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You searched for subject:(Curriculum planning South Africa). Showing records 1 – 30 of 73554 total matches.

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University of KwaZulu-Natal

1. [No author]. Heads of departments' understandings of and their preparedness for their roles as curriculum managers : a case study of a rural primary school.

Degree: Education, 2008, University of KwaZulu-Natal

 This study investigates Heads of Department’s (HoDs’) understandings of their roles as curriculum managers and their level of preparedness for instructional support and supervision to… (more)

Subjects/Keywords: Curriculum planning – South Africa.; Education.

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APA (6th Edition):

author], [. (2008). Heads of departments' understandings of and their preparedness for their roles as curriculum managers : a case study of a rural primary school. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/87

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):

author], [No. “Heads of departments' understandings of and their preparedness for their roles as curriculum managers : a case study of a rural primary school. ” 2008. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/87.

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

MLA Handbook (7th Edition):

author], [No. “Heads of departments' understandings of and their preparedness for their roles as curriculum managers : a case study of a rural primary school. ” 2008. Web. 16 Sep 2019.

Vancouver:

author] [. Heads of departments' understandings of and their preparedness for their roles as curriculum managers : a case study of a rural primary school. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/87.

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

Council of Science Editors:

author] [. Heads of departments' understandings of and their preparedness for their roles as curriculum managers : a case study of a rural primary school. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/87

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


North-West University

2. Kodisang, T A. Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang .

Degree: 2013, North-West University

 The study investigated the challenges faced by the teachers during the implementation of the National Curriculum Statement in secondary schools at Greater Delareyville Area Office.… (more)

Subjects/Keywords: Curriculum change; South Africa; Curriculum planning

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APA (6th Edition):

Kodisang, T. A. (2013). Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16155

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):

Kodisang, T A. “Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang .” 2013. Thesis, North-West University. Accessed September 16, 2019. http://hdl.handle.net/10394/16155.

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

MLA Handbook (7th Edition):

Kodisang, T A. “Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang .” 2013. Web. 16 Sep 2019.

Vancouver:

Kodisang TA. Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang . [Internet] [Thesis]. North-West University; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10394/16155.

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

Council of Science Editors:

Kodisang TA. Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/16155

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


University of Johannesburg

3. Parsard, Nishana Beharie. Education Management Development in schools and districts that support reflexive.

Degree: 2012, University of Johannesburg

D.Ed.

South African education policy identities curriculum delivery as the core process in education and INSET, EMD (Education Management and Development) and enabling functions as… (more)

Subjects/Keywords: School management and organization - South Africa.; Curriculum planning - South Africa.; Curriculum change - South Africa.

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APA (6th Edition):

Parsard, N. B. (2012). Education Management Development in schools and districts that support reflexive. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5691

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):

Parsard, Nishana Beharie. “Education Management Development in schools and districts that support reflexive.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/5691.

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

MLA Handbook (7th Edition):

Parsard, Nishana Beharie. “Education Management Development in schools and districts that support reflexive.” 2012. Web. 16 Sep 2019.

Vancouver:

Parsard NB. Education Management Development in schools and districts that support reflexive. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/5691.

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

Council of Science Editors:

Parsard NB. Education Management Development in schools and districts that support reflexive. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5691

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


Durban University of Technology

4. Moodley, Egashnee. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.

Degree: 2018, Durban University of Technology

Submitted in full requirement of Masters in Management Science in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2018.

South Africa’s tertiary… (more)

Subjects/Keywords: Education, Higher – Curricula – South Africa; Curriculum planning – South Africa; Curriculum change – South Africa

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

APA (6th Edition):

Moodley, E. (2018). The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3208

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):

Moodley, Egashnee. “The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.” 2018. Thesis, Durban University of Technology. Accessed September 16, 2019. http://hdl.handle.net/10321/3208.

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

MLA Handbook (7th Edition):

Moodley, Egashnee. “The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.” 2018. Web. 16 Sep 2019.

Vancouver:

Moodley E. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10321/3208.

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

Council of Science Editors:

Moodley E. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3208

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


University of Johannesburg

5. Myburgh, Jacobus Abraham. The curriculum development process of the senior secondary agricultural science curriculum in South Africa.

Degree: PhD, 2015, University of Johannesburg

 This study investigates the relevancy of the current Agricultural Science curriculum for the Senior Secondary school phase. It also surveys whether the syllabus addresses the… (more)

Subjects/Keywords: Curriculum planning - South Africa; Agricultural science - Curricula

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APA (6th Edition):

Myburgh, J. A. (2015). The curriculum development process of the senior secondary agricultural science curriculum in South Africa. (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14634

Chicago Manual of Style (16th Edition):

Myburgh, Jacobus Abraham. “The curriculum development process of the senior secondary agricultural science curriculum in South Africa.” 2015. Doctoral Dissertation, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/14634.

MLA Handbook (7th Edition):

Myburgh, Jacobus Abraham. “The curriculum development process of the senior secondary agricultural science curriculum in South Africa.” 2015. Web. 16 Sep 2019.

Vancouver:

Myburgh JA. The curriculum development process of the senior secondary agricultural science curriculum in South Africa. [Internet] [Doctoral dissertation]. University of Johannesburg; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/14634.

Council of Science Editors:

Myburgh JA. The curriculum development process of the senior secondary agricultural science curriculum in South Africa. [Doctoral Dissertation]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14634


Nelson Mandela Metropolitan University

6. Labane, Nokubonga. Planning and managing curriculum implementation in rural schools: an investigation.

Degree: Faculty of Education, 2009, Nelson Mandela Metropolitan University

 Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom… (more)

Subjects/Keywords: Curriculum planning  – South Africa; Teacher participation in curriculum planning; Education  – South Africa  – Curricula

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

APA (6th Edition):

Labane, N. (2009). Planning and managing curriculum implementation in rural schools: an investigation. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/998

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):

Labane, Nokubonga. “Planning and managing curriculum implementation in rural schools: an investigation.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/998.

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

MLA Handbook (7th Edition):

Labane, Nokubonga. “Planning and managing curriculum implementation in rural schools: an investigation.” 2009. Web. 16 Sep 2019.

Vancouver:

Labane N. Planning and managing curriculum implementation in rural schools: an investigation. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/998.

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

Council of Science Editors:

Labane N. Planning and managing curriculum implementation in rural schools: an investigation. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/998

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


University of KwaZulu-Natal

7. Naidoo, Tigambery. Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology.

Degree: Education, 2010, University of KwaZulu-Natal

 This study focuses on moral values in education, in particular, their inclusion as part of the academic curricula of Durban University of Technology (DUT), Faculty… (more)

Subjects/Keywords: Education.; Education, Higher – South Africa.; Curriculum planning – South Africa.

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APA (6th Edition):

Naidoo, T. (2010). Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/5195

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):

Naidoo, Tigambery. “Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology.” 2010. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/5195.

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

MLA Handbook (7th Edition):

Naidoo, Tigambery. “Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology.” 2010. Web. 16 Sep 2019.

Vancouver:

Naidoo T. Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/5195.

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

Council of Science Editors:

Naidoo T. Role-players' perceptions regarding moral values in the curricula of the Durban Institute of Technology. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/5195

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


University of KwaZulu-Natal

8. Ally, Fazila. Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology.

Degree: M. Ed., Education, 2010, University of KwaZulu-Natal

South African higher education institutions are being increasingly plagued by high attrition rates (especially in first year) and low graduation rates. The students entering the… (more)

Subjects/Keywords: Education.; Education, Higher – South Africa.; Curriculum planning – South Africa.

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APA (6th Edition):

Ally, F. (2010). Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3650

Chicago Manual of Style (16th Edition):

Ally, Fazila. “Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology.” 2010. Masters Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/3650.

MLA Handbook (7th Edition):

Ally, Fazila. “Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology.” 2010. Web. 16 Sep 2019.

Vancouver:

Ally F. Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/3650.

Council of Science Editors:

Ally F. Linking learning, teaching and assessment styles for anatomy students at a South African University of Technology. [Masters Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/3650


University of KwaZulu-Natal

9. [No author]. Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg.

Degree: Policy and development studies, 2009, University of KwaZulu-Natal

 The link between public policies and their desired outcomes has remained an important subject among scholars and policy makers. Public policies made at the ‘top’… (more)

Subjects/Keywords: Policy and development studies.; Education – South Africa.; Curriculum planning – South Africa.

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APA (6th Edition):

author], [. (2009). Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/510

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):

author], [No. “Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg. ” 2009. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/510.

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

MLA Handbook (7th Edition):

author], [No. “Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg. ” 2009. Web. 16 Sep 2019.

Vancouver:

author] [. Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/510.

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

Council of Science Editors:

author] [. Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/510

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


University of KwaZulu-Natal

10. [No author]. Curriculum responses to community-based air pollution : an ethnographic study.

Degree: Education, 2007, University of KwaZulu-Natal

 The study aimed at exploring curriculum responses to community-based air pollution. This was done through an analysis of educator and learner perceptions of community-based air… (more)

Subjects/Keywords: Environmental education – South Africa.; Curriculum planning – South Africa.; Education.

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APA (6th Edition):

author], [. (2007). Curriculum responses to community-based air pollution : an ethnographic study. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1411

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):

author], [No. “Curriculum responses to community-based air pollution : an ethnographic study. ” 2007. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/1411.

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

MLA Handbook (7th Edition):

author], [No. “Curriculum responses to community-based air pollution : an ethnographic study. ” 2007. Web. 16 Sep 2019.

Vancouver:

author] [. Curriculum responses to community-based air pollution : an ethnographic study. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/1411.

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

Council of Science Editors:

author] [. Curriculum responses to community-based air pollution : an ethnographic study. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1411

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


Nelson Mandela Metropolitan University

11. Sathorar, Heloise Helena. Assessing entrepreneurship education at secondary schools in the NMBM.

Degree: Faculty of Business and Economic Sciences, 2009, Nelson Mandela Metropolitan University

 Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has… (more)

Subjects/Keywords: Business education  – South Africa; Entrepreneurship  – Study and teaching (Secondary)  – South Africa; Curriculum planning  – South Africa

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APA (6th Edition):

Sathorar, H. H. (2009). Assessing entrepreneurship education at secondary schools in the NMBM. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1081

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):

Sathorar, Heloise Helena. “Assessing entrepreneurship education at secondary schools in the NMBM.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/1081.

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

MLA Handbook (7th Edition):

Sathorar, Heloise Helena. “Assessing entrepreneurship education at secondary schools in the NMBM.” 2009. Web. 16 Sep 2019.

Vancouver:

Sathorar HH. Assessing entrepreneurship education at secondary schools in the NMBM. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/1081.

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

Council of Science Editors:

Sathorar HH. Assessing entrepreneurship education at secondary schools in the NMBM. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/1081

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


University of KwaZulu-Natal

12. [No author]. Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula.

Degree: Education, 2009, University of KwaZulu-Natal

 This study explored the way biological knowledge is transformed when it moves from its disciplinary form to a high school biology curriculum, and how this… (more)

Subjects/Keywords: Education.; Curriculum planning – South Africa.; Biology – Study and teaching – South Africa.; Teacher participation in curriculum planning – South Africa.

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

APA (6th Edition):

author], [. (2009). Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1312

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):

author], [No. “Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula. ” 2009. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/1312.

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

MLA Handbook (7th Edition):

author], [No. “Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula. ” 2009. Web. 16 Sep 2019.

Vancouver:

author] [. Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/1312.

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

Council of Science Editors:

author] [. Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1312

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


Nelson Mandela Metropolitan University

13. Msane, Sikhumbuzo Goodenough. Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals.

Degree: MEd, Faculty of Education, 2009, Nelson Mandela Metropolitan University

 Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change… (more)

Subjects/Keywords: Curriculum planning  – South Africa  – KwaZulu-Natal; Teacher participation in curriculum planning; Educational change  – South Africa  – KwaZulu-Natal; Education  – South Africa  – Curricula

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

APA (6th Edition):

Msane, S. G. (2009). Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1133

Chicago Manual of Style (16th Edition):

Msane, Sikhumbuzo Goodenough. “Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals.” 2009. Masters Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/1133.

MLA Handbook (7th Edition):

Msane, Sikhumbuzo Goodenough. “Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals.” 2009. Web. 16 Sep 2019.

Vancouver:

Msane SG. Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/1133.

Council of Science Editors:

Msane SG. Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals. [Masters Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/1133


Stellenbosch University

14. Lombard, Jeffrey J. Arts and culture teachers' experiences of and responses to curriculum change.

Degree: PhD, Curriculum Studies, 2012, Stellenbosch University

ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic… (more)

Subjects/Keywords: Education; Dissertations  – Education; Curriculum change  – South Africa; Educational change  – South Africa; Teacher participation in curriculum planning  – South Africa; Curriculum Studies

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APA (6th Edition):

Lombard, J. J. (2012). Arts and culture teachers' experiences of and responses to curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71700

Chicago Manual of Style (16th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed September 16, 2019. http://hdl.handle.net/10019.1/71700.

MLA Handbook (7th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Web. 16 Sep 2019.

Vancouver:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10019.1/71700.

Council of Science Editors:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71700


University of Johannesburg

15. Du Plooy, Mariette-Louise. Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing.

Degree: 2015, University of Johannesburg

M.Ed.

Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation… (more)

Subjects/Keywords: Teacher participation in curriculum planning; Curriculum change - South Africa; Schools - South Africa - Curricula

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APA (6th Edition):

Du Plooy, M. (2015). Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14559

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 Plooy, Mariette-Louise. “Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing.” 2015. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/14559.

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

MLA Handbook (7th Edition):

Du Plooy, Mariette-Louise. “Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing.” 2015. Web. 16 Sep 2019.

Vancouver:

Du Plooy M. Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/14559.

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

Council of Science Editors:

Du Plooy M. Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14559

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


Nelson Mandela Metropolitan University

16. Roodt, Luan. A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa.

Degree: Faculty of Business and Economic Sciences, 2009, Nelson Mandela Metropolitan University

 The democracy in South Africa brought about many changes and new challenges. One such challenge was to transform the Higher Education institutes in South Africa.… (more)

Subjects/Keywords: Cost accounting  – South Africa; Managerial accounting  – South Africa; Education, Higher  – Curricula  – South Africa; Curriculum planning  – South Africa

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APA (6th Edition):

Roodt, L. (2009). A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1202

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):

Roodt, Luan. “A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/1202.

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

MLA Handbook (7th Edition):

Roodt, Luan. “A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa.” 2009. Web. 16 Sep 2019.

Vancouver:

Roodt L. A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/1202.

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

Council of Science Editors:

Roodt L. A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/1202

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


University of KwaZulu-Natal

17. [No author]. An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university.

Degree: 2016, University of KwaZulu-Natal

 An exploration of the design and development of a Semi-Integrated Curriculum conceptualized for the Mathematical Literacy module, offered as part of the Bachelor of Education… (more)

Subjects/Keywords: Mathematical literature  – South Africa.; Mathematics  – Curricula  – South Africa.; Curriculum planning  – South Africa.; Universities and colleges  – Mergers  – South Africa.; Education.

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

APA (6th Edition):

author], [. (2016). An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13813

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):

author], [No. “An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/13813.

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

MLA Handbook (7th Edition):

author], [No. “An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. ” 2016. Web. 16 Sep 2019.

Vancouver:

author] [. An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/13813.

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

Council of Science Editors:

author] [. An exploration of the design and development of a semi-integrated curriculum for a mathematical literacy course offered in a B-Ed. programme at a South African university. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13813

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


Nelson Mandela Metropolitan University

18. Pieterse, Glynis. Establishing a framework for an integrated, holistic, community based educational support structure.

Degree: Faculty of Education, 2010, Nelson Mandela Metropolitan University

 The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education.… (more)

Subjects/Keywords: Curriculum planning  – South Africa; Competency-based education  – South Africa; Inclusive education  – South Africa; Teachers  – Training of  – South Africa

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APA (6th Edition):

Pieterse, G. (2010). Establishing a framework for an integrated, holistic, community based educational support structure. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1158

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):

Pieterse, Glynis. “Establishing a framework for an integrated, holistic, community based educational support structure.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/1158.

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

MLA Handbook (7th Edition):

Pieterse, Glynis. “Establishing a framework for an integrated, holistic, community based educational support structure.” 2010. Web. 16 Sep 2019.

Vancouver:

Pieterse G. Establishing a framework for an integrated, holistic, community based educational support structure. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/1158.

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

Council of Science Editors:

Pieterse G. Establishing a framework for an integrated, holistic, community based educational support structure. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1158

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


Rhodes University

19. Keth, Beverley Dawn. An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa.

Degree: Faculty of Education, Education, 2012, Rhodes University

 The purpose of this case study was to investigate the experience of six Foundation Phase teachers implementing the Singapore Mathematics Curriculum (SMC). The study makes… (more)

Subjects/Keywords: Mathematics teachers  – Training of  – South Africa; Mathematics  – Study and teaching  – South Africa; Curriculum planning  – South Africa; Education, Primary  – Curricula  – South Africa

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APA (6th Edition):

Keth, B. D. (2012). An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003487

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):

Keth, Beverley Dawn. “An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa.” 2012. Thesis, Rhodes University. Accessed September 16, 2019. http://hdl.handle.net/10962/d1003487.

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

MLA Handbook (7th Edition):

Keth, Beverley Dawn. “An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa.” 2012. Web. 16 Sep 2019.

Vancouver:

Keth BD. An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa. [Internet] [Thesis]. Rhodes University; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10962/d1003487.

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

Council of Science Editors:

Keth BD. An investigation into the experiences of teachers using the Singapore mathematics curriculum in South Africa. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1003487

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


University of Johannesburg

20. Visser, Maria Isabella. Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed.

Degree: 2012, University of Johannesburg

M.Ed.

In South Africa the new educational dispensation brought great changes to everyone concerned. The process of reform gained momentum with the implementation of a… (more)

Subjects/Keywords: Education - South Africa - Curricula.; Curriculum planning - South Africa.; Education and state - South Africa.; Teachers - South Africa - Attitudes.

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APA (6th Edition):

Visser, M. I. (2012). Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6773

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):

Visser, Maria Isabella. “Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/6773.

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

MLA Handbook (7th Edition):

Visser, Maria Isabella. “Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed.” 2012. Web. 16 Sep 2019.

Vancouver:

Visser MI. Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/6773.

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

Council of Science Editors:

Visser MI. Faktore wat onderwysers se houding teenoor kurrikulum 2005 beinvloed. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6773

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


University of Johannesburg

21. Hauptfleisch, Harriette. Affektiewe oorwegings by kurrikulering vir adolessente.

Degree: 2014, University of Johannesburg

M.Ed. (Curriculum Studies)

The purpose of this study is to determine whether affective considerations have a claim on inclusion in the curriculum and, if so,… (more)

Subjects/Keywords: Curriculum planning - South Africa - Psychological aspects; High schools - South Africa - Curricula; Teenage girls - Education - South Africa; Teenage boys - Education - South Africa

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APA (6th Edition):

Hauptfleisch, H. (2014). Affektiewe oorwegings by kurrikulering vir adolessente. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9204

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):

Hauptfleisch, Harriette. “Affektiewe oorwegings by kurrikulering vir adolessente.” 2014. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/9204.

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

MLA Handbook (7th Edition):

Hauptfleisch, Harriette. “Affektiewe oorwegings by kurrikulering vir adolessente.” 2014. Web. 16 Sep 2019.

Vancouver:

Hauptfleisch H. Affektiewe oorwegings by kurrikulering vir adolessente. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/9204.

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

Council of Science Editors:

Hauptfleisch H. Affektiewe oorwegings by kurrikulering vir adolessente. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9204

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


University of Johannesburg

22. Malan, Beverley M. Curriculum 2005 : transformation and outcomes-based education.

Degree: 2014, University of Johannesburg

D.Ed. (Curriculum Studies)

School education in South Africa has seen a number of changes, some more far-reaching than others, since the 1994 elections. In the… (more)

Subjects/Keywords: Curriculum planning - South Africa; Education and state - South Africa; Education - South Africa - Curricula; Competency based education - South Africa

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APA (6th Edition):

Malan, B. M. (2014). Curriculum 2005 : transformation and outcomes-based education. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10918

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):

Malan, Beverley M. “Curriculum 2005 : transformation and outcomes-based education.” 2014. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/10918.

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

MLA Handbook (7th Edition):

Malan, Beverley M. “Curriculum 2005 : transformation and outcomes-based education.” 2014. Web. 16 Sep 2019.

Vancouver:

Malan BM. Curriculum 2005 : transformation and outcomes-based education. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/10918.

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

Council of Science Editors:

Malan BM. Curriculum 2005 : transformation and outcomes-based education. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10918

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


University of Johannesburg

23. Rikhotso, Lawrence Mahlomule. The roles and limitations of district learning area specialists during curriculum improvement.

Degree: 2014, University of Johannesburg

M.Ed. (Education Management)

The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills… (more)

Subjects/Keywords: School management and organization - South Africa; Competency based education - South Africa; Curriculum planning - South Africa; Educational change - South Africa

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APA (6th Edition):

Rikhotso, L. M. (2014). The roles and limitations of district learning area specialists during curriculum improvement. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10189

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):

Rikhotso, Lawrence Mahlomule. “The roles and limitations of district learning area specialists during curriculum improvement.” 2014. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/10189.

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

MLA Handbook (7th Edition):

Rikhotso, Lawrence Mahlomule. “The roles and limitations of district learning area specialists during curriculum improvement.” 2014. Web. 16 Sep 2019.

Vancouver:

Rikhotso LM. The roles and limitations of district learning area specialists during curriculum improvement. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/10189.

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

Council of Science Editors:

Rikhotso LM. The roles and limitations of district learning area specialists during curriculum improvement. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10189

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


University of KwaZulu-Natal

24. [No author]. Educational journeys of foundation phase teachers in the context of curriculum change.

Degree: 2016, University of KwaZulu-Natal

 This thesis presents an understanding of the experiences and negotiation of curriculum changes by Foundation Phase Teachers in three urban primary schools in Durban, KwaZulu-Natal.… (more)

Subjects/Keywords: Curriculum change  – South Africa  – Durban.; Teacher participation in curriculum planning  – South Africa  – Durban.; Preschool teachers  – South Africa  – Durban.; Education.

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APA (6th Edition):

author], [. (2016). Educational journeys of foundation phase teachers in the context of curriculum change. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13756

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):

author], [No. “Educational journeys of foundation phase teachers in the context of curriculum change. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/13756.

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

MLA Handbook (7th Edition):

author], [No. “Educational journeys of foundation phase teachers in the context of curriculum change. ” 2016. Web. 16 Sep 2019.

Vancouver:

author] [. Educational journeys of foundation phase teachers in the context of curriculum change. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/13756.

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

Council of Science Editors:

author] [. Educational journeys of foundation phase teachers in the context of curriculum change. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13756

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


Nelson Mandela Metropolitan University

25. Mgandela, Luthando Loveth. An evaluation of the implementation of the new history curriculum.

Degree: Faculty of Education, 2008, Nelson Mandela Metropolitan University

 The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band… (more)

Subjects/Keywords: Curriculum planning  – South Africa  – Eastern Cape; History  – Study and teaching (Secondary)  – South Africa  – Eastern Cape; Curriculum evaluation  – South Africa  – Eastern Cape

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APA (6th Edition):

Mgandela, L. L. (2008). An evaluation of the implementation of the new history curriculum. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1031

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):

Mgandela, Luthando Loveth. “An evaluation of the implementation of the new history curriculum.” 2008. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/1031.

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

MLA Handbook (7th Edition):

Mgandela, Luthando Loveth. “An evaluation of the implementation of the new history curriculum.” 2008. Web. 16 Sep 2019.

Vancouver:

Mgandela LL. An evaluation of the implementation of the new history curriculum. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/1031.

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

Council of Science Editors:

Mgandela LL. An evaluation of the implementation of the new history curriculum. [Thesis]. Nelson Mandela Metropolitan University; 2008. Available from: http://hdl.handle.net/10948/1031

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


University of Johannesburg

26. Van Wyk, Annette Maria. Probleme by die toepassing van kurrikulum 2005 in die funderingsfase.

Degree: 2012, University of Johannesburg

M.Ed.

In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the… (more)

Subjects/Keywords: Competency based education; Curriculum planning - South Africa.; Curriculum evaluation - South Africa.; Education and state - South Africa.

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APA (6th Edition):

Van Wyk, A. M. (2012). Probleme by die toepassing van kurrikulum 2005 in die funderingsfase. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5547

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):

Van Wyk, Annette Maria. “Probleme by die toepassing van kurrikulum 2005 in die funderingsfase.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/5547.

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

MLA Handbook (7th Edition):

Van Wyk, Annette Maria. “Probleme by die toepassing van kurrikulum 2005 in die funderingsfase.” 2012. Web. 16 Sep 2019.

Vancouver:

Van Wyk AM. Probleme by die toepassing van kurrikulum 2005 in die funderingsfase. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/5547.

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

Council of Science Editors:

Van Wyk AM. Probleme by die toepassing van kurrikulum 2005 in die funderingsfase. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5547

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


Rhodes University

27. Vandeleur, Sonja. Indigenous technology and culture in the technology curriculum : starting the conversation : a case study.

Degree: PhD, Faculty of Education, Education, 2010, Rhodes University

 Since the collapse of apartheid and the first democratic elections of 1994, education in South Africa has undergone fundamental transformation and part of this transformation… (more)

Subjects/Keywords: Curriculum evaluation – South Africa; Curriculum planning – South Africa; Education – Curricula – South Africa; Technology – Study and teaching – South Africa; Indigenous peoples – Education – South Africa

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APA (6th Edition):

Vandeleur, S. (2010). Indigenous technology and culture in the technology curriculum : starting the conversation : a case study. (Doctoral Dissertation). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003455

Chicago Manual of Style (16th Edition):

Vandeleur, Sonja. “Indigenous technology and culture in the technology curriculum : starting the conversation : a case study.” 2010. Doctoral Dissertation, Rhodes University. Accessed September 16, 2019. http://hdl.handle.net/10962/d1003455.

MLA Handbook (7th Edition):

Vandeleur, Sonja. “Indigenous technology and culture in the technology curriculum : starting the conversation : a case study.” 2010. Web. 16 Sep 2019.

Vancouver:

Vandeleur S. Indigenous technology and culture in the technology curriculum : starting the conversation : a case study. [Internet] [Doctoral dissertation]. Rhodes University; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10962/d1003455.

Council of Science Editors:

Vandeleur S. Indigenous technology and culture in the technology curriculum : starting the conversation : a case study. [Doctoral Dissertation]. Rhodes University; 2010. Available from: http://hdl.handle.net/10962/d1003455


University of Johannesburg

28. Padayachee, Arunachellan Dayanundan. Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence.

Degree: 2012, University of Johannesburg

M.Ed.

GENERAL AIM To investigate the components of teacher competence and how these aspects can be managed to enhance teacher effectiveness. GROUP AIM To investigate… (more)

Subjects/Keywords: Curriculum planning-Evaluation.; Competency based education.; Teachers-Rating of-South Africa.; Teacher-student relationships-South Africa.; Teacher participation in curriculum planning.

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

APA (6th Edition):

Padayachee, A. D. (2012). Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5424

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):

Padayachee, Arunachellan Dayanundan. “Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/5424.

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

MLA Handbook (7th Edition):

Padayachee, Arunachellan Dayanundan. “Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence.” 2012. Web. 16 Sep 2019.

Vancouver:

Padayachee AD. Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/5424.

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

Council of Science Editors:

Padayachee AD. Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5424

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


University of KwaZulu-Natal

29. [No author]. Curriculum recontextualisation : a case study of the South African high school history curriculum.

Degree: Education, 2008, University of KwaZulu-Natal

 This thesis aims to answer the question: How is history knowledge contextualised into pedagogic communication? Empirically, it takes place at a specific point in the… (more)

Subjects/Keywords: Teacher participation in curriculum planning – South Africa.; Curriculum planning – South Africa.; Education, Secondary – South Africa – Curricula.; History – Study and teaching (Secondary) – South Africa.; Education.

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

APA (6th Edition):

author], [. (2008). Curriculum recontextualisation : a case study of the South African high school history curriculum. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/229

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):

author], [No. “Curriculum recontextualisation : a case study of the South African high school history curriculum. ” 2008. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/229.

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

MLA Handbook (7th Edition):

author], [No. “Curriculum recontextualisation : a case study of the South African high school history curriculum. ” 2008. Web. 16 Sep 2019.

Vancouver:

author] [. Curriculum recontextualisation : a case study of the South African high school history curriculum. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/229.

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

Council of Science Editors:

author] [. Curriculum recontextualisation : a case study of the South African high school history curriculum. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/229

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


University of Johannesburg

30. Neluvhalani, Fulufhelo Edgar. Barriers to teacher involvement in environmental education curriculum development in the Northern Province.

Degree: 2012, University of Johannesburg

M.Ed.

This study was influenced deeply by among other issues the current sociopolitical reforms in South Africa, an overt paradigm shift in education and educational… (more)

Subjects/Keywords: Environmental education  – South Africa  – Northern Province; Educational law and legislation  – South Africa  – Northern Province; Teacher participation in curriculum planning  – South Africa  – Northern Province; Curriculum planning  – South Africa  – Northern Province

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

APA (6th Edition):

Neluvhalani, F. E. (2012). Barriers to teacher involvement in environmental education curriculum development in the Northern Province. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7068

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):

Neluvhalani, Fulufhelo Edgar. “Barriers to teacher involvement in environmental education curriculum development in the Northern Province.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/7068.

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

MLA Handbook (7th Edition):

Neluvhalani, Fulufhelo Edgar. “Barriers to teacher involvement in environmental education curriculum development in the Northern Province.” 2012. Web. 16 Sep 2019.

Vancouver:

Neluvhalani FE. Barriers to teacher involvement in environmental education curriculum development in the Northern Province. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/7068.

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

Council of Science Editors:

Neluvhalani FE. Barriers to teacher involvement in environmental education curriculum development in the Northern Province. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7068

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

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