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Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho
15 references·0 citing·42 second hop
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References

  • 2018Research Design: Qualitative, Quantitative, and Mixed Methods Approaches12,746 cited
  • 2017Case Study Research and Applications: Design and Methods9,643 cited
  • 1990Practical Research: Planning and Design9,309 cited
  • 2019Policy failure and the policy-implementation gap: can policy support programs help?728 cited
  • 2003Military corruption & Ugandan politics since the late 1990s453 cited
  • 2016The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum322 cited
  • 2011Research methods in early childhood: An introductory guide154 cited
  • 2015Trust and Collaboration in PLC Teams129 cited
  • 2008Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms114 cited
  • 2020Understanding of the Importance of Mother Tongue Learning61 cited
  • 2012Language policy and science: Could some African countries learn from some Asian countries?55 cited
  • 2019Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape36 cited
  • 2011First additional language teaching in the foundation phase of schools in disadvantaged areas23 cited
  • 2011IsiZulu and English in KwaZulu-Natal rural schools: how teachers fear failure and opt for English22 cited

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  • 2015Embracing the use of African languages as additional languages of teaching and learning in KwaZulu-Natal schools16 cited
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