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You searched for subject:( Revised national curriculum statement). Showing records 1 – 30 of 25626 total matches.

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University of South Africa

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

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 April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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 the Western Cape

2. DLOVA, NOMBULELO. Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province .

Degree: 2019, University of the Western Cape

 Recently Curriculum and Assessment Policy Statements (CAPS) were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statement; Eastern Cape Province; Department of Education; Physical Science CAPS; Outcomes-Based education; Revised Statement National curriculum

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

APA (6th Edition):

DLOVA, N. (2019). Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/7169

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):

DLOVA, NOMBULELO. “Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province .” 2019. Thesis, University of the Western Cape. Accessed April 03, 2020. http://hdl.handle.net/11394/7169.

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

MLA Handbook (7th Edition):

DLOVA, NOMBULELO. “Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province .” 2019. Web. 03 Apr 2020.

Vancouver:

DLOVA N. Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/11394/7169.

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

Council of Science Editors:

DLOVA N. Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/7169

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


University of South Africa

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

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 April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

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

Degree: 2015, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Maimela, Hlekani Selinah. “Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.” 2015. Masters Thesis, University of South Africa. Accessed April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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 Pretoria

5. Pitsoe, Victor Justice. A conceptual analysis of constructivist classroom management.

Degree: Education Management and Policy Studies, 2008, University of Pretoria

 Outcomes-based education (OBE) (at least at a conceptual level) is moving from an instructionist (teacher as transmitter of knowledge) to a constructivist approach (teacher as… (more)

Subjects/Keywords: Instructionist classroom management; Constructivist classroom management; Outcomes-based education; Revised national curriculum statement; Curriculum 2005; Policy implementation; Constructivism; UCTD

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

APA (6th Edition):

Pitsoe, V. (2008). A conceptual analysis of constructivist classroom management. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24836

Chicago Manual of Style (16th Edition):

Pitsoe, Victor. “A conceptual analysis of constructivist classroom management.” 2008. Doctoral Dissertation, University of Pretoria. Accessed April 03, 2020. http://hdl.handle.net/2263/24836.

MLA Handbook (7th Edition):

Pitsoe, Victor. “A conceptual analysis of constructivist classroom management.” 2008. Web. 03 Apr 2020.

Vancouver:

Pitsoe V. A conceptual analysis of constructivist classroom management. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/2263/24836.

Council of Science Editors:

Pitsoe V. A conceptual analysis of constructivist classroom management. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/24836


University of Pretoria

6. [No author]. A conceptual analysis of constructivist classroom management .

Degree: 2008, University of Pretoria

 Outcomes-based education (OBE) (at least at a conceptual level) is moving from an instructionist (teacher as transmitter of knowledge) to a constructivist approach (teacher as… (more)

Subjects/Keywords: Instructionist classroom management; Constructivist classroom management; Outcomes-based education; Revised national curriculum statement; Curriculum 2005; Policy implementation; Constructivism; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2008). A conceptual analysis of constructivist classroom management . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05202008-171501/

Chicago Manual of Style (16th Edition):

author], [No. “A conceptual analysis of constructivist classroom management .” 2008. Doctoral Dissertation, University of Pretoria. Accessed April 03, 2020. http://upetd.up.ac.za/thesis/available/etd-05202008-171501/.

MLA Handbook (7th Edition):

author], [No. “A conceptual analysis of constructivist classroom management .” 2008. Web. 03 Apr 2020.

Vancouver:

author] [. A conceptual analysis of constructivist classroom management . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2020 Apr 03]. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-171501/.

Council of Science Editors:

author] [. A conceptual analysis of constructivist classroom management . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-171501/


University of the Western Cape

7. Hendricks, Diane. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .

Degree: 2010, University of the Western Cape

 This mini thesis analyses and describes the implementation of the National Curriculum in the Foundation Phase of the primary school. On the 24th of May… (more)

Subjects/Keywords: Outcomes based education; Curriculum 2005; Revised national curriculum statement; Foundation phase; Implementation; Classroom practice; Integration and progression; Action research; Reflection; Collaboration

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

APA (6th Edition):

Hendricks, D. (2010). The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3458

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):

Hendricks, Diane. “The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .” 2010. Thesis, University of the Western Cape. Accessed April 03, 2020. http://hdl.handle.net/11394/3458.

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

MLA Handbook (7th Edition):

Hendricks, Diane. “The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .” 2010. Web. 03 Apr 2020.

Vancouver:

Hendricks D. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/11394/3458.

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

Council of Science Editors:

Hendricks D. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/3458

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


University of the Western Cape

8. Kader, Ismail. Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school .

Degree: 2012, University of the Western Cape

 Within the field of secondary education in South Africa there is currently a major crisis over learners’ poor academic achievement. This is a challenge to… (more)

Subjects/Keywords: Education; School environment; Outcomes-based education; Grade promotion; Grade progression; National curriculum statement; Revised national curriculum statement; Learning outcomes; Learner retention; School drop-out

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

APA (6th Edition):

Kader, I. (2012). Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4050

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):

Kader, Ismail. “Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school .” 2012. Thesis, University of the Western Cape. Accessed April 03, 2020. http://hdl.handle.net/11394/4050.

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

MLA Handbook (7th Edition):

Kader, Ismail. “Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school .” 2012. Web. 03 Apr 2020.

Vancouver:

Kader I. Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/11394/4050.

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

Council of Science Editors:

Kader I. Challenges of grade progression and promotion in outcomes based education among educators of grade ten learners in the Western Cape. a case study of Emmerose secondary school . [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/4050

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


University of South Africa

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

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 April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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 Pretoria

10. Gulston, Karel. The challenges experienced by educators in primary schools regarding continuous professional development.

Degree: Education Management and Policy Studies, 2011, University of Pretoria

 The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In… (more)

Subjects/Keywords: Expert coaching; Induction; Integrated quality management systems; Job rotation; Mentoring; National curriculum statement; Peer coaching; Practising educator; Professional development plans; Revised national curriculum statement; Staff development teams; Educator; Clustering; Continuous professional development; Continued professional development of teachers; UCTD

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

APA (6th Edition):

Gulston, K. (2011). The challenges experienced by educators in primary schools regarding continuous professional development. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28302

Chicago Manual of Style (16th Edition):

Gulston, Karel. “The challenges experienced by educators in primary schools regarding continuous professional development.” 2011. Masters Thesis, University of Pretoria. Accessed April 03, 2020. http://hdl.handle.net/2263/28302.

MLA Handbook (7th Edition):

Gulston, Karel. “The challenges experienced by educators in primary schools regarding continuous professional development.” 2011. Web. 03 Apr 2020.

Vancouver:

Gulston K. The challenges experienced by educators in primary schools regarding continuous professional development. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/2263/28302.

Council of Science Editors:

Gulston K. The challenges experienced by educators in primary schools regarding continuous professional development. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28302


University of Pretoria

11. [No author]. The challenges experienced by educators in primary schools regarding continuous professional development .

Degree: 2011, University of Pretoria

 The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In… (more)

Subjects/Keywords: Expert coaching; Induction; Integrated quality management systems; Job rotation; Mentoring; National curriculum statement; Peer coaching; Practising educator; Professional development plans; Revised national curriculum statement; Staff development teams; Educator; Clustering; Continuous professional development; Continued professional development of teachers; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2011). The challenges experienced by educators in primary schools regarding continuous professional development . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02122011-145337/

Chicago Manual of Style (16th Edition):

author], [No. “The challenges experienced by educators in primary schools regarding continuous professional development .” 2011. Masters Thesis, University of Pretoria. Accessed April 03, 2020. http://upetd.up.ac.za/thesis/available/etd-02122011-145337/.

MLA Handbook (7th Edition):

author], [No. “The challenges experienced by educators in primary schools regarding continuous professional development .” 2011. Web. 03 Apr 2020.

Vancouver:

author] [. The challenges experienced by educators in primary schools regarding continuous professional development . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Apr 03]. Available from: http://upetd.up.ac.za/thesis/available/etd-02122011-145337/.

Council of Science Editors:

author] [. The challenges experienced by educators in primary schools regarding continuous professional development . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-02122011-145337/


University of South Africa

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

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 April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

13. Kobola, Matshidiso Walter. The role of the school principal in the implementation of the revised national curriculum statement: a case study .

Degree: 2009, University of South Africa

 The research focuses on the role of the principal in the implementation of the Revised National Curriculum Statement (RNCS) in Tshwane North District 3. The… (more)

Subjects/Keywords: Curriculum implementation; curriculum requirements; Instructional leadership; Intermediate Phase; Revised National Curriculum Statement; Role of the principal; Tshwane North; Training of principals

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

APA (6th Edition):

Kobola, M. W. (2009). The role of the school principal in the implementation of the revised national curriculum statement: a case study . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/1811

Chicago Manual of Style (16th Edition):

Kobola, Matshidiso Walter. “The role of the school principal in the implementation of the revised national curriculum statement: a case study .” 2009. Doctoral Dissertation, University of South Africa. Accessed April 03, 2020. http://hdl.handle.net/10500/1811.

MLA Handbook (7th Edition):

Kobola, Matshidiso Walter. “The role of the school principal in the implementation of the revised national curriculum statement: a case study .” 2009. Web. 03 Apr 2020.

Vancouver:

Kobola MW. The role of the school principal in the implementation of the revised national curriculum statement: a case study . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10500/1811.

Council of Science Editors:

Kobola MW. The role of the school principal in the implementation of the revised national curriculum statement: a case study . [Doctoral Dissertation]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1811


University of South Africa

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

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 April 03, 2020. 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. 03 Apr 2020.

Vancouver:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Apr 03]. 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

15. Forssander, Moa. En bland 60 : Individuellt lärande i det sydafrikanska skolväsendet.

Degree: Faculty of Arts and Education, 2010, Karlstad UniversityKarlstad University

Syftet med uppsatsen är att undersöka om det sydafrikanska skolväsendet bygger på teorierom det individuella lärandet. Undersökningen genomförs med tre metoder, en textanalys avläroplanen,… (more)

Subjects/Keywords: Individual learning; Learning Styles; Revised National Curriculum Statement Grades R-9; South Africa; Individuellt lärande; lärstilar; Revised National Curriculum Statement Grades R-9; Sydafrika; Aesthetic subjects; Estetiska ämnen

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APA (6th Edition):

Forssander, M. (2010). En bland 60 : Individuellt lärande i det sydafrikanska skolväsendet. (Thesis). Karlstad UniversityKarlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5122

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):

Forssander, Moa. “En bland 60 : Individuellt lärande i det sydafrikanska skolväsendet.” 2010. Thesis, Karlstad UniversityKarlstad University. Accessed April 03, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5122.

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

MLA Handbook (7th Edition):

Forssander, Moa. “En bland 60 : Individuellt lärande i det sydafrikanska skolväsendet.” 2010. Web. 03 Apr 2020.

Vancouver:

Forssander M. En bland 60 : Individuellt lärande i det sydafrikanska skolväsendet. [Internet] [Thesis]. Karlstad UniversityKarlstad University; 2010. [cited 2020 Apr 03]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5122.

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

Council of Science Editors:

Forssander M. En bland 60 : Individuellt lärande i det sydafrikanska skolväsendet. [Thesis]. Karlstad UniversityKarlstad University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5122

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


University of South Africa

16. 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 April 03, 2020. 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. 03 Apr 2020.

Vancouver:

Phorabatho TA. Managing the implementation of the national curriculum statements in Moretele secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2020 Apr 03]. 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

17. Vlachos, Catharina Johanna. Developing and managing a vocational training and transition planning programme for intellectually disabled learners .

Degree: 2009, University of South Africa

 Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS)… (more)

Subjects/Keywords: Revised national curriculum statement; Individualised vocational program; Transition planning; Vocational training; Intellectually disabled learners

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APA (6th Edition):

Vlachos, C. J. (2009). Developing and managing a vocational training and transition planning programme for intellectually disabled learners . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/709

Chicago Manual of Style (16th Edition):

Vlachos, Catharina Johanna. “Developing and managing a vocational training and transition planning programme for intellectually disabled learners .” 2009. Doctoral Dissertation, University of South Africa. Accessed April 03, 2020. http://hdl.handle.net/10500/709.

MLA Handbook (7th Edition):

Vlachos, Catharina Johanna. “Developing and managing a vocational training and transition planning programme for intellectually disabled learners .” 2009. Web. 03 Apr 2020.

Vancouver:

Vlachos CJ. Developing and managing a vocational training and transition planning programme for intellectually disabled learners . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10500/709.

Council of Science Editors:

Vlachos CJ. Developing and managing a vocational training and transition planning programme for intellectually disabled learners . [Doctoral Dissertation]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/709


University of South Africa

18. 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 April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

19. 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 April 03, 2020. 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. 03 Apr 2020.

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 2020 Apr 03]. 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

20. Simelane, Sisana Gladys. An investigation of the implementation of outcomes based education in selected secondary schools in Bushbuckridge .

Degree: 2010, University of South Africa

 The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation… (more)

Subjects/Keywords: Outcomes Based Education; Secondary school; Education Department; National curriculum statement

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APA (6th Edition):

Simelane, S. G. (2010). An investigation of the implementation of outcomes based education in selected secondary schools in Bushbuckridge . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4092

Chicago Manual of Style (16th Edition):

Simelane, Sisana Gladys. “An investigation of the implementation of outcomes based education in selected secondary schools in Bushbuckridge .” 2010. Doctoral Dissertation, University of South Africa. Accessed April 03, 2020. http://hdl.handle.net/10500/4092.

MLA Handbook (7th Edition):

Simelane, Sisana Gladys. “An investigation of the implementation of outcomes based education in selected secondary schools in Bushbuckridge .” 2010. Web. 03 Apr 2020.

Vancouver:

Simelane SG. An investigation of the implementation of outcomes based education in selected secondary schools in Bushbuckridge . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10500/4092.

Council of Science Editors:

Simelane SG. An investigation of the implementation of outcomes based education in selected secondary schools in Bushbuckridge . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4092


University of Pretoria

21. Lewis, Franklin Arthur. Provision of music education in the Western Cape through focus schools for the arts.

Degree: MMus, Music, 2014, University of Pretoria

 The enrolment of music in especially the secondary school is declining in many countries such as South Africa, the United Kingdom, Hong Kong, Brazil, China,… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statement; Focus schools for the arts; Further Education and Training; National Curriculum Statement; Music education; UCTD

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APA (6th Edition):

Lewis, F. (2014). Provision of music education in the Western Cape through focus schools for the arts. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43145

Chicago Manual of Style (16th Edition):

Lewis, Franklin. “Provision of music education in the Western Cape through focus schools for the arts.” 2014. Masters Thesis, University of Pretoria. Accessed April 03, 2020. http://hdl.handle.net/2263/43145.

MLA Handbook (7th Edition):

Lewis, Franklin. “Provision of music education in the Western Cape through focus schools for the arts.” 2014. Web. 03 Apr 2020.

Vancouver:

Lewis F. Provision of music education in the Western Cape through focus schools for the arts. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/2263/43145.

Council of Science Editors:

Lewis F. Provision of music education in the Western Cape through focus schools for the arts. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43145


University of South Africa

22. Moropa, Malakia Shere. Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case.

Degree: 2016, University of South Africa

 This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was… (more)

Subjects/Keywords: Assessment body; Cascade model; Curriculum Assessment Policy statement; Department of Education; Examination; National Curriculum statement; Outcomes-based assessment; Policy and stakeholder

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APA (6th Edition):

Moropa, M. S. (2016). Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23240

Chicago Manual of Style (16th Edition):

Moropa, Malakia Shere. “Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case.” 2016. Masters Thesis, University of South Africa. Accessed April 03, 2020. http://hdl.handle.net/10500/23240.

MLA Handbook (7th Edition):

Moropa, Malakia Shere. “Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case.” 2016. Web. 03 Apr 2020.

Vancouver:

Moropa MS. Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10500/23240.

Council of Science Editors:

Moropa MS. Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23240


University of Pretoria

23. Peloagae, Makunye Joseph. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science.

Degree: Science, Mathematics and Technology Education, 2010, University of Pretoria

 This is a four year longitudinal study into learner experiences of transition from the General Education and Training band to the Further Education and Training… (more)

Subjects/Keywords: National curriculum statement; Curriculum 2005; Physical science; Natural science; Transfer; Transition; UCTD

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APA (6th Edition):

Peloagae, M. (2010). Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28946

Chicago Manual of Style (16th Edition):

Peloagae, Makunye. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science.” 2010. Doctoral Dissertation, University of Pretoria. Accessed April 03, 2020. http://hdl.handle.net/2263/28946.

MLA Handbook (7th Edition):

Peloagae, Makunye. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science.” 2010. Web. 03 Apr 2020.

Vancouver:

Peloagae M. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/2263/28946.

Council of Science Editors:

Peloagae M. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28946


University of Pretoria

24. [No author]. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science .

Degree: 2010, University of Pretoria

 This is a four year longitudinal study into learner experiences of transition from the General Education and Training band to the Further Education and Training… (more)

Subjects/Keywords: National curriculum statement; Curriculum 2005; Physical science; Natural science; Transfer; Transition; UCTD

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APA (6th Edition):

author], [. (2010). Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02152010-052329/

Chicago Manual of Style (16th Edition):

author], [No. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science .” 2010. Doctoral Dissertation, University of Pretoria. Accessed April 03, 2020. http://upetd.up.ac.za/thesis/available/etd-02152010-052329/.

MLA Handbook (7th Edition):

author], [No. “Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science .” 2010. Web. 03 Apr 2020.

Vancouver:

author] [. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2020 Apr 03]. Available from: http://upetd.up.ac.za/thesis/available/etd-02152010-052329/.

Council of Science Editors:

author] [. Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-02152010-052329/


University of South Africa

25. Du Plessis, Lynette Erika. The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level .

Degree: 2005, University of South Africa

 The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a… (more)

Subjects/Keywords: Assessment; Change; Classroom level; Curriculum; Curriculum 2005; Curriculum Implementation; Curriculum Management; District level; Managing Change; National Curriculum Statement; Outcomes-based Education; Policy; Revised National Curriculum Statement; Role of District Official; Role of Principal; Role of Teacher; School level

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APA (6th Edition):

Du Plessis, L. E. (2005). The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/1529

Chicago Manual of Style (16th Edition):

Du Plessis, Lynette Erika. “The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level .” 2005. Doctoral Dissertation, University of South Africa. Accessed April 03, 2020. http://hdl.handle.net/10500/1529.

MLA Handbook (7th Edition):

Du Plessis, Lynette Erika. “The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level .” 2005. Web. 03 Apr 2020.

Vancouver:

Du Plessis LE. The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level . [Internet] [Doctoral dissertation]. University of South Africa; 2005. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10500/1529.

Council of Science Editors:

Du Plessis LE. The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level . [Doctoral Dissertation]. University of South Africa; 2005. Available from: http://hdl.handle.net/10500/1529


University of South Africa

26. Willemse, Margaretha Louisa. 'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele model .

Degree: 2009, University of South Africa

 Outcomes-Based Education forms the foundation of South Africa's revised national education curriculum, known as The Revised National Curriculum Statement Grades R-9. The Van Hiele Model,… (more)

Subjects/Keywords: Geometry; Spiral approach; Outcomes-based education; Levels of thought; Phases of learning; Van Hiele Model; Revised National Curriculum Statement; Meetkunde; Spiraalbenadering; Uitkomsgebaseerde onderwys; Denkvlakke; Onderrigfases

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APA (6th Edition):

Willemse, M. L. (2009). 'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele model . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/2263

Chicago Manual of Style (16th Edition):

Willemse, Margaretha Louisa. “'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele model .” 2009. Masters Thesis, University of South Africa. Accessed April 03, 2020. http://hdl.handle.net/10500/2263.

MLA Handbook (7th Edition):

Willemse, Margaretha Louisa. “'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele model .” 2009. Web. 03 Apr 2020.

Vancouver:

Willemse ML. 'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele model . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/10500/2263.

Council of Science Editors:

Willemse ML. 'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele model . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/2263


University of Pretoria

27. Ntloana, David Ntapo. A critical study of a continuing professional development orientation programme for educators.

Degree: Curriculum Studies, 2010, University of Pretoria

 This study focuses on the extent to which the National Curriculum Statement (NCS) Professional Development (PD) orientation programme for Intermediate Phase educators achieved its intended… (more)

Subjects/Keywords: Orientation programme; Department of education; Ncs; National curriculum statement; Professional development; Educators; UCTD

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APA (6th Edition):

Ntloana, D. N. (2010). A critical study of a continuing professional development orientation programme for educators. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26769

Chicago Manual of Style (16th Edition):

Ntloana, David Ntapo. “A critical study of a continuing professional development orientation programme for educators.” 2010. Masters Thesis, University of Pretoria. Accessed April 03, 2020. http://hdl.handle.net/2263/26769.

MLA Handbook (7th Edition):

Ntloana, David Ntapo. “A critical study of a continuing professional development orientation programme for educators.” 2010. Web. 03 Apr 2020.

Vancouver:

Ntloana DN. A critical study of a continuing professional development orientation programme for educators. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/2263/26769.

Council of Science Editors:

Ntloana DN. A critical study of a continuing professional development orientation programme for educators. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26769


University of Pretoria

28. [No author]. A critical study of a continuing professional development orientation programme for educators .

Degree: 2010, University of Pretoria

 This study focuses on the extent to which the National Curriculum Statement (NCS) Professional Development (PD) orientation programme for Intermediate Phase educators achieved its intended… (more)

Subjects/Keywords: Orientation programme; Department of education; Ncs; National curriculum statement; Professional development; Educators; UCTD

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APA (6th Edition):

author], [. (2010). A critical study of a continuing professional development orientation programme for educators . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07282010-160531/

Chicago Manual of Style (16th Edition):

author], [No. “A critical study of a continuing professional development orientation programme for educators .” 2010. Masters Thesis, University of Pretoria. Accessed April 03, 2020. http://upetd.up.ac.za/thesis/available/etd-07282010-160531/.

MLA Handbook (7th Edition):

author], [No. “A critical study of a continuing professional development orientation programme for educators .” 2010. Web. 03 Apr 2020.

Vancouver:

author] [. A critical study of a continuing professional development orientation programme for educators . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2020 Apr 03]. Available from: http://upetd.up.ac.za/thesis/available/etd-07282010-160531/.

Council of Science Editors:

author] [. A critical study of a continuing professional development orientation programme for educators . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-07282010-160531/

29. Borgelind, Andreas. Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6.

Degree: Teacher Education, 2016, Södertörn University

  In the spring term of 2013, national tests were conducted in social sciences for the first time in the Swedish sixth grade. The tests… (more)

Subjects/Keywords: alignment; assessment; bloom’s revised taxonomy; national tests; curriculum; samstämmighet; bedömning; blooms reviderade taxonomi; nationella prov; läroplan; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Borgelind, A. (2016). Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644

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):

Borgelind, Andreas. “Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6.” 2016. Thesis, Södertörn University. Accessed April 03, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.

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

MLA Handbook (7th Edition):

Borgelind, Andreas. “Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6.” 2016. Web. 03 Apr 2020.

Vancouver:

Borgelind A. Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6. [Internet] [Thesis]. Södertörn University; 2016. [cited 2020 Apr 03]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.

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

Council of Science Editors:

Borgelind A. Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644

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


University of Pretoria

30. Mosia, Dina Emely. How secondary school teachers understand, respond to and implement life orientation.

Degree: Early Childhood Education, 2011, University of Pretoria

 Life Orientation is a new learning area in the National Curriculum Statement. The Learning area promises to improve the quality of education for all the… (more)

Subjects/Keywords: Understand; Response; Secondary school; Teacher; Curriculum change; Life skills; Life orientation; National curriculum statement; Implementation; UCTD

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APA (6th Edition):

Mosia, D. E. (2011). How secondary school teachers understand, respond to and implement life orientation. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28484

Chicago Manual of Style (16th Edition):

Mosia, Dina Emely. “How secondary school teachers understand, respond to and implement life orientation.” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 03, 2020. http://hdl.handle.net/2263/28484.

MLA Handbook (7th Edition):

Mosia, Dina Emely. “How secondary school teachers understand, respond to and implement life orientation.” 2011. Web. 03 Apr 2020.

Vancouver:

Mosia DE. How secondary school teachers understand, respond to and implement life orientation. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2020 Apr 03]. Available from: http://hdl.handle.net/2263/28484.

Council of Science Editors:

Mosia DE. How secondary school teachers understand, respond to and implement life orientation. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28484

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