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You searched for +publisher:"Stellenbosch University" +contributor:("Waghid, Y."). Showing records 1 – 8 of 8 total matches.

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Stellenbosch University

1. Le Grange, Lesley L. L. Pedagogical practices in a higher education context : case studies in environmental and science education.

Degree: PhD, 2001, Stellenbosch University

Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.

ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of… (more)

Subjects/Keywords: Environmental issues; Classroom practices; Education  – Study and teaching  – South Africa  – Western Cape; Post-Apartheid era  – Education  – South Africa; Teachers  – Training of; Democracy and education  – South Africa  – Western Cape  – Case studies; Educational change  – Environmental aspects  – South Africa  – Western Cape  – Case Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Le Grange, L. L. L. (2001). Pedagogical practices in a higher education context : case studies in environmental and science education. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/19380

Chicago Manual of Style (16th Edition):

Le Grange, Lesley L L. “Pedagogical practices in a higher education context : case studies in environmental and science education.” 2001. Doctoral Dissertation, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/19380.

MLA Handbook (7th Edition):

Le Grange, Lesley L L. “Pedagogical practices in a higher education context : case studies in environmental and science education.” 2001. Web. 20 Oct 2019.

Vancouver:

Le Grange LLL. Pedagogical practices in a higher education context : case studies in environmental and science education. [Internet] [Doctoral dissertation]. Stellenbosch University; 2001. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/19380.

Council of Science Editors:

Le Grange LLL. Pedagogical practices in a higher education context : case studies in environmental and science education. [Doctoral Dissertation]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/19380


Stellenbosch University

2. Van Niekerk, Herman J. Enabling organisational knowledge through action learning : an epistemological study.

Degree: PhD, Education Policy Studies, 2004, Stellenbosch University

 ENGLISH ABSTRACT: Key words: Organisational knowledge, pluralistic epistemology, action learning, systems theory, structuration theory, organisational learning, knowledge management. In today's competitive environment the value and… (more)

Subjects/Keywords: Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Van Niekerk, H. J. (2004). Enabling organisational knowledge through action learning : an epistemological study. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/49945

Chicago Manual of Style (16th Edition):

Van Niekerk, Herman J. “Enabling organisational knowledge through action learning : an epistemological study.” 2004. Doctoral Dissertation, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/49945.

MLA Handbook (7th Edition):

Van Niekerk, Herman J. “Enabling organisational knowledge through action learning : an epistemological study.” 2004. Web. 20 Oct 2019.

Vancouver:

Van Niekerk HJ. Enabling organisational knowledge through action learning : an epistemological study. [Internet] [Doctoral dissertation]. Stellenbosch University; 2004. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/49945.

Council of Science Editors:

Van Niekerk HJ. Enabling organisational knowledge through action learning : an epistemological study. [Doctoral Dissertation]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/49945


Stellenbosch University

3. Damons, Yolande L. Has educational transformation deepened democracy in public high schools?.

Degree: MPhil, Education Policy Studies, 2001, Stellenbosch University

ENGLISH ABSTRACT: The process of educational transformation in South Africa was characterised by the creation of a coherent policy and legislative framework (e.g. Constitution; South… (more)

Subjects/Keywords: Education  – South Africa; Educational change  – South Africa; Democracy  – South Africa; Education, Secondary  – South Africa; Dissertations  – Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Damons, Y. L. (2001). Has educational transformation deepened democracy in public high schools?. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Damons, Yolande L. “Has educational transformation deepened democracy in public high schools?.” 2001. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/52294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Damons, Yolande L. “Has educational transformation deepened democracy in public high schools?.” 2001. Web. 20 Oct 2019.

Vancouver:

Damons YL. Has educational transformation deepened democracy in public high schools?. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/52294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Damons YL. Has educational transformation deepened democracy in public high schools?. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

4. Adams, Faried. Practices of school governing bodies in selected Grassy Park Schools : a challenge to democracy.

Degree: MEd, Education Policy Studies, 2002, Stellenbosch University

ENGLISH ABSTRACT: One of the major features of the democratisation of education in South Africa revolves around the decentralisation of school governance. In this regard,… (more)

Subjects/Keywords: Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adams, F. (2002). Practices of school governing bodies in selected Grassy Park Schools : a challenge to democracy. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/53015

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Adams, Faried. “Practices of school governing bodies in selected Grassy Park Schools : a challenge to democracy.” 2002. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/53015.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Adams, Faried. “Practices of school governing bodies in selected Grassy Park Schools : a challenge to democracy.” 2002. Web. 20 Oct 2019.

Vancouver:

Adams F. Practices of school governing bodies in selected Grassy Park Schools : a challenge to democracy. [Internet] [Thesis]. Stellenbosch University; 2002. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/53015.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams F. Practices of school governing bodies in selected Grassy Park Schools : a challenge to democracy. [Thesis]. Stellenbosch University; 2002. Available from: http://hdl.handle.net/10019.1/53015

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

5. Kotze, Chrisna Gloudina. Demokratiese onderwys in Namibiese primêre skole : vlak of diep?.

Degree: PhD, Education policy, 2005, Stellenbosch University

 ENGLISH ABSTRACT: To make sure that democracy in a country such as Namibia with a relative young democracy develop and remain intact, citizens who committed… (more)

Subjects/Keywords: Civics  – Study and teaching (Primary)  – Namibia; Citizenship  – Study and teaching (Primary)  – Namibia; Education, Primary; Dissertations  – Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kotze, C. G. (2005). Demokratiese onderwys in Namibiese primêre skole : vlak of diep?. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50311

Chicago Manual of Style (16th Edition):

Kotze, Chrisna Gloudina. “Demokratiese onderwys in Namibiese primêre skole : vlak of diep?.” 2005. Doctoral Dissertation, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/50311.

MLA Handbook (7th Edition):

Kotze, Chrisna Gloudina. “Demokratiese onderwys in Namibiese primêre skole : vlak of diep?.” 2005. Web. 20 Oct 2019.

Vancouver:

Kotze CG. Demokratiese onderwys in Namibiese primêre skole : vlak of diep?. [Internet] [Doctoral dissertation]. Stellenbosch University; 2005. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/50311.

Council of Science Editors:

Kotze CG. Demokratiese onderwys in Namibiese primêre skole : vlak of diep?. [Doctoral Dissertation]. Stellenbosch University; 2005. Available from: http://hdl.handle.net/10019.1/50311


Stellenbosch University

6. Kandumba, Marina. Exploring education policy transformation in Namibia in terms of democratic change.

Degree: MEd, Education Policy Studies, 2005, Stellenbosch University

ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government… (more)

Subjects/Keywords: Education policy studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kandumba, M. (2005). Exploring education policy transformation in Namibia in terms of democratic change. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kandumba, Marina. “Exploring education policy transformation in Namibia in terms of democratic change.” 2005. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/50349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kandumba, Marina. “Exploring education policy transformation in Namibia in terms of democratic change.” 2005. Web. 20 Oct 2019.

Vancouver:

Kandumba M. Exploring education policy transformation in Namibia in terms of democratic change. [Internet] [Thesis]. Stellenbosch University; 2005. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/50349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kandumba M. Exploring education policy transformation in Namibia in terms of democratic change. [Thesis]. Stellenbosch University; 2005. Available from: http://hdl.handle.net/10019.1/50349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

7. November, Ivan P. Outcomes-based education as a social practice : transformative or not?.

Degree: PhD, Education Policy Studies, 2005, Stellenbosch University

ENGLISH ABSTRACT: This dissertation explores whether Outcomes-based education (OBE) as currently being practised in South Africa is transformative or not. Put differently, the dissertation explores… (more)

Subjects/Keywords: Competency-based education  – South Africa  – Evaluation; Education  – Aims and objectives  – South Africa; Democracy  – Moral and ethical aspects  – South Africa; Dissertations  – Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

November, I. P. (2005). Outcomes-based education as a social practice : transformative or not?. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50410

Chicago Manual of Style (16th Edition):

November, Ivan P. “Outcomes-based education as a social practice : transformative or not?.” 2005. Doctoral Dissertation, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/50410.

MLA Handbook (7th Edition):

November, Ivan P. “Outcomes-based education as a social practice : transformative or not?.” 2005. Web. 20 Oct 2019.

Vancouver:

November IP. Outcomes-based education as a social practice : transformative or not?. [Internet] [Doctoral dissertation]. Stellenbosch University; 2005. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/50410.

Council of Science Editors:

November IP. Outcomes-based education as a social practice : transformative or not?. [Doctoral Dissertation]. Stellenbosch University; 2005. Available from: http://hdl.handle.net/10019.1/50410


Stellenbosch University

8. Hendricks, M. (Mymoena). School governing bodies : their significance in the democratic transformation of South African society.

Degree: MEd, Education Policy Studies, 2000, Stellenbosch University

ENGLISH ABSTRACT: This thesis seeks to demonstrate the potential of school governing bodies to further the process of democratising South African society. Among the main… (more)

Subjects/Keywords: Education  – South Africa  – Administration; Education  – Management; School management and organization  – South Africa; School supervision  – South Africa; School boards  – South Africa; Dissertations  – Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hendricks, M. (. (2000). School governing bodies : their significance in the democratic transformation of South African society. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/51905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hendricks, M (Mymoena). “School governing bodies : their significance in the democratic transformation of South African society.” 2000. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/51905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hendricks, M (Mymoena). “School governing bodies : their significance in the democratic transformation of South African society.” 2000. Web. 20 Oct 2019.

Vancouver:

Hendricks M(. School governing bodies : their significance in the democratic transformation of South African society. [Internet] [Thesis]. Stellenbosch University; 2000. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/51905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hendricks M(. School governing bodies : their significance in the democratic transformation of South African society. [Thesis]. Stellenbosch University; 2000. Available from: http://hdl.handle.net/10019.1/51905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.