Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Clery, Sue | 1 |
| Fouché, Nadine | 1 |
| Gilmore, Alison | 1 |
| Jameson, Madgerie | 1 |
| Smith, Jeffrey K. | 1 |
| Smith, Lisa F. | 1 |
| Topper, Amy | 1 |
| Vos, Elize | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Collected Works - Serial | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Grade 4 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Postsecondary Education | 1 |
| Two Year Colleges | 1 |
Audience
Location
| New Zealand | 1 |
| South Africa | 1 |
Laws, Policies, & Programs
| Pell Grant Program | 1 |
Assessments and Surveys
| Progress in International… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textVos, Elize; Fouché, Nadine – South African Journal of Education, 2021
Language is a contextual factor of an education system as it determines the Language of Learning and Teaching (LOLT). In order to provide for diversity in South Africa, the Constitution of the Republic of South Africa, 1996, makes provision for 11 official languages and the Language in Education Policy (LiEP) promotes respect for not only these…
Descriptors: Language of Instruction, Educational Policy, Native Language, Multilingualism
Direct linkSmith, Jeffrey K.; Smith, Lisa F.; Gilmore, Alison; Jameson, Madgerie – Learning and Individual Differences, 2012
Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement…
Descriptors: Foreign Countries, Reading Ability, Teaching Methods, Self Efficacy
Clery, Sue; Topper, Amy – Achieving the Dream, 2008
Nearly one-quarter of students in community colleges leave school during the first year of enrollment for reasons other than transfer or credential completion. Generally, nontraditional community college students drop out within their first year at higher rates than do traditional students. Using data from Achieving the Dream: Community Colleges…
Descriptors: Community Colleges, Credits, Dropouts, Nontraditional Students
