Sustaining quality teaching and learning to instil good discipline and academic performance /:
This book presents an engaging as well as inspiring array of issues and insights drawn from the perspective of dialogic imagination aimed at quality teaching and learning experiences. The authors passionately uphold their belief that the prevalence of good discipline and good academic performance ar...
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| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Newcastle upon Tyne, UK :
Cambridge Scholars Publishing,
2018.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book presents an engaging as well as inspiring array of issues and insights drawn from the perspective of dialogic imagination aimed at quality teaching and learning experiences. The authors passionately uphold their belief that the prevalence of good discipline and good academic performance are mutually interrelated and if these two prevail in the ecosphere of any classroom, these can significantly enrich and enhance the quality of learning in any school settings. Based on this, South Africa has made huge strides towards improving the quality of education and people's lives. However, dis. |
| Beschreibung: | 1 online resource (xvii, 210 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781527523821 1527523829 |
Internformat
MARC
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| 100 | 1 | |a Ngoqo, Vuyisile Mathew, |e author. | |
| 245 | 1 | 0 | |a Sustaining quality teaching and learning to instil good discipline and academic performance / |c by Vuyisile Mathew Ngoqo, John Wankah Foncha and Afungmeyu Jane-Francis Abongdia. |
| 264 | 1 | |a Newcastle upon Tyne, UK : |b Cambridge Scholars Publishing, |c 2018. | |
| 264 | 4 | |c ©2018 | |
| 300 | |a 1 online resource (xvii, 210 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed January 8, 2019 | |
| 505 | 0 | |a Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance | |
| 505 | 8 | |a 2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study | |
| 505 | 8 | |a 3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews -- Focus Group) | |
| 505 | 8 | |a 4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews -- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes) | |
| 505 | 8 | |a 4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires -- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers) | |
| 520 | |a This book presents an engaging as well as inspiring array of issues and insights drawn from the perspective of dialogic imagination aimed at quality teaching and learning experiences. The authors passionately uphold their belief that the prevalence of good discipline and good academic performance are mutually interrelated and if these two prevail in the ecosphere of any classroom, these can significantly enrich and enhance the quality of learning in any school settings. Based on this, South Africa has made huge strides towards improving the quality of education and people's lives. However, dis. | ||
| 650 | 0 | |a Effective teaching |z South Africa. | |
| 650 | 0 | |a Teacher effectiveness |z South Africa. | |
| 650 | 0 | |a Student growth (Academic achievement) |z South Africa. | |
| 650 | 0 | |a Classroom management |z South Africa. | |
| 650 | 0 | |a Teaching |z South Africa. | |
| 650 | 6 | |a Enseignement efficace |z Afrique du Sud. | |
| 650 | 6 | |a Enseignants |x Efficacité |z Afrique du Sud. | |
| 650 | 6 | |a Classes (Éducation) |x Conduite |z Afrique du Sud. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Effective teaching |2 fast | |
| 650 | 7 | |a Student growth (Academic achievement) |2 fast | |
| 650 | 7 | |a Teacher effectiveness |2 fast | |
| 650 | 7 | |a Teaching |2 fast | |
| 651 | 7 | |a South Africa |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJcWtkkqd3cMmFw9GBdYT3 | |
| 700 | 1 | |a Foncha, John Wankah, |e author. | |
| 700 | 1 | |a Abongdia, Afungmeyu Jane-Francis, |e author. | |
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Datensatz im Suchindex
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| author | Ngoqo, Vuyisile Mathew Foncha, John Wankah Abongdia, Afungmeyu Jane-Francis |
| author_facet | Ngoqo, Vuyisile Mathew Foncha, John Wankah Abongdia, Afungmeyu Jane-Francis |
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| callnumber-first | L - Education |
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| callnumber-raw | LB1027 .N493 2018eb |
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| callnumber-sort | LB 41027 N493 42018EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance 2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study 3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews -- Focus Group) 4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews -- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes) 4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires -- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers) |
| ctrlnum | (OCoLC)1081038785 |
| dewey-full | 371.1020968 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1020968 |
| dewey-search | 371.1020968 |
| dewey-sort | 3371.1020968 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| geographic | South Africa fast https://id.oclc.org/worldcat/entity/E39PBJcWtkkqd3cMmFw9GBdYT3 |
| geographic_facet | South Africa |
| id | ZDB-4-EBA-on1081038785 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:29:18Z |
| institution | BVB |
| isbn | 9781527523821 1527523829 |
| language | English |
| oclc_num | 1081038785 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xvii, 210 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2018 |
| publishDateSearch | 2018 |
| publishDateSort | 2018 |
| publisher | Cambridge Scholars Publishing, |
| record_format | marc |
| spelling | Ngoqo, Vuyisile Mathew, author. Sustaining quality teaching and learning to instil good discipline and academic performance / by Vuyisile Mathew Ngoqo, John Wankah Foncha and Afungmeyu Jane-Francis Abongdia. Newcastle upon Tyne, UK : Cambridge Scholars Publishing, 2018. ©2018 1 online resource (xvii, 210 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. Online resource; title from PDF title page (EBSCO, viewed January 8, 2019 Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance 2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study 3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews -- Focus Group) 4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews -- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes) 4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires -- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers) This book presents an engaging as well as inspiring array of issues and insights drawn from the perspective of dialogic imagination aimed at quality teaching and learning experiences. The authors passionately uphold their belief that the prevalence of good discipline and good academic performance are mutually interrelated and if these two prevail in the ecosphere of any classroom, these can significantly enrich and enhance the quality of learning in any school settings. Based on this, South Africa has made huge strides towards improving the quality of education and people's lives. However, dis. Effective teaching South Africa. Teacher effectiveness South Africa. Student growth (Academic achievement) South Africa. Classroom management South Africa. Teaching South Africa. Enseignement efficace Afrique du Sud. Enseignants Efficacité Afrique du Sud. Classes (Éducation) Conduite Afrique du Sud. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Classroom management fast Effective teaching fast Student growth (Academic achievement) fast Teacher effectiveness fast Teaching fast South Africa fast https://id.oclc.org/worldcat/entity/E39PBJcWtkkqd3cMmFw9GBdYT3 Foncha, John Wankah, author. Abongdia, Afungmeyu Jane-Francis, author. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1993849 Volltext |
| spellingShingle | Ngoqo, Vuyisile Mathew Foncha, John Wankah Abongdia, Afungmeyu Jane-Francis Sustaining quality teaching and learning to instil good discipline and academic performance / Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance 2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study 3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews -- Focus Group) 4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews -- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes) 4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires -- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers) Effective teaching South Africa. Teacher effectiveness South Africa. Student growth (Academic achievement) South Africa. Classroom management South Africa. Teaching South Africa. Enseignement efficace Afrique du Sud. Enseignants Efficacité Afrique du Sud. Classes (Éducation) Conduite Afrique du Sud. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Classroom management fast Effective teaching fast Student growth (Academic achievement) fast Teacher effectiveness fast Teaching fast |
| title | Sustaining quality teaching and learning to instil good discipline and academic performance / |
| title_auth | Sustaining quality teaching and learning to instil good discipline and academic performance / |
| title_exact_search | Sustaining quality teaching and learning to instil good discipline and academic performance / |
| title_full | Sustaining quality teaching and learning to instil good discipline and academic performance / by Vuyisile Mathew Ngoqo, John Wankah Foncha and Afungmeyu Jane-Francis Abongdia. |
| title_fullStr | Sustaining quality teaching and learning to instil good discipline and academic performance / by Vuyisile Mathew Ngoqo, John Wankah Foncha and Afungmeyu Jane-Francis Abongdia. |
| title_full_unstemmed | Sustaining quality teaching and learning to instil good discipline and academic performance / by Vuyisile Mathew Ngoqo, John Wankah Foncha and Afungmeyu Jane-Francis Abongdia. |
| title_short | Sustaining quality teaching and learning to instil good discipline and academic performance / |
| title_sort | sustaining quality teaching and learning to instil good discipline and academic performance |
| topic | Effective teaching South Africa. Teacher effectiveness South Africa. Student growth (Academic achievement) South Africa. Classroom management South Africa. Teaching South Africa. Enseignement efficace Afrique du Sud. Enseignants Efficacité Afrique du Sud. Classes (Éducation) Conduite Afrique du Sud. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Classroom management fast Effective teaching fast Student growth (Academic achievement) fast Teacher effectiveness fast Teaching fast |
| topic_facet | Effective teaching South Africa. Teacher effectiveness South Africa. Student growth (Academic achievement) South Africa. Classroom management South Africa. Teaching South Africa. Enseignement efficace Afrique du Sud. Enseignants Efficacité Afrique du Sud. Classes (Éducation) Conduite Afrique du Sud. EDUCATION Administration General. EDUCATION Organizations & Institutions. Classroom management Effective teaching Student growth (Academic achievement) Teacher effectiveness Teaching South Africa |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1993849 |
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