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You searched for subject:(Curriculum implementation). Showing records 1 – 30 of 69 total matches.

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University of South Africa

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

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 November 12, 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. 12 Nov 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 Nov 12]. 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 Pretoria

2. Cornelissen, Stephanie. The responses of primary school Heads of Department to curriculum changes since 2005.

Degree: Education Management and Policy Studies, 2014, University of Pretoria

 With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most… (more)

Subjects/Keywords: Curriculum changes; HoD (Head of Department); Traditional methods of teaching; Quality in education; Confusion about changes; Narrative design; Focus group interviews; Globalisation; Qualitative methodology; Policy implementation; UCTD

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APA (6th Edition):

Cornelissen, S. (2014). The responses of primary school Heads of Department to curriculum changes since 2005. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40438

Chicago Manual of Style (16th Edition):

Cornelissen, Stephanie. “The responses of primary school Heads of Department to curriculum changes since 2005.” 2014. Masters Thesis, University of Pretoria. Accessed November 12, 2019. http://hdl.handle.net/2263/40438.

MLA Handbook (7th Edition):

Cornelissen, Stephanie. “The responses of primary school Heads of Department to curriculum changes since 2005.” 2014. Web. 12 Nov 2019.

Vancouver:

Cornelissen S. The responses of primary school Heads of Department to curriculum changes since 2005. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2263/40438.

Council of Science Editors:

Cornelissen S. The responses of primary school Heads of Department to curriculum changes since 2005. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40438


University of South Africa

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

Degree: 2005, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Du Plessis, Lynette Erika. “The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level .” 2005. Doctoral Dissertation, University of South Africa. Accessed November 12, 2019. http://hdl.handle.net/10500/1529.

MLA Handbook (7th Edition):

Du Plessis, Lynette Erika. “The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level .” 2005. Web. 12 Nov 2019.

Vancouver:

Du Plessis LE. The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level . [Internet] [Doctoral dissertation]. University of South Africa; 2005. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10500/1529.

Council of Science Editors:

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


North-West University

4. Du Toit, Christine. Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du Toit .

Degree: 2012, North-West University

 Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans… (more)

Subjects/Keywords: Addisioneletaalonderrig; Afrikaans Addisionele Taal; Kurrikulum-implementering; Intermediêre fase; Seniorfase; Leesonderrig; Skryfonderrig; Spelling; Woordeskat; Grammatika; Luisteronderrig; Praat; Additional language teaching; Afrikaans Additional Language; Curriculum implementation; Intermediate Phase; Senior Phase; Teaching of reading; Teaching of writing; Vocabulary; Teaching of grammar; Teaching of listening; Teaching of speaking

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

APA (6th Edition):

Du Toit, C. (2012). Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du Toit . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11071

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):

Du Toit, Christine. “Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du Toit .” 2012. Thesis, North-West University. Accessed November 12, 2019. http://hdl.handle.net/10394/11071.

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

MLA Handbook (7th Edition):

Du Toit, Christine. “Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du Toit .” 2012. Web. 12 Nov 2019.

Vancouver:

Du Toit C. Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du Toit . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10394/11071.

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

Council of Science Editors:

Du Toit C. Die ontwikkeling van 'n onderrigleerprogramraamwerk vir Afrikaans addisionele taal / Christine du Toit . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/11071

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


University of Pretoria

5. 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 November 12, 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. 12 Nov 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 Nov 12]. 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

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

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 November 12, 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. 12 Nov 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 Nov 12]. 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


North-West University

7. Goosen, Leilani. Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen .

Degree: 2004, North-West University

 The choice of a first programming language is critical for fostering problem solving skills and remains a concern in programming instruction that should be taken… (more)

Subjects/Keywords: Selection criteria; Implementation guidelines; First programming language; High schools; Computer studies; Curriculum development; Curriculum implementation; Curriculum dissemination

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APA (6th Edition):

Goosen, L. (2004). Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/226

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):

Goosen, Leilani. “Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen .” 2004. Thesis, North-West University. Accessed November 12, 2019. http://hdl.handle.net/10394/226.

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

MLA Handbook (7th Edition):

Goosen, Leilani. “Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen .” 2004. Web. 12 Nov 2019.

Vancouver:

Goosen L. Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen . [Internet] [Thesis]. North-West University; 2004. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10394/226.

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

Council of Science Editors:

Goosen L. Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen . [Thesis]. North-West University; 2004. Available from: http://hdl.handle.net/10394/226

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


University of Pretoria

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

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 November 12, 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. 12 Nov 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 Nov 12]. 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 South Africa

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

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 November 12, 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. 12 Nov 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 Nov 12]. 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 the Western Cape

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

Degree: 2010, University of the Western Cape

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hendricks, Diane. “The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .” 2010. Thesis, University of the Western Cape. Accessed November 12, 2019. http://hdl.handle.net/11394/3458.

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

MLA Handbook (7th Edition):

Hendricks, Diane. “The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression .” 2010. Web. 12 Nov 2019.

Vancouver:

Hendricks D. The implementation of the revised national curriculum statement in the foundation phase, with specific reference to integration and progression . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/11394/3458.

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

Council of Science Editors:

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

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


University of the Western Cape

11. Kapenda, Hileni Magano. Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools .

Degree: 2008, University of the Western Cape

 "This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a… (more)

Subjects/Keywords: Namibia; Khomas Region; Senior Secondary schools; Learner-Centred education; Curriculum implementation; Constructivist teaching; Classroom practices; Mathematics; Mathematics teachers; Mathematics curriculum

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

APA (6th Edition):

Kapenda, H. M. (2008). Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3645

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):

Kapenda, Hileni Magano. “Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools .” 2008. Thesis, University of the Western Cape. Accessed November 12, 2019. http://hdl.handle.net/11394/3645.

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

MLA Handbook (7th Edition):

Kapenda, Hileni Magano. “Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools .” 2008. Web. 12 Nov 2019.

Vancouver:

Kapenda HM. Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools . [Internet] [Thesis]. University of the Western Cape; 2008. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/11394/3645.

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

Council of Science Editors:

Kapenda HM. Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools . [Thesis]. University of the Western Cape; 2008. Available from: http://hdl.handle.net/11394/3645

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


Stellenbosch University

12. Klapwijk, Nanda Maria. Reading strategy instruction in grades 4 to 6 : towards a framework for implementation.

Degree: PhD, Curriculum Studies, 2011, Stellenbosch University

 ENGLISH ABSTRACT: This study focuses on the effect of a reading strategy instruction research intervention on teachers and learners in Grade 4 to 6 at… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Literacy programs  – South Africa  – Western Cape  – Implementation; Reading comprehension  – Study and teaching (Elementary) South Africa  – Western Cape; Literacy programs  – South Africa  – Western Cape; Language teachers  – Training of; Reading  – Study and teaching (Elemetary); Department of Curriculum Studies

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

APA (6th Edition):

Klapwijk, N. M. (2011). Reading strategy instruction in grades 4 to 6 : towards a framework for implementation. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/17956

Chicago Manual of Style (16th Edition):

Klapwijk, Nanda Maria. “Reading strategy instruction in grades 4 to 6 : towards a framework for implementation.” 2011. Doctoral Dissertation, Stellenbosch University. Accessed November 12, 2019. http://hdl.handle.net/10019.1/17956.

MLA Handbook (7th Edition):

Klapwijk, Nanda Maria. “Reading strategy instruction in grades 4 to 6 : towards a framework for implementation.” 2011. Web. 12 Nov 2019.

Vancouver:

Klapwijk NM. Reading strategy instruction in grades 4 to 6 : towards a framework for implementation. [Internet] [Doctoral dissertation]. Stellenbosch University; 2011. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10019.1/17956.

Council of Science Editors:

Klapwijk NM. Reading strategy instruction in grades 4 to 6 : towards a framework for implementation. [Doctoral Dissertation]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/17956


University of South Africa

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

Degree: 2009, University of South Africa

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kobola, Matshidiso Walter. “The role of the school principal in the implementation of the revised national curriculum statement: a case study .” 2009. Doctoral Dissertation, University of South Africa. Accessed November 12, 2019. http://hdl.handle.net/10500/1811.

MLA Handbook (7th Edition):

Kobola, Matshidiso Walter. “The role of the school principal in the implementation of the revised national curriculum statement: a case study .” 2009. Web. 12 Nov 2019.

Vancouver:

Kobola MW. The role of the school principal in the implementation of the revised national curriculum statement: a case study . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10500/1811.

Council of Science Editors:

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


University of South Africa

14. 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/10500/22716

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 November 12, 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. 12 Nov 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 Nov 12]. 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

15. 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 November 12, 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. 12 Nov 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 Nov 12]. 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

16. 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 November 12, 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. 12 Nov 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 Nov 12]. Available from: http://hdl.handle.net/10500/19836.

Council of Science Editors:

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


University of South Africa

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 November 12, 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. 12 Nov 2019.

Vancouver:

Makeleni TN. The experiences of foundation phase teachers in implementing the curriculum . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Nov 12]. 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

18. Maluleke, Hlanganani Maggie. Curriculum policy implementation in the South African context, with reference to environmental education within the natural sciences.

Degree: 2015, University of South Africa

 A growing body of research has emphasised the social processes by which teachers – who are curriculum policy implementing agents – are trained and supported… (more)

Subjects/Keywords: Curriculum; Policy implementation; Environmental education; Teacher sense-making; Education system

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APA (6th Edition):

Maluleke, H. M. (2015). Curriculum policy implementation in the South African context, with reference to environmental education within the natural sciences. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18678

Chicago Manual of Style (16th Edition):

Maluleke, Hlanganani Maggie. “Curriculum policy implementation in the South African context, with reference to environmental education within the natural sciences.” 2015. Doctoral Dissertation, University of South Africa. Accessed November 12, 2019. http://hdl.handle.net/10500/18678.

MLA Handbook (7th Edition):

Maluleke, Hlanganani Maggie. “Curriculum policy implementation in the South African context, with reference to environmental education within the natural sciences.” 2015. Web. 12 Nov 2019.

Vancouver:

Maluleke HM. Curriculum policy implementation in the South African context, with reference to environmental education within the natural sciences. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10500/18678.

Council of Science Editors:

Maluleke HM. Curriculum policy implementation in the South African context, with reference to environmental education within the natural sciences. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18678


University of Pretoria

19. Maluleke, Samuel Maselesele. Managing the implementation of the assessment policy in the senior certificate band.

Degree: School of Public Management and Administration (SPMA), 2011, University of Pretoria

 Educators in the basic education system are facing extreme challenges in assessing learners in general and in implementing assessment policy in particular. These challenges influence… (more)

Subjects/Keywords: National curriculum statement; Implementation management; Continuous assessment; Clearing houses; Assessment practices; Assessment policy; Public administration; Public policy; UCTD

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APA (6th Edition):

Maluleke, S. (2011). Managing the implementation of the assessment policy in the senior certificate band. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25138

Chicago Manual of Style (16th Edition):

Maluleke, Samuel. “Managing the implementation of the assessment policy in the senior certificate band.” 2011. Doctoral Dissertation, University of Pretoria. Accessed November 12, 2019. http://hdl.handle.net/2263/25138.

MLA Handbook (7th Edition):

Maluleke, Samuel. “Managing the implementation of the assessment policy in the senior certificate band.” 2011. Web. 12 Nov 2019.

Vancouver:

Maluleke S. Managing the implementation of the assessment policy in the senior certificate band. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2263/25138.

Council of Science Editors:

Maluleke S. Managing the implementation of the assessment policy in the senior certificate band. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25138


University of South Africa

20. 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 November 12, 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. 12 Nov 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 Nov 12]. 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 South Africa

21. Mazani, Wilfred. Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics.

Degree: 2015, University of South Africa

 The central aim of this study was to investigatethe role of principals in the implementation of polytechnic curriculum effectiveness strategy (PCS) in Zimbabwe. The specific… (more)

Subjects/Keywords: Action research; Reconceptualisation of curriculum; Pedagogising knowledge; Currere approach; Strategy implementation; Strategic leadership

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APA (6th Edition):

Mazani, W. (2015). Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18811

Chicago Manual of Style (16th Edition):

Mazani, Wilfred. “Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics.” 2015. Doctoral Dissertation, University of South Africa. Accessed November 12, 2019. http://hdl.handle.net/10500/18811.

MLA Handbook (7th Edition):

Mazani, Wilfred. “Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics.” 2015. Web. 12 Nov 2019.

Vancouver:

Mazani W. Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10500/18811.

Council of Science Editors:

Mazani W. Principal's role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18811


University of South Africa

22. Mazibuko, Sipho Patrick. The role of the school principal in the implementation of outcomes-based education in KwaMashu schools .

Degree: 2009, University of South Africa

 The introduction of outcomes-based education in South African schools has changed the roles of all role players. For outcomes-based education to be successfully implemented everyone… (more)

Subjects/Keywords: Curriculum 2005; Implementation; Instructional leadership; KwaMashu; Outcomes-based education; Principal; School; Role

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APA (6th Edition):

Mazibuko, S. P. (2009). The role of the school principal in the implementation of outcomes-based education in KwaMashu schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/859

Chicago Manual of Style (16th Edition):

Mazibuko, Sipho Patrick. “The role of the school principal in the implementation of outcomes-based education in KwaMashu schools .” 2009. Masters Thesis, University of South Africa. Accessed November 12, 2019. http://hdl.handle.net/10500/859.

MLA Handbook (7th Edition):

Mazibuko, Sipho Patrick. “The role of the school principal in the implementation of outcomes-based education in KwaMashu schools .” 2009. Web. 12 Nov 2019.

Vancouver:

Mazibuko SP. The role of the school principal in the implementation of outcomes-based education in KwaMashu schools . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10500/859.

Council of Science Editors:

Mazibuko SP. The role of the school principal in the implementation of outcomes-based education in KwaMashu schools . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/859


University of South Africa

23. 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 November 12, 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. 12 Nov 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 Nov 12]. 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

24. 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 November 12, 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. 12 Nov 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 Nov 12]. 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 Pretoria

25. 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 November 12, 2019. http://hdl.handle.net/2263/60963.

MLA Handbook (7th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Web. 12 Nov 2019.

Vancouver:

Molapo M. How educators implement curriculum change. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Nov 12]. 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

26. 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 November 12, 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. 12 Nov 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 Nov 12]. 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

27. Morake, Machomi Nnior. The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement .

Degree: 2014, University of South Africa

 The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and… (more)

Subjects/Keywords: Professional development; Staff development; Teacher education; Foundation Phase teachers; Approach; Curriculum and Assessment Policy Statement; Policy implementation; Constructivist learning intervention; Self-regulatory learning intervention; North West Province

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APA (6th Edition):

Morake, M. N. (2014). The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13756

Chicago Manual of Style (16th Edition):

Morake, Machomi Nnior. “The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement .” 2014. Doctoral Dissertation, University of South Africa. Accessed November 12, 2019. http://hdl.handle.net/10500/13756.

MLA Handbook (7th Edition):

Morake, Machomi Nnior. “The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement .” 2014. Web. 12 Nov 2019.

Vancouver:

Morake MN. The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10500/13756.

Council of Science Editors:

Morake MN. The implementation of professional development in the foundation phase in the North West Province with reference to Curriculum and assessment policy statement . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13756


University of Pretoria

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

Degree: Early Childhood Education, 2011, University of Pretoria

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mosia, Dina Emely. “How secondary school teachers understand, respond to and implement life orientation.” 2011. Doctoral Dissertation, University of Pretoria. Accessed November 12, 2019. http://hdl.handle.net/2263/28484.

MLA Handbook (7th Edition):

Mosia, Dina Emely. “How secondary school teachers understand, respond to and implement life orientation.” 2011. Web. 12 Nov 2019.

Vancouver:

Mosia DE. How secondary school teachers understand, respond to and implement life orientation. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2263/28484.

Council of Science Editors:

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


University of South Africa

29. 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 November 12, 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. 12 Nov 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 Nov 12]. 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 Pretoria

30. Mphahlele, Rennie Esther. A decade of educational change : grounded narratives of school principals.

Degree: Education Management and Policy Studies, 2009, University of Pretoria

 Since 1994 South Africa has changed dramatically in all spheres, not least of which in the sphere of education. Not only are all schools now… (more)

Subjects/Keywords: School principals; Leadership; Motivation; Curriculum change; Implementation of change; Management; Communication; Agents of change; Education management; Transformation; UCTD

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APA (6th Edition):

Mphahlele, R. (2009). A decade of educational change : grounded narratives of school principals. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30589

Chicago Manual of Style (16th Edition):

Mphahlele, Rennie. “A decade of educational change : grounded narratives of school principals.” 2009. Doctoral Dissertation, University of Pretoria. Accessed November 12, 2019. http://hdl.handle.net/2263/30589.

MLA Handbook (7th Edition):

Mphahlele, Rennie. “A decade of educational change : grounded narratives of school principals.” 2009. Web. 12 Nov 2019.

Vancouver:

Mphahlele R. A decade of educational change : grounded narratives of school principals. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2263/30589.

Council of Science Editors:

Mphahlele R. A decade of educational change : grounded narratives of school principals. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/30589

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