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You searched for subject:( CAPS). Showing records 1 – 18 of 18 total matches.

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1. Fiola Wayne Mnqatu. Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS).

Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare

 The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statements.; implementation – assessment.; CAPS maths pedagogy – support.

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

APA (6th Edition):

Mnqatu, F. W. (2014). Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS). (Masters Thesis). University of Fort Hare. Retrieved from http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408

Chicago Manual of Style (16th Edition):

Mnqatu, Fiola Wayne. “Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS).” 2014. Masters Thesis, University of Fort Hare. Accessed October 21, 2019. http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408.

MLA Handbook (7th Edition):

Mnqatu, Fiola Wayne. “Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS).” 2014. Web. 21 Oct 2019.

Vancouver:

Mnqatu FW. Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS). [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2019 Oct 21]. Available from: http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408.

Council of Science Editors:

Mnqatu FW. Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS). [Masters Thesis]. University of Fort Hare; 2014. Available from: http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408


University of Pretoria

2. Westhof, Liesel. Corrective actions for indecisive behaviour of Foundation Phase learners during art activities.

Degree: MEd, Early Childhood Education, 2015, University of Pretoria

 The Foundation Phase in education provides the primary building blocks for young learners’ fundamental intellectual, social, physical and emotional basis of development. Holistic development is… (more)

Subjects/Keywords: UCTD; Creativity; Indecisiveness; Child-rearing styles; Foundation Phase; Self-confidence; CAPS

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APA (6th Edition):

Westhof, L. (2015). Corrective actions for indecisive behaviour of Foundation Phase learners during art activities. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45873

Chicago Manual of Style (16th Edition):

Westhof, Liesel. “Corrective actions for indecisive behaviour of Foundation Phase learners during art activities.” 2015. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/45873.

MLA Handbook (7th Edition):

Westhof, Liesel. “Corrective actions for indecisive behaviour of Foundation Phase learners during art activities.” 2015. Web. 21 Oct 2019.

Vancouver:

Westhof L. Corrective actions for indecisive behaviour of Foundation Phase learners during art activities. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/45873.

Council of Science Editors:

Westhof L. Corrective actions for indecisive behaviour of Foundation Phase learners during art activities. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45873


University of Pretoria

3. Molapo, Moyahabo Rodgers. How educators implement curriculum change.

Degree: MEd, Education Management and Policy Studies, 2017, University of Pretoria

 This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum… (more)

Subjects/Keywords: UCTD; CAPS; Curriculum change; Curriculum implementation; Curriculum implementation theory

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APA (6th Edition):

Molapo, M. (2017). How educators implement curriculum change. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60963

Chicago Manual of Style (16th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/60963.

MLA Handbook (7th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Web. 21 Oct 2019.

Vancouver:

Molapo M. How educators implement curriculum change. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/60963.

Council of Science Editors:

Molapo M. How educators implement curriculum change. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60963


University of Pretoria

4. Bentley, Kaitlyn. The experiences of Grade 5 learners of an enriched Life Skills curriculum.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 This study forms part of a broader research project that involves the investigation of the effect of a health promotion intervention (Win-LIFE) on a resource-constrained… (more)

Subjects/Keywords: UCTD; Enriched school curricula; Life Skills CAPS curriculum; Resource-constrained communities; Win-LIFE intervention

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APA (6th Edition):

Bentley, K. (2017). The experiences of Grade 5 learners of an enriched Life Skills curriculum. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60953

Chicago Manual of Style (16th Edition):

Bentley, Kaitlyn. “The experiences of Grade 5 learners of an enriched Life Skills curriculum.” 2017. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/60953.

MLA Handbook (7th Edition):

Bentley, Kaitlyn. “The experiences of Grade 5 learners of an enriched Life Skills curriculum.” 2017. Web. 21 Oct 2019.

Vancouver:

Bentley K. The experiences of Grade 5 learners of an enriched Life Skills curriculum. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/60953.

Council of Science Editors:

Bentley K. The experiences of Grade 5 learners of an enriched Life Skills curriculum. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60953


Cape Peninsula University of Technology

5. Manuel, Reyanah. Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement .

Degree: 2015, Cape Peninsula University of Technology

 The purpose of this study is to analyse the Curriculum and Assessment Policy Statement CAPS) document within the subject Natural Sciences (NS) (senior phase including… (more)

Subjects/Keywords: Curriculum and assessment policy statement (CAPS); Natural sciences; Grades 7 to 9

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APA (6th Edition):

Manuel, R. (2015). Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/1956

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):

Manuel, Reyanah. “Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement .” 2015. Thesis, Cape Peninsula University of Technology. Accessed October 21, 2019. http://etd.cput.ac.za/handle/20.500.11838/1956.

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

MLA Handbook (7th Edition):

Manuel, Reyanah. “Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement .” 2015. Web. 21 Oct 2019.

Vancouver:

Manuel R. Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Oct 21]. Available from: http://etd.cput.ac.za/handle/20.500.11838/1956.

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

Council of Science Editors:

Manuel R. Possibilities for democratic citizenship in the natural science curriculum and assessment policy statement . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/1956

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


University of Pretoria

6. Morgan, Leanne. Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health… (more)

Subjects/Keywords: English second language learner; Low-fee private school; Pre-reading skills; Curriculum Assessment Policy statement (CAPS); UCTD

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APA (6th Edition):

Morgan, L. (2017). Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62892

Chicago Manual of Style (16th Edition):

Morgan, Leanne. “Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school.” 2017. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/62892.

MLA Handbook (7th Edition):

Morgan, Leanne. “Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school.” 2017. Web. 21 Oct 2019.

Vancouver:

Morgan L. Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/62892.

Council of Science Editors:

Morgan L. Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62892


University of South Africa

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

Degree: 2014, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Gelderbloem, Garth Preston. “The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools.” 2014. Masters Thesis, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/18485.

MLA Handbook (7th Edition):

Gelderbloem, Garth Preston. “The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools.” 2014. Web. 21 Oct 2019.

Vancouver:

Gelderbloem GP. The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schools. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/18485.

Council of Science Editors:

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


University of South Africa

8. Mbatha, Mvikeleni Goodwill. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.

Degree: 2016, University of South Africa

 The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statements; Curriculum implementation; Barriers to implementation; Teachers' experiences; Curriculum change; Revised National Curriculum Statement; Training program; CAPS user-friendliness

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APA (6th Edition):

Mbatha, M. G. (2016). Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20076

Chicago Manual of Style (16th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Masters Thesis, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/20076.

MLA Handbook (7th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Web. 21 Oct 2019.

Vancouver:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/20076.

Council of Science Editors:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20076


University of South Africa

9. Mnguni, Joseph Nkosana Chitja. Challenges in teaching natural sciences in the context of National curriculum statement context .

Degree: 2013, University of South Africa

 The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in… (more)

Subjects/Keywords: Assessment standards; Critical outcomes; Developmental outcomes; Integration; Learning and teaching support material; Learning outcomes; Learning area; NCS/CAPS underpinning principles; Core knowledge; Concepts and unifying statements

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APA (6th Edition):

Mnguni, J. N. C. (2013). Challenges in teaching natural sciences in the context of National curriculum statement context . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13243

Chicago Manual of Style (16th Edition):

Mnguni, Joseph Nkosana Chitja. “Challenges in teaching natural sciences in the context of National curriculum statement context .” 2013. Masters Thesis, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/13243.

MLA Handbook (7th Edition):

Mnguni, Joseph Nkosana Chitja. “Challenges in teaching natural sciences in the context of National curriculum statement context .” 2013. Web. 21 Oct 2019.

Vancouver:

Mnguni JNC. Challenges in teaching natural sciences in the context of National curriculum statement context . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/13243.

Council of Science Editors:

Mnguni JNC. Challenges in teaching natural sciences in the context of National curriculum statement context . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13243


University of Pretoria

10. McLachlan, Justiné. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.

Degree: MEd, Early Childhood Education, 2018, University of Pretoria

 Globally, the importance of teaching mathematics to young children has rapidly increased. The concepts of space and shape are one of the mathematical content areas… (more)

Subjects/Keywords: UCTD; Gr R teacher; CAPS curriculum; Learning environment; Implementing instructional approaches and activities

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APA (6th Edition):

McLachlan, J. (2018). Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65443

Chicago Manual of Style (16th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Masters Thesis, University of Pretoria. Accessed October 21, 2019. http://hdl.handle.net/2263/65443.

MLA Handbook (7th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Web. 21 Oct 2019.

Vancouver:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2263/65443.

Council of Science Editors:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65443


University of South Africa

11. Amponsah, Samuel. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .

Degree: 2014, University of South Africa

 The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their… (more)

Subjects/Keywords: Student Teams Achievement Division (STAD); Cooperative learning; Learner-centredness; Teaching method; Teaching strategy; First additional language; Inclusive education; Curriculum; National Curriculum Statement (NCS); Curriculum Assessment Policy Statements (CAPS); Learning outcomes

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APA (6th Edition):

Amponsah, S. (2014). The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18335

Chicago Manual of Style (16th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/18335.

MLA Handbook (7th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal .” 2014. Web. 21 Oct 2019.

Vancouver:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/18335.

Council of Science Editors:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18335


University of KwaZulu-Natal

12. [No author]. The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District.

Degree: 2015, University of KwaZulu-Natal

 This study presents a qualitative case study within the interpretive paradigm of four teachers who reflected on their teaching strategies of teaching grade 5 Mathematics… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Primary)  – South Africa  – KwaZulu-Natal.; Effective teaching  – South Africa  – KwaZulu-Natal.; Curriculum-based assessment  – South Africa  – KwaZulu-Natal.; Education.; Curriculum Assessment Policy Statements (CAPS); KwaNdengezi primary schools.

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APA (6th Edition):

author], [. (2015). The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13751

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):

author], [No. “The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. ” 2015. Thesis, University of KwaZulu-Natal. Accessed October 21, 2019. http://hdl.handle.net/10413/13751.

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

MLA Handbook (7th Edition):

author], [No. “The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. ” 2015. Web. 21 Oct 2019.

Vancouver:

author] [. The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10413/13751.

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

Council of Science Editors:

author] [. The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13751

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


University of KwaZulu-Natal

13. [No author]. Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province.

Degree: 2016, University of KwaZulu-Natal

 Despite the Department of Education‘s introduction of Curriculum and Assessment Policy Statement (CAPS) for implementation since 2012; underperformance and low attainment of South African learners… (more)

Subjects/Keywords: Mathematics  – Curricula  – South Africa  – Mpumalanga.; Curriculum evaluation  – South Africa  – Mpumalanga.; Low-performing schools  – South Africa  – Mpumalanga.; Elementary school counselors  – South Africa  – Mpumalanga.; Education.; Subject advisors.; Curriculum and Assessment Policy Statement (CAPS)

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APA (6th Edition):

author], [. (2016). Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13919

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):

author], [No. “Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. ” 2016. Thesis, University of KwaZulu-Natal. Accessed October 21, 2019. http://hdl.handle.net/10413/13919.

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

MLA Handbook (7th Edition):

author], [No. “Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. ” 2016. Web. 21 Oct 2019.

Vancouver:

author] [. Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10413/13919.

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

Council of Science Editors:

author] [. Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13919

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


University of South Africa

14. Msipha, Zenzile. A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province .

Degree: 2013, University of South Africa

 Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning… (more)

Subjects/Keywords: Inclusive education; Mild intellectual disability; Screening; Identification; Assessment and support (SIAS) strategy; Mathematics; National curriculum adaptation; Foundations For Learning (FFL); National Curriculum Statement (NCS); Curriculum Assessment Policy Statements (CAPS); Foundation phase; Disadvantaged village

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APA (6th Edition):

Msipha, Z. (2013). A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13757

Chicago Manual of Style (16th Edition):

Msipha, Zenzile. “A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province .” 2013. Masters Thesis, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/13757.

MLA Handbook (7th Edition):

Msipha, Zenzile. “A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province .” 2013. Web. 21 Oct 2019.

Vancouver:

Msipha Z. A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/13757.

Council of Science Editors:

Msipha Z. A responsive curriculum adaptation for foundation phase learners with a mild intellectual disability in a disadvantaged village in Mpumalanga Province . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13757


University of South Africa

15. Tshabalala, Lucky Hendrick. The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province.

Degree: 2015, University of South Africa

 The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statement (CAPS); Total Quality Management (TQM); Assessment practices; Instructional leadership; Likert scale; Free State Province; Principal; Primary schools; Paradigm; Theoretical framework; Conceptual framework; South African Qualification Authority (SAQA); School Management Team (SMT)

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

APA (6th Edition):

Tshabalala, L. H. (2015). The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19676

Chicago Manual of Style (16th Edition):

Tshabalala, Lucky Hendrick. “The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province.” 2015. Doctoral Dissertation, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/19676.

MLA Handbook (7th Edition):

Tshabalala, Lucky Hendrick. “The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province.” 2015. Web. 21 Oct 2019.

Vancouver:

Tshabalala LH. The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/19676.

Council of Science Editors:

Tshabalala LH. The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State Province. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19676


University of South Africa

16. Manqele, Clement Mandlenkosi. An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools.

Degree: 2017, University of South Africa

 The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring… (more)

Subjects/Keywords: Computer technology; Curriculum; Curriculum and Assessment Policy Statement (CAPS); Educational innovations; Learner teacher resource material; Learner-centred teaching; Outcomes based education (OBE); Phenomenology; Physical sciences; Quintile; Rural environment; Teacher development; Technology

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

APA (6th Edition):

Manqele, C. M. (2017). An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23198

Chicago Manual of Style (16th Edition):

Manqele, Clement Mandlenkosi. “An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools.” 2017. Doctoral Dissertation, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/23198.

MLA Handbook (7th Edition):

Manqele, Clement Mandlenkosi. “An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools.” 2017. Web. 21 Oct 2019.

Vancouver:

Manqele CM. An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/23198.

Council of Science Editors:

Manqele CM. An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23198


University of South Africa

17. Black, David Alexander. Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012 .

Degree: 2014, University of South Africa

 It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s… (more)

Subjects/Keywords: Mpumalanga; Education; History education; Secondary schools; Educator perceptions of History education; Learner perceptions of History education; Apartheid education; Outcomes-based education (OBE); General Education and Training (GET); Further Education and Training (FET); National Curriculum Statement (NCS); Curriculum and Assessment Policy Statement (CAPS)

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

APA (6th Edition):

Black, D. A. (2014). Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012 . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/14487

Chicago Manual of Style (16th Edition):

Black, David Alexander. “Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012 .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/14487.

MLA Handbook (7th Edition):

Black, David Alexander. “Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012 .” 2014. Web. 21 Oct 2019.

Vancouver:

Black DA. Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012 . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/14487.

Council of Science Editors:

Black DA. Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012 . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14487


University of South Africa

18. David, Joanne Munro. An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement.

Degree: 2015, University of South Africa

Subjects/Keywords: ANA (Annual National Assessment); ANOVA (Analysis of variance); CAPS (Curriculum and assessment policy statement); Class Dojo; CLT (Cognitive load theory); DBE (Department of Basic Education); Dinaledi schools; Epoch and Optima Trusts; Eskom; JET Education Services; Matric; NBI (National Business Initiative); NEEDU (National Education Evaluation and Development Unit); NSC (National Senior Certificate); NSMSTE (National Strategy for Mathematics, Science and Technology Education); Quintile; SACMEQ (Southern and Eastern African Consortium for Monitoring Educational Quality); SGB (School governing body); SOS Children’s Villages; TIMSS (Trends in International Mathematics and Science Study); ZPD (Zone of proximal development); Intermediate phase

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

APA (6th Edition):

David, J. M. (2015). An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21803

Chicago Manual of Style (16th Edition):

David, Joanne Munro. “An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement.” 2015. Masters Thesis, University of South Africa. Accessed October 21, 2019. http://hdl.handle.net/10500/21803.

MLA Handbook (7th Edition):

David, Joanne Munro. “An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement.” 2015. Web. 21 Oct 2019.

Vancouver:

David JM. An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10500/21803.

Council of Science Editors:

David JM. An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21803

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