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

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University of South Africa

1. 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 September 19, 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. 19 Sep 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 Sep 19]. 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

2. Rudhumbu, Norman. A model for effective curriculum implementation in accredited private higher education institutions in Botswana .

Degree: 2018, University of South Africa

 The purpose of the study was to propose a model (framework) for effective implementation of curricula in accredited Private Higher Education Institutions (PHEIs) operating in… (more)

Subjects/Keywords: Curriculum; Effective curriculum implementation; Highly regulated environment; Accredited Private Higher Education Institutions; Framework; Lecturer; Kurrikulum; Doeltreffende kurrikulumimplementering; Hoogs gereguleerde omgewing; Geakkrediteerde private hoëronderwysinstellings; Model; Dosent; Ikharikhulamu; Ukuqaliswa kwekharikhulamu ngempumelelo; Isimo esilawulwa kakhulu; IziKhungo Zemfundo Ephakeme Zangasese ezigunyaziwe; Imodeli; Umfundisi wasenyuvesi

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APA (6th Edition):

Rudhumbu, N. (2018). A model for effective curriculum implementation in accredited private higher education institutions in Botswana . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25436

Chicago Manual of Style (16th Edition):

Rudhumbu, Norman. “A model for effective curriculum implementation in accredited private higher education institutions in Botswana .” 2018. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/25436.

MLA Handbook (7th Edition):

Rudhumbu, Norman. “A model for effective curriculum implementation in accredited private higher education institutions in Botswana .” 2018. Web. 19 Sep 2019.

Vancouver:

Rudhumbu N. A model for effective curriculum implementation in accredited private higher education institutions in Botswana . [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/25436.

Council of Science Editors:

Rudhumbu N. A model for effective curriculum implementation in accredited private higher education institutions in Botswana . [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25436


University of South Africa

3. Du Toit, Adri. Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies.

Degree: 2018, University of South Africa

 Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South… (more)

Subjects/Keywords: Consumer Studies; Curriculum analysis; Entrepreneurship education; Framework; Dithuto tsa Badirisi; Tshekatsheko ya kharikhulamo; Thuto ya bogwebi; Letlhomeso; IsiFundo Sezabathengi; Ukuhlaziywa kwekharikhulamu; Imfundo yezabathengi; Uhlaka

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APA (6th Edition):

Du Toit, A. (2018). Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24948

Chicago Manual of Style (16th Edition):

Du Toit, Adri. “Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies.” 2018. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/24948.

MLA Handbook (7th Edition):

Du Toit, Adri. “Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies.” 2018. Web. 19 Sep 2019.

Vancouver:

Du Toit A. Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/24948.

Council of Science Editors:

Du Toit A. Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24948


University of South Africa

4. Magaia, Armando Adriano. In search of effective training models for Mozambican translators and interpreters .

Degree: 2018, University of South Africa

 Although Eduardo Mondlane University (UEM) has the longest history of BA Honours level translator and interpreter training in Mozambique, the university still lacks an effective… (more)

Subjects/Keywords: Translator and interpreter training; Training model; Curriculum design; Translation competence; Interpreting competence; Translation and interpreting studies; Translation error analysis; Translation quality assessment

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APA (6th Edition):

Magaia, A. A. (2018). In search of effective training models for Mozambican translators and interpreters . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25292

Chicago Manual of Style (16th Edition):

Magaia, Armando Adriano. “In search of effective training models for Mozambican translators and interpreters .” 2018. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/25292.

MLA Handbook (7th Edition):

Magaia, Armando Adriano. “In search of effective training models for Mozambican translators and interpreters .” 2018. Web. 19 Sep 2019.

Vancouver:

Magaia AA. In search of effective training models for Mozambican translators and interpreters . [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/25292.

Council of Science Editors:

Magaia AA. In search of effective training models for Mozambican translators and interpreters . [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25292


University of Pretoria

5. Ledwaba, Gloria Gloria. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.

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

 Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse… (more)

Subjects/Keywords: UCTD; Curriculum differentiation; Full-service schools; Learning support; Inclusive education

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APA (6th Edition):

Ledwaba, G. G. (2018). Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65439

Chicago Manual of Style (16th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://hdl.handle.net/2263/65439.

MLA Handbook (7th Edition):

Ledwaba, Gloria Gloria. “Teacher training guidelines for curriculum differentiation in a Foundation Phase programme.” 2018. Web. 19 Sep 2019.

Vancouver:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2263/65439.

Council of Science Editors:

Ledwaba GG. Teacher training guidelines for curriculum differentiation in a Foundation Phase programme. [Doctoral Dissertation]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65439


University of Pretoria

6. Nota, Charles. Introducing marimba music as part of the school curriculum in Zimbabwe.

Degree: PhD, Humanities Education, 2018, University of Pretoria

 This thesis is the documentation of an investigation to explore the applicability and use of indigenous African instruments in the development of primary school music… (more)

Subjects/Keywords: UCTD; Curriculum development model; Indigenous African instruments; Competence; Zimbabwe

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APA (6th Edition):

Nota, C. (2018). Introducing marimba music as part of the school curriculum in Zimbabwe. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65458

Chicago Manual of Style (16th Edition):

Nota, Charles. “Introducing marimba music as part of the school curriculum in Zimbabwe.” 2018. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://hdl.handle.net/2263/65458.

MLA Handbook (7th Edition):

Nota, Charles. “Introducing marimba music as part of the school curriculum in Zimbabwe.” 2018. Web. 19 Sep 2019.

Vancouver:

Nota C. Introducing marimba music as part of the school curriculum in Zimbabwe. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2263/65458.

Council of Science Editors:

Nota C. Introducing marimba music as part of the school curriculum in Zimbabwe. [Doctoral Dissertation]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65458


Stellenbosch University

7. Terblanche, Tercia Elaine (du Plessis). Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.

Degree: PhD, Curriculum Studies, 2017, Stellenbosch University

 ENGLISH ABSTRACT : It seems imperative that the college curriculum, which is at the heart of the South African vocational education and training system, be… (more)

Subjects/Keywords: Technical education  – Curricula  – South Africa; UCTD; Curriculum change  – South Africa; Universities and colleges  – Curricula  – South Africa; Vocational education  – Curricula  – South Africa

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APA (6th Edition):

Terblanche, T. E. (. P. (2017). Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102864

Chicago Manual of Style (16th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed September 19, 2019. http://hdl.handle.net/10019.1/102864.

MLA Handbook (7th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Web. 19 Sep 2019.

Vancouver:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10019.1/102864.

Council of Science Editors:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102864


University of South Africa

8. 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 September 19, 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. 19 Sep 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 Sep 19]. 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

9. Lamprecht, Heinrich Hilgardt. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.

Degree: PhD, Family and Emergency Medicine, 2017, Stellenbosch University

ENGLISH SUMMARY : Background/Objective: Some clinical ultrasound training programmes provide suboptimal training that result in credentialing failure. To address this failing in our low-resourced setting,… (more)

Subjects/Keywords: Ultrasonic imaging  – Study and teaching; E-learning design; Curriculum planning; Web-based instruction; UCTD

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APA (6th Edition):

Lamprecht, H. H. (2017). Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102762

Chicago Manual of Style (16th Edition):

Lamprecht, Heinrich Hilgardt. “Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed September 19, 2019. http://hdl.handle.net/10019.1/102762.

MLA Handbook (7th Edition):

Lamprecht, Heinrich Hilgardt. “Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting.” 2017. Web. 19 Sep 2019.

Vancouver:

Lamprecht HH. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10019.1/102762.

Council of Science Editors:

Lamprecht HH. Development of an e-learning platform to improve learning delivery in a low-resourced clinical ultrasound training setting. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102762


University of South Africa

10. Mays, Tony John. Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach.

Degree: 2017, University of South Africa

 This thesis, Utilising Open Educational Resources in support of curriculum transformation at Africa Nazarene University: A participatory action research approach, derives from a multi-year project… (more)

Subjects/Keywords: Open Educational Resources (OER); Curriculum transformation; Participatory action research; Autoethnography; Open, distance and e-learning (ODeL); Hermeneutics; Systems theory; Open licence; OER Maturity Index; Business model

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APA (6th Edition):

Mays, T. J. (2017). Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22619

Chicago Manual of Style (16th Edition):

Mays, Tony John. “Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22619.

MLA Handbook (7th Edition):

Mays, Tony John. “Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach.” 2017. Web. 19 Sep 2019.

Vancouver:

Mays TJ. Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22619.

Council of Science Editors:

Mays TJ. Utilising open educational resources in support of curriculum transformation at Africa Nazarene University : a participatory action research approach. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22619


University of South Africa

11. Onwuchekwa, Edeama Oyidiya-Onyike. Information literacy and lifelong learning in the National Open University of Nigeria.

Degree: 2017, University of South Africa

 This study was conducted at the National Open University of Nigeria (NOUN) and it considered the information literacy and lifelong learning skills of the students… (more)

Subjects/Keywords: Information literacy; Lifelong learning; Information resources; Open and distance education; Academic libraries; National Open University Of Nigeria; Constructivist; Adult learning theory; Competences; Curriculum

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APA (6th Edition):

Onwuchekwa, E. O. (2017). Information literacy and lifelong learning in the National Open University of Nigeria. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22484

Chicago Manual of Style (16th Edition):

Onwuchekwa, Edeama Oyidiya-Onyike. “Information literacy and lifelong learning in the National Open University of Nigeria.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22484.

MLA Handbook (7th Edition):

Onwuchekwa, Edeama Oyidiya-Onyike. “Information literacy and lifelong learning in the National Open University of Nigeria.” 2017. Web. 19 Sep 2019.

Vancouver:

Onwuchekwa EO. Information literacy and lifelong learning in the National Open University of Nigeria. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22484.

Council of Science Editors:

Onwuchekwa EO. Information literacy and lifelong learning in the National Open University of Nigeria. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22484


University of South Africa

12. Isaac-Menard, Rachel. Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts.

Degree: 2017, University of South Africa

 Research suggests that recently graduated librarians are failing to find work in the traditional library context and consequently are seeking employment in related fields; also… (more)

Subjects/Keywords: Library education; Curriculum development; Internship; Job market; Library employment opportunity; Practicum; Fieldwork placement; Assessment; Experiential learning; Training of librarians

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APA (6th Edition):

Isaac-Menard, R. (2017). Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23131

Chicago Manual of Style (16th Edition):

Isaac-Menard, Rachel. “Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/23131.

MLA Handbook (7th Edition):

Isaac-Menard, Rachel. “Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts.” 2017. Web. 19 Sep 2019.

Vancouver:

Isaac-Menard R. Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/23131.

Council of Science Editors:

Isaac-Menard R. Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23131


University of South Africa

13. 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 (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 September 19, 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. 19 Sep 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 Sep 19]. 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

14. Simalalo, Magdalene. Assessing the expanded core curriculum for learners with visual impairments in special schools.

Degree: 2017, University of South Africa

 This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub –… (more)

Subjects/Keywords: Expanded core curriculum; Visual impairment; Core curriculum; Inclusion; Special educational needs; Social inclusion; Disability; Blind; Low vision

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APA (6th Edition):

Simalalo, M. (2017). Assessing the expanded core curriculum for learners with visual impairments in special schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23486

Chicago Manual of Style (16th Edition):

Simalalo, Magdalene. “Assessing the expanded core curriculum for learners with visual impairments in special schools.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/23486.

MLA Handbook (7th Edition):

Simalalo, Magdalene. “Assessing the expanded core curriculum for learners with visual impairments in special schools.” 2017. Web. 19 Sep 2019.

Vancouver:

Simalalo M. Assessing the expanded core curriculum for learners with visual impairments in special schools. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/23486.

Council of Science Editors:

Simalalo M. Assessing the expanded core curriculum for learners with visual impairments in special schools. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23486


University of South Africa

15. Human, Nadia Emelia. The role of a responsive curriculum in optimising learning in higher education.

Degree: 2017, University of South Africa

 Higher education has been challenged to respond to the inequalities of the past. This required an education system that is more responsive to the needs… (more)

Subjects/Keywords: Curriculum; Council on Higher Education; Educator; Higher education; ICT; Lecturer; Optimising learning; Outcomes-based education; Responsive curriculum; Student

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APA (6th Edition):

Human, N. E. (2017). The role of a responsive curriculum in optimising learning in higher education. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23263

Chicago Manual of Style (16th Edition):

Human, Nadia Emelia. “The role of a responsive curriculum in optimising learning in higher education.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/23263.

MLA Handbook (7th Edition):

Human, Nadia Emelia. “The role of a responsive curriculum in optimising learning in higher education.” 2017. Web. 19 Sep 2019.

Vancouver:

Human NE. The role of a responsive curriculum in optimising learning in higher education. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/23263.

Council of Science Editors:

Human NE. The role of a responsive curriculum in optimising learning in higher education. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23263


University of South Africa

16. Moichela, Keikantsemang Ziphora. Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada .

Degree: 2017, University of South Africa

 This study is a meta-analysis of the transformation of the curriculum for basic education in South Africa. The integration of indigenous knowledge systems (IKSs) in… (more)

Subjects/Keywords: Integration; Indigenous knowledge systems; Western science; Basic education; Cognitive justice; Curriculum; Assimilation; Transformation by enlargement; Afrikology

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APA (6th Edition):

Moichela, K. Z. (2017). Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25096

Chicago Manual of Style (16th Edition):

Moichela, Keikantsemang Ziphora. “Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada .” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/25096.

MLA Handbook (7th Edition):

Moichela, Keikantsemang Ziphora. “Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada .” 2017. Web. 19 Sep 2019.

Vancouver:

Moichela KZ. Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/25096.

Council of Science Editors:

Moichela KZ. Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25096


University of South Africa

17. Modise, Matshediso Rebecca. Supervision and support at school-based Grade R classes of the Gauteng North District.

Degree: 2017, University of South Africa

 Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision… (more)

Subjects/Keywords: Collaboration; Communication; Curriculum and Assessment Policy Statement; Curriculum subjects; Environment; Grade R; Policies; Practitioners; Previously disadvantaged; Programme; Qualifications; Quality teaching; Role-players/stakeholders; Roles; Supervision; Support; Training; Underprivileged school

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APA (6th Edition):

Modise, M. R. (2017). Supervision and support at school-based Grade R classes of the Gauteng North District. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25006

Chicago Manual of Style (16th Edition):

Modise, Matshediso Rebecca. “Supervision and support at school-based Grade R classes of the Gauteng North District.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/25006.

MLA Handbook (7th Edition):

Modise, Matshediso Rebecca. “Supervision and support at school-based Grade R classes of the Gauteng North District.” 2017. Web. 19 Sep 2019.

Vancouver:

Modise MR. Supervision and support at school-based Grade R classes of the Gauteng North District. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/25006.

Council of Science Editors:

Modise MR. Supervision and support at school-based Grade R classes of the Gauteng North District. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25006


University of South Africa

18. Ngandini, Patrick. The marginalisation of Tonga in the education system in Zimbabwe.

Degree: 2016, University of South Africa

 The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be… (more)

Subjects/Keywords: Minority language; Language policy; Marginalisation; Indigenous language; Curriculum; Education; Postmodernism; African language; National language; Tonga

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APA (6th Edition):

Ngandini, P. (2016). The marginalisation of Tonga in the education system in Zimbabwe. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22593

Chicago Manual of Style (16th Edition):

Ngandini, Patrick. “The marginalisation of Tonga in the education system in Zimbabwe.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22593.

MLA Handbook (7th Edition):

Ngandini, Patrick. “The marginalisation of Tonga in the education system in Zimbabwe.” 2016. Web. 19 Sep 2019.

Vancouver:

Ngandini P. The marginalisation of Tonga in the education system in Zimbabwe. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22593.

Council of Science Editors:

Ngandini P. The marginalisation of Tonga in the education system in Zimbabwe. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22593


University of South Africa

19. Zägenhagen, Karen. The influence of the hidden curriculum on professional socialisation of student nurses in a military nursing context.

Degree: 2016, University of South Africa

 The South African Military Health Service (SAMHS) Nursing College offers a four-year integrated nursing programme leading to registration as a professional nurse at the South… (more)

Subjects/Keywords: Curriculum; Grounded theory; Hidden curriculum; Military culture; Military nursing; Model development nursing; Nursing education; Professional socialisation; Substantive model

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APA (6th Edition):

Zägenhagen, K. (2016). The influence of the hidden curriculum on professional socialisation of student nurses in a military nursing context. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22637

Chicago Manual of Style (16th Edition):

Zägenhagen, Karen. “The influence of the hidden curriculum on professional socialisation of student nurses in a military nursing context.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22637.

MLA Handbook (7th Edition):

Zägenhagen, Karen. “The influence of the hidden curriculum on professional socialisation of student nurses in a military nursing context.” 2016. Web. 19 Sep 2019.

Vancouver:

Zägenhagen K. The influence of the hidden curriculum on professional socialisation of student nurses in a military nursing context. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22637.

Council of Science Editors:

Zägenhagen K. The influence of the hidden curriculum on professional socialisation of student nurses in a military nursing context. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22637


University of South Africa

20. Ngulube, Beatrice. The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions.

Degree: 2016, University of South Africa

 This study explores neoliberalism and its influence on the undergraduate Economics curricula at selected South African Higher Education Institutions (HEIs). Neoliberalism is a theory embracing… (more)

Subjects/Keywords: Neoliberalism; Undergraduate curriculum; Economics; Economics theories; Multiple case study

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APA (6th Edition):

Ngulube, B. (2016). The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22820

Chicago Manual of Style (16th Edition):

Ngulube, Beatrice. “The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22820.

MLA Handbook (7th Edition):

Ngulube, Beatrice. “The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions.” 2016. Web. 19 Sep 2019.

Vancouver:

Ngulube B. The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22820.

Council of Science Editors:

Ngulube B. The development of neoliberalism and its influence on undergraduate Economics curricula at selected South African higher education institutions. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22820


University of South Africa

21. 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 September 19, 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. 19 Sep 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 Sep 19]. 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


University of South Africa

22. Ralejoe, Malehlanye Constrantinus. The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities.

Degree: 2016, University of South Africa

 Scholars emphasise the pivotal role that teacher perceptions play in the success of inclusive education (IE). Using Bourdieu’s (1985-1999) three conceptual tools of habitus, field… (more)

Subjects/Keywords: Lesotho; Inclusive education (IE); Integration; Segregation; Disability; Assessment of disability; Assessment of achievement; Special educational needs; Mainstreaming; Curriculum adaptation

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APA (6th Edition):

Ralejoe, M. C. (2016). The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24439

Chicago Manual of Style (16th Edition):

Ralejoe, Malehlanye Constrantinus. “The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/24439.

MLA Handbook (7th Edition):

Ralejoe, Malehlanye Constrantinus. “The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities.” 2016. Web. 19 Sep 2019.

Vancouver:

Ralejoe MC. The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/24439.

Council of Science Editors:

Ralejoe MC. The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/24439


University of South Africa

23. Zezekwa, Nicholas. The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe.

Degree: 2016, University of South Africa

 Practical work plays an important role in the teaching and learning of science. This study was conducted to determine whether the methods and practices employed… (more)

Subjects/Keywords: Advanced level; Assessment; Direct assessment of practical work skills; Examination boards; Indirect assessment of practical work skills; Mixed methods approach; Physics curriculum; Physics practical work; Practical work skills

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APA (6th Edition):

Zezekwa, N. (2016). The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/22262

Chicago Manual of Style (16th Edition):

Zezekwa, Nicholas. “The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/22262.

MLA Handbook (7th Edition):

Zezekwa, Nicholas. “The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe.” 2016. Web. 19 Sep 2019.

Vancouver:

Zezekwa N. The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/22262.

Council of Science Editors:

Zezekwa N. The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22262


University of South Africa

24. Hambulo, Farrelli. Catholic secondary education and identity reformation in Zambia's Southern Province.

Degree: 2016, University of South Africa

 This research was based on ‘Catholic secondary education and identity reformation in Zambia’s Southern Province. Its main purpose was to explore the nature and scope… (more)

Subjects/Keywords: Academic mission; Catholic secondary education; Conflict; Contemporary challenges; Curriculum; Nature and scope; Realign; Religious mission; Identity; Identity reformation; Undesired identity reformation

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APA (6th Edition):

Hambulo, F. (2016). Catholic secondary education and identity reformation in Zambia's Southern Province. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21601

Chicago Manual of Style (16th Edition):

Hambulo, Farrelli. “Catholic secondary education and identity reformation in Zambia's Southern Province.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/21601.

MLA Handbook (7th Edition):

Hambulo, Farrelli. “Catholic secondary education and identity reformation in Zambia's Southern Province.” 2016. Web. 19 Sep 2019.

Vancouver:

Hambulo F. Catholic secondary education and identity reformation in Zambia's Southern Province. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/21601.

Council of Science Editors:

Hambulo F. Catholic secondary education and identity reformation in Zambia's Southern Province. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21601


University of South Africa

25. Mungomba, Bernard. Core competencies of radiographers working in rural areas of South Africa.

Degree: 2016, University of South Africa

 The contribution of general diagnostic imaging in the diagnosis and clinical management of patients in rural hospitals of South Africa is enormous. To provide high… (more)

Subjects/Keywords: Competency; Core competencies; Rural radiography; Radiographer; CPD activities; Curriculum; Rural areas; CPD strategy; Imaging

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APA (6th Edition):

Mungomba, B. (2016). Core competencies of radiographers working in rural areas of South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21166

Chicago Manual of Style (16th Edition):

Mungomba, Bernard. “Core competencies of radiographers working in rural areas of South Africa.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/21166.

MLA Handbook (7th Edition):

Mungomba, Bernard. “Core competencies of radiographers working in rural areas of South Africa.” 2016. Web. 19 Sep 2019.

Vancouver:

Mungomba B. Core competencies of radiographers working in rural areas of South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/21166.

Council of Science Editors:

Mungomba B. Core competencies of radiographers working in rural areas of South Africa. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21166


University of South Africa

26. Zwelibanzi, Carol Mathapelo. An investigation into issues and challenges in implementing environmental education in special schools in South Africa.

Degree: 2016, University of South Africa

 The purpose of this study was to investigate the challenges that are met by the teachers in selected secondary level special schools, catering for physically… (more)

Subjects/Keywords: Curriculum adaptation; Environmental education; Inclusive education; Special schools; Special needs learners

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APA (6th Edition):

Zwelibanzi, C. M. (2016). An investigation into issues and challenges in implementing environmental education in special schools in South Africa. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21701

Chicago Manual of Style (16th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/21701.

MLA Handbook (7th Edition):

Zwelibanzi, Carol Mathapelo. “An investigation into issues and challenges in implementing environmental education in special schools in South Africa.” 2016. Web. 19 Sep 2019.

Vancouver:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/21701.

Council of Science Editors:

Zwelibanzi CM. An investigation into issues and challenges in implementing environmental education in special schools in South Africa. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21701


University of South Africa

27. Zenda, Rekai. Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools.

Degree: 2016, University of South Africa

 The study explored factors that affect learner academic achievement in Physical Sciences in Limpopo rural secondary schools. The motivation for the research was based on… (more)

Subjects/Keywords: Academic achievement; Assessment of learners; Discipline of learners; Instructional resources; Motivation of learners; Physical Sciences curriculum; Physical Sciences learner; Physical Sciences subject; Socio-economic status; Supervision of teachers; Teacher effectiveness; Teacher-learner ratio; Workload

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APA (6th Edition):

Zenda, R. (2016). Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20319

Chicago Manual of Style (16th Edition):

Zenda, Rekai. “Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/20319.

MLA Handbook (7th Edition):

Zenda, Rekai. “Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools.” 2016. Web. 19 Sep 2019.

Vancouver:

Zenda R. Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/20319.

Council of Science Editors:

Zenda R. Factors affecting the academic achievement of learners in Physical Sciences in selected Limpopo rural secondary schools. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20319


University of South Africa

28. Gamedze, Makhosazana. Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools.

Degree: 2015, University of South Africa

 The notion of a curriculum that is relevant, aligned and properly implemented has prevailed in Swaziland as indicated by the change from a content-led curriculum(more)

Subjects/Keywords: Curriculum; Alignment; Underprivileged schools; English language department heads

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APA (6th Edition):

Gamedze, M. (2015). Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20194

Chicago Manual of Style (16th Edition):

Gamedze, Makhosazana. “Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/20194.

MLA Handbook (7th Edition):

Gamedze, Makhosazana. “Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools.” 2015. Web. 19 Sep 2019.

Vancouver:

Gamedze M. Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/20194.

Council of Science Editors:

Gamedze M. Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20194


University of South Africa

29. Maja, Margaret Malewaneng. Classroom interaction in teaching English first additional language learners in the intermediate phase.

Degree: 2015, University of South Africa

 The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as… (more)

Subjects/Keywords: Classroom interaction; English first additional language; Teacher; Learner; Curriculum and Assessment Policy Statement; Communicative competence; Learning opportunities; Framework; Learning environment; Bricoleur

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APA (6th Edition):

Maja, M. M. (2015). Classroom interaction in teaching English first additional language learners in the intermediate phase. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20219

Chicago Manual of Style (16th Edition):

Maja, Margaret Malewaneng. “Classroom interaction in teaching English first additional language learners in the intermediate phase.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/20219.

MLA Handbook (7th Edition):

Maja, Margaret Malewaneng. “Classroom interaction in teaching English first additional language learners in the intermediate phase.” 2015. Web. 19 Sep 2019.

Vancouver:

Maja MM. Classroom interaction in teaching English first additional language learners in the intermediate phase. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/20219.

Council of Science Editors:

Maja MM. Classroom interaction in teaching English first additional language learners in the intermediate phase. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20219


University of South Africa

30. Madzanire, Daniel. An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe.

Degree: 2015, University of South Africa

 Cultural conflict is endemic in diverse societies and schools. It manifests in both subtle and overt ways, permeating the whole school environment and posing tremendous… (more)

Subjects/Keywords: Cultural conflict; Diversity; Diverse learner population; Whole school curriculum; Education strategy; Language; Language diversity; Teacher knowledge of diversity; Multicultural education; Teacher capacity; Mining-town schools; Schools administered by mines; Models for the reduction of cultural conflict

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APA (6th Edition):

Madzanire, D. (2015). An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21603

Chicago Manual of Style (16th Edition):

Madzanire, Daniel. “An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/21603.

MLA Handbook (7th Edition):

Madzanire, Daniel. “An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe.” 2015. Web. 19 Sep 2019.

Vancouver:

Madzanire D. An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/21603.

Council of Science Editors:

Madzanire D. An education strategy to reduce cultural conflict in schools administered by mines in Zimbabwe. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21603

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