Table of Contents
Articles
| Personality development of the adolescent: peer group versus parents | Abstract PDF |
| Garfield Bester | 177–190 |
| Educators’ perceptions on bullying prevention strategies | Abstract PDF |
| Corene N de Wet | 191–208 |
| Public and private Further Education and Training in South Africa: a comparative analysis of the quantitative evidence | Abstract PDF |
| Salim Akoojee, Simon McGrath | 209–222 |
| Do mathematics learning facilitators implement metacognitive strategies? | Abstract PDF |
| Marthie van der Walt, Kobus Maree | 223–241 |
| Tension between school governing bodies and education authorities in South Africa and proposed resolutions thereof | Abstract PDF |
| Koos Kok, Pieter Clase, Martyn van der Merwe | 243–263 |
| Adhering to the assumptions of invitational education:a case study | Abstract PDF |
| Trudie Steyn | 265–281 |
| The impact of the abolition of corporal punishment on teacher morale: 1994–2004 | Abstract PDF |
| Matsidiso Naong | 283–300 |
| Redefining home-school-community partnerships in South Africa in the context of the HIV/AIDS pandemic | Abstract PDF |
| Noleen Van Wyk, Eleanor Lemmer | 301–316 |
| From ‘borrowing’ to ‘learning’ in international comparative study: a critical reflection | Abstract PDF |
| Corene N de Wet, Charl Wolhuter | 317–328 |
| Are groups working in the Information Technology class? | Abstract PDF |
| Elsa Mentz, Leila Goosen | 329–343 |