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You searched for +publisher:"University of Zululand" +contributor:("Khuzwayo, H.B"). Showing records 1 – 3 of 3 total matches.

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University of Zululand

1. Xulu, Themba Russel. An Investigation into assessment reform in South Africa with special reference to common task assessment .

Degree: 2013, University of Zululand

The purpose of this study was to examine the attitude and perception of grade 9 mathematics teachers to CTA (common task assessment) 2009 as well as their understanding of the role of CTA. Six secondary schools in Pietermaritzburg area in the province of KwaZulu-Natal were selected as cases for an in-depth qualitative study. Two schools were African schools and the other three were multiracial school and one private school. Fourteen (14) teachers were interviewed and were observed teaching mathematics. The study utilised participant observation, interviews and relevant documents as source of data collection. The main finding of the study was the frustrations expressed by teachers not clearly understanding what is expected of them and also the lack of official support for meaningful implementation and general lack of teachers understanding of the role of CTAs. Most teachers raised their concerns about the lack of mathematics content in grade 9 mathematics CTAs. Most teachers raised concerns about CTAs content favouring or geared towards mathematical literacy and leaving out pure mathematics and failing to prepare learners to be competent in mathematics and failing completely to prepare learners for grade 10 pure Mathematics. Advisors/Committee Members: Khuzwayo, H.B (advisor).

Subjects/Keywords: Common task assessment ; Mathematics education

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

APA (6th Edition):

Xulu, T. R. (2013). An Investigation into assessment reform in South Africa with special reference to common task assessment . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1240

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):

Xulu, Themba Russel. “An Investigation into assessment reform in South Africa with special reference to common task assessment .” 2013. Thesis, University of Zululand. Accessed December 11, 2019. http://hdl.handle.net/10530/1240.

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

MLA Handbook (7th Edition):

Xulu, Themba Russel. “An Investigation into assessment reform in South Africa with special reference to common task assessment .” 2013. Web. 11 Dec 2019.

Vancouver:

Xulu TR. An Investigation into assessment reform in South Africa with special reference to common task assessment . [Internet] [Thesis]. University of Zululand; 2013. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10530/1240.

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

Council of Science Editors:

Xulu TR. An Investigation into assessment reform in South Africa with special reference to common task assessment . [Thesis]. University of Zululand; 2013. Available from: http://hdl.handle.net/10530/1240

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


University of Zululand

2. Kok, Petrus Jacobus. Attitudes of University of Zululand students towards technology .

Degree: 2010, University of Zululand

The study investigated the attitudes of in-service, teacher education students at a South African University. The study is set in a rural context with participants drawn from the University of Zululand, situated on the north coast of KwaZulu¬Natal province. Data was collected from 88 teachers, enrolled for a National Professional Diploma in Education (NPDE) in technology education at the University. The study aimed at generating information from respondents in an open, qualitative research framework. The study utilized a confirmatory survey approach and the data collection instrument used for the study was adapted from the "Pupils' Attitude Towards Technology" (PATT) instrument used successfully in other countries e.g. Netherlands, United States of America and Thailand. The results of the study indicated that, teachers showed a strong conceptual understanding of technology, and they assigned a great level of importance to knowing how technologies work. Similarly, the study's findings showed that teachers are aware of the positive and negative impact of technology, and that they showed a keen interest in wanting to know more about different technologies. In contrast with their interest, teachers showed a moderate to low level of knowledge and understanding concerning technologies used in their everyday lives. Teachers also felt that they have some influence when it comes to making decisions about technology, but they have very low confidence in leaders of their communities to make decisions about technology. Teachers were also unanimous in their view that technology must play an important role in the school curriculum, and they placed very high expectations on what they believed a high school learner should know about technology. Advisors/Committee Members: Khuzwayo, H.B (advisor), Nzima, D.R (advisor).

Subjects/Keywords: Teacher education students ; Technology education

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

APA (6th Edition):

Kok, P. J. (2010). Attitudes of University of Zululand students towards technology . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/610

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):

Kok, Petrus Jacobus. “Attitudes of University of Zululand students towards technology .” 2010. Thesis, University of Zululand. Accessed December 11, 2019. http://hdl.handle.net/10530/610.

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

MLA Handbook (7th Edition):

Kok, Petrus Jacobus. “Attitudes of University of Zululand students towards technology .” 2010. Web. 11 Dec 2019.

Vancouver:

Kok PJ. Attitudes of University of Zululand students towards technology . [Internet] [Thesis]. University of Zululand; 2010. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10530/610.

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

Council of Science Editors:

Kok PJ. Attitudes of University of Zululand students towards technology . [Thesis]. University of Zululand; 2010. Available from: http://hdl.handle.net/10530/610

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


University of Zululand

3. Govender, Samantha. A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District .

Degree: 2013, University of Zululand

This study is aimed at understanding the efficacy of the implementation of the national curriculum innovations called “Foundations for Learning Campaign” in schools under uThungulu District, within the province of KwaZulu-Natal in South Africa. Furthermore, it included assessing the level of preparedness of educators in their teaching of basic skills in the classroom and identifying the gaps in the dissemination and implementation of curriculum innovations. The view upheld within this study was that ‘the use of alternative strategies to implement national curriculum innovations in schools is of no use if the school practitioners are sidelined in the development, planning and organisation processes of the innovation.” The study targeted foundation and intermediate phase teachers from grades one to six teaching numeracy/literacy and languages/mathematics, from whom a sample of 120 teachers was purposefully selected as they were the initial focus of the Foundations for Learning Campaign. Both qualitative and quantitative methods were employed in the collection of data. The findings revealed that majority of the educators were not adequately equipped with skills and expertise to implement the Foundations for Learning Campaign effectively and efficiently in the classroom. Inadequate preparation was due to the following reasons: lack of sufficient time allocated for training, inappropriate and irrelevant training and inadequately trained facilitators. In addition, there is a lack of professional development programmes and school-based activities to enhance the teaching and learning of basic skills. Inadequate supervision, monitoring and support from both the staff management team and subject advisors/specialists predominantly prevailed during the implementation of the Foundations for Learning Campaign. Furthermore, the model used to cascade the national curriculum innovation to schools identified within the study was inadequate for the efficacious implementation of the Foundations for Learning Campaign. The study recommends that: teacher orientation, training and support processes should be refined; a high teacher-pupil ratio needs to be phased out and discouraged; a variety of quality Learner Teacher Support Material should be readily available and easily accessible to educators in the classroom to enhance the teaching and learning of languages and mathematics; on-going supervision, monitoring and support from the staff management team and subject advisors/specialists are necessary with regards to curriculum implementation; and finally professional development programmes and school based activities currently in place need to be evaluated and reviewed. Advisors/Committee Members: Khuzwayo, M.E (advisor), Khuzwayo, H.B (advisor).

Subjects/Keywords: National curriculum innovations ; National curriculum innovations  – Foundations for Learning Campaign ; Foundations for Learning Campaign  – South Africa  – KwaZulu-Natal

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

APA (6th Edition):

Govender, S. (2013). A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1325

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):

Govender, Samantha. “A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District .” 2013. Thesis, University of Zululand. Accessed December 11, 2019. http://hdl.handle.net/10530/1325.

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

MLA Handbook (7th Edition):

Govender, Samantha. “A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District .” 2013. Web. 11 Dec 2019.

Vancouver:

Govender S. A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District . [Internet] [Thesis]. University of Zululand; 2013. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10530/1325.

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

Council of Science Editors:

Govender S. A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District . [Thesis]. University of Zululand; 2013. Available from: http://hdl.handle.net/10530/1325

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

.