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You searched for +publisher:"University of South Africa" +contributor:("Ferreira, J. G"). Showing records 1 – 8 of 8 total matches.

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University of South Africa

1. Gelderbloem, Garth Preston. The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools.

Degree: 2014, University of South Africa

 Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that… (more)

Subjects/Keywords: Social and emotional learning; Constructivism; School climate; School violence; Curriculum Assessment Policy Statement (CAPS); Life Orientation (LO); Evaluation research design

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

APA (6th Edition):

Gelderbloem, G. P. (2014). The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18485

Chicago Manual of Style (16th Edition):

Gelderbloem, Garth Preston. “The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools.” 2014. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/18485.

MLA Handbook (7th Edition):

Gelderbloem, Garth Preston. “The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools.” 2014. Web. 17 Sep 2019.

Vancouver:

Gelderbloem GP. The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/18485.

Council of Science Editors:

Gelderbloem GP. The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18485


University of South Africa

2. Pillay, Inbam. Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area.

Degree: 2014, University of South Africa

 The purpose of this study was to explore teachers’ experiences of curriculum change in two under-resourced primary schools in the Durban area. By examining the… (more)

Subjects/Keywords: Curriculum change; Curriculum implementation; Outcomes Based Education; C2005; Curriculum and Assessment Policy Statements; Under-resourced school; Foundations for Learning Campaign; Learner-teacher support materials

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APA (6th Edition):

Pillay, I. (2014). Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18853

Chicago Manual of Style (16th Edition):

Pillay, Inbam. “Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area.” 2014. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/18853.

MLA Handbook (7th Edition):

Pillay, Inbam. “Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area.” 2014. Web. 17 Sep 2019.

Vancouver:

Pillay I. Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/18853.

Council of Science Editors:

Pillay I. Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18853


University of South Africa

3. Zenda, Rekai. Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools.

Degree: 2016, University of South Africa

 The study explored factors that affect learner academic achievement in Physical Sciences in Limpopo rural secondary schools. The motivation for the research was based on… (more)

Subjects/Keywords: Academic achievement; Assessment of learners; Discipline of learners; Instructional resources; Motivation of learners; Physical Sciences curriculum; Physical Sciences learner; Physical Sciences subject; Socio-economic status; Supervision of teachers; Teacher effectiveness; Teacher-learner ratio; Workload

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APA (6th Edition):

Zenda, R. (2016). Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20319

Chicago Manual of Style (16th Edition):

Zenda, Rekai. “Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/20319.

MLA Handbook (7th Edition):

Zenda, Rekai. “Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools.” 2016. Web. 17 Sep 2019.

Vancouver:

Zenda R. Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/20319.

Council of Science Editors:

Zenda R. Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20319


University of South Africa

4. Koti, Mandla. Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools.

Degree: 2016, University of South Africa

 Learners who take Physical Sciences in the Further Education and Training Phase in Eastern Cape schools have been performing poorly in the subject in the… (more)

Subjects/Keywords: Further Education and Training; Learning programme; Physical Sciences theory; Practical work; Poor performance; Curriculum and Assessment Policy Statement; Learner; Educator; Subject; Learning outcomes

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

APA (6th Edition):

Koti, M. (2016). Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21801

Chicago Manual of Style (16th Edition):

Koti, Mandla. “Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools.” 2016. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/21801.

MLA Handbook (7th Edition):

Koti, Mandla. “Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools.” 2016. Web. 17 Sep 2019.

Vancouver:

Koti M. Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/21801.

Council of Science Editors:

Koti M. Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21801


University of South Africa

5. Munikwa, Simbarashe. An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.

Degree: 2016, University of South Africa

 The purpose of this study was to explore the Zimbabwean physics teachers’ interpretation of the Advanced Level Physics curriculum. The study was motivated by the… (more)

Subjects/Keywords: Analysis; Curriculum; Curriculum implementation; Interpretation; Advanced Level Physics; Practice; Innovative; Teacher-centred instruction; Contextual constraint

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

APA (6th Edition):

Munikwa, S. (2016). An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22155

Chicago Manual of Style (16th Edition):

Munikwa, Simbarashe. “An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/22155.

MLA Handbook (7th Edition):

Munikwa, Simbarashe. “An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.” 2016. Web. 17 Sep 2019.

Vancouver:

Munikwa S. An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/22155.

Council of Science Editors:

Munikwa S. An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22155


University of South Africa

6. Henderson, Linda. The efficacy of co-teaching grade 9 science learners at an international school in Nairobi .

Degree: 2011, University of South Africa

 A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9… (more)

Subjects/Keywords: Differentiation; Collaboration; Inclusion; Co-teaching; Special needs teacher; Case study; Grade 9 natural science learners; Academic performance

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

APA (6th Edition):

Henderson, L. (2011). The efficacy of co-teaching grade 9 science learners at an international school in Nairobi . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7711

Chicago Manual of Style (16th Edition):

Henderson, Linda. “The efficacy of co-teaching grade 9 science learners at an international school in Nairobi .” 2011. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/7711.

MLA Handbook (7th Edition):

Henderson, Linda. “The efficacy of co-teaching grade 9 science learners at an international school in Nairobi .” 2011. Web. 17 Sep 2019.

Vancouver:

Henderson L. The efficacy of co-teaching grade 9 science learners at an international school in Nairobi . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/7711.

Council of Science Editors:

Henderson L. The efficacy of co-teaching grade 9 science learners at an international school in Nairobi . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/7711


University of South Africa

7. Ravhudzulo, Anniekie Nndowiseni. Inset towards educational transformation with reference to primary schools in the Northern Province.

Degree: 2001, University of South Africa

 Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in… (more)

Subjects/Keywords: In-service education and training; Pre-service education and training; Northern Province; Educational transformation; School-based INSET; Continuous Self Renewal; Continuous professional development; Cluster-based workshop; Mentor; Conferencing

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APA (6th Edition):

Ravhudzulo, A. N. (2001). Inset towards educational transformation with reference to primary schools in the Northern Province. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/17599

Chicago Manual of Style (16th Edition):

Ravhudzulo, Anniekie Nndowiseni. “Inset towards educational transformation with reference to primary schools in the Northern Province.” 2001. Doctoral Dissertation, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/17599.

MLA Handbook (7th Edition):

Ravhudzulo, Anniekie Nndowiseni. “Inset towards educational transformation with reference to primary schools in the Northern Province.” 2001. Web. 17 Sep 2019.

Vancouver:

Ravhudzulo AN. Inset towards educational transformation with reference to primary schools in the Northern Province. [Internet] [Doctoral dissertation]. University of South Africa; 2001. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/17599.

Council of Science Editors:

Ravhudzulo AN. Inset towards educational transformation with reference to primary schools in the Northern Province. [Doctoral Dissertation]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/17599


University of South Africa

8. De Jager, Thelma. Factors influencing the implementation of the process approach in Biology secondary education .

Degree: 2009, University of South Africa

South Africa needs an economy which is competitive and successful. Therefore, it is important that an education system will provide a skilled work force. Learners… (more)

Subjects/Keywords: Biology; Process approach; Processes; Basic skills; Integrated skills; Problem-solving; Inquiry; Critical thinking; Outcomes; Learner-centred

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

APA (6th Edition):

De Jager, T. (2009). Factors influencing the implementation of the process approach in Biology secondary education . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/1113

Chicago Manual of Style (16th Edition):

De Jager, Thelma. “Factors influencing the implementation of the process approach in Biology secondary education .” 2009. Doctoral Dissertation, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/1113.

MLA Handbook (7th Edition):

De Jager, Thelma. “Factors influencing the implementation of the process approach in Biology secondary education .” 2009. Web. 17 Sep 2019.

Vancouver:

De Jager T. Factors influencing the implementation of the process approach in Biology secondary education . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/1113.

Council of Science Editors:

De Jager T. Factors influencing the implementation of the process approach in Biology secondary education . [Doctoral Dissertation]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1113

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