Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context
The purpose of this exploratory case study was to explore and describe foundation phase teachers’ viewpoints on the viability of response to intervention (RTI) in their school context. The conceptual framework supporting this study was guided by sociocultural and social constructivist perspectives o...
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| Language: | en |
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University of Pretoria
2021
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| Online Access: | http://hdl.handle.net/2263/79218 Conway, M 2020, Foundation phase teachers’ viewpoints on the viability of response to intervention in their school context, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/79218> |