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You searched for subject:(Curriculum Implementation). Showing records 1 – 30 of 172 total matches.

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University of Nairobi

1. Ziganyu, Julliah K. Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.

Degree: 2010, University of Nairobi

 The society is dynamic. As the society changes variables such as wealth creation, technology innovation, political emancipation and social structures also change with it. This… (more)

Subjects/Keywords: Curriculum implementation

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APA (6th Edition):

Ziganyu, J. K. (2010). Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/94677

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):

Ziganyu, Julliah K. “Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district. ” 2010. Thesis, University of Nairobi. Accessed September 22, 2019. http://hdl.handle.net/11295/94677.

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

MLA Handbook (7th Edition):

Ziganyu, Julliah K. “Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district. ” 2010. Web. 22 Sep 2019.

Vancouver:

Ziganyu JK. Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district. [Internet] [Thesis]. University of Nairobi; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/11295/94677.

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

Council of Science Editors:

Ziganyu JK. Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district. [Thesis]. University of Nairobi; 2010. Available from: http://hdl.handle.net/11295/94677

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


University of Pretoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


Victoria University of Wellington

3. Joskin, Anna Marisen. Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea.

Degree: 2013, Victoria University of Wellington

 The purpose of this study was to investigate how policy intentions of the curriculum were received and practiced by teachers and to evaluate the effectiveness… (more)

Subjects/Keywords: Papua New Guinea; Curriculum; Implementation

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APA (6th Edition):

Joskin, A. M. (2013). Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2748

Chicago Manual of Style (16th Edition):

Joskin, Anna Marisen. “Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea.” 2013. Doctoral Dissertation, Victoria University of Wellington. Accessed September 22, 2019. http://hdl.handle.net/10063/2748.

MLA Handbook (7th Edition):

Joskin, Anna Marisen. “Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea.” 2013. Web. 22 Sep 2019.

Vancouver:

Joskin AM. Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10063/2748.

Council of Science Editors:

Joskin AM. Investigating the Implementation Process of a Curriculum: A Case Study from Papua New Guinea. [Doctoral Dissertation]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2748


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 (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 September 22, 2019. http://hdl.handle.net/10500/22716.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa : a case study of Sikhulile Circuit of Mpumalanga.” 2016. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/22716.

Council of Science Editors:

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


University of South Africa

5. 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 September 22, 2019. http://hdl.handle.net/10500/24919.

MLA Handbook (7th Edition):

Mabuza, Sizani N. “Exploring the effects of curriculum change on foundation phase teachers in South Africa: a case study of Sikhulile circuit of Mpumalanga.” 2016. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/24919.

Council of Science Editors:

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


University of Nairobi

6. Mwangi, Joyce W. School Based Factors Influencing Teacher Performance in Implementation of Curriculum in Public Primary Schools in Njoro Sub-county, Nakuru County, Kenya .

Degree: 2016, University of Nairobi

 The purpose of this study was to find out school based factors influencing teacher performance in implementation of the curriculum in public primary schools in… (more)

Subjects/Keywords: Implementation of Curriculum in Public Primary Schools

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APA (6th Edition):

Mwangi, J. W. (2016). School Based Factors Influencing Teacher Performance in Implementation of Curriculum in Public Primary Schools in Njoro Sub-county, Nakuru County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97880

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):

Mwangi, Joyce W. “School Based Factors Influencing Teacher Performance in Implementation of Curriculum in Public Primary Schools in Njoro Sub-county, Nakuru County, Kenya .” 2016. Thesis, University of Nairobi. Accessed September 22, 2019. http://hdl.handle.net/11295/97880.

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

MLA Handbook (7th Edition):

Mwangi, Joyce W. “School Based Factors Influencing Teacher Performance in Implementation of Curriculum in Public Primary Schools in Njoro Sub-county, Nakuru County, Kenya .” 2016. Web. 22 Sep 2019.

Vancouver:

Mwangi JW. School Based Factors Influencing Teacher Performance in Implementation of Curriculum in Public Primary Schools in Njoro Sub-county, Nakuru County, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/11295/97880.

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

Council of Science Editors:

Mwangi JW. School Based Factors Influencing Teacher Performance in Implementation of Curriculum in Public Primary Schools in Njoro Sub-county, Nakuru County, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97880

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


University of South Africa

7. 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 September 22, 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. 22 Sep 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 Sep 22]. 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 Miami

8. Chapman, Lindsey A. Teachers' Negotiation of Curricular Adaptation: Understanding the How and Why in Intensive Reading Settings.

Degree: PhD, Teaching and Learning (Education), 2018, University of Miami

  The adoption of packaged curricular programs to promote literacy for adolescent struggling readers (ASRs) has become progressively more widespread as a result of increasing… (more)

Subjects/Keywords: adaptation; implementation science; curriculum; adolescent struggling readers

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

APA (6th Edition):

Chapman, L. A. (2018). Teachers' Negotiation of Curricular Adaptation: Understanding the How and Why in Intensive Reading Settings. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2136

Chicago Manual of Style (16th Edition):

Chapman, Lindsey A. “Teachers' Negotiation of Curricular Adaptation: Understanding the How and Why in Intensive Reading Settings.” 2018. Doctoral Dissertation, University of Miami. Accessed September 22, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/2136.

MLA Handbook (7th Edition):

Chapman, Lindsey A. “Teachers' Negotiation of Curricular Adaptation: Understanding the How and Why in Intensive Reading Settings.” 2018. Web. 22 Sep 2019.

Vancouver:

Chapman LA. Teachers' Negotiation of Curricular Adaptation: Understanding the How and Why in Intensive Reading Settings. [Internet] [Doctoral dissertation]. University of Miami; 2018. [cited 2019 Sep 22]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2136.

Council of Science Editors:

Chapman LA. Teachers' Negotiation of Curricular Adaptation: Understanding the How and Why in Intensive Reading Settings. [Doctoral Dissertation]. University of Miami; 2018. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2136


East Tennessee State University

9. Roseborough, LaKisha B. The Change Process: Curriculum Change from the Teacher's Perspective.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet… (more)

Subjects/Keywords: change theory; curriculum; implementation; standards; Curriculum and Instruction; Education; Elementary Education

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APA (6th Edition):

Roseborough, L. B. (2017). The Change Process: Curriculum Change from the Teacher's Perspective. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3191

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):

Roseborough, LaKisha B. “The Change Process: Curriculum Change from the Teacher's Perspective.” 2017. Thesis, East Tennessee State University. Accessed September 22, 2019. https://dc.etsu.edu/etd/3191.

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

MLA Handbook (7th Edition):

Roseborough, LaKisha B. “The Change Process: Curriculum Change from the Teacher's Perspective.” 2017. Web. 22 Sep 2019.

Vancouver:

Roseborough LB. The Change Process: Curriculum Change from the Teacher's Perspective. [Internet] [Thesis]. East Tennessee State University; 2017. [cited 2019 Sep 22]. Available from: https://dc.etsu.edu/etd/3191.

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

Council of Science Editors:

Roseborough LB. The Change Process: Curriculum Change from the Teacher's Perspective. [Thesis]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3191

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


University of Waikato

10. Huang, Wanying. An investigation into early childhood art education in two Shanghai kindergartens .

Degree: 2013, University of Waikato

 Historically, art practice in Chinese preschools was dominated by giving children a skill-based sense of achievement which was roundly criticized by Western art educators for… (more)

Subjects/Keywords: early childhood art education; Chinese education; curriculum implementation; hybrid curriculum

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APA (6th Edition):

Huang, W. (2013). An investigation into early childhood art education in two Shanghai kindergartens . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8453

Chicago Manual of Style (16th Edition):

Huang, Wanying. “An investigation into early childhood art education in two Shanghai kindergartens .” 2013. Masters Thesis, University of Waikato. Accessed September 22, 2019. http://hdl.handle.net/10289/8453.

MLA Handbook (7th Edition):

Huang, Wanying. “An investigation into early childhood art education in two Shanghai kindergartens .” 2013. Web. 22 Sep 2019.

Vancouver:

Huang W. An investigation into early childhood art education in two Shanghai kindergartens . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10289/8453.

Council of Science Editors:

Huang W. An investigation into early childhood art education in two Shanghai kindergartens . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8453


University of South Africa

11. 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 September 22, 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. 22 Sep 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 Sep 22]. 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

12. 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 September 22, 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. 22 Sep 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 Sep 22]. 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

13. 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 September 22, 2019. http://hdl.handle.net/10500/20280.

MLA Handbook (7th Edition):

Zano, Kufakunesu. “Exploring teachers' enactment of the Curriculum and Assessment Policy Statement (CAPS) in selected Free State Province schools.” 2015. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/20280.

Council of Science Editors:

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


University of South Africa

14. 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 September 22, 2019. http://hdl.handle.net/10500/24933.

MLA Handbook (7th Edition):

Okoth, Teresa Akinyi. “Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya.” 2015. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/24933.

Council of Science Editors:

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


University of Southern California

15. Fabienke, Shonika. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.

Degree: EdD, Education, 2012, University of Southern California

 This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with… (more)

Subjects/Keywords: curriculum; implementation; slippage; Language Arts intervention; prescribed curriculum

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APA (6th Edition):

Fabienke, S. (2012). Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204

Chicago Manual of Style (16th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204.

MLA Handbook (7th Edition):

Fabienke, Shonika. “Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective.” 2012. Web. 22 Sep 2019.

Vancouver:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204.

Council of Science Editors:

Fabienke S. Prescribed commercially-prepared Language Arts intervention curriculum: Illuminating a practitioner perspective. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/206629/rec/5204


University of South Africa

16. 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 September 22, 2019. http://hdl.handle.net/10500/21144.

MLA Handbook (7th Edition):

Mohammed, Idrees Iqbal Suliman. “The implementation of environmental education at Muslim schools in Gauteng : a case study.” 2016. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/21144.

Council of Science Editors:

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


University of South Africa

17. 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 September 22, 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. 22 Sep 2019.

Vancouver:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Sep 22]. 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


Queensland University of Technology

18. Ross, Emily J. An investigation of teachers' curriculum interpretation and implementation in a Queensland school.

Degree: 2017, Queensland University of Technology

 This study analysed the process of curriculum interpretation undertaken by five primary school mathematics teachers as they implemented the Australian Curriculum in a Queensland school.… (more)

Subjects/Keywords: Curriculum implementation; Curriculum interpretation; Enacted curriculum; Exploratory case study; Influences; Intended curriculum; Mathematics; Planned curriculum; Primary; Thematic analysis

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APA (6th Edition):

Ross, E. J. (2017). An investigation of teachers' curriculum interpretation and implementation in a Queensland school. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/107049/

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):

Ross, Emily J. “An investigation of teachers' curriculum interpretation and implementation in a Queensland school.” 2017. Thesis, Queensland University of Technology. Accessed September 22, 2019. https://eprints.qut.edu.au/107049/.

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

MLA Handbook (7th Edition):

Ross, Emily J. “An investigation of teachers' curriculum interpretation and implementation in a Queensland school.” 2017. Web. 22 Sep 2019.

Vancouver:

Ross EJ. An investigation of teachers' curriculum interpretation and implementation in a Queensland school. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2019 Sep 22]. Available from: https://eprints.qut.edu.au/107049/.

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

Council of Science Editors:

Ross EJ. An investigation of teachers' curriculum interpretation and implementation in a Queensland school. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/107049/

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


University of South Africa

19. 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 (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 September 22, 2019. http://hdl.handle.net/10500/24571.

MLA Handbook (7th Edition):

Muzata, Kenneth Kapalu. “Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia.” 2017. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/24571.

Council of Science Editors:

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


University of South Africa

20. 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 September 22, 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. 22 Sep 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 Sep 22]. 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

21. 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 September 22, 2019. http://hdl.handle.net/10500/20076.

MLA Handbook (7th Edition):

Mbatha, Mvikeleni Goodwill. “Teachers' experiences of implementing the curriculum and assessment policy statement (CAPS) in Grade 10 in selected schools at Ndwedwe in Durban.” 2016. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/20076.

Council of Science Editors:

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


University of South Africa

22. 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 September 22, 2019. http://hdl.handle.net/10500/21030.

MLA Handbook (7th Edition):

Hassan, Shaik Mohammad. “Managers' experiences in the implementation of mathematical literacy at technical and vocational education and training colleges in the Western Cape.” 2016. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/21030.

Council of Science Editors:

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


Temple University

23. Lowry, Robin. A Survey of Youth Yoga Curriculums.

Degree: PhD, 2011, Temple University

Kinesiology

Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what… (more)

Subjects/Keywords: Physical Education; Health Education; Curriculum Development; Curriculum Mapping; Engaged Pedagogy; Implementation Fidelity; Spirituality; Wellness; Yoga

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

APA (6th Edition):

Lowry, R. (2011). A Survey of Youth Yoga Curriculums. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,154784

Chicago Manual of Style (16th Edition):

Lowry, Robin. “A Survey of Youth Yoga Curriculums.” 2011. Doctoral Dissertation, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,154784.

MLA Handbook (7th Edition):

Lowry, Robin. “A Survey of Youth Yoga Curriculums.” 2011. Web. 22 Sep 2019.

Vancouver:

Lowry R. A Survey of Youth Yoga Curriculums. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,154784.

Council of Science Editors:

Lowry R. A Survey of Youth Yoga Curriculums. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,154784


University of South Africa

24. 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 September 22, 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. 22 Sep 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 Sep 22]. 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 Minnesota

25. Goetz, Tamara Ann. Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation.

Degree: PhD, Education, Rec/Park/Leisure Studies, 2009, University of Minnesota

 The following three year, formative evaluation closely watched the implementation of a program to integrate social emotional learning (SEL) curriculum into Lakeland Union High School.… (more)

Subjects/Keywords: Curriculum Implementation; Integrated Curriculum; Social Emotional Learning; Education, Rec/Park/Leisure Studies

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APA (6th Edition):

Goetz, T. A. (2009). Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/58352

Chicago Manual of Style (16th Edition):

Goetz, Tamara Ann. “Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation.” 2009. Doctoral Dissertation, University of Minnesota. Accessed September 22, 2019. http://purl.umn.edu/58352.

MLA Handbook (7th Edition):

Goetz, Tamara Ann. “Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation.” 2009. Web. 22 Sep 2019.

Vancouver:

Goetz TA. Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation. [Internet] [Doctoral dissertation]. University of Minnesota; 2009. [cited 2019 Sep 22]. Available from: http://purl.umn.edu/58352.

Council of Science Editors:

Goetz TA. Promoting social emotional learning in education: a three year formative evaluation of curricular program implementation. [Doctoral Dissertation]. University of Minnesota; 2009. Available from: http://purl.umn.edu/58352


University of South Africa

26. 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 September 22, 2019. http://hdl.handle.net/10500/19836.

MLA Handbook (7th Edition):

Maimela, Hlekani Selinah. “Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province.” 2015. Web. 22 Sep 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 Sep 22]. Available from: http://hdl.handle.net/10500/19836.

Council of Science Editors:

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


University of Pretoria

27. Rasebotsa, Daniel. How curriculum advisors and school management teams communicate curriculum changes in schools.

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

 In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within… (more)

Subjects/Keywords: Implementation Feedback; Curriculum advisors; School Management Teams; UCTD

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APA (6th Edition):

Rasebotsa, D. (2017). How curriculum advisors and school management teams communicate curriculum changes in schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62903

Chicago Manual of Style (16th Edition):

Rasebotsa, Daniel. “How curriculum advisors and school management teams communicate curriculum changes in schools.” 2017. Masters Thesis, University of Pretoria. Accessed September 22, 2019. http://hdl.handle.net/2263/62903.

MLA Handbook (7th Edition):

Rasebotsa, Daniel. “How curriculum advisors and school management teams communicate curriculum changes in schools.” 2017. Web. 22 Sep 2019.

Vancouver:

Rasebotsa D. How curriculum advisors and school management teams communicate curriculum changes in schools. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2263/62903.

Council of Science Editors:

Rasebotsa D. How curriculum advisors and school management teams communicate curriculum changes in schools. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62903

28. Fiola Wayne Mnqatu. Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS).

Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare

 The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statements.; implementation – assessment.; CAPS maths pedagogy – support.

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APA (6th Edition):

Mnqatu, F. W. (2014). Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS). (Masters Thesis). University of Fort Hare. Retrieved from http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408

Chicago Manual of Style (16th Edition):

Mnqatu, Fiola Wayne. “Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS).” 2014. Masters Thesis, University of Fort Hare. Accessed September 22, 2019. http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408.

MLA Handbook (7th Edition):

Mnqatu, Fiola Wayne. “Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS).” 2014. Web. 22 Sep 2019.

Vancouver:

Mnqatu FW. Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS). [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2019 Sep 22]. Available from: http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408.

Council of Science Editors:

Mnqatu FW. Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS). [Masters Thesis]. University of Fort Hare; 2014. Available from: http://contentpro.seals.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1016408


University of Pretoria

29. Guro, Manuel Zianja. Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college.

Degree: Education Management and Policy Studies, 2010, University of Pretoria

 Mozambique embarked on major curriculum reforms of basic education at the start of the 21st century. This study focuses on the implementation of these education… (more)

Subjects/Keywords: Policy implementation at marrere teachers college; Curriculum change; UCTD

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APA (6th Edition):

Guro, M. Z. (2010). Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24123

Chicago Manual of Style (16th Edition):

Guro, Manuel Zianja. “Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college.” 2010. Doctoral Dissertation, University of Pretoria. Accessed September 22, 2019. http://hdl.handle.net/2263/24123.

MLA Handbook (7th Edition):

Guro, Manuel Zianja. “Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college.” 2010. Web. 22 Sep 2019.

Vancouver:

Guro MZ. Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2263/24123.

Council of Science Editors:

Guro MZ. Basic education reform in Mozambique : the policy of curriculum change and the practices at Marrere teachers college. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/24123


University of Akron

30. Volk, Deborah. Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting.

Degree: MPA, Public Administration, 2008, University of Akron

 In recent years implementation fidelity has become an area of interest to ensure evidence-based prevention curricula for schools are being implemented as designed. Many studies… (more)

Subjects/Keywords: Educational Evaluation; Health Education; Implementation Fidelity; drug prevention curriculum

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APA (6th Edition):

Volk, D. (2008). Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1207857505

Chicago Manual of Style (16th Edition):

Volk, Deborah. “Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting.” 2008. Masters Thesis, University of Akron. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207857505.

MLA Handbook (7th Edition):

Volk, Deborah. “Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting.” 2008. Web. 22 Sep 2019.

Vancouver:

Volk D. Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting. [Internet] [Masters thesis]. University of Akron; 2008. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1207857505.

Council of Science Editors:

Volk D. Factors That Contribute To Implementation Fidelity Of A School-Based Substance Abuse Prevention Program: From Research To “Real World” Setting. [Masters Thesis]. University of Akron; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1207857505

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