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You searched for subject:( Curriculum math matique). Showing records 1 – 30 of 169 total matches.

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University of Cape Town

1. Wolmarans, Nicolette Sarah. The nature of professional reasoning: An analysis of design in the engineering curriculum.

Degree: Image, School of Education, 2017, University of Cape Town

 Access to the practice of a profession is controlled by formal education structures. These structures are intended to induct future professionals into the specialised knowledge,… (more)

Subjects/Keywords: Curriculum Studies

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APA (6th Edition):

Wolmarans, N. S. (2017). The nature of professional reasoning: An analysis of design in the engineering curriculum. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25654

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

Chicago Manual of Style (16th Edition):

Wolmarans, Nicolette Sarah. “The nature of professional reasoning: An analysis of design in the engineering curriculum.” 2017. Thesis, University of Cape Town. Accessed August 22, 2019. http://hdl.handle.net/11427/25654.

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

MLA Handbook (7th Edition):

Wolmarans, Nicolette Sarah. “The nature of professional reasoning: An analysis of design in the engineering curriculum.” 2017. Web. 22 Aug 2019.

Vancouver:

Wolmarans NS. The nature of professional reasoning: An analysis of design in the engineering curriculum. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11427/25654.

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

Council of Science Editors:

Wolmarans NS. The nature of professional reasoning: An analysis of design in the engineering curriculum. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25654

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


University of Cape Town

2. Mokou, Goitsione. By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context.

Degree: Image, School of Education, 2017, University of Cape Town

 This research study was motivated by a research project which observed differences in achievement levels within the creative arts classroom between working class schools and… (more)

Subjects/Keywords: Curriculum Studies

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APA (6th Edition):

Mokou, G. (2017). By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25460

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

Chicago Manual of Style (16th Edition):

Mokou, Goitsione. “By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context.” 2017. Thesis, University of Cape Town. Accessed August 22, 2019. http://hdl.handle.net/11427/25460.

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

MLA Handbook (7th Edition):

Mokou, Goitsione. “By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context.” 2017. Web. 22 Aug 2019.

Vancouver:

Mokou G. By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11427/25460.

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

Council of Science Editors:

Mokou G. By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25460

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


University of Cape Town

3. Smit, Reneé. The nature of engineering and science knowledge in curriculum: a case study in thermodynamics.

Degree: Image, Chemical Engineering, 2017, University of Cape Town

 Abstract The study explores the nature of disciplinary knowledge differences and similarities between the sciences and the engineering sciences as these appear in curriculum texts.… (more)

Subjects/Keywords: Curriculum Studies

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APA (6th Edition):

Smit, R. (2017). The nature of engineering and science knowledge in curriculum: a case study in thermodynamics. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25532

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

Chicago Manual of Style (16th Edition):

Smit, Reneé. “The nature of engineering and science knowledge in curriculum: a case study in thermodynamics.” 2017. Thesis, University of Cape Town. Accessed August 22, 2019. http://hdl.handle.net/11427/25532.

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

MLA Handbook (7th Edition):

Smit, Reneé. “The nature of engineering and science knowledge in curriculum: a case study in thermodynamics.” 2017. Web. 22 Aug 2019.

Vancouver:

Smit R. The nature of engineering and science knowledge in curriculum: a case study in thermodynamics. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11427/25532.

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

Council of Science Editors:

Smit R. The nature of engineering and science knowledge in curriculum: a case study in thermodynamics. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25532

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


University of KwaZulu-Natal

4. Ntuli, Mthobisi Luca. Bounds on distances for spanning trees of graphs.

Degree: 2018, University of KwaZulu-Natal

 In graph theory, there are several techniques known in literature for constructing spanning trees. Some of these techniques yield spanning trees with many leaves. We… (more)

Subjects/Keywords: Graph theory.; Spanning trees.; Vertex math.; Edges.; Graphs.

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APA (6th Edition):

Ntuli, M. L. (2018). Bounds on distances for spanning trees of graphs. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15652

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

Chicago Manual of Style (16th Edition):

Ntuli, Mthobisi Luca. “Bounds on distances for spanning trees of graphs.” 2018. Thesis, University of KwaZulu-Natal. Accessed August 22, 2019. http://hdl.handle.net/10413/15652.

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

MLA Handbook (7th Edition):

Ntuli, Mthobisi Luca. “Bounds on distances for spanning trees of graphs.” 2018. Web. 22 Aug 2019.

Vancouver:

Ntuli ML. Bounds on distances for spanning trees of graphs. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10413/15652.

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

Council of Science Editors:

Ntuli ML. Bounds on distances for spanning trees of graphs. [Thesis]. University of KwaZulu-Natal; 2018. Available from: http://hdl.handle.net/10413/15652

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


University of South Africa

5. Sibanda, Ishmael. An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape.

Degree: 2016, University of South Africa

 The aim of the study was to investigate the factors associated with high school learners’ poor performance in physical science in the Libode District in… (more)

Subjects/Keywords: Physical science; Curriculum; Performance; Learning; Curriculum change

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

APA (6th Edition):

Sibanda, I. (2016). An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22636

Chicago Manual of Style (16th Edition):

Sibanda, Ishmael. “An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape.” 2016. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/22636.

MLA Handbook (7th Edition):

Sibanda, Ishmael. “An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape.” 2016. Web. 22 Aug 2019.

Vancouver:

Sibanda I. An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/22636.

Council of Science Editors:

Sibanda I. An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22636


University of Zululand

6. Tewari, Ankur Ratnam. African female students ‘experiences of introductory accounting modules at Unizulu .

Degree: 2016, University of Zululand

 Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the… (more)

Subjects/Keywords: students  – curriculum changes

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APA (6th Edition):

Tewari, A. R. (2016). African female students ‘experiences of introductory accounting modules at Unizulu . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1464

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

Chicago Manual of Style (16th Edition):

Tewari, Ankur Ratnam. “African female students ‘experiences of introductory accounting modules at Unizulu .” 2016. Thesis, University of Zululand. Accessed August 22, 2019. http://hdl.handle.net/10530/1464.

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

MLA Handbook (7th Edition):

Tewari, Ankur Ratnam. “African female students ‘experiences of introductory accounting modules at Unizulu .” 2016. Web. 22 Aug 2019.

Vancouver:

Tewari AR. African female students ‘experiences of introductory accounting modules at Unizulu . [Internet] [Thesis]. University of Zululand; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10530/1464.

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

Council of Science Editors:

Tewari AR. African female students ‘experiences of introductory accounting modules at Unizulu . [Thesis]. University of Zululand; 2016. Available from: http://hdl.handle.net/10530/1464

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


University of Zululand

7. Gumede, Balindile Rejoice. Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit .

Degree: 2017, University of Zululand

 This study focuses on the experiences of Foundation Phase educators in implementing OBE and CAPS in the Hlabisa Circuit (KwaZulu-Natal).Foundation Phase educators in this circuit… (more)

Subjects/Keywords: education policies  – curriculum

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APA (6th Edition):

Gumede, B. R. (2017). Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1538

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

Chicago Manual of Style (16th Edition):

Gumede, Balindile Rejoice. “Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit .” 2017. Thesis, University of Zululand. Accessed August 22, 2019. http://hdl.handle.net/10530/1538.

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

MLA Handbook (7th Edition):

Gumede, Balindile Rejoice. “Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit .” 2017. Web. 22 Aug 2019.

Vancouver:

Gumede BR. Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit . [Internet] [Thesis]. University of Zululand; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10530/1538.

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

Council of Science Editors:

Gumede BR. Experiences of foundation phase educators in implementing outcomes-based education and the curriculum assessment policy statement in the Hlabisa Circuit . [Thesis]. University of Zululand; 2017. Available from: http://hdl.handle.net/10530/1538

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


University of Pretoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Masters Thesis, University of Pretoria. Accessed August 22, 2019. http://hdl.handle.net/2263/60963.

MLA Handbook (7th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Web. 22 Aug 2019.

Vancouver:

Molapo M. How educators implement curriculum change. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2263/60963.

Council of Science Editors:

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


University of South Africa

9. Mabuza, Sizani N. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.

Degree: 2016, University of South Africa

 The study explored the effects of curriculum change on foundation phase teachers of Sikhulile Circuit of Mpumalanga in post-apartheid South Africa. Curriculum 2005 (C2005) was… (more)

Subjects/Keywords: Curriculum change; Teaching; Learning; Assessment; Curriculum Assessment Policy; Curriculum implementation

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

APA (6th Edition):

Mabuza, S. N. (2016). Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22716

Chicago Manual of Style (16th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/22716.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Web. 22 Aug 2019.

Vancouver:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/22716.

Council of Science Editors:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22716


University of South Africa

10. Mabuza, Sizani N. Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga.

Degree: 2016, University of South Africa

 The study explored the effects of curriculum change on foundation phase teachers of Sikhulile Circuit of Mpumalanga in post-apartheid South Africa. Curriculum 2005 (C2005) was… (more)

Subjects/Keywords: Curriculum change; Teaching; Learning; Assessment; Curriculum Assessment Policy; Curriculum Implementation

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

APA (6th Edition):

Mabuza, S. N. (2016). Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24919

Chicago Manual of Style (16th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga.” 2016. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/24919.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga.” 2016. Web. 22 Aug 2019.

Vancouver:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/24919.

Council of Science Editors:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/24919


University of South Africa

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

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 22, 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. 22 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 22]. 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

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

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 22, 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. 22 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 22]. 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


University of Pretoria

13. Wagner, Le-Vérne. The counselling needs of adolescents expressed through text messaging.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 The advent of text messaging as a popular and cheaper form of communication has offered a new research perspective on adolescent development. Erikson’s identity formation… (more)

Subjects/Keywords: UCTD; Adolescence; Secondary data analysis; Dr Math; Text messaging; Technology; Fundamental psychological needs

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APA (6th Edition):

Wagner, L. (2015). The counselling needs of adolescents expressed through text messaging. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45899

Chicago Manual of Style (16th Edition):

Wagner, Le-Vérne. “The counselling needs of adolescents expressed through text messaging.” 2015. Masters Thesis, University of Pretoria. Accessed August 22, 2019. http://hdl.handle.net/2263/45899.

MLA Handbook (7th Edition):

Wagner, Le-Vérne. “The counselling needs of adolescents expressed through text messaging.” 2015. Web. 22 Aug 2019.

Vancouver:

Wagner L. The counselling needs of adolescents expressed through text messaging. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2263/45899.

Council of Science Editors:

Wagner L. The counselling needs of adolescents expressed through text messaging. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45899


University of Pretoria

14. de Jager, Gerdi. Opportunities for the development of understanding in Grade 8 mathematics classrooms.

Degree: MEd, Science, Mathematics and Technology Education, 2017, University of Pretoria

 Learner performance in South Africa is poor in comparison with other countries as a result of poor teaching. At the core of the concern about… (more)

Subjects/Keywords: UCTD; TRU Math dimensions; Access to mathematical content; Uses of assessment; Authority and mathematical identity

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

APA (6th Edition):

de Jager, G. (2017). Opportunities for the development of understanding in Grade 8 mathematics classrooms. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60992

Chicago Manual of Style (16th Edition):

de Jager, Gerdi. “Opportunities for the development of understanding in Grade 8 mathematics classrooms.” 2017. Masters Thesis, University of Pretoria. Accessed August 22, 2019. http://hdl.handle.net/2263/60992.

MLA Handbook (7th Edition):

de Jager, Gerdi. “Opportunities for the development of understanding in Grade 8 mathematics classrooms.” 2017. Web. 22 Aug 2019.

Vancouver:

de Jager G. Opportunities for the development of understanding in Grade 8 mathematics classrooms. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2263/60992.

Council of Science Editors:

de Jager G. Opportunities for the development of understanding in Grade 8 mathematics classrooms. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60992


Cape Peninsula University of Technology

15. Rohlwink, Monika. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .

Degree: 2015, Cape Peninsula University of Technology

 Mathematical literacy among the citizenry of a nation is considered indispensable to the economic welfare and global competitiveness of that nation (World Economic Forum, 2013a).… (more)

Subjects/Keywords: Math anxiety; Mathematics  – Study and teaching (Higher)  – Psychological aspects; Mathematical ability  – Study and teaching (Higher)

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APA (6th Edition):

Rohlwink, M. (2015). Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2270

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

Chicago Manual of Style (16th Edition):

Rohlwink, Monika. “Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .” 2015. Thesis, Cape Peninsula University of Technology. Accessed August 22, 2019. http://etd.cput.ac.za/handle/20.500.11838/2270.

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

MLA Handbook (7th Edition):

Rohlwink, Monika. “Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .” 2015. Web. 22 Aug 2019.

Vancouver:

Rohlwink M. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Aug 22]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2270.

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

Council of Science Editors:

Rohlwink M. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/2270

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


University of South Africa

16. Maimela, Hlekani Selinah. Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.

Degree: 2015, University of South Africa

 This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing… (more)

Subjects/Keywords: Curriculum 2005; Curriculum and Assessment Policy Statement; Curriculum development; Curriculum implementation; Curriculum management; Learner-centered; Learning programmes; Intermediate phase; Outcome-based education; Primary schools; Revised National Curriculum Statement; School management

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

APA (6th Edition):

Maimela, H. S. (2015). Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19836

Chicago Manual of Style (16th Edition):

Maimela, Hlekani Selinah. “Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.” 2015. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/19836.

MLA Handbook (7th Edition):

Maimela, Hlekani Selinah. “Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.” 2015. Web. 22 Aug 2019.

Vancouver:

Maimela HS. Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/19836.

Council of Science Editors:

Maimela HS. Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19836


University of the Western Cape

17. Paleker, Parveen. The promotion of reading among high school learners through text selection, evaluation and innovative methodologies .

Degree: 2016, University of the Western Cape

 This study facilitated and evaluated the pedagogical approaches to the literacy pandemic that has afflicted South African learners, particularly high school learners in grade 8… (more)

Subjects/Keywords: Educators; Curriculum; Literacy; Evaluation; Reading

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

APA (6th Edition):

Paleker, P. (2016). The promotion of reading among high school learners through text selection, evaluation and innovative methodologies . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5475

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

Chicago Manual of Style (16th Edition):

Paleker, Parveen. “The promotion of reading among high school learners through text selection, evaluation and innovative methodologies .” 2016. Thesis, University of the Western Cape. Accessed August 22, 2019. http://hdl.handle.net/11394/5475.

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

MLA Handbook (7th Edition):

Paleker, Parveen. “The promotion of reading among high school learners through text selection, evaluation and innovative methodologies .” 2016. Web. 22 Aug 2019.

Vancouver:

Paleker P. The promotion of reading among high school learners through text selection, evaluation and innovative methodologies . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11394/5475.

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

Council of Science Editors:

Paleker P. The promotion of reading among high school learners through text selection, evaluation and innovative methodologies . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5475

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


University of South Africa

18. Zano, Kufakunesu. Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools.

Degree: 2015, University of South Africa

 The study serves to explore teachers’ enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. The data was collected… (more)

Subjects/Keywords: Curriculum; Implementation; Facilitative factors; Inhibitive factors; Themes; Apartheid; Curriculum enactment

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

APA (6th Edition):

Zano, K. (2015). Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20280

Chicago Manual of Style (16th Edition):

Zano, Kufakunesu. “Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools.” 2015. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/20280.

MLA Handbook (7th Edition):

Zano, Kufakunesu. “Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools.” 2015. Web. 22 Aug 2019.

Vancouver:

Zano K. Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/20280.

Council of Science Editors:

Zano K. Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20280


University of South Africa

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

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 22, 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. 22 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 22]. 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

20. Kaphe, Gabriel Kaphe. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .

Degree: 2017, University of South Africa

 The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru… (more)

Subjects/Keywords: Curriculum; Change management; Curriculum change management; Adoptive model, rational – Empirical model

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

APA (6th Edition):

Kaphe, G. K. (2017). Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25503

Chicago Manual of Style (16th Edition):

Kaphe, Gabriel Kaphe. “Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .” 2017. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/25503.

MLA Handbook (7th Edition):

Kaphe, Gabriel Kaphe. “Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .” 2017. Web. 22 Aug 2019.

Vancouver:

Kaphe GK. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/25503.

Council of Science Editors:

Kaphe GK. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/25503


University of South Africa

21. Mohammed, Idrees Iqbal Suliman. The implementation of environmental education at Muslim schools in Gauteng : a case study.

Degree: 2016, University of South Africa

 In this qualitative case study, I investigated the experiences of teachers employed at Muslim schools in the Gauteng Province in South Africa regarding the enabling… (more)

Subjects/Keywords: Environment; Environmental education; Environmental ethics; Curriculum implementation; Environmental education implementation; Muslim schools; Qur’aan; Ahaadith; National Curriculum Statement; Curriculum Assessment Policy Statement

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APA (6th Edition):

Mohammed, I. I. S. (2016). The implementation of environmental education at Muslim schools in Gauteng : a case study. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21144

Chicago Manual of Style (16th Edition):

Mohammed, Idrees Iqbal Suliman. “The implementation of environmental education at Muslim schools in Gauteng : a case study.” 2016. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/21144.

MLA Handbook (7th Edition):

Mohammed, Idrees Iqbal Suliman. “The implementation of environmental education at Muslim schools in Gauteng : a case study.” 2016. Web. 22 Aug 2019.

Vancouver:

Mohammed IIS. The implementation of environmental education at Muslim schools in Gauteng : a case study. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/21144.

Council of Science Editors:

Mohammed IIS. The implementation of environmental education at Muslim schools in Gauteng : a case study. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21144


University of South Africa

22. Ramabulana, Nthatheni Simon. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.

Degree: 2017, University of South Africa

 The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statement; Teachers’ perceptions; Teacher knowledge; National Curriculum Statement; Curriculum implementation; Critical emancipatory research; Teacher development

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APA (6th Edition):

Ramabulana, N. S. (2017). Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23681

Chicago Manual of Style (16th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/23681.

MLA Handbook (7th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Web. 22 Aug 2019.

Vancouver:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/23681.

Council of Science Editors:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23681


University of KwaZulu-Natal

23. Chamane, Cynthia Nonhlanhla. Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit.

Degree: 2016, University of KwaZulu-Natal

 The aim of this study was to explore teachers’ experiences of teaching fractions to Grade 6 learners in the Curriculum and Assessment Policy Statement (CAPS).… (more)

Subjects/Keywords: Curriculum based assessment planning - SA - KZN.; Teacher participation in curriculum planning - SA - KZN.; Curriculum based assessment.; Education evaluation.; Theses - Education.

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

APA (6th Edition):

Chamane, C. N. (2016). Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15365

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

Chicago Manual of Style (16th Edition):

Chamane, Cynthia Nonhlanhla. “Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit.” 2016. Thesis, University of KwaZulu-Natal. Accessed August 22, 2019. http://hdl.handle.net/10413/15365.

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

MLA Handbook (7th Edition):

Chamane, Cynthia Nonhlanhla. “Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit.” 2016. Web. 22 Aug 2019.

Vancouver:

Chamane CN. Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10413/15365.

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

Council of Science Editors:

Chamane CN. Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15365

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


University of the Western Cape

24. Hoffman, Samantha Melissa. Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape .

Degree: 2017, University of the Western Cape

 Since the onset of democracy in 1994, education in South Africa has undergone many developments and changes due to curriculum innovations and interventions. For more… (more)

Subjects/Keywords: Curriculum change; Curriculum; Curriculum and Assessment Policy Statement; Capability Approach; Capability sets; Freedoms; No-fee school; Teacher perceptions; Quintile 1

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APA (6th Edition):

Hoffman, S. M. (2017). Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6352

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

Chicago Manual of Style (16th Edition):

Hoffman, Samantha Melissa. “Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape .” 2017. Thesis, University of the Western Cape. Accessed August 22, 2019. http://hdl.handle.net/11394/6352.

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

MLA Handbook (7th Edition):

Hoffman, Samantha Melissa. “Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape .” 2017. Web. 22 Aug 2019.

Vancouver:

Hoffman SM. Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11394/6352.

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

Council of Science Editors:

Hoffman SM. Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/6352

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


University of Zululand

25. Mazibuko-Khuzwayo, Hellen Phindile. Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District .

Degree: 2015, University of Zululand

 South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform… (more)

Subjects/Keywords: curriculum  – literacy  – foundation  – isiZulu  – home language

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APA (6th Edition):

Mazibuko-Khuzwayo, H. P. (2015). Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1491

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

Chicago Manual of Style (16th Edition):

Mazibuko-Khuzwayo, Hellen Phindile. “Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District .” 2015. Thesis, University of Zululand. Accessed August 22, 2019. http://hdl.handle.net/10530/1491.

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

MLA Handbook (7th Edition):

Mazibuko-Khuzwayo, Hellen Phindile. “Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District .” 2015. Web. 22 Aug 2019.

Vancouver:

Mazibuko-Khuzwayo HP. Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District . [Internet] [Thesis]. University of Zululand; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10530/1491.

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

Council of Science Editors:

Mazibuko-Khuzwayo HP. Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District . [Thesis]. University of Zululand; 2015. Available from: http://hdl.handle.net/10530/1491

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


University of KwaZulu-Natal

26. Phehlukwayo, Samukelisiwe Purity. Quantum Key Distribution for the undergraduate curriculum.

Degree: 2017, University of KwaZulu-Natal

 Quantum Key Distribution (QKD) is one of the technological applications of quantum mechanics. The technology allows two users to securely establish an unbreakable key. The… (more)

Subjects/Keywords: Quantum Key Distribution.; Undergraduate.; Physics curriculum.

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APA (6th Edition):

Phehlukwayo, S. P. (2017). Quantum Key Distribution for the undergraduate curriculum. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15715

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

Chicago Manual of Style (16th Edition):

Phehlukwayo, Samukelisiwe Purity. “Quantum Key Distribution for the undergraduate curriculum.” 2017. Thesis, University of KwaZulu-Natal. Accessed August 22, 2019. http://hdl.handle.net/10413/15715.

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

MLA Handbook (7th Edition):

Phehlukwayo, Samukelisiwe Purity. “Quantum Key Distribution for the undergraduate curriculum.” 2017. Web. 22 Aug 2019.

Vancouver:

Phehlukwayo SP. Quantum Key Distribution for the undergraduate curriculum. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10413/15715.

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

Council of Science Editors:

Phehlukwayo SP. Quantum Key Distribution for the undergraduate curriculum. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15715

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


University of Cape Town

27. Enderstein, Belinda. An analysis of curriculum knowledge in an introductory actuarial science course.

Degree: Image, School of Education, 2016, University of Cape Town

 Actuarial Science is a sought after profession in South Africa with high attrition rates at university. The profession is small and dominated by white males.… (more)

Subjects/Keywords: Education; actuarial science; curriculum knowledge; epistemic access

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APA (6th Edition):

Enderstein, B. (2016). An analysis of curriculum knowledge in an introductory actuarial science course. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20655

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

Chicago Manual of Style (16th Edition):

Enderstein, Belinda. “An analysis of curriculum knowledge in an introductory actuarial science course.” 2016. Thesis, University of Cape Town. Accessed August 22, 2019. http://hdl.handle.net/11427/20655.

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

MLA Handbook (7th Edition):

Enderstein, Belinda. “An analysis of curriculum knowledge in an introductory actuarial science course.” 2016. Web. 22 Aug 2019.

Vancouver:

Enderstein B. An analysis of curriculum knowledge in an introductory actuarial science course. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11427/20655.

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

Council of Science Editors:

Enderstein B. An analysis of curriculum knowledge in an introductory actuarial science course. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20655

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


University of KwaZulu-Natal

28. Van der Westhuizen, Jan Adriaan. Core entrepreneurial competencies for civil engineers to be successful entrepreneurs.

Degree: 2017, University of KwaZulu-Natal

 Purpose: Since entrepreneurship is viewed as a path to sustainable economic development, this study examined the managerial and entrepreneurial competencies necessary for entrepreneurial action. Design/methodology/approach:… (more)

Subjects/Keywords: Entrepreneurship.; Civil engineering.; Competencies.; Training.; Curriculum development.

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APA (6th Edition):

Van der Westhuizen, J. A. (2017). Core entrepreneurial competencies for civil engineers to be successful entrepreneurs. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/16050

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

Chicago Manual of Style (16th Edition):

Van der Westhuizen, Jan Adriaan. “Core entrepreneurial competencies for civil engineers to be successful entrepreneurs.” 2017. Thesis, University of KwaZulu-Natal. Accessed August 22, 2019. http://hdl.handle.net/10413/16050.

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

MLA Handbook (7th Edition):

Van der Westhuizen, Jan Adriaan. “Core entrepreneurial competencies for civil engineers to be successful entrepreneurs.” 2017. Web. 22 Aug 2019.

Vancouver:

Van der Westhuizen JA. Core entrepreneurial competencies for civil engineers to be successful entrepreneurs. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10413/16050.

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

Council of Science Editors:

Van der Westhuizen JA. Core entrepreneurial competencies for civil engineers to be successful entrepreneurs. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/16050

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/20076.

MLA Handbook (7th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Web. 22 Aug 2019.

Vancouver:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/20076.

Council of Science Editors:

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


University of South Africa

30. Hassan, Shaik Mohammad. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.

Degree: 2016, University of South Africa

 Mathematics has always been a problem at schools, colleges and universities and to address this problem the South African government has introduced a new subject(more)

Subjects/Keywords: Mathematical literacy; Manager’s experiences in mathematical literacy; TVET colleges; National curriculum vocational; Manager’s roles; Mathematics; Curriculum experiences; Instructional leadership; Implementation; Curriculum implementation; Curriculum management; Encounters in mathematical literacy; Participation

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

APA (6th Edition):

Hassan, S. M. (2016). Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21030

Chicago Manual of Style (16th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Masters Thesis, University of South Africa. Accessed August 22, 2019. http://hdl.handle.net/10500/21030.

MLA Handbook (7th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Web. 22 Aug 2019.

Vancouver:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10500/21030.

Council of Science Editors:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21030

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