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Level: masters

You searched for subject:(Curriculum implementation). Showing records 1 – 30 of 37 total matches.

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University of Pretoria

1. 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 October 19, 2019. http://hdl.handle.net/2263/60963.

MLA Handbook (7th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Web. 19 Oct 2019.

Vancouver:

Molapo M. How educators implement curriculum change. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 19]. 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


University of South Africa

2. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

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

Degree: 2016, University of South Africa

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

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

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APA (6th Edition):

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

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 October 19, 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. 19 Oct 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 Oct 19]. Available from: http://hdl.handle.net/10500/24919.

Council of Science Editors:

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


University of South Africa

4. 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 October 19, 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. 19 Oct 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 Oct 19]. 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 Waikato

5. 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 October 19, 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. 19 Oct 2019.

Vancouver:

Huang W. An investigation into early childhood art education in two Shanghai kindergartens . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Oct 19]. 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

6. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

7. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

8. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

9. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

10. 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 October 19, 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. 19 Oct 2019.

Vancouver:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/11823.

Council of Science Editors:

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


University of South Africa

11. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

12. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

13. 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 October 19, 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. 19 Oct 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 Oct 19]. Available from: http://hdl.handle.net/10500/21030.

Council of Science Editors:

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


University of South Africa

14. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

15. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

16. 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 October 19, 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. 19 Oct 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 Oct 19]. 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 Akron

17. 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 October 19, 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. 19 Oct 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 Oct 19]. 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


University of South Africa

18. Mandukwini, Nompumelelo. Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape.

Degree: 2016, University of South Africa

 Many changes especially in the education system were introduced when the ANC-led government came into power in 1994. Curriculum change emerged as key focus in… (more)

Subjects/Keywords: Challenges; Curriculum implementation; High schools; School management team; Teachers; Capacity building

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APA (6th Edition):

Mandukwini, N. (2016). Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22251

Chicago Manual of Style (16th Edition):

Mandukwini, Nompumelelo. “Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape.” 2016. Masters Thesis, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/22251.

MLA Handbook (7th Edition):

Mandukwini, Nompumelelo. “Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape.” 2016. Web. 19 Oct 2019.

Vancouver:

Mandukwini N. Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/22251.

Council of Science Editors:

Mandukwini N. Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22251


University of Waikato

19. Collin, Anney. A mentoring approach to learner centred education in Tanzania : a case from the grass roots .

Degree: 2019, University of Waikato

 Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though… (more)

Subjects/Keywords: Mentoring; learner-centred education; Tanzania; indigenous; implementation of policy and curriculum

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APA (6th Edition):

Collin, A. (2019). A mentoring approach to learner centred education in Tanzania : a case from the grass roots . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12808

Chicago Manual of Style (16th Edition):

Collin, Anney. “A mentoring approach to learner centred education in Tanzania : a case from the grass roots .” 2019. Masters Thesis, University of Waikato. Accessed October 19, 2019. http://hdl.handle.net/10289/12808.

MLA Handbook (7th Edition):

Collin, Anney. “A mentoring approach to learner centred education in Tanzania : a case from the grass roots .” 2019. Web. 19 Oct 2019.

Vancouver:

Collin A. A mentoring approach to learner centred education in Tanzania : a case from the grass roots . [Internet] [Masters thesis]. University of Waikato; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10289/12808.

Council of Science Editors:

Collin A. A mentoring approach to learner centred education in Tanzania : a case from the grass roots . [Masters Thesis]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12808


University of South Africa

20. 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 October 19, 2019. http://hdl.handle.net/10500/23681.

MLA Handbook (7th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Web. 19 Oct 2019.

Vancouver:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 19]. 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 Pretoria

21. Nkwana, Simon Mangwato. The response of educators and school management team members on a curriculum delivery intervention programme.

Degree: Science, Mathematics and Technology Education, 2011, University of Pretoria

 The main purpose of this study was to investigate the responses of educators and school management team members on a Curriculum Delivery Intervention Programme (CDIP)… (more)

Subjects/Keywords: Feedback and improvement of performance of learner; Curriculum implementation; Curriculum management; Departmental support; Monitoring; Professional development; Curriculum delivery; Interventions; Curriculum development; Evaluation; Dissemination of information; UCTD

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APA (6th Edition):

Nkwana, S. (2011). The response of educators and school management team members on a curriculum delivery intervention programme. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28153

Chicago Manual of Style (16th Edition):

Nkwana, Simon. “The response of educators and school management team members on a curriculum delivery intervention programme.” 2011. Masters Thesis, University of Pretoria. Accessed October 19, 2019. http://hdl.handle.net/2263/28153.

MLA Handbook (7th Edition):

Nkwana, Simon. “The response of educators and school management team members on a curriculum delivery intervention programme.” 2011. Web. 19 Oct 2019.

Vancouver:

Nkwana S. The response of educators and school management team members on a curriculum delivery intervention programme. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2263/28153.

Council of Science Editors:

Nkwana S. The response of educators and school management team members on a curriculum delivery intervention programme. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28153


University of Pretoria

22. [No author]. The response of educators and school management team members on a curriculum delivery intervention programme .

Degree: 2011, University of Pretoria

 The main purpose of this study was to investigate the responses of educators and school management team members on a Curriculum Delivery Intervention Programme (CDIP)… (more)

Subjects/Keywords: Feedback and improvement of performance of learner; Curriculum implementation; Curriculum management; Departmental support; Monitoring; Professional development; Curriculum delivery; Interventions; Curriculum development; Evaluation; Dissemination of information; UCTD

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

APA (6th Edition):

author], [. (2011). The response of educators and school management team members on a curriculum delivery intervention programme . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02112011-234833/

Chicago Manual of Style (16th Edition):

author], [No. “The response of educators and school management team members on a curriculum delivery intervention programme .” 2011. Masters Thesis, University of Pretoria. Accessed October 19, 2019. http://upetd.up.ac.za/thesis/available/etd-02112011-234833/.

MLA Handbook (7th Edition):

author], [No. “The response of educators and school management team members on a curriculum delivery intervention programme .” 2011. Web. 19 Oct 2019.

Vancouver:

author] [. The response of educators and school management team members on a curriculum delivery intervention programme . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Oct 19]. Available from: http://upetd.up.ac.za/thesis/available/etd-02112011-234833/.

Council of Science Editors:

author] [. The response of educators and school management team members on a curriculum delivery intervention programme . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-02112011-234833/


University of South Africa

23. Phaiphai, Thanyani. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.

Degree: 2017, University of South Africa

 This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes… (more)

Subjects/Keywords: Assessment; Change; Circuit; Constructivism; Curriculum; Curriculum advisors; District; Experiences; Foundation phase; Implementation; Management; Participants; Qualifications; Resources; Training; Workshops

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APA (6th Edition):

Phaiphai, T. (2017). Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24233

Chicago Manual of Style (16th Edition):

Phaiphai, Thanyani. “Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.” 2017. Masters Thesis, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/24233.

MLA Handbook (7th Edition):

Phaiphai, Thanyani. “Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit.” 2017. Web. 19 Oct 2019.

Vancouver:

Phaiphai T. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/24233.

Council of Science Editors:

Phaiphai T. Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24233


University of South Africa

24. Badugela, Thivhavhudzi Muriel. Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa .

Degree: 2012, University of South Africa

 The implementation of the National Curriculum Statement was problematic to the culture of teaching and learning in various South African schools. If challenges experienced by… (more)

Subjects/Keywords: Continuous professional development of teachers; Teaching and learning resources; Stakeholder involvement; Teacher preparedness; Curriculum development; Curriculum implementation

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APA (6th Edition):

Badugela, T. M. (2012). Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7642

Chicago Manual of Style (16th Edition):

Badugela, Thivhavhudzi Muriel. “Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa .” 2012. Masters Thesis, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/7642.

MLA Handbook (7th Edition):

Badugela, Thivhavhudzi Muriel. “Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa .” 2012. Web. 19 Oct 2019.

Vancouver:

Badugela TM. Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/7642.

Council of Science Editors:

Badugela TM. Problems facing educators in implementing the National Curriculum Statement : the case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7642


University of Toronto

25. Gour, Rochelle. Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum.

Degree: 2015, University of Toronto

The implementation of the revised French as a Second Language (FSL) curriculum, inspired by the Common European Framework of Reference for Languages (CEFR) was mandatory… (more)

Subjects/Keywords: core-french; curriculum implementation; elementary school; French as a Second Language; Ontario; 0515

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APA (6th Edition):

Gour, R. (2015). Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70346

Chicago Manual of Style (16th Edition):

Gour, Rochelle. “Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum.” 2015. Masters Thesis, University of Toronto. Accessed October 19, 2019. http://hdl.handle.net/1807/70346.

MLA Handbook (7th Edition):

Gour, Rochelle. “Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum.” 2015. Web. 19 Oct 2019.

Vancouver:

Gour R. Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1807/70346.

Council of Science Editors:

Gour R. Engagement or Despondence? Ontario Middle-school Core French Teachers' Perceptions of and Experiences with the 2013 Ontario French as a Second Language Curriculum. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70346


University of South Africa

26. Pillay, Inbam. Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area.

Degree: 2014, University of South Africa

 The purpose of this study was to explore teachers’ experiences of curriculum change in two under-resourced primary schools in the Durban area. By examining the… (more)

Subjects/Keywords: Curriculum change; Curriculum implementation; Outcomes Based Education; C2005; Curriculum and Assessment Policy Statements; Under-resourced school; Foundations for Learning Campaign; Learner-teacher support materials

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APA (6th Edition):

Pillay, I. (2014). Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/18853

Chicago Manual of Style (16th Edition):

Pillay, Inbam. “Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area.” 2014. Masters Thesis, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/18853.

MLA Handbook (7th Edition):

Pillay, Inbam. “Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area.” 2014. Web. 19 Oct 2019.

Vancouver:

Pillay I. Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/18853.

Council of Science Editors:

Pillay I. Teachers' experiences of curriculum change in two under-resourced primary schools in the Durban area. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18853


University of Pretoria

27. Fanseka, Gezani Samuel. Experiences of secondary school management teams in the implementation of continuous assessment.

Degree: Education Management and Policy Studies, 2013, University of Pretoria

 The 1994 democratic elections marked a great turning point in the history the of the South African education system. A call from many politicians and… (more)

Subjects/Keywords: National curriculum statement; Educators; Principal; Learners; Learner performance; Implementation. assessment; Learning outcomes; Continuous assessment; School management teams; UCTD

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APA (6th Edition):

Fanseka, G. (2013). Experiences of secondary school management teams in the implementation of continuous assessment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28650

Chicago Manual of Style (16th Edition):

Fanseka, Gezani. “Experiences of secondary school management teams in the implementation of continuous assessment.” 2013. Masters Thesis, University of Pretoria. Accessed October 19, 2019. http://hdl.handle.net/2263/28650.

MLA Handbook (7th Edition):

Fanseka, Gezani. “Experiences of secondary school management teams in the implementation of continuous assessment.” 2013. Web. 19 Oct 2019.

Vancouver:

Fanseka G. Experiences of secondary school management teams in the implementation of continuous assessment. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2263/28650.

Council of Science Editors:

Fanseka G. Experiences of secondary school management teams in the implementation of continuous assessment. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/28650


University of Pretoria

28. [No author]. Experiences of secondary school management teams in the implementation of continuous assessment .

Degree: 2013, University of Pretoria

 The 1994 democratic elections marked a great turning point in the history the of the South African education system. A call from many politicians and… (more)

Subjects/Keywords: National curriculum statement; Educators; Principal; Learners; Learner performance; Implementation. assessment; Learning outcomes; Continuous assessment; School management teams; UCTD

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APA (6th Edition):

author], [. (2013). Experiences of secondary school management teams in the implementation of continuous assessment . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02132013-170046/

Chicago Manual of Style (16th Edition):

author], [No. “Experiences of secondary school management teams in the implementation of continuous assessment .” 2013. Masters Thesis, University of Pretoria. Accessed October 19, 2019. http://upetd.up.ac.za/thesis/available/etd-02132013-170046/.

MLA Handbook (7th Edition):

author], [No. “Experiences of secondary school management teams in the implementation of continuous assessment .” 2013. Web. 19 Oct 2019.

Vancouver:

author] [. Experiences of secondary school management teams in the implementation of continuous assessment . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Oct 19]. Available from: http://upetd.up.ac.za/thesis/available/etd-02132013-170046/.

Council of Science Editors:

author] [. Experiences of secondary school management teams in the implementation of continuous assessment . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-02132013-170046/


Brigham Young University

29. Betteridge, Amberly Patch. An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center.

Degree: MA, 2011, Brigham Young University

 The current study examines the implementation of one computer-assisted language learning program (CALL) called Technology Assisted Language Learning (TALL) in a pilot language curriculum at… (more)

Subjects/Keywords: computer-assisted language learning (CALL); implementation; evaluation; language curriculum; Missionary Training Center (MTC); Other Languages, Societies, and Cultures

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APA (6th Edition):

Betteridge, A. P. (2011). An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3676&context=etd

Chicago Manual of Style (16th Edition):

Betteridge, Amberly Patch. “An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center.” 2011. Masters Thesis, Brigham Young University. Accessed October 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3676&context=etd.

MLA Handbook (7th Edition):

Betteridge, Amberly Patch. “An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center.” 2011. Web. 19 Oct 2019.

Vancouver:

Betteridge AP. An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2019 Oct 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3676&context=etd.

Council of Science Editors:

Betteridge AP. An Evaluation of the Implementation of a CALL Program in a Pilot Curriculum at the Provo LDS Missionary Training Center. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3676&context=etd


University of South Africa

30. Ndou, Nkhangweleni Florence. The role of school management teams in curriculum change management .

Degree: 2009, University of South Africa

 The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on… (more)

Subjects/Keywords: School management team; Curriculum change process; Curriculum implementation; Curriculum; Change; Curriculum change; Factors influencing curriculum change; Curriculum 2005; Phases in managing curriculum change; Role of educators in the changed curriculum

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APA (6th Edition):

Ndou, N. F. (2009). The role of school management teams in curriculum change management . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1812

Chicago Manual of Style (16th Edition):

Ndou, Nkhangweleni Florence. “The role of school management teams in curriculum change management .” 2009. Masters Thesis, University of South Africa. Accessed October 19, 2019. http://hdl.handle.net/10500/1812.

MLA Handbook (7th Edition):

Ndou, Nkhangweleni Florence. “The role of school management teams in curriculum change management .” 2009. Web. 19 Oct 2019.

Vancouver:

Ndou NF. The role of school management teams in curriculum change management . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10500/1812.

Council of Science Editors:

Ndou NF. The role of school management teams in curriculum change management . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1812

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