Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework by Hannelie Du Preez, Joyce West

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Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework by Hannelie Du Preez, Joyce West

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The Sensory Classroom Teacher Questionnaire: A tool for assessing conducive classroom conditions for children with ADHD by Hannelie du Preez, Celeste-Marié Combrinck

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A psycho-philosophical view on the ‘conceptualisation’ of psychological measure development by Hannelie du Preez, Werner de Klerk

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Utilising a cultural–historical analysis to map the historicity of Social Studies, Natural Science and Technology education in the early years by Hannelie du Preez, Retha van Niekerk

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’n Moeder se belewenis van outisme vanuit ’n emosionele intelligensie-perspektief by Hannelie du Preez, Carien Lubbe-De Beer

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’n Moeder se belewenis van outisme vanuit ’n emosionele intelligensie-perspektief by Hannelie du Preez, Carien Lubbe-De Beer

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Exploring South African preschool teachers’ roles and responsibilities with executive functions by Elsa Etokabeka, Judy van Heerden, Hannelie du Preez

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Reaching out with rugby role models to inspire literacy in young children: Informing hybrid pedagogy by Hannelie du Preez, Donna Hannaway, Ina Joubert, Francinah Masola

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