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University: University of South Africa  Country:

You searched for subject:( Curriculum math matique). Showing records 1 – 30 of 234 total matches.

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University of South Africa

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

Degree: 2016, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Sibanda, Ishmael. “An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/22636.

MLA Handbook (7th Edition):

Sibanda, Ishmael. “An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape.” 2016. Web. 25 Aug 2019.

Vancouver:

Sibanda I. An investigation into the factors associated with high school learners' poor performance in physical science in the Libode District in the Eastern Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/22636.

Council of Science Editors:

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


University of South Africa

2. Tshiredo, Litshani Lizer. The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District .

Degree: 2013, University of South Africa

 The aim of the study was to investigate the impact of curriculum change in teaching and learning of science subjects at schools in Vhembe District.… (more)

Subjects/Keywords: Science curriculum; Teaching; Learning; Curriculum change; Resources

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APA (6th Edition):

Tshiredo, L. L. (2013). The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11893

Chicago Manual of Style (16th Edition):

Tshiredo, Litshani Lizer. “The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District .” 2013. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/11893.

MLA Handbook (7th Edition):

Tshiredo, Litshani Lizer. “The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District .” 2013. Web. 25 Aug 2019.

Vancouver:

Tshiredo LL. The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/11893.

Council of Science Editors:

Tshiredo LL. The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe District . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11893


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/22716.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Web. 25 Aug 2019.

Vancouver:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/22716.

Council of Science Editors:

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/24919.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga.” 2016. Web. 25 Aug 2019.

Vancouver:

Mabuza SN. Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/24919.

Council of Science Editors:

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


University of South Africa

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

Degree: 2019, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Letshwene, Mantekana Jacobine. “Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .” 2019. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/25521.

MLA Handbook (7th Edition):

Letshwene, Mantekana Jacobine. “Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools .” 2019. Web. 25 Aug 2019.

Vancouver:

Letshwene MJ. Key generic curriculum factors affecting grade 12 learner performance : a multiple case study of South African secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/25521.

Council of Science Editors:

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


University of South Africa

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

Degree: 2017, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/24571.

MLA Handbook (7th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Web. 25 Aug 2019.

Vancouver:

Muzata KK. Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/24571.

Council of Science Editors:

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


University of South Africa

7. Moodley, Grace. Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning .

Degree: 2013, University of South Africa

 South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems… (more)

Subjects/Keywords: Curriculum change; Curriculum 2005; Outcomes based education; Revised National Curriculum Statement; Curriculum Assessment Policy Statements; Curriculum implementation

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APA (6th Edition):

Moodley, G. (2013). Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13374

Chicago Manual of Style (16th Edition):

Moodley, Grace. “Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning .” 2013. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/13374.

MLA Handbook (7th Edition):

Moodley, Grace. “Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning .” 2013. Web. 25 Aug 2019.

Vancouver:

Moodley G. Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/13374.

Council of Science Editors:

Moodley G. Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learning . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13374


University of South Africa

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

Degree: 2015, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Maimela, Hlekani Selinah. “Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.” 2015. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/19836.

MLA Handbook (7th Edition):

Maimela, Hlekani Selinah. “Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.” 2015. Web. 25 Aug 2019.

Vancouver:

Maimela HS. Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/19836.

Council of Science Editors:

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


University of South Africa

9. Makeleni, Theorin Nomvuyiso. The experiences of foundation phase teachers in implementing the curriculum .

Degree: 2013, University of South Africa

 The purpose of this study is to explore what knowledge and experiences teachers hold about curriculum implementation and how their knowledge and experiences influence teaching… (more)

Subjects/Keywords: Curriculum implementation; Foundation Phase; Teacher knowledge; National Curriculum Statement; Curriculum and Assessment Policy Statement

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APA (6th Edition):

Makeleni, T. N. (2013). The experiences of foundation phase teachers in implementing the curriculum . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11823

Chicago Manual of Style (16th Edition):

Makeleni, Theorin Nomvuyiso. “The experiences of foundation phase teachers in implementing the curriculum .” 2013. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/11823.

MLA Handbook (7th Edition):

Makeleni, Theorin Nomvuyiso. “The experiences of foundation phase teachers in implementing the curriculum .” 2013. Web. 25 Aug 2019.

Vancouver:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/11823.

Council of Science Editors:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11823


University of South Africa

10. Molepo, Verrah Mmotong. Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province.

Degree: 2014, University of South Africa

 The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province.… (more)

Subjects/Keywords: Teacher development; Curriculum development; Outcomes- Based- Education; Curriculum; National Curriculum Statement; Revised National Curriculum Statement; Assessment Policy Statements

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APA (6th Edition):

Molepo, V. M. (2014). Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18936

Chicago Manual of Style (16th Edition):

Molepo, Verrah Mmotong. “Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province.” 2014. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/18936.

MLA Handbook (7th Edition):

Molepo, Verrah Mmotong. “Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province.” 2014. Web. 25 Aug 2019.

Vancouver:

Molepo VM. Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/18936.

Council of Science Editors:

Molepo VM. Implementation of the curriculum and assessment policy statements in selected primary schools in Limpopo Province. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18936


University of South Africa

11. Deenanath, Geetha Devi. Effective implementation of school environmental education policies in a school district in Gauteng .

Degree: 2009, University of South Africa

 The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be… (more)

Subjects/Keywords: Curriculum 2005

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APA (6th Edition):

Deenanath, G. D. (2009). Effective implementation of school environmental education policies in a school district in Gauteng . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1888

Chicago Manual of Style (16th Edition):

Deenanath, Geetha Devi. “Effective implementation of school environmental education policies in a school district in Gauteng .” 2009. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/1888.

MLA Handbook (7th Edition):

Deenanath, Geetha Devi. “Effective implementation of school environmental education policies in a school district in Gauteng .” 2009. Web. 25 Aug 2019.

Vancouver:

Deenanath GD. Effective implementation of school environmental education policies in a school district in Gauteng . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/1888.

Council of Science Editors:

Deenanath GD. Effective implementation of school environmental education policies in a school district in Gauteng . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1888


University of South Africa

12. Tshirangwana, Nobeli Munyadziwa. An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach .

Degree: 2013, University of South Africa

 The purpose of this study was to undertake an investigation into the investigation into the management of Grade 3 mathematics curriculum in a Transformational leadership… (more)

Subjects/Keywords: Transformational; Curriculum; Curriculum management; Leadership; Implementation; Professional development; Parental involvement

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APA (6th Edition):

Tshirangwana, N. M. (2013). An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13820

Chicago Manual of Style (16th Edition):

Tshirangwana, Nobeli Munyadziwa. “An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach .” 2013. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/13820.

MLA Handbook (7th Edition):

Tshirangwana, Nobeli Munyadziwa. “An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach .” 2013. Web. 25 Aug 2019.

Vancouver:

Tshirangwana NM. An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/13820.

Council of Science Editors:

Tshirangwana NM. An investigation into the management of grade 3 mathematics curriculum : a transformational leadership approach . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13820


University of South Africa

13. Khumalo, Vusumuzi Praisegod. The school as a curriculum management site in an era of curriculum change .

Degree: 2014, University of South Africa

 This study investigates the actions, roles and beliefs of curriculum leaders and managers as they work to secure improvements in curriculum delivery and in managing… (more)

Subjects/Keywords: Curriculum; Curriculum innovations; Instructional leadership; School management team

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APA (6th Edition):

Khumalo, V. P. (2014). The school as a curriculum management site in an era of curriculum change . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13906

Chicago Manual of Style (16th Edition):

Khumalo, Vusumuzi Praisegod. “The school as a curriculum management site in an era of curriculum change .” 2014. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/13906.

MLA Handbook (7th Edition):

Khumalo, Vusumuzi Praisegod. “The school as a curriculum management site in an era of curriculum change .” 2014. Web. 25 Aug 2019.

Vancouver:

Khumalo VP. The school as a curriculum management site in an era of curriculum change . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/13906.

Council of Science Editors:

Khumalo VP. The school as a curriculum management site in an era of curriculum change . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13906


University of South Africa

14. Moyo, Herman Boyzar. Managing curriculum policy implementation at correctional centres in selected South African provinces.

Degree: 2014, University of South Africa

 In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right… (more)

Subjects/Keywords: Correctional centres; Corrections; Curriculum; Curriculum policy; Implementation; Instructional leadership; Management

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APA (6th Edition):

Moyo, H. B. (2014). Managing curriculum policy implementation at correctional centres in selected South African provinces. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19043

Chicago Manual of Style (16th Edition):

Moyo, Herman Boyzar. “Managing curriculum policy implementation at correctional centres in selected South African provinces.” 2014. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/19043.

MLA Handbook (7th Edition):

Moyo, Herman Boyzar. “Managing curriculum policy implementation at correctional centres in selected South African provinces.” 2014. Web. 25 Aug 2019.

Vancouver:

Moyo HB. Managing curriculum policy implementation at correctional centres in selected South African provinces. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/19043.

Council of Science Editors:

Moyo HB. Managing curriculum policy implementation at correctional centres in selected South African provinces. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19043


University of South Africa

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

Degree: 2015, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Zano, Kufakunesu. “Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools.” 2015. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/20280.

MLA Handbook (7th Edition):

Zano, Kufakunesu. “Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools.” 2015. Web. 25 Aug 2019.

Vancouver:

Zano K. Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/20280.

Council of Science Editors:

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


University of South Africa

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

Degree: 2015, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/24933.

MLA Handbook (7th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Web. 25 Aug 2019.

Vancouver:

Okoth TA. Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/24933.

Council of Science Editors:

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


University of South Africa

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

Degree: 2010, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Phorabatho, Thabo Andries. “Managing the implementation of the national curriculum statements in Moretele secondary schools .” 2010. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/3587.

MLA Handbook (7th Edition):

Phorabatho, Thabo Andries. “Managing the implementation of the national curriculum statements in Moretele secondary schools .” 2010. Web. 25 Aug 2019.

Vancouver:

Phorabatho TA. Managing the implementation of the national curriculum statements in Moretele secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/3587.

Council of Science Editors:

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


University of South Africa

18. Jacobs, Gail Suzan. The viability of music as a viable subject at secondary school level .

Degree: 2010, University of South Africa

 The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political… (more)

Subjects/Keywords: Bantu education; Curriculum statements; Music curriculum; Music education; National Senior Certificate

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APA (6th Edition):

Jacobs, G. S. (2010). The viability of music as a viable subject at secondary school level . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3696

Chicago Manual of Style (16th Edition):

Jacobs, Gail Suzan. “The viability of music as a viable subject at secondary school level .” 2010. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/3696.

MLA Handbook (7th Edition):

Jacobs, Gail Suzan. “The viability of music as a viable subject at secondary school level .” 2010. Web. 25 Aug 2019.

Vancouver:

Jacobs GS. The viability of music as a viable subject at secondary school level . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/3696.

Council of Science Editors:

Jacobs GS. The viability of music as a viable subject at secondary school level . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3696


University of South Africa

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

Degree: 2017, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kaphe, Gabriel Kaphe. “Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .” 2017. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/25503.

MLA Handbook (7th Edition):

Kaphe, Gabriel Kaphe. “Managing curriculum change : a study of six secondary schools in Maseru, Lesotho .” 2017. Web. 25 Aug 2019.

Vancouver:

Kaphe GK. Managing curriculum change : a study of six secondary schools in Maseru, Lesotho . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/25503.

Council of Science Editors:

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mohammed, Idrees Iqbal Suliman. “The implementation of environmental education at Muslim schools in Gauteng : a case study.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/21144.

MLA Handbook (7th Edition):

Mohammed, Idrees Iqbal Suliman. “The implementation of environmental education at Muslim schools in Gauteng : a case study.” 2016. Web. 25 Aug 2019.

Vancouver:

Mohammed IIS. The implementation of environmental education at Muslim schools in Gauteng : a case study. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/21144.

Council of Science Editors:

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


University of South Africa

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

Degree: 2017, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/23681.

MLA Handbook (7th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Web. 25 Aug 2019.

Vancouver:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/23681.

Council of Science Editors:

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/20076.

MLA Handbook (7th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Web. 25 Aug 2019.

Vancouver:

Mbatha MG. Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/20076.

Council of Science Editors:

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


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/21030.

MLA Handbook (7th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Web. 25 Aug 2019.

Vancouver:

Hassan SM. Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/21030.

Council of Science Editors:

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


University of South Africa

24. Morelle, Mokwena. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.

Degree: 2016, University of South Africa

 The purpose of this study is to explore the challenges experienced by learners with visual impairment in two mainstream schools in Klerksdorp, Dr Kenneth Kaunda… (more)

Subjects/Keywords: Inclusive education; Mainstreaming; Curriculum; Visual impairment; Inclusion

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APA (6th Edition):

Morelle, M. (2016). Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23125

Chicago Manual of Style (16th Edition):

Morelle, Mokwena. “Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.” 2016. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/23125.

MLA Handbook (7th Edition):

Morelle, Mokwena. “Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District.” 2016. Web. 25 Aug 2019.

Vancouver:

Morelle M. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/23125.

Council of Science Editors:

Morelle M. Challenges experienced by learners with visual impairment in two mainstream primary schools in Klerksdorp, Dr. Kenneth Kaunda District. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23125


University of South Africa

25. Manwadu, Nthuseni Christinah. The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo .

Degree: 2010, University of South Africa

 The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe… (more)

Subjects/Keywords: Vembe district; Teaching and learning; Curriculum supervision

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APA (6th Edition):

Manwadu, N. C. (2010). The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3685

Chicago Manual of Style (16th Edition):

Manwadu, Nthuseni Christinah. “The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo .” 2010. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/3685.

MLA Handbook (7th Edition):

Manwadu, Nthuseni Christinah. “The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo .” 2010. Web. 25 Aug 2019.

Vancouver:

Manwadu NC. The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/3685.

Council of Science Editors:

Manwadu NC. The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3685


University of South Africa

26. Manickum, Leon. The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal .

Degree: 2011, University of South Africa

 This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with… (more)

Subjects/Keywords: Educational management; Staff appraisal; Staff development; Curriculum

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APA (6th Edition):

Manickum, L. (2011). The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/4162

Chicago Manual of Style (16th Edition):

Manickum, Leon. “The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal .” 2011. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/4162.

MLA Handbook (7th Edition):

Manickum, Leon. “The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal .” 2011. Web. 25 Aug 2019.

Vancouver:

Manickum L. The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/4162.

Council of Science Editors:

Manickum L. The school principal's management duties : a case of boys-only primary school in the Pinetown district of Kwazulu-Natal . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/4162


University of South Africa

27. Ramokgopa, Maleke Salome. The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District .

Degree: 2013, University of South Africa

 The integration of knowledge and skills across subjects and terrains of practice is crucial for achieving applied competence as defined in the National Qualifications Framework… (more)

Subjects/Keywords: Integration; Implementation; National Curriculum Statement; Physical Science

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APA (6th Edition):

Ramokgopa, M. S. (2013). The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11832

Chicago Manual of Style (16th Edition):

Ramokgopa, Maleke Salome. “The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District .” 2013. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/11832.

MLA Handbook (7th Edition):

Ramokgopa, Maleke Salome. “The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District .” 2013. Web. 25 Aug 2019.

Vancouver:

Ramokgopa MS. The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/11832.

Council of Science Editors:

Ramokgopa MS. The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11832


University of South Africa

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Munikwa, Simbarashe. “An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.” 2016. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/22155.

MLA Handbook (7th Edition):

Munikwa, Simbarashe. “An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice.” 2016. Web. 25 Aug 2019.

Vancouver:

Munikwa S. An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/22155.

Council of Science Editors:

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


University of South Africa

29. Mupezeni, Sure. Challenges and prospects of teaching the Doppler Effects at grades 12 .

Degree: 2012, University of South Africa

 This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect… (more)

Subjects/Keywords: Doppler effect; Grade twelve curriculum; Teaching-approaches; Educational design research activities; Grade 12-curriculum; Physics

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APA (6th Edition):

Mupezeni, S. (2012). Challenges and prospects of teaching the Doppler Effects at grades 12 . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6298

Chicago Manual of Style (16th Edition):

Mupezeni, Sure. “Challenges and prospects of teaching the Doppler Effects at grades 12 .” 2012. Masters Thesis, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/6298.

MLA Handbook (7th Edition):

Mupezeni, Sure. “Challenges and prospects of teaching the Doppler Effects at grades 12 .” 2012. Web. 25 Aug 2019.

Vancouver:

Mupezeni S. Challenges and prospects of teaching the Doppler Effects at grades 12 . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/6298.

Council of Science Editors:

Mupezeni S. Challenges and prospects of teaching the Doppler Effects at grades 12 . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6298


University of South Africa

30. Amponsah, Samuel. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal.

Degree: 2014, University of South Africa

 The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their… (more)

Subjects/Keywords: Student Teams Achievement Division (STAD); Cooperative learning; Learner-centredness; Teaching method; Teaching strategy; First additional language; Inclusive education; Curriculum; National Curriculum Statement (NCS); Curriculum Assessment Policy Statements (CAPS); Learning outcomes

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APA (6th Edition):

Amponsah, S. (2014). The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18335

Chicago Manual of Style (16th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal.” 2014. Doctoral Dissertation, University of South Africa. Accessed August 25, 2019. http://hdl.handle.net/10500/18335.

MLA Handbook (7th Edition):

Amponsah, Samuel. “The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal.” 2014. Web. 25 Aug 2019.

Vancouver:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal. [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10500/18335.

Council of Science Editors:

Amponsah S. The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal. [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18335

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