Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Dates: 2015 – 2019 Country:

You searched for subject:( Curriculum math matique). Showing records 121 – 150 of 170 total matches.

[1] [2] [3] [4] [5] [6]

Search Limiters

Last 2 Years | English Only

Levels

▼ Search Limiters


University of KwaZulu-Natal

121. [No author]. Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit.

Degree: 2015, University of KwaZulu-Natal

 This dissertation presents an action research study of six teachers who reflected on their teaching of the physical science curriculum (CAPS) in South African high… (more)

Subjects/Keywords: Physical sciences  – Study and teaching (Secondary)  – South Africa  – KwaZulu-Natal.; Physical sciences  – Curricula  – South Africa  – KwaZulu-Natal.; Rural schools  – South Africa  – KwaZulu-Natal.; Curriculum evaluation  – South Africa  – KwaZulu-Natal.; Education.; Curriculum Assessment Policy Statements.; Ceza Circuit.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13861

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

Chicago Manual of Style (16th Edition):

author], [No. “Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/13861.

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

MLA Handbook (7th Edition):

author], [No. “Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit. ” 2015. Web. 18 Sep 2019.

Vancouver:

author] [. Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/13861.

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

Council of Science Editors:

author] [. Teachers' reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13861

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


University of KwaZulu-Natal

122. [No author]. Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase.

Degree: 2015, University of KwaZulu-Natal

 Despite the government efforts to make sure that the implementation of the curriculum (CAPS) becomes successful in South Africa, some of the schools especially the… (more)

Subjects/Keywords: Life skills  – Study and teaching (Elementary)  – South Africa  – Mpumalanga.; Curriculum change  – South Africa  – Mpumalanga.; Rural schools  – Curricula  – South Africa  – Mpumalanga.; Physical education and training  – Study and teaching  – South Africa  – Mpumalanga.; Education.; Curriculum Assessment Policy Statements.; Teachers' experiences.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13875

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

Chicago Manual of Style (16th Edition):

author], [No. “Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/13875.

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

MLA Handbook (7th Edition):

author], [No. “Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. ” 2015. Web. 18 Sep 2019.

Vancouver:

author] [. Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/13875.

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

Council of Science Editors:

author] [. Exploring teachers' experiences of teaching CAPS life skills (physical education) in the foundation phase. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13875

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


University of KwaZulu-Natal

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

Degree: 2016, University of KwaZulu-Natal

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

author], [No. “Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/13919.

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

MLA Handbook (7th Edition):

author], [No. “Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. ” 2016. Web. 18 Sep 2019.

Vancouver:

author] [. Subject advisors' reflections of the supervision of Grade 3 mathematics CAPS implementation in Mpumalanga Province. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/13919.

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

Council of Science Editors:

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

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


University of South Africa

124. Ganyata, Obert. Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools.

Degree: 2015, University of South Africa

 This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in… (more)

Subjects/Keywords: Teaching practice; Music education; Specialist music teachers; Generalist music teachers; Education officers; Critical pedagogy for music education; Ministry of Education Sport and Culture; Ministry of Primary and Secondary Education; Early childhood education; Curriculum Development Unit; Curriculum review; Nziramasanga Commission; Zimbabwe

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ganyata, O. (2015). Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21776

Chicago Manual of Style (16th Edition):

Ganyata, Obert. “Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools.” 2015. Masters Thesis, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/21776.

MLA Handbook (7th Edition):

Ganyata, Obert. “Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools.” 2015. Web. 18 Sep 2019.

Vancouver:

Ganyata O. Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/21776.

Council of Science Editors:

Ganyata O. Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21776


University of South Africa

125. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Manqele, Clement Mandlenkosi. “An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 18, 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. 18 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 18]. 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

126. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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 KwaZulu-Natal

127. [No author]. An investigation of progression in historical thinking in South African history textbooks.

Degree: 2015, University of KwaZulu-Natal

Abstract available in PDF file. Advisors/Committee Members: Bertram, Carol Anne (advisor).

Subjects/Keywords: History  – Textbooks.; History  – Study and teaching  – South Africa.; Curriculum change  – South Africa.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). An investigation of progression in historical thinking in South African history textbooks. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13501

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

Chicago Manual of Style (16th Edition):

author], [No. “An investigation of progression in historical thinking in South African history textbooks. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/13501.

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

MLA Handbook (7th Edition):

author], [No. “An investigation of progression in historical thinking in South African history textbooks. ” 2015. Web. 18 Sep 2019.

Vancouver:

author] [. An investigation of progression in historical thinking in South African history textbooks. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/13501.

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

Council of Science Editors:

author] [. An investigation of progression in historical thinking in South African history textbooks. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13501

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


University of KwaZulu-Natal

128. [No author]. Perspectives of teachers on subject advisors as instructional leaders : a case study of two schools at Umbumbulu central circuit.

Degree: 2016, University of KwaZulu-Natal

 This was a study of two secondary schools and it was a case of perceptions of teachers on subject advisors as instructional leaders. To fulfil… (more)

Subjects/Keywords: Mentoring in education  – KwaZulu-Natal.; Educational change  – KwaZulu-Natal.; Educational leadership  – KwaZulu-Natal.; Educational consultants  – KwaZulu-Natal.; Teacher participation in curriculum planning  – KwaZulu-Natal.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2016). Perspectives of teachers on subject advisors as instructional leaders : a case study of two schools at Umbumbulu central circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/12620

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

Chicago Manual of Style (16th Edition):

author], [No. “Perspectives of teachers on subject advisors as instructional leaders : a case study of two schools at Umbumbulu central circuit. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/12620.

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

MLA Handbook (7th Edition):

author], [No. “Perspectives of teachers on subject advisors as instructional leaders : a case study of two schools at Umbumbulu central circuit. ” 2016. Web. 18 Sep 2019.

Vancouver:

author] [. Perspectives of teachers on subject advisors as instructional leaders : a case study of two schools at Umbumbulu central circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/12620.

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

Council of Science Editors:

author] [. Perspectives of teachers on subject advisors as instructional leaders : a case study of two schools at Umbumbulu central circuit. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/12620

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


Rhodes University

129. Joseph, Cecilia Namuhuya. Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools.

Degree: M. Ed., Faculty of Education, Education, 2015, Rhodes University

 This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental… (more)

Subjects/Keywords: Life sciences  – Study and teaching (Secondary)  – Namibia  – Omusati; Environmental education  – Study and teaching (Secondary)  – Namibia  – Omusati; Curriculum-based assessment  – Namibia  – Omusati; Pedagogical content knowledge; Educational tests and measurements  – Namibia  – Omusati

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Joseph, C. N. (2015). Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017344

Chicago Manual of Style (16th Edition):

Joseph, Cecilia Namuhuya. “Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools.” 2015. Masters Thesis, Rhodes University. Accessed September 18, 2019. http://hdl.handle.net/10962/d1017344.

MLA Handbook (7th Edition):

Joseph, Cecilia Namuhuya. “Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools.” 2015. Web. 18 Sep 2019.

Vancouver:

Joseph CN. Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools. [Internet] [Masters thesis]. Rhodes University; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10962/d1017344.

Council of Science Editors:

Joseph CN. Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools. [Masters Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017344


University of KwaZulu-Natal

130. Bachan, Prem. Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.

Degree: 2017, University of KwaZulu-Natal

 The purpose of this enquiry was to investigate relations among official, enacted and assessed dimensions of the Mathematics curriculum in a Public Adult Learning Centre.… (more)

Subjects/Keywords: Theses - Education studies.; Mathematics Curriculum.; Public adult learning centers.; Teaching and learning.; ABET level 4 mathematics sciences.; ABET level 4 mathematics literacy.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bachan, P. (2017). Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15270

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):

Bachan, Prem. “Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/15270.

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

MLA Handbook (7th Edition):

Bachan, Prem. “Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal.” 2017. Web. 18 Sep 2019.

Vancouver:

Bachan P. Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/15270.

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

Council of Science Editors:

Bachan P. Relations among official, enacted and assessed dimensions of the mathematics curriculum in a public adult learning centre in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15270

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


University of KwaZulu-Natal

131. [No author]. Curriculum decision-making in the selection of new subjects in schools : a qualitative study of the adoption of tourism as an elective in selected KwaZulu-Natal high schools.

Degree: 2016, University of KwaZulu-Natal

 Following the introduction of Tourism in the South Africa secondary school curriculum, there has been a swift growth in the number of schools offering the… (more)

Subjects/Keywords: Curriculum planning  – South Africa  – KwaZulu-Natal.; Tourism  – Study and teaching (Higher)  – South Africa  – KwaZulu-Natal.; Education  – Curricula  – South Africa  – KwaZulu-Natal.; Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2016). Curriculum decision-making in the selection of new subjects in schools : a qualitative study of the adoption of tourism as an elective in selected KwaZulu-Natal high schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13931

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

Chicago Manual of Style (16th Edition):

author], [No. “Curriculum decision-making in the selection of new subjects in schools : a qualitative study of the adoption of tourism as an elective in selected KwaZulu-Natal high schools. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/13931.

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

MLA Handbook (7th Edition):

author], [No. “Curriculum decision-making in the selection of new subjects in schools : a qualitative study of the adoption of tourism as an elective in selected KwaZulu-Natal high schools. ” 2016. Web. 18 Sep 2019.

Vancouver:

author] [. Curriculum decision-making in the selection of new subjects in schools : a qualitative study of the adoption of tourism as an elective in selected KwaZulu-Natal high schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/13931.

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

Council of Science Editors:

author] [. Curriculum decision-making in the selection of new subjects in schools : a qualitative study of the adoption of tourism as an elective in selected KwaZulu-Natal high schools. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13931

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


University of KwaZulu-Natal

132. Vilakazi, Teressa Mbali. Instructional leadership roles in schools : the perspectives of subject advisors and teachers in the Umlazi District.

Degree: 2015, University of KwaZulu-Natal

 Teaching and learning is important in schooling and for schools to improve learner achievement they need to have rigorous instructional leadership. South African literature in… (more)

Subjects/Keywords: Educational leadership in South Africa.; Educational leadership in KwaZulu-Natal.; Mentoring in education.; Teacher participation in curriculum planning.; Training of teachers.; Educational change.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vilakazi, T. M. (2015). Instructional leadership roles in schools : the perspectives of subject advisors and teachers in the Umlazi District. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/16124

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):

Vilakazi, Teressa Mbali. “Instructional leadership roles in schools : the perspectives of subject advisors and teachers in the Umlazi District.” 2015. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/16124.

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

MLA Handbook (7th Edition):

Vilakazi, Teressa Mbali. “Instructional leadership roles in schools : the perspectives of subject advisors and teachers in the Umlazi District.” 2015. Web. 18 Sep 2019.

Vancouver:

Vilakazi TM. Instructional leadership roles in schools : the perspectives of subject advisors and teachers in the Umlazi District. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/16124.

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

Council of Science Editors:

Vilakazi TM. Instructional leadership roles in schools : the perspectives of subject advisors and teachers in the Umlazi District. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/16124

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


University of South Africa

133. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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 KwaZulu-Natal

134. Chirikure, Tamirirofa. Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.

Degree: 2017, University of KwaZulu-Natal

Abstract available in PDF file. Advisors/Committee Members: Hobden, Paul Anthony. (advisor), Hobden, Sally Diane. (advisor).

Subjects/Keywords: Theses - Education.; Advanced level chemistry.; Teaching chemistry; Chemistry curriculum.; Science educators.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chirikure, T. (2017). Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/16147

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):

Chirikure, Tamirirofa. “Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/16147.

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

MLA Handbook (7th Edition):

Chirikure, Tamirirofa. “Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.” 2017. Web. 18 Sep 2019.

Vancouver:

Chirikure T. Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/16147.

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

Council of Science Editors:

Chirikure T. Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/16147

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


Stellenbosch University

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

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Schultz, Annine. “Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.” 2018. Thesis, Stellenbosch University. Accessed September 18, 2019. http://hdl.handle.net/10019.1/105009.

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

MLA Handbook (7th Edition):

Schultz, Annine. “Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum.” 2018. Web. 18 Sep 2019.

Vancouver:

Schultz A. Die onderrig van Letterkunde in die VOO-fase binne die raamwerk van die KABV-kurrikulum. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10019.1/105009.

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

Council of Science Editors:

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

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


University of South Africa

136. Van Eeden, Paulus Dirk. An evaluation of learning programmes in the South African Police Service.

Degree: 2015, University of South Africa

 In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning… (more)

Subjects/Keywords: Curriculum design; Transfer of learning; Assessment and evaluation of learning; Adult learning; Return on investment; Learning programmes; South African Police Service; Station Management Learning Programme

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Van Eeden, P. D. (2015). An evaluation of learning programmes in the South African Police Service. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19177

Chicago Manual of Style (16th Edition):

Van Eeden, Paulus Dirk. “An evaluation of learning programmes in the South African Police Service.” 2015. Masters Thesis, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/19177.

MLA Handbook (7th Edition):

Van Eeden, Paulus Dirk. “An evaluation of learning programmes in the South African Police Service.” 2015. Web. 18 Sep 2019.

Vancouver:

Van Eeden PD. An evaluation of learning programmes in the South African Police Service. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/19177.

Council of Science Editors:

Van Eeden PD. An evaluation of learning programmes in the South African Police Service. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19177


University of South Africa

137. Koti, Mandla. Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools.

Degree: 2016, University of South Africa

 Learners who take Physical Sciences in the Further Education and Training Phase in Eastern Cape schools have been performing poorly in the subject in the… (more)

Subjects/Keywords: Further Education and Training; Learning programme; Physical Sciences theory; Practical work; Poor performance; Curriculum and Assessment Policy Statement; Learner; Educator; Subject; Learning outcomes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Koti, M. (2016). Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21801

Chicago Manual of Style (16th Edition):

Koti, Mandla. “Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools.” 2016. Masters Thesis, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/21801.

MLA Handbook (7th Edition):

Koti, Mandla. “Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools.” 2016. Web. 18 Sep 2019.

Vancouver:

Koti M. Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/21801.

Council of Science Editors:

Koti M. Challenges experienced by Physical Sciences teachers with the implementation of the Curriculum and assessment policy statement in selected Eastern Cape schools. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21801


University of South Africa

138. Chabaya, Raphinos Alexander. Academic staff development in higher education institutions : a case study of Zimbabwe state universities.

Degree: 2015, University of South Africa

 This study investigated how institutional conditions and cultures enabled or impeded the development and implementation of academic professional development programmes in Zimbabwe State universities. The… (more)

Subjects/Keywords: Academic staff development; Higher education; Academic development; Communities of practice; Academic tribes; Academic developer; Faculty development; Scholarship of teaching and learning; Curriculum development; Educational development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chabaya, R. A. (2015). Academic staff development in higher education institutions : a case study of Zimbabwe state universities. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21930

Chicago Manual of Style (16th Edition):

Chabaya, Raphinos Alexander. “Academic staff development in higher education institutions : a case study of Zimbabwe state universities.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/21930.

MLA Handbook (7th Edition):

Chabaya, Raphinos Alexander. “Academic staff development in higher education institutions : a case study of Zimbabwe state universities.” 2015. Web. 18 Sep 2019.

Vancouver:

Chabaya RA. Academic staff development in higher education institutions : a case study of Zimbabwe state universities. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/21930.

Council of Science Editors:

Chabaya RA. Academic staff development in higher education institutions : a case study of Zimbabwe state universities. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/21930


University of South Africa

139. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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

140. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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

141. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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

142. Zvandasara, Sakheni. Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province.

Degree: 2016, University of South Africa

 This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the… (more)

Subjects/Keywords: Teachers experiences; Principals; Instructional leadership; Primary schools; Leadership; Teaching and learning; Management; Leadership styles; Leadership models; Educational leaders; Management challenges; Curriculum; Gauteng Province; Academic performance; Learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zvandasara, S. (2016). Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23189

Chicago Manual of Style (16th Edition):

Zvandasara, Sakheni. “Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province.” 2016. Masters Thesis, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/23189.

MLA Handbook (7th Edition):

Zvandasara, Sakheni. “Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province.” 2016. Web. 18 Sep 2019.

Vancouver:

Zvandasara S. Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/23189.

Council of Science Editors:

Zvandasara S. Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23189


University of South Africa

143. Marokane, Thomas Selakane. Hindrances to learning to program in an introductory programmimg module.

Degree: 2017, University of South Africa

 Introductory programming failure rate among students is high worldwide, including in South Africa. The failure rate remains a subject for investigation due to a high… (more)

Subjects/Keywords: Learn to program; Introductory programming; Higher learning; Personal factors; Students; Teaching; Learning; Curriculum; Programming; Challenges; Failure; Hindrances; Educators; Lecturers; Mixed methods; Programming syllabus; Module; Factors; Tutorials

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Marokane, T. S. (2017). Hindrances to learning to program in an introductory programmimg module. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23228

Chicago Manual of Style (16th Edition):

Marokane, Thomas Selakane. “Hindrances to learning to program in an introductory programmimg module.” 2017. Masters Thesis, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/23228.

MLA Handbook (7th Edition):

Marokane, Thomas Selakane. “Hindrances to learning to program in an introductory programmimg module.” 2017. Web. 18 Sep 2019.

Vancouver:

Marokane TS. Hindrances to learning to program in an introductory programmimg module. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/23228.

Council of Science Editors:

Marokane TS. Hindrances to learning to program in an introductory programmimg module. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23228


University of South Africa

144. Moller, Yolande. Knowledge of student nurses of cost concepts in Health economics.

Degree: 2017, University of South Africa

 The purpose of this study was to explore and describe the knowledge of student nurses regarding the cost concepts in health economics, specifically the efficient… (more)

Subjects/Keywords: Health economics; Cost concepts; Student nurses; Efficient allocation of resources; Cost of an intervention; Nursing curriculum; Cost-effectiveness; Quality care; Continuous professional development (CPD); Cost containment; Economic accountability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moller, Y. (2017). Knowledge of student nurses of cost concepts in Health economics. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23290

Chicago Manual of Style (16th Edition):

Moller, Yolande. “Knowledge of student nurses of cost concepts in Health economics.” 2017. Masters Thesis, University of South Africa. Accessed September 18, 2019. http://hdl.handle.net/10500/23290.

MLA Handbook (7th Edition):

Moller, Yolande. “Knowledge of student nurses of cost concepts in Health economics.” 2017. Web. 18 Sep 2019.

Vancouver:

Moller Y. Knowledge of student nurses of cost concepts in Health economics. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10500/23290.

Council of Science Editors:

Moller Y. Knowledge of student nurses of cost concepts in Health economics. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23290


University of South Africa

145. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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 KwaZulu-Natal

146. Ndlovu, Emily. Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools.

Degree: 2016, University of KwaZulu-Natal

 Arts and Culture as a subject is a curriculum innovation that has been institutionalised in the Zimbabwe secondary schools through the Ministry of Education’s directives.… (more)

Subjects/Keywords: Arts - Instruction and study - Education - Zimbabwe (Secondary); Arts - Education (Secondary) - Zimbabwe.; Arts - Study and Teaching - Zimbabwe.; Theses - Education.; Curriculum subject.; Arts and Culture, programmes.; Arts and Culture teachers.; Visual arts.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ndlovu, E. (2016). Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15458

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):

Ndlovu, Emily. “Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools.” 2016. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/15458.

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

MLA Handbook (7th Edition):

Ndlovu, Emily. “Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools.” 2016. Web. 18 Sep 2019.

Vancouver:

Ndlovu E. Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/15458.

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

Council of Science Editors:

Ndlovu E. Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe secondary schools. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15458

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


University of Pretoria

147. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 18, 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. 18 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 18]. 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

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Masters Thesis, University of Pretoria. Accessed September 18, 2019. http://hdl.handle.net/2263/65443.

MLA Handbook (7th Edition):

McLachlan, Justiné. “Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape.” 2018. Web. 18 Sep 2019.

Vancouver:

McLachlan J. Grade R teachers' understanding and implementation of the mathematical content knowledge of space and shape. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2263/65443.

Council of Science Editors:

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


University of KwaZulu-Natal

149. Mbongwe, Zamabongwe. Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district.

Degree: 2016, University of KwaZulu-Natal

 Technology education is a global phenomenon which is often met with varied reactions from teachers largely due to their lived experiences. Various studies, both locally… (more)

Subjects/Keywords: Technology Education - Curricula - South Africa.; Curriculum Evaluation - South Africa.; Technical Education - Curricula - South Africa.; Technology - Study and Teaching - South Africa.; Theses - Education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mbongwe, Z. (2016). Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15420

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):

Mbongwe, Zamabongwe. “Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district.” 2016. Thesis, University of KwaZulu-Natal. Accessed September 18, 2019. http://hdl.handle.net/10413/15420.

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

MLA Handbook (7th Edition):

Mbongwe, Zamabongwe. “Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district.” 2016. Web. 18 Sep 2019.

Vancouver:

Mbongwe Z. Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10413/15420.

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

Council of Science Editors:

Mbongwe Z. Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15420

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


University of Johannesburg

150. Kutoane, Khitsane Ishmael. The influence of culture on curriculum practice in Black schools.

Degree: 2015, University of Johannesburg

M.Ed.

Please refer to full text to view abstract

Subjects/Keywords: Educational anthropology; Blacks - Education - Evaluation; Curriculum planning - South Africa - Evaluation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kutoane, K. I. (2015). The influence of culture on curriculum practice in Black schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14302

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):

Kutoane, Khitsane Ishmael. “The influence of culture on curriculum practice in Black schools.” 2015. Thesis, University of Johannesburg. Accessed September 18, 2019. http://hdl.handle.net/10210/14302.

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

MLA Handbook (7th Edition):

Kutoane, Khitsane Ishmael. “The influence of culture on curriculum practice in Black schools.” 2015. Web. 18 Sep 2019.

Vancouver:

Kutoane KI. The influence of culture on curriculum practice in Black schools. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10210/14302.

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

Council of Science Editors:

Kutoane KI. The influence of culture on curriculum practice in Black schools. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14302

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

[1] [2] [3] [4] [5] [6]

.