Table of Contents
Articles
| A profile of effective leadership in some South African high-poverty schools | Abstract PDF |
| Gerhard Kamper | 1-18 |
| Teacher learning about probabilistic reasoning in relation to teaching it in an Advanced Certificate in Education (ACE) programme | Abstract PDF |
| Faeez Gierdien | 19-38 |
| The perceptions of teachers and school principals of each other’s disposition towards teacher involvement in school reform | Abstract PDF |
| Cassie Swanepoel | 39-51 |
| Challenges to preschool teachers in learner’s acquisition of English as Language of Learning and Teaching | Abstract PDF |
| Sandra Du Plessis, Brenda Louw | 53-75 |
| Democratisation of education in South Africa: issues of social justice and the voice of learners? | Abstract PDF |
| Vusumuzi Mncube | 77-90 |
| Understanding teacher identity from a symbolic interactionist perspective: two ethnographic narratives | Abstract PDF |
| Brigitte Smit, Elzette Fritz | 91–101 |
| Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms | Abstract PDF |
| Mamokgethi Setati | 103–116 |
| Typing speed, spelling accuracy, and the use of word-predictionTyping speed, spelling accuracy, and the use of word-prediction | Abstract PDF |
| Erna Alant, Marina Herold, Juan Bornman | 117–134 |
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
SA Journal of Education is hosted at the University of Pretoria, Faculty of Education