

Council of Science Editors:

Durodolu M. Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools. [Thesis]. University of Zululand; 2016. Available from: http://hdl.handle.net/10530/1620

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


Nelson Mandela Metropolitan University

13. Gallant, Reinhold Justin. Foundation phase teachers' continuous professional development.

Degree: MEd, Faculty of Education, 2012, Nelson Mandela Metropolitan University

 This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school… (more)

Subjects/Keywords: Foundation phase; Education, Higher; Identity (Philosophical concept); Career development; Teachers

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APA (6th Edition):

Gallant, R. J. (2012). Foundation phase teachers' continuous professional development. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1007898

Chicago Manual of Style (16th Edition):

Gallant, Reinhold Justin. “Foundation phase teachers' continuous professional development.” 2012. Masters Thesis, Nelson Mandela Metropolitan University. Accessed October 22, 2019. http://hdl.handle.net/10948/d1007898.

MLA Handbook (7th Edition):

Gallant, Reinhold Justin. “Foundation phase teachers' continuous professional development.” 2012. Web. 22 Oct 2019.

Vancouver:

Gallant RJ. Foundation phase teachers' continuous professional development. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10948/d1007898.

Council of Science Editors:

Gallant RJ. Foundation phase teachers' continuous professional development. [Masters Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1007898


University of Pretoria

14. Adibanji, Opeyemi Temilola. The Acculturation on immigrant children in the foundation phase.

Degree: Early Childhood Education, 2014, University of Pretoria

 This research set out to explore the acculturation of immigrant children from Zimbabwe in the Foundation Phase with reference to its influence on academic performance.… (more)

Subjects/Keywords: Academic performance; Acculturation; Foundation Phase; Immigrant children; UCTD

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APA (6th Edition):

Adibanji, O. T. (2014). The Acculturation on immigrant children in the foundation phase. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40396

Chicago Manual of Style (16th Edition):

Adibanji, Opeyemi Temilola. “The Acculturation on immigrant children in the foundation phase.” 2014. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/40396.

MLA Handbook (7th Edition):

Adibanji, Opeyemi Temilola. “The Acculturation on immigrant children in the foundation phase.” 2014. Web. 22 Oct 2019.

Vancouver:

Adibanji OT. The Acculturation on immigrant children in the foundation phase. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/40396.

Council of Science Editors:

Adibanji OT. The Acculturation on immigrant children in the foundation phase. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40396


University of Pretoria

15. Bruwer, Marietjie. The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns.

Degree: MEd, Early Childhood Education, 2014, University of Pretoria

 School readiness has a long-term effect on the development of a learner, including a successful school career, employment and the ability to contribute to society.… (more)

Subjects/Keywords: School readiness; Foundation phase; Learning difficulties; Criteria for school readiness; UCTD

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APA (6th Edition):

Bruwer, M. (2014). The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43295

Chicago Manual of Style (16th Edition):

Bruwer, Marietjie. “The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns.” 2014. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/43295.

MLA Handbook (7th Edition):

Bruwer, Marietjie. “The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns.” 2014. Web. 22 Oct 2019.

Vancouver:

Bruwer M. The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/43295.

Council of Science Editors:

Bruwer M. The impact of insufficient school readiness on learning in Grade 1 : teachers’ experiences and concerns. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43295


University of Pretoria

16. Westhof, Liesel. Corrective actions for indecisive behaviour of Foundation Phase learners during art activities.

Degree: MEd, Early Childhood Education, 2015, University of Pretoria

 The Foundation Phase in education provides the primary building blocks for young learners’ fundamental intellectual, social, physical and emotional basis of development. Holistic development is… (more)

Subjects/Keywords: UCTD; Creativity; Indecisiveness; Child-rearing styles; Foundation Phase; Self-confidence; CAPS

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APA (6th Edition):

Westhof, L. (2015). Corrective actions for indecisive behaviour of Foundation Phase learners during art activities. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45873

Chicago Manual of Style (16th Edition):

Westhof, Liesel. “Corrective actions for indecisive behaviour of Foundation Phase learners during art activities.” 2015. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45873.

MLA Handbook (7th Edition):

Westhof, Liesel. “Corrective actions for indecisive behaviour of Foundation Phase learners during art activities.” 2015. Web. 22 Oct 2019.

Vancouver:

Westhof L. Corrective actions for indecisive behaviour of Foundation Phase learners during art activities. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45873.

Council of Science Editors:

Westhof L. Corrective actions for indecisive behaviour of Foundation Phase learners during art activities. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45873


University of Pretoria

17. Masote, Stephen Esrom. Teachers' understanding and implementation of Values Education in the Foundation Phase.

Degree: PhD, Early Childhood Education, 2017, University of Pretoria

 In the light of the declining moral standards in South African society, there is a need for children to be supported and developed on their… (more)

Subjects/Keywords: UCTD; School policy documents; Moral standards; Values education; Foundation phase

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APA (6th Edition):

Masote, S. (2017). Teachers' understanding and implementation of Values Education in the Foundation Phase. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60957

Chicago Manual of Style (16th Edition):

Masote, Stephen. “Teachers' understanding and implementation of Values Education in the Foundation Phase.” 2017. Doctoral Dissertation, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/60957.

MLA Handbook (7th Edition):

Masote, Stephen. “Teachers' understanding and implementation of Values Education in the Foundation Phase.” 2017. Web. 22 Oct 2019.

Vancouver:

Masote S. Teachers' understanding and implementation of Values Education in the Foundation Phase. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/60957.

Council of Science Editors:

Masote S. Teachers' understanding and implementation of Values Education in the Foundation Phase. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60957


University of Pretoria

18. Nigrini, Chevonne. Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment.

Degree: MEd, Early Childhood Education, 2017, University of Pretoria

 This qualitative research study explores the promotion and practice of discipline in the Foundation Phase to create a culturally responsive learning environment. For this study,… (more)

Subjects/Keywords: UCTD; Discipline; Classroom practice; Challenging behaviour; Foundation Phase

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APA (6th Edition):

Nigrini, C. (2017). Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60969

Chicago Manual of Style (16th Edition):

Nigrini, Chevonne. “Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/60969.

MLA Handbook (7th Edition):

Nigrini, Chevonne. “Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment.” 2017. Web. 22 Oct 2019.

Vancouver:

Nigrini C. Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/60969.

Council of Science Editors:

Nigrini C. Promotion and practice of discipline in the Foundation Phase : creating a culturally responsive learning environment. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60969


University of Pretoria

19. Cassim, Nabeelah. Perspectives of Grade 1 teachers on the need for teaching assistants.

Degree: MEd, Early Childhood Education, 2017, University of Pretoria

 The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The… (more)

Subjects/Keywords: UCTD; Foundation Phase; Early Childhood Education; Teaching assistants; Educational challenges

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APA (6th Edition):

Cassim, N. (2017). Perspectives of Grade 1 teachers on the need for teaching assistants. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60990

Chicago Manual of Style (16th Edition):

Cassim, Nabeelah. “Perspectives of Grade 1 teachers on the need for teaching assistants.” 2017. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/60990.

MLA Handbook (7th Edition):

Cassim, Nabeelah. “Perspectives of Grade 1 teachers on the need for teaching assistants.” 2017. Web. 22 Oct 2019.

Vancouver:

Cassim N. Perspectives of Grade 1 teachers on the need for teaching assistants. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/60990.

Council of Science Editors:

Cassim N. Perspectives of Grade 1 teachers on the need for teaching assistants. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60990


North-West University

20. Uys, Charmaine Cecilia. Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys .

Degree: 2009, North-West University

 It is of utmost importance for learners to master language in order to learn effectively at school. Problems in language development can cause learning problems… (more)

Subjects/Keywords: Reading skills; Reading approaches; Foundation phase; High frequency words; Reading programme

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APA (6th Edition):

Uys, C. C. (2009). Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/3759

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):

Uys, Charmaine Cecilia. “Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys .” 2009. Thesis, North-West University. Accessed October 22, 2019. http://hdl.handle.net/10394/3759.

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

MLA Handbook (7th Edition):

Uys, Charmaine Cecilia. “Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys .” 2009. Web. 22 Oct 2019.

Vancouver:

Uys CC. Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys . [Internet] [Thesis]. North-West University; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10394/3759.

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

Council of Science Editors:

Uys CC. Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/3759

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


North-West University

21. Schaffler, Deborah. A support programme for Foundation Phase English Second Language educators to improve the teaching of phonological awareness .

Degree: 2015, North-West University

 This study aimed to explore the knowledge, perceptions and skills of Foundation Phase English Second Language educators as determinants for developing a support programme for… (more)

Subjects/Keywords: Educators; English Second Language (ESL); Foundation Phase; Phonological awareness; Support programme

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

APA (6th Edition):

Schaffler, D. (2015). A support programme for Foundation Phase English Second Language educators to improve the teaching of phonological awareness . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/17031

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):

Schaffler, Deborah. “A support programme for Foundation Phase English Second Language educators to improve the teaching of phonological awareness .” 2015. Thesis, North-West University. Accessed October 22, 2019. http://hdl.handle.net/10394/17031.

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

MLA Handbook (7th Edition):

Schaffler, Deborah. “A support programme for Foundation Phase English Second Language educators to improve the teaching of phonological awareness .” 2015. Web. 22 Oct 2019.

Vancouver:

Schaffler D. A support programme for Foundation Phase English Second Language educators to improve the teaching of phonological awareness . [Internet] [Thesis]. North-West University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10394/17031.

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

Council of Science Editors:

Schaffler D. A support programme for Foundation Phase English Second Language educators to improve the teaching of phonological awareness . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/17031

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


North-West University

22. Roche, Sharon. Exploring educators' experiences of their interactions with learners in the Foundation Phase / S. Roche.

Degree: 2013, North-West University

 The interactions between educators and learners in the classroom have been proved to be pivotal in learners’ academic performance and social interactions. Furthermore, positive interaction… (more)

Subjects/Keywords: Community psychology; educators; learners; Foundation Phase; interaction; systems theory

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APA (6th Edition):

Roche, S. (2013). Exploring educators' experiences of their interactions with learners in the Foundation Phase / S. Roche. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9691

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):

Roche, Sharon. “Exploring educators' experiences of their interactions with learners in the Foundation Phase / S. Roche. ” 2013. Thesis, North-West University. Accessed October 22, 2019. http://hdl.handle.net/10394/9691.

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

MLA Handbook (7th Edition):

Roche, Sharon. “Exploring educators' experiences of their interactions with learners in the Foundation Phase / S. Roche. ” 2013. Web. 22 Oct 2019.

Vancouver:

Roche S. Exploring educators' experiences of their interactions with learners in the Foundation Phase / S. Roche. [Internet] [Thesis]. North-West University; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10394/9691.

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

Council of Science Editors:

Roche S. Exploring educators' experiences of their interactions with learners in the Foundation Phase / S. Roche. [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/9691

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


University of South Africa

23. Motona, Johannes. Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province.

Degree: 2015, University of South Africa

 Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners… (more)

Subjects/Keywords: Instructional leadership; Instructional programme; Foundation Phase; Literacy; Professional development

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APA (6th Edition):

Motona, J. (2015). Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18739

Chicago Manual of Style (16th Edition):

Motona, Johannes. “Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province.” 2015. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/18739.

MLA Handbook (7th Edition):

Motona, Johannes. “Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province.” 2015. Web. 22 Oct 2019.

Vancouver:

Motona J. Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/18739.

Council of Science Editors:

Motona J. Managing an instructional programme for reading English as first additional language for grade 3 learners in Limpopo province. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18739


University of South Africa

24. Makhwanya, Ntshengedzeni Theresa. Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit.

Degree: 2015, University of South Africa

 The new democratic government in South Africa introduced an education system that focused on quality and equality for all. The introduction of the new education… (more)

Subjects/Keywords: No-fee schools; Poor; Enrolment; Foundation phase; Educators and learners

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APA (6th Edition):

Makhwanya, N. T. (2015). Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21031

Chicago Manual of Style (16th Edition):

Makhwanya, Ntshengedzeni Theresa. “Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit.” 2015. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/21031.

MLA Handbook (7th Edition):

Makhwanya, Ntshengedzeni Theresa. “Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit.” 2015. Web. 22 Oct 2019.

Vancouver:

Makhwanya NT. Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/21031.

Council of Science Editors:

Makhwanya NT. Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa Circuit. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21031


University of South Africa

25. Govender, Radhamoney. Isizulu-speaking foundation phase learners experiences of english as a second language in english medium schools .

Degree: 2010, University of South Africa

 In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things,… (more)

Subjects/Keywords: Foundation phase learners; English second language; English medium schools

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APA (6th Edition):

Govender, R. (2010). Isizulu-speaking foundation phase learners experiences of english as a second language in english medium schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3706

Chicago Manual of Style (16th Edition):

Govender, Radhamoney. “Isizulu-speaking foundation phase learners experiences of english as a second language in english medium schools .” 2010. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/3706.

MLA Handbook (7th Edition):

Govender, Radhamoney. “Isizulu-speaking foundation phase learners experiences of english as a second language in english medium schools .” 2010. Web. 22 Oct 2019.

Vancouver:

Govender R. Isizulu-speaking foundation phase learners experiences of english as a second language in english medium schools . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/3706.

Council of Science Editors:

Govender R. Isizulu-speaking foundation phase learners experiences of english as a second language in english medium schools . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3706


University of the Western Cape

26. Naketsana, Molopetsane. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .

Degree: 2019, University of the Western Cape

 South Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga.… (more)

Subjects/Keywords: Epistemological Access; First Additional Language; English; Grade 3; Foundation Phase

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APA (6th Edition):

Naketsana, M. (2019). Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6968

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):

Naketsana, Molopetsane. “Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .” 2019. Thesis, University of the Western Cape. Accessed October 22, 2019. http://hdl.handle.net/11394/6968.

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

MLA Handbook (7th Edition):

Naketsana, Molopetsane. “Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase .” 2019. Web. 22 Oct 2019.

Vancouver:

Naketsana M. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/11394/6968.

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

Council of Science Editors:

Naketsana M. Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6968

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


University of KwaZulu-Natal

27. Rusangiza, Ntasakira. A case study of foundation phase teachers' perceptions and use of school libraries for teaching and learning in two primary schools in Durban.

Degree: 2016, University of KwaZulu-Natal

 School libraries play an important role in enabling quality education. The implementation of the resourced rich and learner-centered curricula in post-apartheid South Africa necessitates FP… (more)

Subjects/Keywords: Foundation Phase teachers - School libraries.; Primary school teachers - South Africa.; School libraries - Study and teaching - South Africa.; Foundation Phase teachers - School libraries - Teaching and learning.; Theses - Education.

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

APA (6th Edition):

Rusangiza, N. (2016). A case study of foundation phase teachers' perceptions and use of school libraries for teaching and learning in two primary schools in Durban. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15398

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):

Rusangiza, Ntasakira. “A case study of foundation phase teachers' perceptions and use of school libraries for teaching and learning in two primary schools in Durban.” 2016. Thesis, University of KwaZulu-Natal. Accessed October 22, 2019. http://hdl.handle.net/10413/15398.

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

MLA Handbook (7th Edition):

Rusangiza, Ntasakira. “A case study of foundation phase teachers' perceptions and use of school libraries for teaching and learning in two primary schools in Durban.” 2016. Web. 22 Oct 2019.

Vancouver:

Rusangiza N. A case study of foundation phase teachers' perceptions and use of school libraries for teaching and learning in two primary schools in Durban. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10413/15398.

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

Council of Science Editors:

Rusangiza N. A case study of foundation phase teachers' perceptions and use of school libraries for teaching and learning in two primary schools in Durban. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15398

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


University of Zululand

28. Robarts, Paula. Educators’ perceptions of disruptive behaviour and its impact in the classroom .

Degree: 2014, University of Zululand

 This research aimed to determine the perceptions that Foundation Phase educators from schools in the Lower Umfolozi District held towards disruptive behaviour. It studied the… (more)

Subjects/Keywords: Foundation Phase educators ; Disruptive behaviour  – impact in the classroom ; Disruptive behaviour  – educators’ perceptions

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APA (6th Edition):

Robarts, P. (2014). Educators’ perceptions of disruptive behaviour and its impact in the classroom . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1335

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):

Robarts, Paula. “Educators’ perceptions of disruptive behaviour and its impact in the classroom .” 2014. Thesis, University of Zululand. Accessed October 22, 2019. http://hdl.handle.net/10530/1335.

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

MLA Handbook (7th Edition):

Robarts, Paula. “Educators’ perceptions of disruptive behaviour and its impact in the classroom .” 2014. Web. 22 Oct 2019.

Vancouver:

Robarts P. Educators’ perceptions of disruptive behaviour and its impact in the classroom . [Internet] [Thesis]. University of Zululand; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10530/1335.

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

Council of Science Editors:

Robarts P. Educators’ perceptions of disruptive behaviour and its impact in the classroom . [Thesis]. University of Zululand; 2014. Available from: http://hdl.handle.net/10530/1335

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


University of Pretoria

29. Du Preez, Marike. The attitudes of parents towards homework in the Foundation Phase.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 Homework is given to learners on a daily basis to practice a specific skill, to foster personal development and to develop planning and time management… (more)

Subjects/Keywords: UCTD; Homework; Foundation Phase; Parenting styles; Participatory parenting opportunities; Family-centred practices

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

APA (6th Edition):

Du Preez, M. (2015). The attitudes of parents towards homework in the Foundation Phase. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45888

Chicago Manual of Style (16th Edition):

Du Preez, Marike. “The attitudes of parents towards homework in the Foundation Phase.” 2015. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45888.

MLA Handbook (7th Edition):

Du Preez, Marike. “The attitudes of parents towards homework in the Foundation Phase.” 2015. Web. 22 Oct 2019.

Vancouver:

Du Preez M. The attitudes of parents towards homework in the Foundation Phase. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45888.

Council of Science Editors:

Du Preez M. The attitudes of parents towards homework in the Foundation Phase. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45888


University of Pretoria

30. Leask, Marisa C. Teaching English as a second language in Grade 3 rural schools.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 This study aimed to describe the nature of teaching English as a second language in Grade 3 to inform language instruction. Pragmatism guided the study… (more)

Subjects/Keywords: UCTD; Second language acquisition; Instructional practice; Foundation phase; Grade 3 English; Rural

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

APA (6th Edition):

Leask, M. C. (2015). Teaching English as a second language in Grade 3 rural schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45892

Chicago Manual of Style (16th Edition):

Leask, Marisa C. “Teaching English as a second language in Grade 3 rural schools.” 2015. Masters Thesis, University of Pretoria. Accessed October 22, 2019. http://hdl.handle.net/2263/45892.

MLA Handbook (7th Edition):

Leask, Marisa C. “Teaching English as a second language in Grade 3 rural schools.” 2015. Web. 22 Oct 2019.

Vancouver:

Leask MC. Teaching English as a second language in Grade 3 rural schools. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2263/45892.

Council of Science Editors:

Leask MC. Teaching English as a second language in Grade 3 rural schools. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45892

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