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You searched for subject:( Curriculum math matique). Showing records 91 – 120 of 170 total matches.

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University of South Africa

91. Skrebneva, Iliana Viktorovna. Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools.

Degree: 2015, University of South Africa

 South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources… (more)

Subjects/Keywords: Inclusion; Inclusive education; Deaf learners; Auditory oral approach; Regular high schools; Curriculum adaptation

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APA (6th Edition):

Skrebneva, I. V. (2015). Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19838

Chicago Manual of Style (16th Edition):

Skrebneva, Iliana Viktorovna. “Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19838.

MLA Handbook (7th Edition):

Skrebneva, Iliana Viktorovna. “Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools.” 2015. Web. 23 Sep 2019.

Vancouver:

Skrebneva IV. Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19838.

Council of Science Editors:

Skrebneva IV. Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19838


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mungomba, Bernard. “Core competencies of radiographers working in rural areas of South Africa.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/21166.

MLA Handbook (7th Edition):

Mungomba, Bernard. “Core competencies of radiographers working in rural areas of South Africa.” 2016. Web. 23 Sep 2019.

Vancouver:

Mungomba B. Core competencies of radiographers working in rural areas of South Africa. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/21166.

Council of Science Editors:

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ngandini, Patrick. “The marginalisation of Tonga in the education system in Zimbabwe.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/22593.

MLA Handbook (7th Edition):

Ngandini, Patrick. “The marginalisation of Tonga in the education system in Zimbabwe.” 2016. Web. 23 Sep 2019.

Vancouver:

Ngandini P. The marginalisation of Tonga in the education system in Zimbabwe. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/22593.

Council of Science Editors:

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


University of South Africa

94. Tigere, Michael Togara. The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal.

Degree: 2016, University of South Africa

 The National Senior Certificate Grade 12 results in the Pinetown District between 2010 and 2015 revealed that a number of township and rural schools are… (more)

Subjects/Keywords: Learner performance; School management team; Curriculum management; Monitoring; Continuing professional development; Family income; Classroom management

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APA (6th Edition):

Tigere, M. T. (2016). The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23344

Chicago Manual of Style (16th Edition):

Tigere, Michael Togara. “The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal.” 2016. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/23344.

MLA Handbook (7th Edition):

Tigere, Michael Togara. “The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal.” 2016. Web. 23 Sep 2019.

Vancouver:

Tigere MT. The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/23344.

Council of Science Editors:

Tigere MT. The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23344


University of KwaZulu-Natal

95. Walbrugh, Taniqua Allin. Teaching within a prescriptive school curriculum: implications for teacher agency and professionalism.

Degree: 2016, University of KwaZulu-Natal

 The schooling system within South Africa over the last decade and a half has been characterised by several curriculum changes with the goal of providing… (more)

Subjects/Keywords: Curriculum planning - South Africa.; Education - Curricula.; Education - General.; Teachers - Professional ethics.; Theses - Education.

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APA (6th Edition):

Walbrugh, T. A. (2016). Teaching within a prescriptive school curriculum: implications for teacher agency and professionalism. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15469

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):

Walbrugh, Taniqua Allin. “Teaching within a prescriptive school curriculum: implications for teacher agency and professionalism.” 2016. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/15469.

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

MLA Handbook (7th Edition):

Walbrugh, Taniqua Allin. “Teaching within a prescriptive school curriculum: implications for teacher agency and professionalism.” 2016. Web. 23 Sep 2019.

Vancouver:

Walbrugh TA. Teaching within a prescriptive school curriculum: implications for teacher agency and professionalism. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/15469.

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

Council of Science Editors:

Walbrugh TA. Teaching within a prescriptive school curriculum: implications for teacher agency and professionalism. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15469

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


Stellenbosch University

96. Vhembo, Webster. Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe.

Degree: MTh, Practical Theology and Missiology, 2019, Stellenbosch University

ENGLISH ABSTRACT: Many church leaders in Zimbabwe are not equipped for the struggle against poverty in their context. This study is prompted by the desire… (more)

Subjects/Keywords: Community development  – Religious aspects; Curriculum planning  – Zimbabwe; Murray Theological College; Reformed Church  – Zimbabwe; UCTD

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APA (6th Edition):

Vhembo, W. (2019). Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105814

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):

Vhembo, Webster. “Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe.” 2019. Thesis, Stellenbosch University. Accessed September 23, 2019. http://hdl.handle.net/10019.1/105814.

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

MLA Handbook (7th Edition):

Vhembo, Webster. “Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe.” 2019. Web. 23 Sep 2019.

Vancouver:

Vhembo W. Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10019.1/105814.

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

Council of Science Editors:

Vhembo W. Towards the introduction of community development within a theological curriculum : Murray Theological College of the Reformed Church in Zimbabwe. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105814

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


University of South Africa

97. Magidi, Junic. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.

Degree: 2015, University of South Africa

 The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis… (more)

Subjects/Keywords: Horizontal and vertical mathematization; Theme; Assessment for learning; Assessment as learning;

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APA (6th Edition):

Magidi, J. (2015). Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19726

Chicago Manual of Style (16th Edition):

Magidi, Junic. “Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.” 2015. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19726.

MLA Handbook (7th Edition):

Magidi, Junic. “Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.” 2015. Web. 23 Sep 2019.

Vancouver:

Magidi J. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19726.

Council of Science Editors:

Magidi J. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19726


University of Pretoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Morgan, Leanne. “Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school.” 2017. Masters Thesis, University of Pretoria. Accessed September 23, 2019. http://hdl.handle.net/2263/62892.

MLA Handbook (7th Edition):

Morgan, Leanne. “Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school.” 2017. Web. 23 Sep 2019.

Vancouver:

Morgan L. Grade one teachers methods of teaching pre-reading skills to second language learners in an inner-city school. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2263/62892.

Council of Science Editors:

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


Stellenbosch University

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

Degree: PhD, Curriculum Studies, 2017, Stellenbosch University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed September 23, 2019. http://hdl.handle.net/10019.1/102864.

MLA Handbook (7th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Web. 23 Sep 2019.

Vancouver:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10019.1/102864.

Council of Science Editors:

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


University of KwaZulu-Natal

100. [No author]. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal.

Degree: 2015, University of KwaZulu-Natal

 The focus of this study was to investigate the contextual factors that impact on mathematics learning and how school children negotiate these factors in order… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa  – KwaZulu-Natal.; Curriculum change  – South Africa  – KwaZulu-Natal.; Education.; KwaDukuza Primary School.

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

APA (6th Edition):

author], [. (2015). The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13807

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

Chicago Manual of Style (16th Edition):

author], [No. “The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/13807.

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

MLA Handbook (7th Edition):

author], [No. “The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. ” 2015. Web. 23 Sep 2019.

Vancouver:

author] [. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/13807.

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

Council of Science Editors:

author] [. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13807

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


University of KwaZulu-Natal

101. [No author]. An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university.

Degree: 2016, University of KwaZulu-Natal

 An exploration of the design and development of a Semi-Integrated Curriculum conceptualized for the Mathematical Literacy module, offered as part of the Bachelor of Education… (more)

Subjects/Keywords: Mathematical literature  – South Africa.; Mathematics  – Curricula  – South Africa.; Curriculum planning  – South Africa.; Universities and colleges  – Mergers  – South Africa.; Education.

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

APA (6th Edition):

author], [. (2016). An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13813

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 exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/13813.

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 exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. ” 2016. Web. 23 Sep 2019.

Vancouver:

author] [. An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/13813.

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 exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13813

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


University of KwaZulu-Natal

102. [No author]. Exploring school managers' reflections on their experiences of managing CAPS in the city of Bloemfontein.

Degree: 2016, University of KwaZulu-Natal

 This research study is designed to explore school managers’ reflections on their experiences of managing CAPS in the city of Bloemfontein. A case study method… (more)

Subjects/Keywords: School principals  – Curricula  – South Africa  – Bloemfontein.; School management and organization  – South Africa  – Bloemfontein.; Curriculum planning  – South Africa  – Bloemfontein.; Education.

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

APA (6th Edition):

author], [. (2016). Exploring school managers' reflections on their experiences of managing CAPS in the city of Bloemfontein. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13874

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 school managers' reflections on their experiences of managing CAPS in the city of Bloemfontein. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/13874.

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 school managers' reflections on their experiences of managing CAPS in the city of Bloemfontein. ” 2016. Web. 23 Sep 2019.

Vancouver:

author] [. Exploring school managers' reflections on their experiences of managing CAPS in the city of Bloemfontein. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/13874.

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 school managers' reflections on their experiences of managing CAPS in the city of Bloemfontein. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13874

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


University of KwaZulu-Natal

103. [No author]. Classroom managers implementing curriculum policy : the Life Orientation teacher.

Degree: 2015, University of KwaZulu-Natal

 The rationale of the study was to examine the experiences of Life Orientation teachers during curriculum implementation. The uniqueness of an efficient classroom manager is… (more)

Subjects/Keywords: Teacher participation in curriculum planning  – South Africa.; Classroom management  – South Africa.; Life skills  – Curricula  – South Africa.; Education.; Life orientation teachers.

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

APA (6th Edition):

author], [. (2015). Classroom managers implementing curriculum policy : the Life Orientation teacher. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13926

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. “Classroom managers implementing curriculum policy : the Life Orientation teacher. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/13926.

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. “Classroom managers implementing curriculum policy : the Life Orientation teacher. ” 2015. Web. 23 Sep 2019.

Vancouver:

author] [. Classroom managers implementing curriculum policy : the Life Orientation teacher. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/13926.

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

Council of Science Editors:

author] [. Classroom managers implementing curriculum policy : the Life Orientation teacher. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13926

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


University of South Africa

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

Degree: 2017, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moichela, Keikantsemang Ziphora. “Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada .” 2017. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/25096.

MLA Handbook (7th Edition):

Moichela, Keikantsemang Ziphora. “Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada .” 2017. Web. 23 Sep 2019.

Vancouver:

Moichela KZ. Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/25096.

Council of Science Editors:

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


North-West University

105. Kruger, Jan Adriaan. An appraisal of determinants affecting grade 9 learners’ selection of subjects in the field of technology for the FET phase in the Sedibeng area .

Degree: 2015, North-West University

 Notwithstanding the possibilities offered by FET subjects in the field of Technology, the selection of these subjects is not very common which results in a… (more)

Subjects/Keywords: Technology; Technology education; Technology as field of study; The South African school curriculum; Subject selection; Subject choice

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

APA (6th Edition):

Kruger, J. A. (2015). An appraisal of determinants affecting grade 9 learners’ selection of subjects in the field of technology for the FET phase in the Sedibeng area . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16992

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):

Kruger, Jan Adriaan. “An appraisal of determinants affecting grade 9 learners’ selection of subjects in the field of technology for the FET phase in the Sedibeng area .” 2015. Thesis, North-West University. Accessed September 23, 2019. http://hdl.handle.net/10394/16992.

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

MLA Handbook (7th Edition):

Kruger, Jan Adriaan. “An appraisal of determinants affecting grade 9 learners’ selection of subjects in the field of technology for the FET phase in the Sedibeng area .” 2015. Web. 23 Sep 2019.

Vancouver:

Kruger JA. An appraisal of determinants affecting grade 9 learners’ selection of subjects in the field of technology for the FET phase in the Sedibeng area . [Internet] [Thesis]. North-West University; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10394/16992.

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

Council of Science Editors:

Kruger JA. An appraisal of determinants affecting grade 9 learners’ selection of subjects in the field of technology for the FET phase in the Sedibeng area . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/16992

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


University of the Western Cape

106. Ngwaru, Cathrine. Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe.

Degree: 2017, University of the Western Cape

 Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years… (more)

Subjects/Keywords: Curriculum; Dichotomy; Framework; Instruction; Knowledge base; Knowledge domain; Mentoring; Multidimensional; Multifaceted; Pedagogic decision; Pedagogic practice; Practicum; Professional support; Supervision

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

APA (6th Edition):

Ngwaru, C. (2017). Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6373

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):

Ngwaru, Cathrine. “Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. ” 2017. Thesis, University of the Western Cape. Accessed September 23, 2019. http://hdl.handle.net/11394/6373.

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

MLA Handbook (7th Edition):

Ngwaru, Cathrine. “Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. ” 2017. Web. 23 Sep 2019.

Vancouver:

Ngwaru C. Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11394/6373.

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

Council of Science Editors:

Ngwaru C. Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe. [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/6373

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


University of South Africa

107. Yohannes Gebretsadik Gebrehiwot. Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia.

Degree: 2015, University of South Africa

 This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students… (more)

Subjects/Keywords: Accessible curriculum; Accommodation; Assistive technology; Disability; Exclusion; Inclusion; Inclusive education; Models of disability; Special needs education; Visual impairment

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

APA (6th Edition):

Gebrehiwot, Y. G. (2015). Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19196

Chicago Manual of Style (16th Edition):

Gebrehiwot, Yohannes Gebretsadik. “Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19196.

MLA Handbook (7th Edition):

Gebrehiwot, Yohannes Gebretsadik. “Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia.” 2015. Web. 23 Sep 2019.

Vancouver:

Gebrehiwot YG. Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19196.

Council of Science Editors:

Gebrehiwot YG. Towards more inclusive university curricula : the learning experiences of visually impaired students in higher education institutions of Ethiopia. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19196


University of South Africa

108. Kashora, Phoebe. Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College.

Degree: 2015, University of South Africa

 The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver… (more)

Subjects/Keywords: Curriculum evaluation; Adult education; Defence forces education; Lifelong learning policy; Higher education; Andragogy; Critical pedagogy; Qualitative methods; NVivo

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APA (6th Edition):

Kashora, P. (2015). Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19666

Chicago Manual of Style (16th Edition):

Kashora, Phoebe. “Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19666.

MLA Handbook (7th Edition):

Kashora, Phoebe. “Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College.” 2015. Web. 23 Sep 2019.

Vancouver:

Kashora P. Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19666.

Council of Science Editors:

Kashora P. Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19666


University of South Africa

109. Mufanechiya, Tafara. Community participation in curriculum implementation in Zimbabwean primary schools.

Degree: 2015, University of South Africa

 Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a… (more)

Subjects/Keywords: Community members; Community participation; Curriculum implementation; Primary school; Stakeholder; Social capital theory; Language of education; Attitudes; Perceptions

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APA (6th Edition):

Mufanechiya, T. (2015). Community participation in curriculum implementation in Zimbabwean primary schools. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20115

Chicago Manual of Style (16th Edition):

Mufanechiya, Tafara. “Community participation in curriculum implementation in Zimbabwean primary schools.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/20115.

MLA Handbook (7th Edition):

Mufanechiya, Tafara. “Community participation in curriculum implementation in Zimbabwean primary schools.” 2015. Web. 23 Sep 2019.

Vancouver:

Mufanechiya T. Community participation in curriculum implementation in Zimbabwean primary schools. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/20115.

Council of Science Editors:

Mufanechiya T. Community participation in curriculum implementation in Zimbabwean primary schools. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20115


University of South Africa

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

Degree: 2015, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Maja, Margaret Malewaneng. “Classroom interaction in teaching English first additional language learners in the intermediate phase.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/20219.

MLA Handbook (7th Edition):

Maja, Margaret Malewaneng. “Classroom interaction in teaching English first additional language learners in the intermediate phase.” 2015. Web. 23 Sep 2019.

Vancouver:

Maja MM. Classroom interaction in teaching English first additional language learners in the intermediate phase. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/20219.

Council of Science Editors:

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hambulo, Farrelli. “Catholic secondary education and identity reformation in Zambia's Southern Province.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/21601.

MLA Handbook (7th Edition):

Hambulo, Farrelli. “Catholic secondary education and identity reformation in Zambia's Southern Province.” 2016. Web. 23 Sep 2019.

Vancouver:

Hambulo F. Catholic secondary education and identity reformation in Zambia's Southern Province. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/21601.

Council of Science Editors:

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


University of South Africa

112. Mtanga, Alice. The response of educators to principal's instructional leadership at a high school in Gauteng.

Degree: 2016, University of South Africa

 Instructional leadership (IL) is a powerful tool that is used by principals to manage schools. There is a need for principals to fully embrace this… (more)

Subjects/Keywords: Curriculum; Educators; High school; Impact; Instructional leadership (IL); Perception; Principal; Response of educators; Supervision; Teaching and learning

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

APA (6th Edition):

Mtanga, A. (2016). The response of educators to principal's instructional leadership at a high school in Gauteng. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22691

Chicago Manual of Style (16th Edition):

Mtanga, Alice. “The response of educators to principal's instructional leadership at a high school in Gauteng.” 2016. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/22691.

MLA Handbook (7th Edition):

Mtanga, Alice. “The response of educators to principal's instructional leadership at a high school in Gauteng.” 2016. Web. 23 Sep 2019.

Vancouver:

Mtanga A. The response of educators to principal's instructional leadership at a high school in Gauteng. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/22691.

Council of Science Editors:

Mtanga A. The response of educators to principal's instructional leadership at a high school in Gauteng. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22691


University of South Africa

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

Degree: 2017, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Isaac-Menard, Rachel. “Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts.” 2017. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/23131.

MLA Handbook (7th Edition):

Isaac-Menard, Rachel. “Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts.” 2017. Web. 23 Sep 2019.

Vancouver:

Isaac-Menard R. Librarian skills in the 21st century workplace: the development, running and analysis of a training scheme for non-traditional library work contexts. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/23131.

Council of Science Editors:

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


University of South Africa

114. Mhlanga, Eugene Sabelo. Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland.

Degree: 2017, University of South Africa

 This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness… (more)

Subjects/Keywords: Curriculum evaluation; Student’s evaluation; Students’ perceptions; Career readiness; Course effectiveness; Primary school science education course; Science education programme; Teachers College students

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

APA (6th Edition):

Mhlanga, E. S. (2017). Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23532

Chicago Manual of Style (16th Edition):

Mhlanga, Eugene Sabelo. “Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland.” 2017. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/23532.

MLA Handbook (7th Edition):

Mhlanga, Eugene Sabelo. “Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland.” 2017. Web. 23 Sep 2019.

Vancouver:

Mhlanga ES. Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/23532.

Council of Science Editors:

Mhlanga ES. Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23532


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ralejoe, Malehlanye Constrantinus. “The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities.” 2016. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/24439.

MLA Handbook (7th Edition):

Ralejoe, Malehlanye Constrantinus. “The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities.” 2016. Web. 23 Sep 2019.

Vancouver:

Ralejoe MC. The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/24439.

Council of Science Editors:

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


University of KwaZulu-Natal

116. Dlamini, Simon N. An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland.

Degree: 2016, University of KwaZulu-Natal

 The purpose of this study was to investigate the use of pragmatic learner-centred pedagogy in the teaching of Mathematics in primary schools in Nhlangano, Swaziland.… (more)

Subjects/Keywords: Education, Primary - Curricula.; Learning, Psychology of.; Education Primary - Curricula - South Africa.; Curriculum planning - South Africa.; Theses - Education.

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

APA (6th Edition):

Dlamini, S. N. (2016). An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15473

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):

Dlamini, Simon N. “An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland.” 2016. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/15473.

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

MLA Handbook (7th Edition):

Dlamini, Simon N. “An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland.” 2016. Web. 23 Sep 2019.

Vancouver:

Dlamini SN. An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/15473.

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

Council of Science Editors:

Dlamini SN. An examination of the use of pragmatic learner-centred pedagogy (LCP) in the teaching of mathematics in primary schools in Nhlangano-Swaziland. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15473

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


University of KwaZulu-Natal

117. Meeran, Safura. Influence of new curriculum policies on mathematics teachers' work.

Degree: 2017, University of KwaZulu-Natal

 The focus of this study is teachers' work and in particular the work of mathematics teachers as they orientate themselves to each curriculum policy change.… (more)

Subjects/Keywords: Theses - Education.; Mathematics teachers.; Mathematics - Curricula.; Curricula change - South Africa.; Teacher participation in curriculum planning - South Africa.

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APA (6th Edition):

Meeran, S. (2017). Influence of new curriculum policies on mathematics teachers' work. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15557

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):

Meeran, Safura. “Influence of new curriculum policies on mathematics teachers' work.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/15557.

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

MLA Handbook (7th Edition):

Meeran, Safura. “Influence of new curriculum policies on mathematics teachers' work.” 2017. Web. 23 Sep 2019.

Vancouver:

Meeran S. Influence of new curriculum policies on mathematics teachers' work. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/15557.

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

Council of Science Editors:

Meeran S. Influence of new curriculum policies on mathematics teachers' work. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15557

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


University of Pretoria

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Nota, Charles. “Introducing marimba music as part of the school curriculum in Zimbabwe.” 2018. Doctoral Dissertation, University of Pretoria. Accessed September 23, 2019. http://hdl.handle.net/2263/65458.

MLA Handbook (7th Edition):

Nota, Charles. “Introducing marimba music as part of the school curriculum in Zimbabwe.” 2018. Web. 23 Sep 2019.

Vancouver:

Nota C. Introducing marimba music as part of the school curriculum in Zimbabwe. [Internet] [Doctoral dissertation]. University of Pretoria; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2263/65458.

Council of Science Editors:

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


University of South Africa

119. Fourie, Maria Elizabeth. Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief.

Degree: 2015, University of South Africa

 Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat… (more)

Subjects/Keywords: Dataversameling en grafieke; Een-tot-een ooreenstemming; Gestruktureerde spel; Getalbegrip; Graad R-leerder; Klassifiseer; Kleuter; Konservasie of behoud; Meting; Oordra van wiskunde konsepte; Opeenvolging; Probleemoplossing en logiese denke; Speel; Vergelyking; Voorwiskundige vaardighede; Vorm en ruimtelike bewustheid; Wiskunde konsepte; Data collection and graphs; One-to-one correspondence; Structured play; Number sense; Grade R learner; Classify; Pre-schooler/toddler; Conservation; Measurement; Teaching math concepts; Seriation; Problem solving and logical thinking; Play; Comparison; Pre-mathematical skills; Shape and spatial sense; Mathematical concepts

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

APA (6th Edition):

Fourie, M. E. (2015). Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19163

Chicago Manual of Style (16th Edition):

Fourie, Maria Elizabeth. “Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief.” 2015. Doctoral Dissertation, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/19163.

MLA Handbook (7th Edition):

Fourie, Maria Elizabeth. “Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief.” 2015. Web. 23 Sep 2019.

Vancouver:

Fourie ME. Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/19163.

Council of Science Editors:

Fourie ME. Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19163


University of KwaZulu-Natal

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

Degree: 2015, University of KwaZulu-Natal

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

author], [No. “The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/13751.

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

MLA Handbook (7th Edition):

author], [No. “The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. ” 2015. Web. 23 Sep 2019.

Vancouver:

author] [. The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/13751.

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

Council of Science Editors:

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

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

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