Table of Contents
Articles
| Revisiting Jürgen Habermas’s notion of communicative action and its relevance for South African school governance: can it succeed? | Abstract PDF |
| Nonceba Nolundi Mabovula | 1 - 12 |
| Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools | Abstract PDF |
| Petro du Preez, Cornelia Roux | 13 - 26 |
| Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme | Abstract PDF |
| David Phathabantu Ngidi, Patrick Sibaya, Duduzile Sibaya, Herbert Khuzwayo, Mncedisi Maphalala, Nkosinathi Ngwenya | 27 - 39 |
| Disruptive behaviour in the Foundation Phase of schooling | Abstract PDF |
| Petro Marais, Corinne Meier | 41 - 57 |
| A case study of continuing teacher professional development through lesson study in South Africa | Abstract PDF |
| Yumiko Ono, Johanna Ferreira | 59 - 74 |
| Entrepreneurial orientation and practice: three case examples of historically disadvantaged primary schools | Abstract PDF |
| Ike Xaba, Macalane Malindi | 75 - 89 |
| Troubling some generalisations on teacher education in the English-speaking world: the case of the Republic of Ireland | Abstract PDF PDF |
| Tom O’Donoghue, Judith Harford | 91 - 104 |
| Learner councillors' perspectives on learner participation | Abstract PDF |
| Edith Dinong Phaswana | 105 - 122 |
| Language diversity in the mathematics classroom: does a learner companion make a difference? | Abstract PDF |
| Hendrik Botes, Andile Mji | 123 - 138 |
| Demographic profile and perceived INSET needs of secondaryMathematics teachers in Limpopo province | Abstract PDF |
| Angeline Rakumako, Rudiger Christian Laugksch | 139 - 152 |
| Whose voice matters? LEARNERS | Abstract PDF |
| Sarah Bansilal, Angela Antoinette James, Magiembal Naidoo | 153 - 165 |