Degrees Held
- Doctorates in Education Psychology, 2000, University of Zululand
- Ed Education Psychology, 1996, University of Zululand
- BA Hons Psychology, 2004, Unisa
- Ed Education Hons,1995, Unisa
- Bachelor of Arts, 1991, Unisa
Research Interests
- Early Childhood Education: Development, policy, and pedagogical innovation & Comprehensive Sexuality Education and Gender Studies.
- Curriculum Transformation and Educational Leadership: Strategies for reform and effective school leadership.
- Play-Based Pedagogy and Inclusive Practices: Integrating play as a core learning approach within diverse classroom settings.
- Inclusive Education: Promoting equity, accessibility, and participation for all learners.
- Parent and Community Engagement: Strengthening partnerships between families and educational institutions.
- Educational Technology and Artificial Intelligence: Exploring the integration of digital tools and AI to enhance teaching and learning.
Selected
Publications
SUBMITTED BOOK PROPOSAL TO HSRC PRESS
Venketsamy R., & Kinnear J. 2026 TITLE Book Proposal : Strengthening Comprehensive Sexuality Education in Early Grades: A South African Perspective on Health and Well-Being. HSRS Press
ARTICLES IN PRESS
- Venketsamy R. 2026. The Permeable Boundaries of Pedagogy: A Qualitative Investigation into the Online and Offline Victimisation of South African Educators. International Journal of Psychology [under review]
- Venketsamy R. 2026. Pedagogies of Play and Participation: Teachers’ Practices in Supporting Number Sense in Early Mathematics. SSERR Journal [under review]
- Shivani R, & Venketsamy R. 2026. Teachers experiences of pregnant learners and the social and psychological effect on their learning outcomes. Independent Journal of Teaching and Learning. [under review]
- Bheki, M & Venketsamy R. 2026. Strategies to enhance reading in special needs schools in Orange District – Gauteng, Reading and Writing Journal. [under review]
- Venketsamy, R. (2026). Navigating Work Integrated Learning: Challenges, Impacts, and Implications for Students and Institutions. Perspectives in Education Journal [under review]
- Gopie S & Venketsamy R. (2026). Foundation Phase teachers use of technology to teach learners with Autism Spectrum Disorder. JSADTU [under review]
- Gopie S, Venketsamy R & Zama Z. (2026). Innovating Inclusion: Foundation Phase Teachers’
Experiences with Assistive and Digital Technologies for Learners on the
Autism Spectrum. South African Journal of Childhood Education. [under review] - Venketsamy, R. & Strauss, A. (2026). Promoting African Languages Through Play-Based Learning in Early Childhood Education. Special call – Perspectives in Education Journal. Accepted for publication in April 2026 publication [under review]
PUBLISHED
- Venketsamy, R., Pavitola, L., Grava, J. & Medne, D. (2025). Empowering young children for online safety: Education as a shield against sexual abuse and exploitation. CARSA Journal.26(1): 41-56, ISSN – 1562-1383
- Venketsamy, R. (2025). From Theory to Practice: The Dual Impact of Teaching Practice on Professional Teacher Development. Journal for New Generations, 23(1(: 62-73. org/10.47588/jngs.2003.01.01
- Venketsamy, R., Hu, Z., Putri, A., & Mamogale, S. (2025). Reaching precocious students in math. Journal for the Child Development, Exceptionality and Education, 6(1), 61-69. DOI: https://doi.org/10.5281/zenodo.1
- Venketsamy R., (2025). Lesson Study’s impact on Early Grade Teachers’ Growth and Pedagogical Knowledge Development. Indonesian Journal on Learning and Advance Education DOI: 10.23917/ijolae.v7i3.8088, 583-600.
- Venketsamy, R & Macharia, G. (2025). Teacher’s use of digital play to teach mathematics in the early grades. Perspectives in Education, 43(25), DOI: https://doi.org/10.38140/pie.v43i3.8569
- Jelita T., Siti, F.F., Muhammad, A.L., Tarich, Y., Mahfouda, R.S.A.M. & Venketsamy, R. (2025). The local wisdom of Madura in Ethnoparenting for shaping Early Childhood Emotions. Nak-Kanak Journal of Child Research. 2(1), 1-8. DOI: https://doi.org/10.21107/nicr.v2i1.109
- Venketsamy, R. (2025). Psychosocial effect of grade retention of learners in the Foundation Phase: A South African case study. Al-Athfal Jurnal, Indonesia, 11(1), June 2025: 69-81. DOI: http://dx.doi.org./10.14421/al-athfal.2025.111-05
- Amanah, AP., Venketsamy, R., Hutagalung, FD. & Muhamad Aditya Hidayah MA. (2025). Educating Generation Alpha in the Digital Age: Challenges, Pedagogical Strategies, and the Crucial Role of Parental Involvement. Journal of Child Health and Discipline, 1(1), 1-9. DOI: 10.52620
- Venketsamy, R. Ethnomathematics: The use of cultural games in mathematics in the early grades: A South African case study. Social Sciences Education Research Review. 11(2), 189-196.
https://doi.org/10.5281/zenodo.#
- Venketsamy, R., Hu, Z & Naicker, N. 2024. Foundation Phase teachers’ diverse sexual orientations and job experiences: A South African study. African Journal of Career Development, 6(2). A132. https://doi.org/10.4102/ajcd.v6i2.132
- Zijing, H & Venketsamy, R. Exploring Interprofessional Education in Higher Education Institutions: A South African Case Study. Journal of Education Studies, 2024
- Venketsamy, R. Teachers’ experiences of violence in South Africa Schools: A Gauteng case study. Perspectives in Education Journal, 42(1): 162-176 doi:https://doi.org/10.38140/pie.v42i1.7168
- Venketsamy, R. & Hu, Z., 2024, ‘Teachers as change agents: Teaching English First Additional Language in schools in Gauteng’, Reading & Writing 15(1), a431. https://doi.org/10.4102/ rw.v15i1.431
- Mahoso, T., Venketsamy R. & Hu, Z. 2024. Parents’ views on teaching comprehensive sexuality education to their young children in Zimbabwean school. Independent Journal of Teaching and Learning, 19(1), 145 – 159
- Ekeh, M.C. & Venketsamy, R. 2023. Enhancing Early Grade Learners’ Critical Thinking Skills for Self-Reliance. Profesi Pendidikan Dasar. http://dx.doi.org/10.23917/ppd.v10i1.4355
- Venketsamy, R. Class size and its effect on the education relationship of knowing, trust and authority. Journal for the Education of the Gifted Young Scientist. Volume 11(3), 351- 363. DOI: http://dx.doi.org/10.17478/jegys.1337579
- Venketsamy, R. 2023. Teaching Comprehensive Sexuality Education in the early grades: A case study of Grade 1 South African parents. Social Sciences Education Research Review Journal, Vol (10), No (1): 162-169
- Zijing Hu. & Venketsamy, R. Assessment in a health science programme at a South African University: views and experiences of students. Journal for Education of Gifted Young Scientist (JEGYS), 11(2): 235-248. 2023. E-ISSN: 2149-360X
- Venketsamy, R. Baxen, E & Zijing. H. 2023. Student-on-teacher violence in South Africa’s Tshwane South District of Gauteng Province: Voices of the victims. African Journal of Teacher Education (AJOTE), 12(1):49-69. ISSN 1916-7822
- Venketsamy, R. Exploring the Challenges: Teacher Reluctance to teach Comprehensive Sexuality Education in South Africa’s Foundation Phase. Jurnal Pendidikan Anak, Vol (9), No. (2): 81-92. ISSN(p): 2477-4189; ISSN (e): 2477-4715
- Venketsamy, R. The teacher-learner ratio and its effect on invitational teaching and learning. Journal for the Education of the Gifted Young Scientist, 11(1): 33-43. https://doi.org/10.17478/jegys.1237615
- Nonhlanhla, N & Venketsamy, R. Practitioner’s perceptions of play-based pedagogy on the holistic development of young children. Professi Pendidikan Dasar, 9(2): 148-162. Doi:10.23917/ppd.v9i2.18477
- Nkoy, L., Venketsamy, R & Sing N. 2022. Parents’ views on teaching comprehensive sexuality education in the early grades: a South African case study. Journal for the Child Development, Exceptionality and Education, 3(2): 71-85. December 2022 e-ISSN: 2757-7554
- Hu, Z., Venketsamy, R & Pellow, J. 2022. University students’ experiences of the teaching and learning of an acupuncture programme: A South African case study. International Journal of Learning, Teaching and Educational Research, 21(12): 107-125. https://doi.org/10.26803/ijlter.21.12.6 Received Sep 9, 2022; Revised Nov 2, 2022; Accepted Dec 15, 2022
- Hu, Z & Venketsamy, 2022. Traditional Chinese medicine to improve rural health in South Africa: A case study for Gauteng. Health SA Gesondheid. Journal of Interdisciplinary Health Sciences. 27(2022) Health SA Gesondheid | Vol 27 | a1871 | DOI: https://doi.org/10.4102/hsag.v27i0.1871
- Ekeh, M.C., Venketsamy, R., Thuketana, N.S. & Joubert, I., 2022, ‘Play-based pedagogy for oral communication in early grade and preschool classrooms’, South African Journal of Childhood Education 12(1), a981. https://doi.org/10.4102/ sajce.v12i1.981
- Miller, D. & R. 2022. Supporting parents’ needs as educational partners to enhance children’s classroom learning. Profesi Pendidikan Dasar, 9(1): 121-134 DOI: 10.23917/ppd.v9i1.18227
- Venketsamy, R., Hu, Z., Helmbold, E & Auckloo, P. 2022. Implementing Japanese lesson study as a professional development tool in South Africa. Journal for the Education of Gifted Young Scientist, 10(3): 349-362. DOI: http://dx.doi.org/10.17478/jegys.1129982
- Hu, Z., Venketsamy, R & Razlog, R. 2022. Exploring medical students’ experience of interprofessional education to improve quality learning outcomes. Journal for the Education of Gifted Young Scientist, 10(3): 2022
- Venketsamy, R. & Hu, Z. 2022. School leaders’ roles and responsibilities in creating a conducive learning environment during Covid-19. Perspectives in Education Journal, 40(2):3-16. DOI: http://dx.doi. org/10.18820/2519593X/pie. v40.i2.2
- Venketsamy, R. & Hu, Z. 2022. Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning: a South African case study. Journal for the Education of Gifted Young Scientist, 10(2): 221-237, March 2022. DOI: http://dx.doi.org/10.17478/jegys.1085660
- Hu, Z., & Venketsamy, R. Implementation example of TPACK model in health sciences education Exploring students’ views on clinical simulation in the acupuncture programme at a South African university. Journal for the Education of Gifted Young Scientists, 10(2), 121-135. DOI: http://dx.doi.org/10.17478/jegys.1092471
- Venketsamy, R. Teachers’ Needs for Instructional Support at Early Number Sense: Analysis in terms of (lens) the Concerned Based Model for Teacher Development. Journal for Education of Gifted Young Scientist., 10(1). 23-35. DOI: http://dx.doi.org/10.17478/jegys.1053458
- Haarhoff, K., Venketsamy, R. and Swanepoel, N. 2022. Support teachers need to assist learners experiencing mathematical learning difficulties. Book of Proceedings of the 30 th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Western Cape: SAARMSTE Conference pp 178-190. January, 18-20, 2022
- Venketsamy, R., Hu, Z. and Beyers, M. 2021. Teacher experience of learner retention in the Foundation Phase and its effect on learners’ academic progress and social development. South African International Conference on Education. Book of Proceedings. Pp.1-13. Editors: Chitiyo, M., Seo, B and Ogbonnaya, U.I. 18-19 November 2021. ISBN 978-0-620-97133-1
- Bipath, K., Tebekana, J and Venketsamy, R. 2021. Leadership in Implementing Inclusive Education Policy in Early Childhood Education and Care Playrooms in South Africa. International Education Science Journal, 11(12). https://doi.org/10.3390/educsci11120815 (registering DOI) – 16 Dec 2021
- Van Aardt L., R, Thuketana N.S. and Joubert, I. 2021. The juxtaposition of rights and responsibilities: children’s experience and perceptions. Perspectives in Education Journal, 39(4): 118-134. DOI: https://doi.org/10.18820/2519593X/pie.v39.i4
- Venketsamy, R., Smart, L and Hu, Z. 2021. Creating and leading a learning environment in a diverse FP class in a South African School. Journal for Education of Gifted Young Scientist. 9(4), 349-364. DOI: http://dx.doi.org/10.17478/jegys.1012179
- Ekeh, M., Venketsamy, R., Unamba, E.C. and Ugochukwu, N.J. 2021. Using blended-learning strategy in mathematics to strengthen the teaching of geometric 2D shapes and their properties to primary 6 learners. The Independent Journal of Teaching and Learning, 16(2): 85-100. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=5rOvd9IAAAAJ&citation_for_view=5rOvd9IAAAAJ:0EnyYjriUFMC
- Bower, M., Venketsamy, R and Bipath, K. 2021. Remodelling Work-Integrated Learning experiences in Grade R student teachers. South African Journal of Higher Education. 35(5): 16-33
- Helmbold, E. Venketsamy, R and van Heerden, J. 2021. A South African case study: Implementing Lesson Study as a professional development approach for early grade teachers. Perspectives in Education Journal, 39(3): 183-196. https://doi.org/10.18820/2519593X/pie.v39.i3.14
- Venketsamy, R and Miller, D. 2021. Parents’ choice of schools for their Grade 1 learners. South African Journal of Childhood Education, 11(1): 1-9. DOI: https://doi.org/10.4102/sajce.v11i1.913
- Venketsamy, R., Chauke, L and Bipath, K. 2021. Transitioning through Management change – Community leaders experiences. African Journal of Career Education, 3(1). DOI: https://doi.org/10.4102/ajcd.v3i1.20
- Venketsamy, R and Sibanda, S. 2021. Exploring strategies teachers use to develop literacy skills among English First Additional Language learners in the Foundation Phase. Perspectives in Education Journal, 39(2): 253-266
- Venketsamy, R., Scholastica, M and Hu, Z. 2021. Exploring challenges experienced by teachers teaching number sense in the foundation phase. In Qhobela, M., Ntsohi, M.M.E., & Mohafa, L.G. (2021). Book of Proceedings of the 29th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Lesotho: SAARMSTE. Pp 154-168
- Venketsamy, R., Smart, L and Sing, N. 2020. Teachers’ perceptions in creating an invitational learning environment in culturally diverse foundation phase classroom. Perspectives in Education Journal. 38(2): 118-137. https://doi.org/10.18820/2519593X/pie.v38.i2.08
- Venketsamy, R and Kinnear, J. 2020. Strengthening comprehensive sexuality education in the curriculum for early grades. South African Journal of Childhood Education. 10(1). DOI: https://doi.org/10.4102/sajce.v10i1.820
- Venketsamy, R and Wilson, C. 2020. Voices from the classroom: Teacher’s use of technology in the early grades. SAARMSTE Conference Book of Proceedings. ISBN no. 978-0-6398352-0-4.
- Bipath, K., Venketsamy, R and Naidoo, L. 2019. Managing teacher absenteeism: Lessons from independent primary schools in Gauteng-South Africa. South African Journal of Education. 39(2):
- Venketsamy, R. 2018. Challenges experienced by Black teachers teaching Comprehensive Sexuality Education in schools. Journal of Educational Studies, 17(1). 20-43
- Venketsamy, R, Hu, Z & Naicker N. 2025. Teachers’ use of anatomically correct models within teach comprehensive sexuality education, Chapter 2 in The Psychosexual Experiences of individuals with visual impairment in South Africa, Lubisi L (ed).pp. 28-47. Published by UNISA. ISBN: 978-1-77615-214-8
- Venketsamy, R. & Naicker, N 2025. Campus Pride: Promoting the inclusion of Comprehensive Sexuality Education into University Programmes. In The African Perspective of Sexual Orientation and Gender Identity in Higher Education – Edited by Mfundo Mandla Masuku & Mbongeni Shadrack
- Venketsamy, R and Bipath, K. 2022. Implementation of inclusive education: an African perspective. In Inclusion, Learner Support and Assistive Technology: An African approach to helping learners learn. (Ed): Ledwaba RG & Mophosho M. Pretoria. Van Schaik Publishers. Pp 19-31. ISBN 978 0 627 03811 2
- Venketsamy, R and Kinnear J. 2020. Strengthening CSE within the early grade curriculum in South Africa. Published Dec 2020 © Springer Nature Switzerland AG 2020. K. S. Adeyemo (ed.), The Education Systems of Africa, Global Education Systems, https://doi.org/10.1007/978-3-030-43042-9_41-1 [Scholarly Book Chapter]
- Ekeh, M and Venketsamy, R. 2020. Ensuring a child-friendly learning environment in Early Childhood Centres in Nigeria. Published Dec 2020 © Springer Nature Switzerland AG 2020 K. S. Adeyemo (ed.), The Education Systems of Africa, Global Education Systems, https://doi.org/10.1007/978-3-030-43042-9_37-1 [Scholarly Book Chapter]
- Joubert, I., Bosman, L and Venketsamy, R. 2017. Rethinking assessment and Home Language-based education in the Foundation. ISBN 978 0 627 3494 7. Pg: 151-172. Van Schaik. [Academic book chapter]
Community Involvement
Professional Development and Mentoring
- Windy Height Primary school
- Primrose Primary School
- Umkomaas Drift Primary School
Teaching Expertise
2.1 Courses presenting/presented
| ||
Course | Level (e.g. second year, Masters) | Self-developed (Yes or No) |
EDPY322] | Life Skills– 2025-[ | Yes |
|
|
|
EDPY 324- 2025 | FP Contextual Realities and processes | Yes |
EDPY 411 – 2025 | Life Skills Methodologies Year 4 | No |
EDTP 323 – 2024- 2025 | WIL | No |
EDRS 701 – 2023-2025 | Research Methodology Hons | Yes |
EHTF4705 (2023 – 2023) FP | English – Foundation Phase 4th year | No |
EHTF3604 (2023 – 2023) FP Literacy | English – Foundation Phase 3rd year | No |
EDEC6804 (2023 – 2023) FP Literacy | Advanced Studies in Early Childhood education | No |
JGS 730 (2016-2022) Hons Learning support
| Early intervention in literacy and mathematics | Yes |
JGS 733 (2018-2022) Hons Learning support | Early intervention in literacy and mathematics | Yes |
JGS 112 (2016-2022)
| Early Grade Mathemathics Year 1 | Yes |
JGS210/211 (2016-2022) | Early Grade Mathematics Year 2 | Yes |
Masters & PhD
Student Supervision
CURRENT STUDENTS
Name of student | Date competed | Degree | Degree/Title of dissertation/ thesis and date completed | Supervisor | Co-supervisor(s) | Duration of studies (years) / comments |
BLUE HIGHLIGHT ARE PhD STUDENTS | ||||||
CURRENT 2024 UKZN STUDENT | ||||||
Amanda M | 2022 inherited from Nomkosi | PhD | Students’ experiences of differentiated teaching, learning and assessment in higher education institutions: | Roy V |
|
|
Bheki M | 2024 | PhD | Exploring early grade teachers’ experiences in identifying and supporting learners presenting with reading difficulties | Roy V |
| To submit on 1 June 2026 |
Duma N | 2022 Inherited for Dr Jairam | PhD | Exploring discontinuation rate of first year students at South African Higher Education Institutes
| Roy V |
|
|
Sarah R | 2024 | PhD | Inclusion of learners with autism spectrum disorder in mainstream schooling: Foundation Phase teachers’ perspectives.
| Roy V | Zama Zanele | To submit on 1 June 2026 |
Jiyani N | 2024 | PhD | Exploring alternative teaching, learning assessment and practice in TVET colleges | Roy V |
|
|
Memory H | 2024 | PhD | Parents views and understanding of the implementation of White Paper 6 in the early grades | Roy V |
|
|
Sammu S | 2024 | PhD | Exploring mathematics teacher development programmes to support learners experiencing dyscalculia: A case study of foundation phase teachers in Gauteng Province
| Roy V |
| To submit on 1 June 2026 |
Shivani S | 2024 | PhD | Exploring young secondary school adolescents’ experiences of teenage pregnancy: A psycho-socio-emotional perspective
| Roy V |
| To submit on 1 June 2026 |
Siya M | 2024 | PhD | Exploring South African Black Parents Perspectives on Teaching Comprehensive Sexuality Education in Early Grades: A Social and Cultural Analysis | Roy V |
| Submitting in Jan 2026 |
Trishania M | 2024 | PhD | Professionalisation teaching and learning within the ECCE sector for the 21st century | Roy V | Ashnie M |
|
Candice Wilson | 2025 | PhD | Ethnographic study on gender identity and challenges in the work place | Roy V |
|
|
Philip Davie | 2026 | PHD | Parents role in supporting learners in rural townships | Roy V |
|
|
Goitnetso | 2026 | PHD | Coding and Robotics – policy imperatives in Secondary schools | Roy |
|
|
COMPLETED M.ED AND PHD = TOTAL 26
UNIVERSITY OF KWAZULU-NATAL STUDENTS – 2026 | ||||||||
Serishma G | 2026 | PhD | Foundation Phase Teachers’ Perceptions of Using Educational Technological Resources for the Teaching and Learning of Learners with Autism Spectrum Disorder
| Prof Roy
| Dr Zama |
| Passed degree on be conferred in September 2026 | |
Wiseman N | 2026 | PhD | Teachers’ experiences in teaching coding and robotics in Grades R-9: A pilot study | Prof Roy |
|
| Passed – Degree to be conferred in September 2026 | |
UNIVERSITY OF PRETORIA STUDENTS | ||||||||
Grace Macharia | 2023 | M.Ed | Teacher’s use of digital play in the teaching of mathematics in the early grades | Dr Roy |
| Dr Malatji | 65% | |
|
|
| 2022 |
|
|
|
| |
Zijing Hu |
2022 |
PHD | Exploring teaching, learning, assessment and practice of an acupuncture programme to improve children’s health | Dr Roy |
|
| 2 (A;A;A) | |
Lyndsey Nkoy | 2022 | Phd | Parents views on teaching CSE in the early grades | Dr Roy |
| Dr Nevensha Sing | 2 (B;B;B) | |
Jenny Kinnear | 2022 | PhD | Early grade scripted lesson plans (slps): responding to the international technical guidance for sexuality education (itgse)
| Dr Roy |
|
| 3 (B;B;B) | |
Denise Miller | 2022 | PhD | Supporting parents’ needs as educational partners to enhance children’s classroom learning
| Dr Roy |
|
| 3 (A;B;B) | |
Nonhlanhla | 2022 | PhD | Practitioners’ perceptions of play-based pedagogy on the holistic development of young children | Dr Roy |
|
| Two result in already 3 (B,B,B) | |
Elaine Baxen | 2022 | M.Ed | Strategies to support teachers experiencing school violence
| Dr Roy
|
| Dr Malatji | 71% | |
|
|
| 2021 COMPLETED |
|
|
|
| |
Martin Ekeh | Jan 2021 | PhD | Using group-work to enhance core skills in young children through play pedagogy | Dr Roy |
| Dr Susan Prof Ina | 3 (B;B;B) | |
Tuelo M | March 2021 | PhD | Strengthening the implementation of Early Childhood Development policies to improve quality [ECCE]
| Dr Keshni
|
| Dr Roy | 3 (B;B;B) | |
Erika Helmbold | March 2021 | PhD | The impact of Lesson Study on the professional development of early grade teachers | Dr Roy |
| Dr Judy van Heerden | 2 (A;B;B) | |
| 2020 COMPLETED | |||||||
Mariaan Jacobs | April 2020 | M.Ed | The effects in pre-service teachers’ mathematics self-efficacy prior to and after work integrated learning | Dr Roy |
|
| 1 ½ (75) | |
Kayla Harhoff | April 2020 | M.Ed | Teachers’ perceptions and experiences in supporting learners with dyscalculia in early grades | Dr Roy |
| Ms Nadia | 1 ½ (61) | |
Teddy Mahoso | Apri 2020 | PhD | Ecosystem factors and its effect on Comprehensive sexuality education in early grades in Zim schools | Dr Roy |
| Dr Finestone | 3 (A;B;B) | |
Pam Zulu | April 2020 | M.Ed | Early grade practitioner identity in rural KwaZulu Natal | Dr Keshni |
| Dr Roy | 4 (70) | |
|
|
|
|
|
|
|
| |
| 2019 COMPLETED | |||||||
Mamogale Scholastica | [Dec 2019] | M.Ed | Teacher experience in teaching number sense in the early grades | Dr Roy |
|
| 2 (71) | |
Lyndsey Smart | [Dec 2019] | M.Ed | Teacher experience of invitational teaching and learning in a diverse classroom | Dr Roy |
| Dr Sing | 2 (65) | |
Lucas Chauke | [Dec 2019] | M.Ed | Transitioning from DHET to DBE education centres; Teachers experiences | Dr Roy |
|
| 3 (59) | |
Linda van Aardt | [Dec 2019] | PhD | Learner’s rights and responsibilities in culturally diverse context | Dr Susan |
| Dr Roy Prof Ina | 3 (A;B;B) | |
| 2018 COMPLETED | |||||||
Jenny Kinnear | [Dec 2018] | M.Ed | Strengthening Comprehensive Sexuality Education curriculum in the early grades | Dr Roy |
|
| 2 (75) | |
Denise Miller | [Dec 2018] | M.Ed | Parents’ choice of schools for their grade 1 learners | Dr Roy |
|
| 2 (68) | |
Sophie Sibanda | [Dec 2018] | M.Ed | Approaches to the teaching of literacy skills to English First Additional Language learners in Grade 3
| Dr Roy |
|
| 2 (65) | |
| 2017 COMPLETED | |||||||
Candice Wilson | [Dec 2017] | M.Ed | Teachers’ experience in the use of digital technology in Early Grades to support teaching and learning
| Dr Roy |
| Dr Bosman | 2 (75) | |
Marelie Beyers | [Dec 2017] | M.Ed | Teachers’ perceptions of retention in the foundation phase and its effect on learner’s social development | Dr Roy |
| Dr Bruwer | 2 (75) | |
Andrea van Jaarsveld | [Dec 2017] | M.Ed | Parents’ experiences of young children using digital technology for learning at home
| Dr Roy |
| Dr Bosman | 2 (70) | |