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

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University of South Africa

1. Mumanyi, Obediah. An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe .

Degree: 2014, University of South Africa

 The study describes and evaluates how Grade 7 teachers in the Mashonaland East Province of Zimbabwe used the Step in New Primary Mathematics Grade 7… (more)

Subjects/Keywords: Composite class; Constructivism; Education Transition Fund; Evaluation; Impact; Mathematics teaching; Primary school textbooks; Textbook mediation; Textbook-use

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

APA (6th Edition):

Mumanyi, O. (2014). An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/14309

Chicago Manual of Style (16th Edition):

Mumanyi, Obediah. “An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/14309.

MLA Handbook (7th Edition):

Mumanyi, Obediah. “An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe .” 2014. Web. 15 Oct 2019.

Vancouver:

Mumanyi O. An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/14309.

Council of Science Editors:

Mumanyi O. An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14309


University of South Africa

2. Jansen, Jessica Mary-Ann. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school.

Degree: 2017, University of South Africa

 Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial… (more)

Subjects/Keywords: Alphabet code; Spelling; Spelling instruction; Phonemic awareness; Phonemes; Phonics; Link between spelling and reading; Systematic phonics; English orthography

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

APA (6th Edition):

Jansen, J. M. (2017). Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22715

Chicago Manual of Style (16th Edition):

Jansen, Jessica Mary-Ann. “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school.” 2017. Masters Thesis, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/22715.

MLA Handbook (7th Edition):

Jansen, Jessica Mary-Ann. “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school.” 2017. Web. 15 Oct 2019.

Vancouver:

Jansen JM. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/22715.

Council of Science Editors:

Jansen JM. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22715


University of South Africa

3. Mabuza, Sizani N. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.

Degree: 2016, University of South Africa

 The study explored the effects of curriculum change on foundation phase teachers of Sikhulile Circuit of Mpumalanga in post-apartheid South Africa. Curriculum 2005 (C2005) was… (more)

Subjects/Keywords: Curriculum change; Teaching; Learning; Assessment; Curriculum Assessment Policy; Curriculum implementation

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APA (6th Edition):

Mabuza, S. N. (2016). Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22716

Chicago Manual of Style (16th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Masters Thesis, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/22716.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Web. 15 Oct 2019.

Vancouver:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/22716.

Council of Science Editors:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22716


University of South Africa

4. Mulaudzi, Ntshengedzeni Olga. An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa.

Degree: 2017, University of South Africa

South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other… (more)

Subjects/Keywords: Conducive environment; Activity areas; Play-based approaches; Numeracy achievement; Teaching and learning resource materials; Grade R; Constructivism

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

APA (6th Edition):

Mulaudzi, N. O. (2017). An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22746

Chicago Manual of Style (16th Edition):

Mulaudzi, Ntshengedzeni Olga. “An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa.” 2017. Doctoral Dissertation, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/22746.

MLA Handbook (7th Edition):

Mulaudzi, Ntshengedzeni Olga. “An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa.” 2017. Web. 15 Oct 2019.

Vancouver:

Mulaudzi NO. An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/22746.

Council of Science Editors:

Mulaudzi NO. An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South Africa. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22746


University of South Africa

5. Okoth, Teresa Akinyi. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.

Degree: 2015, University of South Africa

 This study investigated the cognition of Form III English language teachers and evaluated their preparedness in implementing the revised English language curriculum. The study investigated… (more)

Subjects/Keywords: Teacher cognition; Curriculum integration; Curriculum implementation; Preparedness; Knowledge; Beliefs

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

APA (6th Edition):

Okoth, T. A. (2015). Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24933

Chicago Manual of Style (16th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Doctoral Dissertation, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/24933.

MLA Handbook (7th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Web. 15 Oct 2019.

Vancouver:

Okoth TA. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/24933.

Council of Science Editors:

Okoth TA. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/24933


University of South Africa

6. Madungwe, Louise Stanley. Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe.

Degree: 2018, University of South Africa

 The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form… (more)

Subjects/Keywords: Visually impaired; Opportunity to learn; Braille; Secondary school students; Mathematics; Resource teacher; Itinerant teacher; Special needs education

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

APA (6th Edition):

Madungwe, L. S. (2018). Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25011

Chicago Manual of Style (16th Edition):

Madungwe, Louise Stanley. “Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe.” 2018. Doctoral Dissertation, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/25011.

MLA Handbook (7th Edition):

Madungwe, Louise Stanley. “Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe.” 2018. Web. 15 Oct 2019.

Vancouver:

Madungwe LS. Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/25011.

Council of Science Editors:

Madungwe LS. Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25011


University of South Africa

7. Simbarashe, Mashingaidze Samuel. Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools.

Degree: 2017, University of South Africa

 The study explores Mathematics educators’ use of students’ out-of-school experiences in the teaching of Transformation Geometry. This thesis focuses on an analysis of the extent… (more)

Subjects/Keywords: Image; Object; Students’ out-of-school experience; Realistic Mathematics Education; Informal mathematics; Formal mathematics; Mathematising; Transcendental phenomenology; Transformation Geometry; Secondary education; Rural school; ZIMSEC

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

APA (6th Edition):

Simbarashe, M. S. (2017). Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25021

Chicago Manual of Style (16th Edition):

Simbarashe, Mashingaidze Samuel. “Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools.” 2017. Doctoral Dissertation, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/25021.

MLA Handbook (7th Edition):

Simbarashe, Mashingaidze Samuel. “Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools.” 2017. Web. 15 Oct 2019.

Vancouver:

Simbarashe MS. Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/25021.

Council of Science Editors:

Simbarashe MS. Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25021


University of South Africa

8. Evbuomwan, Dickson. An investigation into the difficulties faced by Form C students in the learning of transformation geometry in Lesotho secondary schools .

Degree: 2013, University of South Africa

 The Lesotho Junior Secondary Examination Analysis (2009 and 2010) revealed that students performance in Mathematics in general and Transformation geometry of rotation in particular was… (more)

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

APA (6th Edition):

Evbuomwan, D. (2013). An investigation into the difficulties faced by Form C students in the learning of transformation geometry in Lesotho secondary schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10589

Chicago Manual of Style (16th Edition):

Evbuomwan, Dickson. “An investigation into the difficulties faced by Form C students in the learning of transformation geometry in Lesotho secondary schools .” 2013. Masters Thesis, University of South Africa. Accessed October 15, 2019. http://hdl.handle.net/10500/10589.

MLA Handbook (7th Edition):

Evbuomwan, Dickson. “An investigation into the difficulties faced by Form C students in the learning of transformation geometry in Lesotho secondary schools .” 2013. Web. 15 Oct 2019.

Vancouver:

Evbuomwan D. An investigation into the difficulties faced by Form C students in the learning of transformation geometry in Lesotho secondary schools . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10500/10589.

Council of Science Editors:

Evbuomwan D. An investigation into the difficulties faced by Form C students in the learning of transformation geometry in Lesotho secondary schools . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10589

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