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You searched for subject:( Curriculum math matique). Showing records 1 – 30 of 249 total matches.

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Stellenbosch University

1. Fourie, Stefan Steyn. An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective.

Degree: PhD, Curriculum Studies, 2012, Stellenbosch University

 ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the continuous pursuit of competitiveness. This has placed a renewed emphasis on… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Curriculum Studies

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APA (6th Edition):

Fourie, S. S. (2012). An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/20302

Chicago Manual of Style (16th Edition):

Fourie, Stefan Steyn. “An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/20302.

MLA Handbook (7th Edition):

Fourie, Stefan Steyn. “An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective.” 2012. Web. 20 Aug 2019.

Vancouver:

Fourie SS. An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/20302.

Council of Science Editors:

Fourie SS. An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/20302


Stellenbosch University

2. Koopman, Oscar. Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum.

Degree: PhD, Curriculum Studies, 2013, Stellenbosch University

Bibliography

ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET)… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Curriculum Studies

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APA (6th Edition):

Koopman, O. (2013). Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/79884

Chicago Manual of Style (16th Edition):

Koopman, Oscar. “Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/79884.

MLA Handbook (7th Edition):

Koopman, Oscar. “Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum.” 2013. Web. 20 Aug 2019.

Vancouver:

Koopman O. Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/79884.

Council of Science Editors:

Koopman O. Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. [Doctoral Dissertation]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/79884


Stellenbosch University

3. Thornhill, Christa. First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans.

Degree: PhD, Curriculum Studies, 2014, Stellenbosch University

 ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6… (more)

Subjects/Keywords: Curriculum studies

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APA (6th Edition):

Thornhill, C. (2014). First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/95918

Chicago Manual of Style (16th Edition):

Thornhill, Christa. “First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/95918.

MLA Handbook (7th Edition):

Thornhill, Christa. “First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans.” 2014. Web. 20 Aug 2019.

Vancouver:

Thornhill C. First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/95918.

Council of Science Editors:

Thornhill C. First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/95918

4. Chirimbana, Moses. The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme.

Degree: PhD, Curriculum Studies, 2014, Stellenbosch University

 ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of… (more)

Subjects/Keywords: Curriculum studies

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APA (6th Edition):

Chirimbana, M. (2014). The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/95973

Chicago Manual of Style (16th Edition):

Chirimbana, Moses. “The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/95973.

MLA Handbook (7th Edition):

Chirimbana, Moses. “The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme.” 2014. Web. 20 Aug 2019.

Vancouver:

Chirimbana M. The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/95973.

Council of Science Editors:

Chirimbana M. The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/95973


Stellenbosch University

5. Scott-Wilson, Rina. An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs.

Degree: PhD, Curriculum Studies, 2014, Stellenbosch University

ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not… (more)

Subjects/Keywords: Curriculum studies

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

APA (6th Edition):

Scott-Wilson, R. (2014). An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96130

Chicago Manual of Style (16th Edition):

Scott-Wilson, Rina. “An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/96130.

MLA Handbook (7th Edition):

Scott-Wilson, Rina. “An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs.” 2014. Web. 20 Aug 2019.

Vancouver:

Scott-Wilson R. An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/96130.

Council of Science Editors:

Scott-Wilson R. An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/96130


Stellenbosch University

6. Waghid, Faiq. Towards the democratisation of senior phase school science through the applicatin of educational technology.

Degree: PhD, Curriculum Studies, 2013, Stellenbosch University

ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Education; Dissertations  – Curriculum studies

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APA (6th Edition):

Waghid, F. (2013). Towards the democratisation of senior phase school science through the applicatin of educational technology. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/85577

Chicago Manual of Style (16th Edition):

Waghid, Faiq. “Towards the democratisation of senior phase school science through the applicatin of educational technology.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/85577.

MLA Handbook (7th Edition):

Waghid, Faiq. “Towards the democratisation of senior phase school science through the applicatin of educational technology.” 2013. Web. 20 Aug 2019.

Vancouver:

Waghid F. Towards the democratisation of senior phase school science through the applicatin of educational technology. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/85577.

Council of Science Editors:

Waghid F. Towards the democratisation of senior phase school science through the applicatin of educational technology. [Doctoral Dissertation]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/85577


Stellenbosch University

7. Biccard, Piera. The didactisation practices in primary school mathematics teachers through modelling.

Degree: PhD, Curriculum Studies, 2013, Stellenbosch University

ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Education; Dissertations  – Curriculum studies

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

APA (6th Edition):

Biccard, P. (2013). The didactisation practices in primary school mathematics teachers through modelling. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/85598

Chicago Manual of Style (16th Edition):

Biccard, Piera. “The didactisation practices in primary school mathematics teachers through modelling.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/85598.

MLA Handbook (7th Edition):

Biccard, Piera. “The didactisation practices in primary school mathematics teachers through modelling.” 2013. Web. 20 Aug 2019.

Vancouver:

Biccard P. The didactisation practices in primary school mathematics teachers through modelling. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/85598.

Council of Science Editors:

Biccard P. The didactisation practices in primary school mathematics teachers through modelling. [Doctoral Dissertation]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/85598


University of South Africa

8. Letshwene, Mantekana Jacobine. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .

Degree: 2019, University of South Africa

 Improving Grade 12 learner performance is a critical issue because only a few learners are able to go to university. Grade 8 learners lack the… (more)

Subjects/Keywords: Curriculum; Curriculum change; Curriculum factors; Grade 12 learner; Learner performance

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APA (6th Edition):

Letshwene, M. J. (2019). Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25521

Chicago Manual of Style (16th Edition):

Letshwene, Mantekana Jacobine. “Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .” 2019. Doctoral Dissertation, University of South Africa. Accessed August 20, 2019. http://hdl.handle.net/10500/25521.

MLA Handbook (7th Edition):

Letshwene, Mantekana Jacobine. “Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .” 2019. Web. 20 Aug 2019.

Vancouver:

Letshwene MJ. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10500/25521.

Council of Science Editors:

Letshwene MJ. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/25521


University of South Africa

9. Muzata, Kenneth Kapalu. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.

Degree: 2017, University of South Africa

 A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection… (more)

Subjects/Keywords: Curriculum; Curriculum change; Special education teachers; Curriculum implementation; Special needs; Inclusive; Special school; Teacher involvement; Curriculum development process; Adapted curriculum

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APA (6th Edition):

Muzata, K. K. (2017). Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24571

Chicago Manual of Style (16th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Doctoral Dissertation, University of South Africa. Accessed August 20, 2019. http://hdl.handle.net/10500/24571.

MLA Handbook (7th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Web. 20 Aug 2019.

Vancouver:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10500/24571.

Council of Science Editors:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24571


Stellenbosch University

10. Wilson, Lizane. A framework for effective practice in community engagement in higher education in a postgraduate programme at North-West University.

Degree: PhD, Curriculum Studies, 2013, Stellenbosch University

Bibliography

ENGLISH ABSTRACT: During the past number of years, the pressure on universities worldwide, including universities in South Africa, has increased to bridge the gap… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Curriculum Studies; North West University (South Africa)  – Graduate students

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APA (6th Edition):

Wilson, L. (2013). A framework for effective practice in community engagement in higher education in a postgraduate programme at North-West University. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/80351

Chicago Manual of Style (16th Edition):

Wilson, Lizane. “A framework for effective practice in community engagement in higher education in a postgraduate programme at North-West University.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/80351.

MLA Handbook (7th Edition):

Wilson, Lizane. “A framework for effective practice in community engagement in higher education in a postgraduate programme at North-West University.” 2013. Web. 20 Aug 2019.

Vancouver:

Wilson L. A framework for effective practice in community engagement in higher education in a postgraduate programme at North-West University. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/80351.

Council of Science Editors:

Wilson L. A framework for effective practice in community engagement in higher education in a postgraduate programme at North-West University. [Doctoral Dissertation]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/80351


University of Pretoria

11. Mucavele, Simao. Factors influencing the implementation of the new basic education curriculum in Mozambican schools.

Degree: Education Management and Policy Studies, 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA (6th Edition):

Mucavele, S. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24169

Chicago Manual of Style (16th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://hdl.handle.net/2263/24169.

MLA Handbook (7th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Web. 20 Aug 2019.

Vancouver:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2263/24169.

Council of Science Editors:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/24169


University of Pretoria

12. [No author]. Factors influencing the implementation of the new basic education curriculum in Mozambican schools .

Degree: 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA (6th Edition):

author], [. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04272009-095504/

Chicago Manual of Style (16th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

MLA Handbook (7th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Web. 20 Aug 2019.

Vancouver:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Aug 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

Council of Science Editors:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/


Stellenbosch University

13. Lotz, Heila Betrie. The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project.

Degree: PhD, Curriculum Studies, 1996, Stellenbosch University

One copy microfiche.

ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research… (more)

Subjects/Keywords: Curriculum studies

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

APA (6th Edition):

Lotz, H. B. (1996). The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/55264

Chicago Manual of Style (16th Edition):

Lotz, Heila Betrie. “The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project.” 1996. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/55264.

MLA Handbook (7th Edition):

Lotz, Heila Betrie. “The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project.” 1996. Web. 20 Aug 2019.

Vancouver:

Lotz HB. The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project. [Internet] [Doctoral dissertation]. Stellenbosch University; 1996. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/55264.

Council of Science Editors:

Lotz HB. The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project. [Doctoral Dissertation]. Stellenbosch University; 1996. Available from: http://hdl.handle.net/10019.1/55264


Stellenbosch University

14. Du Preez, Petro. Dialogue as facilitation strategy : infusing the classroom with a culture of human rights.

Degree: PhD, Curriculum Studies, 2008, Stellenbosch University

ENGLISH ABSTRACT: In this dissertation the proposals made by the Department of Education towards the infusion of a culture of human rights and using dialogue… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies

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APA (6th Edition):

Du Preez, P. (2008). Dialogue as facilitation strategy : infusing the classroom with a culture of human rights. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/19516

Chicago Manual of Style (16th Edition):

Du Preez, Petro. “Dialogue as facilitation strategy : infusing the classroom with a culture of human rights.” 2008. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/19516.

MLA Handbook (7th Edition):

Du Preez, Petro. “Dialogue as facilitation strategy : infusing the classroom with a culture of human rights.” 2008. Web. 20 Aug 2019.

Vancouver:

Du Preez P. Dialogue as facilitation strategy : infusing the classroom with a culture of human rights. [Internet] [Doctoral dissertation]. Stellenbosch University; 2008. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/19516.

Council of Science Editors:

Du Preez P. Dialogue as facilitation strategy : infusing the classroom with a culture of human rights. [Doctoral Dissertation]. Stellenbosch University; 2008. Available from: http://hdl.handle.net/10019.1/19516


University of South Africa

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

Degree: 2015, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Doctoral Dissertation, University of South Africa. Accessed August 20, 2019. http://hdl.handle.net/10500/24933.

MLA Handbook (7th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Web. 20 Aug 2019.

Vancouver:

Okoth TA. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10500/24933.

Council of Science Editors:

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


University of South Africa

16. Phorabatho, Thabo Andries. Managing the implementation of the national curriculum statements in Moretele secondary schools .

Degree: 2010, University of South Africa

 The study investigates how the school management teams (SMTs) manage the implementation of the National Curriculum Statement (NCS). The NCS has been incrementally implemented as… (more)

Subjects/Keywords: School management team; Curriculum change; National curriculum statement

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APA (6th Edition):

Phorabatho, T. A. (2010). Managing the implementation of the national curriculum statements in Moretele secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3587

Chicago Manual of Style (16th Edition):

Phorabatho, Thabo Andries. “Managing the implementation of the national curriculum statements in Moretele secondary schools .” 2010. Doctoral Dissertation, University of South Africa. Accessed August 20, 2019. http://hdl.handle.net/10500/3587.

MLA Handbook (7th Edition):

Phorabatho, Thabo Andries. “Managing the implementation of the national curriculum statements in Moretele secondary schools .” 2010. Web. 20 Aug 2019.

Vancouver:

Phorabatho TA. Managing the implementation of the national curriculum statements in Moretele secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10500/3587.

Council of Science Editors:

Phorabatho TA. Managing the implementation of the national curriculum statements in Moretele secondary schools . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3587


Stellenbosch University

17. Lombard, Jeffrey J. Arts and culture teachers' experiences of and responses to curriculum change.

Degree: PhD, Curriculum Studies, 2012, Stellenbosch University

ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic… (more)

Subjects/Keywords: Education; Dissertations  – Education; Curriculum change  – South Africa; Educational change  – South Africa; Teacher participation in curriculum planning  – South Africa; Curriculum Studies

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APA (6th Edition):

Lombard, J. J. (2012). Arts and culture teachers' experiences of and responses to curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71700

Chicago Manual of Style (16th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/71700.

MLA Handbook (7th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Web. 20 Aug 2019.

Vancouver:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/71700.

Council of Science Editors:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71700

18. Mapira, Jemitias. Zimbabwes environmental education programme and its implications for sustainable development.

Degree: PhD, Curriculum Studies, 2014, Stellenbosch University

 ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the… (more)

Subjects/Keywords: Curriculum studies

…29 2.5. The EE Curriculum and its Components… …Communal Areas Management Programme for Indigenous Resources CDU- Curriculum Development Unit… 

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APA (6th Edition):

Mapira, J. (2014). Zimbabwes environmental education programme and its implications for sustainable development. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/95968

Chicago Manual of Style (16th Edition):

Mapira, Jemitias. “Zimbabwes environmental education programme and its implications for sustainable development.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/95968.

MLA Handbook (7th Edition):

Mapira, Jemitias. “Zimbabwes environmental education programme and its implications for sustainable development.” 2014. Web. 20 Aug 2019.

Vancouver:

Mapira J. Zimbabwes environmental education programme and its implications for sustainable development. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/95968.

Council of Science Editors:

Mapira J. Zimbabwes environmental education programme and its implications for sustainable development. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/95968


University of Johannesburg

19. Myburgh, Jacobus Abraham. The curriculum development process of the senior secondary agricultural science curriculum in South Africa.

Degree: PhD, 2015, University of Johannesburg

 This study investigates the relevancy of the current Agricultural Science curriculum for the Senior Secondary school phase. It also surveys whether the syllabus addresses the… (more)

Subjects/Keywords: Curriculum planning - South Africa; Agricultural science - Curricula

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APA (6th Edition):

Myburgh, J. A. (2015). The curriculum development process of the senior secondary agricultural science curriculum in South Africa. (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14634

Chicago Manual of Style (16th Edition):

Myburgh, Jacobus Abraham. “The curriculum development process of the senior secondary agricultural science curriculum in South Africa.” 2015. Doctoral Dissertation, University of Johannesburg. Accessed August 20, 2019. http://hdl.handle.net/10210/14634.

MLA Handbook (7th Edition):

Myburgh, Jacobus Abraham. “The curriculum development process of the senior secondary agricultural science curriculum in South Africa.” 2015. Web. 20 Aug 2019.

Vancouver:

Myburgh JA. The curriculum development process of the senior secondary agricultural science curriculum in South Africa. [Internet] [Doctoral dissertation]. University of Johannesburg; 2015. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10210/14634.

Council of Science Editors:

Myburgh JA. The curriculum development process of the senior secondary agricultural science curriculum in South Africa. [Doctoral Dissertation]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14634


University of Pretoria

20. Peloagae, Makunye Joseph. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science.

Degree: Science, Mathematics and Technology Education, 2010, University of Pretoria

 This is a four year longitudinal study into learner experiences of transition from the General Education and Training band to the Further Education and Training… (more)

Subjects/Keywords: National curriculum statement; Curriculum 2005; Physical science; Natural science; Transfer; Transition; UCTD

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APA (6th Edition):

Peloagae, M. (2010). Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28946

Chicago Manual of Style (16th Edition):

Peloagae, Makunye. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science.” 2010. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://hdl.handle.net/2263/28946.

MLA Handbook (7th Edition):

Peloagae, Makunye. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science.” 2010. Web. 20 Aug 2019.

Vancouver:

Peloagae M. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2263/28946.

Council of Science Editors:

Peloagae M. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28946


University of Pretoria

21. [No author]. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science .

Degree: 2010, University of Pretoria

 This is a four year longitudinal study into learner experiences of transition from the General Education and Training band to the Further Education and Training… (more)

Subjects/Keywords: National curriculum statement; Curriculum 2005; Physical science; Natural science; Transfer; Transition; UCTD

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APA (6th Edition):

author], [. (2010). Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02152010-052329/

Chicago Manual of Style (16th Edition):

author], [No. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science .” 2010. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://upetd.up.ac.za/thesis/available/etd-02152010-052329/.

MLA Handbook (7th Edition):

author], [No. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science .” 2010. Web. 20 Aug 2019.

Vancouver:

author] [. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Aug 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-02152010-052329/.

Council of Science Editors:

author] [. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-02152010-052329/


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Munikwa, Simbarashe. “An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.” 2016. Doctoral Dissertation, University of South Africa. Accessed August 20, 2019. http://hdl.handle.net/10500/22155.

MLA Handbook (7th Edition):

Munikwa, Simbarashe. “An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.” 2016. Web. 20 Aug 2019.

Vancouver:

Munikwa S. An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10500/22155.

Council of Science Editors:

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


Stellenbosch University

23. Vember, Hilda Frances. An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape.

Degree: PhD, Curriculum Studies, 2013, Stellenbosch University

Bibliography

ENGLISH ABSTRACT: South Africa is now in its eighteenth year of democracy. However, a major problem that we are facing is the scourge of… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Peer counseling of students  – South Africa  – Western Cape; Counselors  – Training of  – South Africa  – Western Cape; Curriculum Studies

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APA (6th Edition):

Vember, H. F. (2013). An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/80382

Chicago Manual of Style (16th Edition):

Vember, Hilda Frances. “An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed August 20, 2019. http://hdl.handle.net/10019.1/80382.

MLA Handbook (7th Edition):

Vember, Hilda Frances. “An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape.” 2013. Web. 20 Aug 2019.

Vancouver:

Vember HF. An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10019.1/80382.

Council of Science Editors:

Vember HF. An evaluation of the influence of an HIV/AIDS peer education programme at a higher education institution in the Western Cape. [Doctoral Dissertation]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/80382


University of South Africa

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

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 August 20, 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. 20 Aug 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 Aug 20]. 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 Pretoria

25. Pitsoe, Victor Justice. A conceptual analysis of constructivist classroom management.

Degree: Education Management and Policy Studies, 2008, University of Pretoria

 Outcomes-based education (OBE) (at least at a conceptual level) is moving from an instructionist (teacher as transmitter of knowledge) to a constructivist approach (teacher as… (more)

Subjects/Keywords: Instructionist classroom management; Constructivist classroom management; Outcomes-based education; Revised national curriculum statement; Curriculum 2005; Policy implementation; Constructivism; UCTD

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APA (6th Edition):

Pitsoe, V. (2008). A conceptual analysis of constructivist classroom management. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24836

Chicago Manual of Style (16th Edition):

Pitsoe, Victor. “A conceptual analysis of constructivist classroom management.” 2008. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://hdl.handle.net/2263/24836.

MLA Handbook (7th Edition):

Pitsoe, Victor. “A conceptual analysis of constructivist classroom management.” 2008. Web. 20 Aug 2019.

Vancouver:

Pitsoe V. A conceptual analysis of constructivist classroom management. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2263/24836.

Council of Science Editors:

Pitsoe V. A conceptual analysis of constructivist classroom management. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/24836


University of Pretoria

26. Boshoff, W.J. (Wynand Johannes). ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans).

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

 South African unemployment in the midst of a skills crisis is surprising in view of an increase in obtaining the National Senior Certificate (Matric). Though,… (more)

Subjects/Keywords: Rural areas; Appointability; Ideologies; Unemployment; Ethnography; Phenomenology; Indiensneembaarheid; Matrikulante; Gemeenskapsgebaseerde kurrikulum; Curriculum design and development; Community-based curriculum; UCTD

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APA (6th Edition):

Boshoff, W. J. (. (2011). ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24981

Chicago Manual of Style (16th Edition):

Boshoff, W J (Wynand. “‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans).” 2011. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://hdl.handle.net/2263/24981.

MLA Handbook (7th Edition):

Boshoff, W J (Wynand. “‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans).” 2011. Web. 20 Aug 2019.

Vancouver:

Boshoff WJ(. ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2263/24981.

Council of Science Editors:

Boshoff WJ(. ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/24981


University of Pretoria

27. Mosia, Dina Emely. How secondary school teachers understand, respond to and implement life orientation.

Degree: Early Childhood Education, 2011, University of Pretoria

 Life Orientation is a new learning area in the National Curriculum Statement. The Learning area promises to improve the quality of education for all the… (more)

Subjects/Keywords: Understand; Response; Secondary school; Teacher; Curriculum change; Life skills; Life orientation; National curriculum statement; Implementation; UCTD

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APA (6th Edition):

Mosia, D. E. (2011). How secondary school teachers understand, respond to and implement life orientation. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28484

Chicago Manual of Style (16th Edition):

Mosia, Dina Emely. “How secondary school teachers understand, respond to and implement life orientation.” 2011. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://hdl.handle.net/2263/28484.

MLA Handbook (7th Edition):

Mosia, Dina Emely. “How secondary school teachers understand, respond to and implement life orientation.” 2011. Web. 20 Aug 2019.

Vancouver:

Mosia DE. How secondary school teachers understand, respond to and implement life orientation. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/2263/28484.

Council of Science Editors:

Mosia DE. How secondary school teachers understand, respond to and implement life orientation. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28484


University of Pretoria

28. [No author]. A conceptual analysis of constructivist classroom management .

Degree: 2008, University of Pretoria

 Outcomes-based education (OBE) (at least at a conceptual level) is moving from an instructionist (teacher as transmitter of knowledge) to a constructivist approach (teacher as… (more)

Subjects/Keywords: Instructionist classroom management; Constructivist classroom management; Outcomes-based education; Revised national curriculum statement; Curriculum 2005; Policy implementation; Constructivism; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2008). A conceptual analysis of constructivist classroom management . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05202008-171501/

Chicago Manual of Style (16th Edition):

author], [No. “A conceptual analysis of constructivist classroom management .” 2008. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://upetd.up.ac.za/thesis/available/etd-05202008-171501/.

MLA Handbook (7th Edition):

author], [No. “A conceptual analysis of constructivist classroom management .” 2008. Web. 20 Aug 2019.

Vancouver:

author] [. A conceptual analysis of constructivist classroom management . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Aug 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-171501/.

Council of Science Editors:

author] [. A conceptual analysis of constructivist classroom management . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-171501/


University of Pretoria

29. [No author]. ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans) .

Degree: 2011, University of Pretoria

 South African unemployment in the midst of a skills crisis is surprising in view of an increase in obtaining the National Senior Certificate (Matric). Though,… (more)

Subjects/Keywords: Rural areas; Appointability; Ideologies; Unemployment; Ethnography; Phenomenology; Indiensneembaarheid; Matrikulante; Gemeenskapsgebaseerde kurrikulum; Curriculum design and development; Community-based curriculum; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2011). ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05252011-125506/

Chicago Manual of Style (16th Edition):

author], [No. “‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans) .” 2011. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://upetd.up.ac.za/thesis/available/etd-05252011-125506/.

MLA Handbook (7th Edition):

author], [No. “‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans) .” 2011. Web. 20 Aug 2019.

Vancouver:

author] [. ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Aug 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-05252011-125506/.

Council of Science Editors:

author] [. ‘n Ondersoek na ‘n gemeenskapsgebaseerde kurrikulum om die indiensneembaarheid van matrikulante te verhoog (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-05252011-125506/


University of Pretoria

30. [No author]. How secondary school teachers understand, respond to and implement life orientation .

Degree: 2011, University of Pretoria

 Life Orientation is a new learning area in the National Curriculum Statement. The Learning area promises to improve the quality of education for all the… (more)

Subjects/Keywords: Understand; Response; Secondary school; Teacher; Curriculum change; Life skills; Life orientation; National curriculum statement; Implementation; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2011). How secondary school teachers understand, respond to and implement life orientation . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10062011-103911/

Chicago Manual of Style (16th Edition):

author], [No. “How secondary school teachers understand, respond to and implement life orientation .” 2011. Doctoral Dissertation, University of Pretoria. Accessed August 20, 2019. http://upetd.up.ac.za/thesis/available/etd-10062011-103911/.

MLA Handbook (7th Edition):

author], [No. “How secondary school teachers understand, respond to and implement life orientation .” 2011. Web. 20 Aug 2019.

Vancouver:

author] [. How secondary school teachers understand, respond to and implement life orientation . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Aug 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-10062011-103911/.

Council of Science Editors:

author] [. How secondary school teachers understand, respond to and implement life orientation . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10062011-103911/

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