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Dept: Curriculum Studies

You searched for subject:( Accounting Study AND teaching Higher ). Showing records 1 – 30 of 94 total matches.

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Stellenbosch University

1. Machera, Robert Pfumbudzayi. Student perceptions of factors influencing throughput in an accounting programme in Botswana.

Degree: MPhil, Curriculum Studies, 2016, Stellenbosch University

ENGLISH ABSTRACT : The aim of this study was to investigate students’ throughput in an Accounting programme at Botho University, a Botswana university. There is… (more)

Subjects/Keywords: UCTD; Education, Higher  – Botswana; Student throughput  – Botswana; Interactive qualitative analysis methodology; Accounting  – Study and teaching  – Botswana; Accountants  – Supply and demand  – Botswana

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

APA (6th Edition):

Machera, R. P. (2016). Student perceptions of factors influencing throughput in an accounting programme in Botswana. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100028

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):

Machera, Robert Pfumbudzayi. “Student perceptions of factors influencing throughput in an accounting programme in Botswana.” 2016. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/100028.

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

MLA Handbook (7th Edition):

Machera, Robert Pfumbudzayi. “Student perceptions of factors influencing throughput in an accounting programme in Botswana.” 2016. Web. 22 Oct 2019.

Vancouver:

Machera RP. Student perceptions of factors influencing throughput in an accounting programme in Botswana. [Internet] [Thesis]. Stellenbosch University; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/100028.

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

Council of Science Editors:

Machera RP. Student perceptions of factors influencing throughput in an accounting programme in Botswana. [Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/100028

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


Stellenbosch University

2. Hatutale, Sylvia. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : The main purpose and aim of the study was to assess the main determinants of performance in the teaching of Basic Mathematics… (more)

Subjects/Keywords: Higher education  – Curricula  – Namibia; UCTD; Mathematics  – Study and teaching (Higher)  – Namibia; Education  – Study and teaching (Higher)  – Namibia; Mathematics  – Teaching method

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APA (6th Edition):

Hatutale, S. (2018). A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103511

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):

Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/103511.

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

MLA Handbook (7th Edition):

Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Web. 22 Oct 2019.

Vancouver:

Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/103511.

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

Council of Science Editors:

Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103511

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


Stellenbosch University

3. De Villiers, Lidamari. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.

Degree: PhD, Curriculum Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : Mathematics contributes significantly towards engineering education, denoting the prominance of possessing mathematical competence. Motivation for the study originated from observing students’ modest… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher)  – South Africa; Engineering technicians  – Competencies  – South Africa; Mathematics  – Study and teaching  – Research; Mathematical models; Engineering mathematics  – Curricula  – South Africa; Mathematics  – Study and teaching  – Research; UCTD

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APA (6th Edition):

De Villiers, L. (2018). The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104864

Chicago Manual of Style (16th Edition):

De Villiers, Lidamari. “The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/104864.

MLA Handbook (7th Edition):

De Villiers, Lidamari. “The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students.” 2018. Web. 22 Oct 2019.

Vancouver:

De Villiers L. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/104864.

Council of Science Editors:

De Villiers L. The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104864


Stellenbosch University

4. Herman, Nicoline. The role of context in decision making about professional learning by lecturers at a research-intensive university.

Degree: DEd, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: The professional learning of academics for the teaching function inherently is a change imperative and it has become an important enterprise in the… (more)

Subjects/Keywords: Professional learning communities; Universities and colleges  – Research; Education, Higher  – Study and teaching; UCTD

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APA (6th Edition):

Herman, N. (2015). The role of context in decision making about professional learning by lecturers at a research-intensive university. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97890

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):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/97890.

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

MLA Handbook (7th Edition):

Herman, Nicoline. “The role of context in decision making about professional learning by lecturers at a research-intensive university.” 2015. Web. 22 Oct 2019.

Vancouver:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/97890.

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

Council of Science Editors:

Herman N. The role of context in decision making about professional learning by lecturers at a research-intensive university. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97890

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


Stellenbosch University

5. Smit, Talita C. The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia.

Degree: Curriculum Studies, 2009, Stellenbosch University

Thesis (PhD (Curriculum Studies)) – Stellenbosch University, 2009.

ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants… (more)

Subjects/Keywords: Education; Dissertations  – Education; English language  – Study and teaching (Higher)  – Foreign speakers  – Namibia; English language  – Study and teaching (Higher)  – Foreign speakers  – Activity programs  – Namibia  – Research; Critical thinking  – Study and teaching (Higher)  – Namibia  – Problems and exercises

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APA (6th Edition):

Smit, T. C. (2009). The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1211

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):

Smit, Talita C. “The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia.” 2009. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/1211.

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

MLA Handbook (7th Edition):

Smit, Talita C. “The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia.” 2009. Web. 22 Oct 2019.

Vancouver:

Smit TC. The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/1211.

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

Council of Science Editors:

Smit TC. The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/1211

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


Stellenbosch University

6. Sutherland, G. A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology.

Degree: Curriculum Studies, 2009, Stellenbosch University

Thesis (PhD (Curriculum Studies)) – University of Stellenbosch, 2009

ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes… (more)

Subjects/Keywords: Education; Dissertations  – Education; Engineering  – Study and teaching (Higher education)  – Curricula  – South Africa  – Gauteng  – Case study; Vaal University of Technology  – Curricula  – Case study

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APA (6th Edition):

Sutherland, G. (2009). A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1368

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):

Sutherland, G. “A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology.” 2009. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/1368.

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

MLA Handbook (7th Edition):

Sutherland, G. “A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology.” 2009. Web. 22 Oct 2019.

Vancouver:

Sutherland G. A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/1368.

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

Council of Science Editors:

Sutherland G. A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/1368

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


Stellenbosch University

7. George, Salimma. Pre-service teachers' handling of linear algebra in a problem-centred approach.

Degree: MEd, Curriculum Studies, 2001, Stellenbosch University

ENGLISH ABSTRACT: The primary concern of the study is how pre-service teachers perform after they have been exposed to a section of a linear algebra… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher)  – South Africa; Dissertations  – Education

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APA (6th Edition):

George, S. (2001). Pre-service teachers' handling of linear algebra in a problem-centred approach. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52413

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):

George, Salimma. “Pre-service teachers' handling of linear algebra in a problem-centred approach.” 2001. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/52413.

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

MLA Handbook (7th Edition):

George, Salimma. “Pre-service teachers' handling of linear algebra in a problem-centred approach.” 2001. Web. 22 Oct 2019.

Vancouver:

George S. Pre-service teachers' handling of linear algebra in a problem-centred approach. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/52413.

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

Council of Science Editors:

George S. Pre-service teachers' handling of linear algebra in a problem-centred approach. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52413

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


Stellenbosch University

8. Khoza, Lindiwe Mhakamuni. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.

Degree: PhD, Curriculum Studies, 2016, Stellenbosch University

 ENGLISH ABSTRACT : The study was undertaken to determine variables associated with students’ learning resource preferences in the Learning Management System (LMS) of the Faculty… (more)

Subjects/Keywords: Learning management system; Learning resource preference; Military Science  – Study and teaching (Higher)  – South Africa; Education, Higher  – Curricula  – South Africa; UCTD; Military education  – South Africa; Military science  – Course content

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

APA (6th Edition):

Khoza, L. M. (2016). Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100124

Chicago Manual of Style (16th Edition):

Khoza, Lindiwe Mhakamuni. “Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.” 2016. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/100124.

MLA Handbook (7th Edition):

Khoza, Lindiwe Mhakamuni. “Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.” 2016. Web. 22 Oct 2019.

Vancouver:

Khoza LM. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. [Internet] [Doctoral dissertation]. Stellenbosch University; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/100124.

Council of Science Editors:

Khoza LM. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. [Doctoral Dissertation]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/100124


Stellenbosch University

9. Botha, Jeanette. Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education.

Degree: MPhil, Curriculum Studies, 2018, Stellenbosch University

ENGLISH ABSTRACT : Stellenbosch University (SU) has embraced the use of information communication technology (ICT) to improve student access and engagement with the goal of… (more)

Subjects/Keywords: Stellenbosch University  – Degrees; Student satisfaction; Blended learning; Computer-assisted instruction  – Evaluation; Education  – Study and teaching (Higher)  – Evaluation; UCTD; University teaching  – South Africa  – Evaluation; Educational technology  – Evaluation

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APA (6th Edition):

Botha, J. (2018). Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/106131

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):

Botha, Jeanette. “Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education.” 2018. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/106131.

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

MLA Handbook (7th Edition):

Botha, Jeanette. “Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education.” 2018. Web. 22 Oct 2019.

Vancouver:

Botha J. Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/106131.

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

Council of Science Editors:

Botha J. Student satisfaction with a blended learning approach: implementation evaluation of three Honours programmes in Education. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/106131

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


Stellenbosch University

10. Coetzee, Catherina Maria (Kayline). A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction.

Degree: PhD, Curriculum Studies, 2019, Stellenbosch University

 ENGLISH ABSTRACT : Nursing education in South Africa is continuously being influenced by significant changes in all spheres of higher education. There is little doubt… (more)

Subjects/Keywords: Nursing schools  – Workload  – South Africa; Nurses  – In-service training  – South Africa; Nurse educators  – South Africa; Nursing  – Study and teaching (Continuing education)  – South Africa; Nursing  – Study and teaching (Graduate)  – South Africa; Private higher education  – Nursing; UCTD

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

APA (6th Edition):

Coetzee, C. M. (. (2019). A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105939

Chicago Manual of Style (16th Edition):

Coetzee, Catherina Maria (Kayline). “A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction.” 2019. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/105939.

MLA Handbook (7th Edition):

Coetzee, Catherina Maria (Kayline). “A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction.” 2019. Web. 22 Oct 2019.

Vancouver:

Coetzee CM(. A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction. [Internet] [Doctoral dissertation]. Stellenbosch University; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/105939.

Council of Science Editors:

Coetzee CM(. A workload model for nurse educators in private higher education: options for improved productivity and job satisfaction. [Doctoral Dissertation]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105939

11. Booysen, Barry. Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach.

Degree: MEd, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was… (more)

Subjects/Keywords: Group work in education; Geography  – Study and teaching (Higher); UCTD

…me to undertake this study. My interest in alternative teaching methods developed when I… …xii CHAPTER 1 BACKGROUND TO THE STUDY… …1 1.2 Purpose of the study… …CAPS) .................... 3 1.4 Background to the study… …8 1.7 9 Problem statement and demarcation of study… 

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

APA (6th Edition):

Booysen, B. (2015). Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96859

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):

Booysen, Barry. “Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach.” 2015. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/96859.

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

MLA Handbook (7th Edition):

Booysen, Barry. “Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach.” 2015. Web. 22 Oct 2019.

Vancouver:

Booysen B. Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/96859.

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

Council of Science Editors:

Booysen B. Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96859

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


Stellenbosch University

12. Khumalo, Kwazi Herman. The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of Education.

Degree: MPhil, Curriculum Studies, 2001, Stellenbosch University

 ENGLISH ABSTRACT: The writing of this thesis has been an attempt to respond to the problem of students who do not seem to be able… (more)

Subjects/Keywords: Group work in education; English language  – Study and teaching (Higher)  – Foreign speakers

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APA (6th Edition):

Khumalo, K. H. (2001). The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of Education. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52522

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):

Khumalo, Kwazi Herman. “The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of Education.” 2001. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/52522.

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

MLA Handbook (7th Edition):

Khumalo, Kwazi Herman. “The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of Education.” 2001. Web. 22 Oct 2019.

Vancouver:

Khumalo KH. The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of Education. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/52522.

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

Council of Science Editors:

Khumalo KH. The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of Education. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52522

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


Stellenbosch University

13. Hermanson, Christina Magdalena. The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation.

Degree: PhD, Curriculum Studies, 2004, Stellenbosch University

 ENGLISH ABSTRACT: The globalisation of business is probably the most important topic of discussion in business around the world. Globalisation impacts on business processes, and… (more)

Subjects/Keywords: Problem solving  – Study and teaching (Higher)  – South Africa  – Evaluation; Thought and thinking  – Study and teaching (Higher)  – South Africa  – Evaluation; Cognitive learning  – South Africa  – Evaluation; Middle managers  – Training of  – South Africa; Dissertations  – Education

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

APA (6th Edition):

Hermanson, C. M. (2004). The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50150

Chicago Manual of Style (16th Edition):

Hermanson, Christina Magdalena. “The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation.” 2004. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/50150.

MLA Handbook (7th Edition):

Hermanson, Christina Magdalena. “The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation.” 2004. Web. 22 Oct 2019.

Vancouver:

Hermanson CM. The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation. [Internet] [Doctoral dissertation]. Stellenbosch University; 2004. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/50150.

Council of Science Editors:

Hermanson CM. The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation. [Doctoral Dissertation]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/50150


Stellenbosch University

14. Kidd, Nita. A levelled literacy intervention for foundation phase learners.

Degree: MEd, Curriculum Studies, 2011, Stellenbosch University

ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools… (more)

Subjects/Keywords: Education; Reading comprehension  – Study and teaching (Elementary); School children  – Study and teaching (Elementary)

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

APA (6th Edition):

Kidd, N. (2011). A levelled literacy intervention for foundation phase learners. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6682

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):

Kidd, Nita. “A levelled literacy intervention for foundation phase learners.” 2011. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/6682.

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

MLA Handbook (7th Edition):

Kidd, Nita. “A levelled literacy intervention for foundation phase learners.” 2011. Web. 22 Oct 2019.

Vancouver:

Kidd N. A levelled literacy intervention for foundation phase learners. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/6682.

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

Council of Science Editors:

Kidd N. A levelled literacy intervention for foundation phase learners. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6682

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


Stellenbosch University

15. Melville, Hestelle Ronette. Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints.

Degree: Curriculum Studies, 2007, Stellenbosch University

Thesis (MEd (Curriculum Studies)) – University of Stellenbosch,2007.

This mini-thesis documents a Narrative Inquiry as a phenomenon with special focus on reflective accounts of my experiences,… (more)

Subjects/Keywords: Curriculum studies; Environmental education; Reflection (Philosophy); Nature  – Study and teaching (Higher); Teachers  – Training of

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

APA (6th Edition):

Melville, H. R. (2007). Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/3050

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):

Melville, Hestelle Ronette. “Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints.” 2007. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/3050.

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

MLA Handbook (7th Edition):

Melville, Hestelle Ronette. “Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints.” 2007. Web. 22 Oct 2019.

Vancouver:

Melville HR. Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/3050.

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

Council of Science Editors:

Melville HR. Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/3050

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


Stellenbosch University

16. Loock, Hougaard. Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie.

Degree: MEd, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: The current era is characterised by the rapid development in the field of technology. One of the fields in which technology is making… (more)

Subjects/Keywords: History  – Study and teaching; Teaching  – Aids and devices; Whiteboards; UCTD

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

APA (6th Edition):

Loock, H. (2015). Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96782

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):

Loock, Hougaard. “Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie.” 2015. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/96782.

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

MLA Handbook (7th Edition):

Loock, Hougaard. “Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie.” 2015. Web. 22 Oct 2019.

Vancouver:

Loock H. Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/96782.

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

Council of Science Editors:

Loock H. Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96782

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


Stellenbosch University

17. Willers, Hendrik Stephanus. Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa.

Degree: MEd, Curriculum Studies, 2019, Stellenbosch University

 ENGLISH ABSTRACT : The South African National Curriculum Statement (NCS) for Mathematics calls for teaching that facilitates and promotes problem-solving as a routine activity and… (more)

Subjects/Keywords: Problem solving  – Beliefs; Mathematics  – Study and teaching (Secondary)  – South Africa; Mathematics teachers  – South Africa; Problem solving  – Study and teaching (Secondary); Private schools  – South Africa; Mathematics  – Study and teaching  – Beliefs; UCTD

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

APA (6th Edition):

Willers, H. S. (2019). Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105840

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):

Willers, Hendrik Stephanus. “Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa.” 2019. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/105840.

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

MLA Handbook (7th Edition):

Willers, Hendrik Stephanus. “Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa.” 2019. Web. 22 Oct 2019.

Vancouver:

Willers HS. Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/105840.

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

Council of Science Editors:

Willers HS. Investigating the beliefs about problem-solving of mathematics teachers at independent secondary schools in South Africa. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105840

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


Stellenbosch University

18. Jooste, Susina M. A curriculum framework for continuing professional development in culinary studies.

Degree: MEd (Curriculum Studies, Curriculum Studies, 2007, Stellenbosch University

 Culinary studies is a relatively young and unfamiliar field of study which engages the application of life and natural sciences, business and technology in a… (more)

Subjects/Keywords: Curriculum studies; Cape Peninsula University of Technology  – Curricula  – Planning; Teacher participation in curriculum planning; Consumer education  – Study and teaching (Higher)  – South Africa  – Western Cape

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

APA (6th Edition):

Jooste, S. M. (2007). A curriculum framework for continuing professional development in culinary studies. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2083

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):

Jooste, Susina M. “A curriculum framework for continuing professional development in culinary studies.” 2007. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/2083.

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

MLA Handbook (7th Edition):

Jooste, Susina M. “A curriculum framework for continuing professional development in culinary studies.” 2007. Web. 22 Oct 2019.

Vancouver:

Jooste SM. A curriculum framework for continuing professional development in culinary studies. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/2083.

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

Council of Science Editors:

Jooste SM. A curriculum framework for continuing professional development in culinary studies. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/2083

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


Stellenbosch University

19. Wababa, Zola. How scientific terms are taught and learnt in the Intermediate Phase.

Degree: Curriculum Studies, 2009, Stellenbosch University

Thesis (MEd (Curriculum Studies)) – University of Stellenbosch, 2009.

ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of… (more)

Subjects/Keywords: Curriculum studies; Science  – Terminology  – Study and teaching (Middle school); Cognitive learning; English language  – Study and teaching (Middle school)  – isiXhosa speakers

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

APA (6th Edition):

Wababa, Z. (2009). How scientific terms are taught and learnt in the Intermediate Phase. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2189

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):

Wababa, Zola. “How scientific terms are taught and learnt in the Intermediate Phase.” 2009. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/2189.

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

MLA Handbook (7th Edition):

Wababa, Zola. “How scientific terms are taught and learnt in the Intermediate Phase.” 2009. Web. 22 Oct 2019.

Vancouver:

Wababa Z. How scientific terms are taught and learnt in the Intermediate Phase. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/2189.

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

Council of Science Editors:

Wababa Z. How scientific terms are taught and learnt in the Intermediate Phase. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/2189

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


Stellenbosch University

20. Du Plessis, Hester. Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics.

Degree: Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: In today’s hi-tech global economy the fields of science, technology and engineering are becoming increasingly and undeniably central to economic growth and competitiveness,… (more)

Subjects/Keywords: Advanced Programme Mathematics; Mathematics  – Study and teaching  – South Africa; UCTD

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

APA (6th Edition):

Du Plessis, H. (2015). Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97080

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):

Du Plessis, Hester. “Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics.” 2015. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/97080.

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

MLA Handbook (7th Edition):

Du Plessis, Hester. “Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics.” 2015. Web. 22 Oct 2019.

Vancouver:

Du Plessis H. Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/97080.

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

Council of Science Editors:

Du Plessis H. Evaluating the effectiveness of Advanced Programme Mathematics in preparing learners for university mathematics. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97080

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


Stellenbosch University

21. Pfeiffer, Cerenus. A study of the development of mathematical knowledge in a geogebra-focused learning environment.

Degree: PhD, Curriculum Studies, 2017, Stellenbosch University

 ENGLISH ABSTRACT : This study was about a GeoGebra-focused learning environment in which students could develop mathematical knowledge. It was done during an intervention with… (more)

Subjects/Keywords: Stellenbosch University  – Bridging courses; Student-centered learning; Mathematics  – Study and teaching; UCTD; Geometry  – Study and teaching; Trigonometrical functions; University teaching  – South Africa

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

APA (6th Edition):

Pfeiffer, C. (2017). A study of the development of mathematical knowledge in a geogebra-focused learning environment. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102718

Chicago Manual of Style (16th Edition):

Pfeiffer, Cerenus. “A study of the development of mathematical knowledge in a geogebra-focused learning environment.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/102718.

MLA Handbook (7th Edition):

Pfeiffer, Cerenus. “A study of the development of mathematical knowledge in a geogebra-focused learning environment.” 2017. Web. 22 Oct 2019.

Vancouver:

Pfeiffer C. A study of the development of mathematical knowledge in a geogebra-focused learning environment. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/102718.

Council of Science Editors:

Pfeiffer C. A study of the development of mathematical knowledge in a geogebra-focused learning environment. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102718


Stellenbosch University

22. Rademeyer, Marlize. Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : It is a well-known reality in modern life that humanity is surrounded by the hard reality of violence, crime, and economic events… (more)

Subjects/Keywords: Economics  – Study and teaching  – South Africa; Vygotskiĭ, L. S.  – (Lev Semenovich),  – 1896-1934; Creative teaching  – South Africa; Management science - Study and teaching  – South Africa; Education  – Curricula  – South Africa; UCTD

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

APA (6th Edition):

Rademeyer, M. (2018). Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104938

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):

Rademeyer, Marlize. “Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief.” 2018. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/104938.

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

MLA Handbook (7th Edition):

Rademeyer, Marlize. “Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief.” 2018. Web. 22 Oct 2019.

Vancouver:

Rademeyer M. Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/104938.

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

Council of Science Editors:

Rademeyer M. Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104938

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


Stellenbosch University

23. Crafford, S. A curriculum framework for consumer learning at a higher education institution.

Degree: PhD, Curriculum Studies, 2006, Stellenbosch University

Bibliography

ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design.… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Teacher participation in curriculum planning.; Consumer education  – Study and teaching (Higher)  – South Africa  – Western Cape  – Case studies.; Universities and colleges  – Curricula  – Planning.; Cape Peninsula University of Technology  – Curricula  – Planning.

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

APA (6th Edition):

Crafford, S. (2006). A curriculum framework for consumer learning at a higher education institution. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/44087

Chicago Manual of Style (16th Edition):

Crafford, S. “A curriculum framework for consumer learning at a higher education institution.” 2006. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/44087.

MLA Handbook (7th Edition):

Crafford, S. “A curriculum framework for consumer learning at a higher education institution.” 2006. Web. 22 Oct 2019.

Vancouver:

Crafford S. A curriculum framework for consumer learning at a higher education institution. [Internet] [Doctoral dissertation]. Stellenbosch University; 2006. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/44087.

Council of Science Editors:

Crafford S. A curriculum framework for consumer learning at a higher education institution. [Doctoral Dissertation]. Stellenbosch University; 2006. Available from: http://hdl.handle.net/10019.1/44087


Stellenbosch University

24. Meyer, Elmarie (Randewijk). Developing proportional reasoning in mathematical literacy students.

Degree: MEd (Curriculum Studies, Curriculum Studies, 2010, Stellenbosch University

 ENGLISH ABSTRACT: The aim of this research is three-fold. Firstly I aimed to show the difficulty of the concept of proportional reasoning through empirical research.… (more)

Subjects/Keywords: Curriculum studies; Mathematics  – Study and teaching  – South Africa  – Western Cape  – Case studies; Reasoning  – Ability testing; Logic in teaching

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APA (6th Edition):

Meyer, E. (. (2010). Developing proportional reasoning in mathematical literacy students. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/3185

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):

Meyer, Elmarie (Randewijk). “Developing proportional reasoning in mathematical literacy students.” 2010. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/3185.

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

MLA Handbook (7th Edition):

Meyer, Elmarie (Randewijk). “Developing proportional reasoning in mathematical literacy students.” 2010. Web. 22 Oct 2019.

Vancouver:

Meyer E(. Developing proportional reasoning in mathematical literacy students. [Internet] [Thesis]. Stellenbosch University; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/3185.

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

Council of Science Editors:

Meyer E(. Developing proportional reasoning in mathematical literacy students. [Thesis]. Stellenbosch University; 2010. Available from: http://hdl.handle.net/10019.1/3185

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


Stellenbosch University

25. Courtney-Clarke, Magret Anna Eugenie. Exploring the number sense of final year primary pre-service teachers.

Degree: MEd, Curriculum Studies, 2012, Stellenbosch University

ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance… (more)

Subjects/Keywords: Education; Dissertations  – Education; Mathematics  – Study and teaching (Elementary)  – Namibia; Numeracy  – Study and teaching (Elementary)  – Namibia; Mathematics teachers  – Training of  – Namibia; Primary school teachers  – Training of  – Namibia; Curriculum Studies

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

APA (6th Edition):

Courtney-Clarke, M. A. E. (2012). Exploring the number sense of final year primary pre-service teachers. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/19943

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):

Courtney-Clarke, Magret Anna Eugenie. “Exploring the number sense of final year primary pre-service teachers.” 2012. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/19943.

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

MLA Handbook (7th Edition):

Courtney-Clarke, Magret Anna Eugenie. “Exploring the number sense of final year primary pre-service teachers.” 2012. Web. 22 Oct 2019.

Vancouver:

Courtney-Clarke MAE. Exploring the number sense of final year primary pre-service teachers. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/19943.

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

Council of Science Editors:

Courtney-Clarke MAE. Exploring the number sense of final year primary pre-service teachers. [Thesis]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/19943

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


Stellenbosch University

26. Mudaheranwa, G. Improving mathematics teaching and learning through generating and solving algebra problems.

Degree: MEd, Curriculum Studies, 2002, Stellenbosch University

 ENGLISH ABSTRACT: In many countries, due to a growing criticism of the inadequacy of mathematics curricula, reforms have been undertaken across the world for meeting… (more)

Subjects/Keywords: Mathematics  – Study and teaching; Algebra  – Study and teaching; Dissertations  – Education

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

APA (6th Edition):

Mudaheranwa, G. (2002). Improving mathematics teaching and learning through generating and solving algebra problems. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52884

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):

Mudaheranwa, G. “Improving mathematics teaching and learning through generating and solving algebra problems.” 2002. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/52884.

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

MLA Handbook (7th Edition):

Mudaheranwa, G. “Improving mathematics teaching and learning through generating and solving algebra problems.” 2002. Web. 22 Oct 2019.

Vancouver:

Mudaheranwa G. Improving mathematics teaching and learning through generating and solving algebra problems. [Internet] [Thesis]. Stellenbosch University; 2002. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/52884.

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

Council of Science Editors:

Mudaheranwa G. Improving mathematics teaching and learning through generating and solving algebra problems. [Thesis]. Stellenbosch University; 2002. Available from: http://hdl.handle.net/10019.1/52884

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


Stellenbosch University

27. Fair, Andrew George. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.

Degree: MEd, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa; Science  – Study and teaching  – South Africa; Career development  – South Africa; Mathematics teachers  – Training of  – South Africa; Science teachers  – Training of  – South Africa; UCTD

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

APA (6th Edition):

Fair, A. G. (2015). An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97135

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):

Fair, Andrew George. “An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.” 2015. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/97135.

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

MLA Handbook (7th Edition):

Fair, Andrew George. “An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.” 2015. Web. 22 Oct 2019.

Vancouver:

Fair AG. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/97135.

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

Council of Science Editors:

Fair AG. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97135

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


Stellenbosch University

28. Schultz, Annine. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : “The decline of literature indicates the decline of a nation." These were the wise words of the wellknown German writer and philosopher,… (more)

Subjects/Keywords: Curriculum-based assessment  – South Africa; Literature  – Study and teaching  – South Africa; Afrikaans literature  – History and criticism  – Study and teaching; Afrikaans literature  – Curricula

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

APA (6th Edition):

Schultz, A. (2018). Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105009

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):

Schultz, Annine. “Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.” 2018. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/105009.

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

MLA Handbook (7th Edition):

Schultz, Annine. “Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.” 2018. Web. 22 Oct 2019.

Vancouver:

Schultz A. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/105009.

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

Council of Science Editors:

Schultz A. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105009

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


Stellenbosch University

29. Bosan, Patrick Nefai. The effects of high-stakes assessments on mathematics instructional practices of selected teachers in Nigerian senior secondary schools.

Degree: PhD, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : This study investigated the effects of high-stakes assessments on mathematics teachers’ instructional, preparatory and assessment practices at senior secondary school level in… (more)

Subjects/Keywords: Mathematics  – Examinations; High schools  – Nigeria  – Examinations; Mathematics  – Study and teaching  – Nigeria; Mathematics  – Study and teaching  – Evaluation; Education, Secondary  – Curricula  – Nigeria; Washback effect; West African Senior School Certificate Examinations (WASSCE); UCTD

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

APA (6th Edition):

Bosan, P. N. (2018). The effects of high-stakes assessments on mathematics instructional practices of selected teachers in Nigerian senior secondary schools. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105011

Chicago Manual of Style (16th Edition):

Bosan, Patrick Nefai. “The effects of high-stakes assessments on mathematics instructional practices of selected teachers in Nigerian senior secondary schools.” 2018. Doctoral Dissertation, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/105011.

MLA Handbook (7th Edition):

Bosan, Patrick Nefai. “The effects of high-stakes assessments on mathematics instructional practices of selected teachers in Nigerian senior secondary schools.” 2018. Web. 22 Oct 2019.

Vancouver:

Bosan PN. The effects of high-stakes assessments on mathematics instructional practices of selected teachers in Nigerian senior secondary schools. [Internet] [Doctoral dissertation]. Stellenbosch University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/105011.

Council of Science Editors:

Bosan PN. The effects of high-stakes assessments on mathematics instructional practices of selected teachers in Nigerian senior secondary schools. [Doctoral Dissertation]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/105011


Stellenbosch University

30. Van Wyk, Andries Jacobus. 'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel.

Degree: Curriculum Studies, 1992, Stellenbosch University

Proefskrif (M. Ed.)  – Universiteit van Stellenbosch, 1992.

ENGLISH SUMMARY: Man are continually being confronted with problems for which solutions have to be found. This… (more)

Subjects/Keywords: History  – Study and teaching; Critical thinking  – Study and teaching; Critical thinking; Dissertations  – Education

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

APA (6th Edition):

Van Wyk, A. J. (1992). 'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/69712

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):

Van Wyk, Andries Jacobus. “'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel.” 1992. Thesis, Stellenbosch University. Accessed October 22, 2019. http://hdl.handle.net/10019.1/69712.

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

MLA Handbook (7th Edition):

Van Wyk, Andries Jacobus. “'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel.” 1992. Web. 22 Oct 2019.

Vancouver:

Van Wyk AJ. 'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel. [Internet] [Thesis]. Stellenbosch University; 1992. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10019.1/69712.

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

Council of Science Editors:

Van Wyk AJ. 'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel. [Thesis]. Stellenbosch University; 1992. Available from: http://hdl.handle.net/10019.1/69712

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

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