Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Foreign Countries | 2 |
| Interviews | 2 |
| Pretests Posttests | 2 |
| Teacher Attitudes | 2 |
| Teaching Models | 2 |
| Beliefs | 1 |
| Case Studies | 1 |
| Educational Practices | 1 |
| Elementary School Teachers | 1 |
| English (Second Language) | 1 |
| English Teachers | 1 |
| More ▼ | |
Source
| South African Journal of… | 1 |
| TESL-EJ | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Singapore | 1 |
| South Africa | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkOgunniyi, M. B. – South African Journal of Higher Education, 2011
The mandate of the new South African curriculum for educators to enact a science-indigenous knowledge curriculum in their classrooms is not only challenging to their cosmological beliefs, it is equally challenging to their instructional practices. This is because science educators (teachers) in South Africa have been schooled largely in western…
Descriptors: Foreign Countries, Science Education, Science Teachers, World Views
Download full textFarrell, Thomas S. C.; Lim, Poh Choo Particia – TESL-EJ, 2005
This paper presents a case study that investigated and compared the beliefs and actual classroom practices of two experienced English language teachers with regards to grammar teaching in a primary school in Singapore. Areas where practices converged with or diverged from beliefs about grammar teaching are examined and discussed as well as the…
Descriptors: Case Studies, Beliefs, Educational Practices, Investigations
