Volume 18                                             CONTENTS                                        2017

    VOLUME 18, Number 1-3                                                                                                 JULY, AUGUST, SEPTEMBER 2017


Mohammad Sayed Said Soliman and Mosab Mutlk Alenazi  • Primary Teachers’ Beliefs and Knowledge about Self-regulated Learning in the Kingdom of Saudi Arabia


DOI: 10.31901/24566322.2017/18.1-3.01

[Abstract] [Full Text – PDF]


Waleed Fathi Abdul Karim Abdulkader •The Effectiveness of a Cognitive Behavioral Therapy Program in Reducing School Bullying among a Sample of Adolescents with Learning Disabilities


DOI: 10.31901/24566322.2017/18.1-3.02

[Abstract] [Full Text – PDF]


Ayed Ayidh AlRuwaili • Professional Responsibility among Primary School Teachers  of Mathematics 


DOI: 10.31901/24566322.2017/18.1-3.03

[Abstract] [Full Text – PDF]


Farhan Yetaim Alenezi • Educational Uses of Smartphones by Students at the Northern Border University in the Kingdom of Saudi Arabia


DOI: 10.31901/24566322.2017/18.1-3.04

[Abstract] [Full Text – PDF]


Linus Kambeyo and Kenneth M. Ngcoza • Using Easily Accessible Resources to Teach Acids and Bases: A Namibian Case Study


DOI: 10.31901/24566322.2017/18.1-3.05

[Abstract] [Full Text – PDF]


Ahmed Maajoon Alenezi and Mostafa A. Salem • Implementation of Smartphones, Tablets and their Applications  in the Educational Process Management at  Northern Border University


DOI: 10.31901/24566322.2017/18.1-3.06

[Abstract] [Full Text – PDF]


Pfano Mashau • Learning Technology in a Postgraduate Class in South Africa:  Experiences and Learnings at the University of  KwaZulu-Natal, GSBL


DOI: 10.31901/24566322.2017/18.1-3.07

[Abstract] [Full Text – PDF]


Mahmut Gulle and Fikret Soyer • The Relationship between Mobbing and Organizational Commitments of Physical Education and Sport Teachers


DOI: 10.31901/24566322.2017/18.1-3.08

[Abstract] [Full Text – PDF]


Matodzi Nancy Lambani  and Zachariah Nengome • Selected Common Errors Committed by Third Year  University English Students


DOI: 10.31901/24566322.2017/18.1-3.09

[Abstract] [Full Text – PDF]


Magalingam Atheeshey Pillay, Sbongiseni Nelson Mbambo and Roger B. Mason  • Service Quality’s Role in Students’ Decisions to Study at  Further Education and Training Colleges


DOI: 10.31901/24566322.2017/18.1-3.10

[Abstract] [Full Text – PDF]


Matodzi Nancy Lambani  and Zachariah Nengome • Group Work Impact on Academic Communication:  Female English Student Teachers’ Views


DOI: 10.31901/24566322.2017/18.1-3.11

[Abstract] [Full Text – PDF]


Jennifer Roberts  and Adιle Bezuidenhout • Technology, Work Roles and Competencies of Educators Facilitating Fully or Partially Via a Distance


DOI: 10.31901/24566322.2017/18.1-3.12

[Abstract] [Full Text – PDF]


Pieter van Jaarsveld and Khadijah Ameen • Investigating the Precision of the Mathematical Language of Secondary Teachers – A Small Sample Case Study


DOI: 10.31901/24566322.2017/18.1-3.13

[Abstract] [Full Text – PDF]


Mani Man Singh Rajbhandari, Smriti Rajbhandari, Coert Loock  and Pierre Du Plessis  •  Enriching School Culture and Climate through Leadership in Collectivistic Educational Settings:  Cases from Nepal and South Africa


DOI: 10.31901/24566322.2017/18.1-3.14

[Abstract] [Full Text – PDF]


M.S.A. Maeko and M. Makgato • The Transfer of Requisite Civil Technology Hands-on Practical Skills to Student Teachers in South African Civil Technology Teacher Training Universities


DOI: 10.31901/24566322.2017/18.1-3.15

[Abstract] [Full Text – PDF]


J. Van Wyk and F. Haffejee • Benefits of Group Learning As a Collaborative Strategy in a Diverse Higher Education Context


DOI: 10.31901/24566322.2017/18.1-3.16

[Abstract] [Full Text – PDF]


Nkosinathi Owen Sotshangane and Jacob Moisha Molepo • Improving Research Capacity Development Practice Through Action Research


DOI: 10.31901/24566322.2017/18.1-3.17

[Abstract] [Full Text – PDF]


Rogayeh Badali and Ali Naghi Aghdasi • The Investigation of the Group-Therapeutically Effect on the Selection Theory to Reduce the Students’ Examination Anxiety


DOI: 10.31901/24566322.2017/18.1-3.18

[Abstract] [Full Text – PDF]


Sharon Thabo Mampane • Managing the Teaching of Diverse Learners in Inclusive Classes in a South African Context


DOI: 10.31901/24566322.2017/18.1-3.19

[Abstract] [Full Text – PDF]


Berington Zanoxolo Gobingca, Logamurthie Athiemoolam and Sylvan E. Blignaut • Teachers’ Perceptions of the Factors Affecting the Implementation of the National Curriculum Statement in the Mthatha Education District


DOI: 10.31901/24566322.2017/18.1-3.20

[Abstract] [Full Text – PDF]


Spikelele Mtetwa and Tendai N. R. Gwanzura  • Interrogating Child Rights Teaching in Bindura  Schools – Zimbabwe


DOI: 10.31901/24566322.2017/18.1-3.21

[Abstract] [Full Text – PDF]


Lesang P. Marumo, Almero Kok and Johannes L. Van Der Walt • Professional Development Training Programs by the  Northern Cape Department of Education:  Impact on Life Orientation Teachers


DOI: 10.31901/24566322.2017/18.1-3.22

[Abstract] [Full Text – PDF]


Teresa A. Ogina • How Heads of Departments Understand Their Roles as Instructional Leaders: A South African Study


DOI: 10.31901/24566322.2017/18.1-3.23

[Abstract] [Full Text – PDF]


Letter to the Editor/Erratum