Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: a case study of Mthatha district, Eastern Cape, South Africa
This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which da...
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| Format: | Others |
| Language: | English |
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Walter Sisulu University
2012
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| Online Access: | http://hdl.handle.net/11260/d1007198 |