Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Education for Social Change in Africa). Showing records 1 – 30 of 424536 total matches.

[1] [2] [3] [4] [5] … [14152]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Toronto

1. Imoka, Chizoba Mary. The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa.

Degree: 2014, University of Toronto

This thesis makes a case for education reform in Africa. It argues for an education system that is African centered and poised to develop Africans… (more)

Subjects/Keywords: African Leadership Academy; African Leadership for development; African youth for Africa's Development; Afrocentric Education in Africa; Education for Social Change in Africa; Education Reform in Africa; 0514

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Imoka, C. M. (2014). The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68529

Chicago Manual of Style (16th Edition):

Imoka, Chizoba Mary. “The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa.” 2014. Masters Thesis, University of Toronto. Accessed December 05, 2019. http://hdl.handle.net/1807/68529.

MLA Handbook (7th Edition):

Imoka, Chizoba Mary. “The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa.” 2014. Web. 05 Dec 2019.

Vancouver:

Imoka CM. The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1807/68529.

Council of Science Editors:

Imoka CM. The Case for an African Centered Education System in Africa: A Case Study on African Leadership Academy, South Africa. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68529


Nelson Mandela Metropolitan University

2. Webber, Zwelibanzi Samson. The influence of diversity management initiatives on business and social outcomes in South African businesses.

Degree: 2017, Nelson Mandela Metropolitan University

 Diversity management is of strategic importance in all organisations throughout the world. Its importance is derived from the belief that workplaces by nature consist of… (more)

Subjects/Keywords: Diversity in the workplace  – South Africa; Organizational change  – South Africa; Social change  – South Africa; Management  – Social aspects  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Webber, Z. S. (2017). The influence of diversity management initiatives on business and social outcomes in South African businesses. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/13524

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):

Webber, Zwelibanzi Samson. “The influence of diversity management initiatives on business and social outcomes in South African businesses.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/13524.

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

MLA Handbook (7th Edition):

Webber, Zwelibanzi Samson. “The influence of diversity management initiatives on business and social outcomes in South African businesses.” 2017. Web. 05 Dec 2019.

Vancouver:

Webber ZS. The influence of diversity management initiatives on business and social outcomes in South African businesses. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/13524.

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

Council of Science Editors:

Webber ZS. The influence of diversity management initiatives on business and social outcomes in South African businesses. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/13524

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


Nelson Mandela Metropolitan University

3. Xulu, Senzo Siphesihle. The art of education reform: an analysis of the relationship between arts education and performance in mathematics and science.

Degree: Faculty of Arts, 2016, Nelson Mandela Metropolitan University

 The role of the Arts Education in South African Education has long been a contentious and disputable topic. Despite this, a large amount of literature… (more)

Subjects/Keywords: Educational change  – South Africa; Arts in education  – South Africa; Science  – South Africa  – Mathematics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Xulu, S. S. (2016). The art of education reform: an analysis of the relationship between arts education and performance in mathematics and science. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/14124

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):

Xulu, Senzo Siphesihle. “The art of education reform: an analysis of the relationship between arts education and performance in mathematics and science.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/14124.

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

MLA Handbook (7th Edition):

Xulu, Senzo Siphesihle. “The art of education reform: an analysis of the relationship between arts education and performance in mathematics and science.” 2016. Web. 05 Dec 2019.

Vancouver:

Xulu SS. The art of education reform: an analysis of the relationship between arts education and performance in mathematics and science. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/14124.

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

Council of Science Editors:

Xulu SS. The art of education reform: an analysis of the relationship between arts education and performance in mathematics and science. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/14124

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


Stellenbosch University

4. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 05, 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. 05 Dec 2019.

Vancouver:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Dec 05]. 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 Pretoria

5. Maritz, Gerrit Ulrich. An appreciative inquiry approach to community theatre on HIV and AIDS education for young people.

Degree: Drama, 2011, University of Pretoria

 This dissertation positions Community Theatre as an agency for development and education based on the educational principles of Freire and Boal’s Theatre for Development. The… (more)

Subjects/Keywords: Development; Appreciative inquiry; Theatre of the oppressed; Pedagogy of the oppressed; Social change; Meaningful participation.; Theatre for development; Drama in education; Theatre in education; Conscientisation; Peer education; Community theatre; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Maritz, G. (2011). An appreciative inquiry approach to community theatre on HIV and AIDS education for young people. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26490

Chicago Manual of Style (16th Edition):

Maritz, Gerrit. “An appreciative inquiry approach to community theatre on HIV and AIDS education for young people.” 2011. Masters Thesis, University of Pretoria. Accessed December 05, 2019. http://hdl.handle.net/2263/26490.

MLA Handbook (7th Edition):

Maritz, Gerrit. “An appreciative inquiry approach to community theatre on HIV and AIDS education for young people.” 2011. Web. 05 Dec 2019.

Vancouver:

Maritz G. An appreciative inquiry approach to community theatre on HIV and AIDS education for young people. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2263/26490.

Council of Science Editors:

Maritz G. An appreciative inquiry approach to community theatre on HIV and AIDS education for young people. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/26490


University of Pretoria

6. [No author]. An appreciative inquiry approach to community theatre on HIV and AIDS education for young people .

Degree: 2011, University of Pretoria

 This dissertation positions Community Theatre as an agency for development and education based on the educational principles of Freire and Boal’s Theatre for Development. The… (more)

Subjects/Keywords: Development; Appreciative inquiry; Theatre of the oppressed; Pedagogy of the oppressed; Social change; Meaningful participation.; Theatre for development; Drama in education; Theatre in education; Conscientisation; Peer education; Community theatre; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2011). An appreciative inquiry approach to community theatre on HIV and AIDS education for young people . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02012011-203230/

Chicago Manual of Style (16th Edition):

author], [No. “An appreciative inquiry approach to community theatre on HIV and AIDS education for young people .” 2011. Masters Thesis, University of Pretoria. Accessed December 05, 2019. http://upetd.up.ac.za/thesis/available/etd-02012011-203230/.

MLA Handbook (7th Edition):

author], [No. “An appreciative inquiry approach to community theatre on HIV and AIDS education for young people .” 2011. Web. 05 Dec 2019.

Vancouver:

author] [. An appreciative inquiry approach to community theatre on HIV and AIDS education for young people . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2019 Dec 05]. Available from: http://upetd.up.ac.za/thesis/available/etd-02012011-203230/.

Council of Science Editors:

author] [. An appreciative inquiry approach to community theatre on HIV and AIDS education for young people . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-02012011-203230/


Nelson Mandela Metropolitan University

7. Mohamed, Gishma. Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa.

Degree: Faculty of Arts, 2013, Nelson Mandela Metropolitan University

 During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African… (more)

Subjects/Keywords: Education  – Study and teaching  – South Africa; Low-performing schools  – South Africa; Social change  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mohamed, G. (2013). Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020347

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):

Mohamed, Gishma. “Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa.” 2013. Thesis, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/d1020347.

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

MLA Handbook (7th Edition):

Mohamed, Gishma. “Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa.” 2013. Web. 05 Dec 2019.

Vancouver:

Mohamed G. Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/d1020347.

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

Council of Science Editors:

Mohamed G. Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa. [Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1020347

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


California State University – Sacramento

8. Perez, Gloria Gaeta. Assessing student services as a learning organization to promote student success at California community colleges.

Degree: MA, Education (Higher Education Leadership, 2015, California State University – Sacramento

 Professionals in student services play a significant role in the community college setting. Student services professionals hold a major responsibility for developing ways of providing… (more)

Subjects/Keywords: Organizational change in higher education; Student services in community colleges; Learning organization; Organization culture for change; Student success in higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Perez, G. G. (2015). Assessing student services as a learning organization to promote student success at California community colleges. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/158481

Chicago Manual of Style (16th Edition):

Perez, Gloria Gaeta. “Assessing student services as a learning organization to promote student success at California community colleges.” 2015. Masters Thesis, California State University – Sacramento. Accessed December 05, 2019. http://hdl.handle.net/10211.3/158481.

MLA Handbook (7th Edition):

Perez, Gloria Gaeta. “Assessing student services as a learning organization to promote student success at California community colleges.” 2015. Web. 05 Dec 2019.

Vancouver:

Perez GG. Assessing student services as a learning organization to promote student success at California community colleges. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10211.3/158481.

Council of Science Editors:

Perez GG. Assessing student services as a learning organization to promote student success at California community colleges. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/158481


Nelson Mandela Metropolitan University

9. Barry, Michael Peter. Establishing a transformative institutional culture at a comprehensive South African university : the role of the arts.

Degree: MEd, Faculty of Education, 2013, Nelson Mandela Metropolitan University

 Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance… (more)

Subjects/Keywords: Multicultural education  – South Africa; Education  – Social aspects  – South Africa; Educational change; Cultural pluralism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barry, M. P. (2013). Establishing a transformative institutional culture at a comprehensive South African university : the role of the arts. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1013069

Chicago Manual of Style (16th Edition):

Barry, Michael Peter. “Establishing a transformative institutional culture at a comprehensive South African university : the role of the arts.” 2013. Masters Thesis, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/d1013069.

MLA Handbook (7th Edition):

Barry, Michael Peter. “Establishing a transformative institutional culture at a comprehensive South African university : the role of the arts.” 2013. Web. 05 Dec 2019.

Vancouver:

Barry MP. Establishing a transformative institutional culture at a comprehensive South African university : the role of the arts. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/d1013069.

Council of Science Editors:

Barry MP. Establishing a transformative institutional culture at a comprehensive South African university : the role of the arts. [Masters Thesis]. Nelson Mandela Metropolitan University; 2013. Available from: http://hdl.handle.net/10948/d1013069


Rhodes University

10. Msindo, Esteri Makotore. The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa.

Degree: M.Soc.Sci., Faculty of Humanities, Sociology, 2015, Rhodes University

 This thesis has identified and analysed the role of an NGO called Gadra Education in advancing education rights to the less advantaged people of Grahamstown… (more)

Subjects/Keywords: Gadra Education (Grahamstown, South Africa); Right to education  – South Africa; State departments of education  – South Africa; Educational change  – South Africa; Social justice  – South Africa; Civil society  – South Africa; Social contract

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Msindo, E. M. (2015). The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1016500

Chicago Manual of Style (16th Edition):

Msindo, Esteri Makotore. “The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa.” 2015. Masters Thesis, Rhodes University. Accessed December 05, 2019. http://hdl.handle.net/10962/d1016500.

MLA Handbook (7th Edition):

Msindo, Esteri Makotore. “The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa.” 2015. Web. 05 Dec 2019.

Vancouver:

Msindo EM. The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa. [Internet] [Masters thesis]. Rhodes University; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10962/d1016500.

Council of Science Editors:

Msindo EM. The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa. [Masters Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1016500


Nelson Mandela Metropolitan University

11. Toni, Mademoiselle Noluthando. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.

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

 This thesis examined the manifestations of the various forms of racism in a South African institution of higher learning, the Nelson Mandela Metropolitan University (NMMU).… (more)

Subjects/Keywords: Racism in higher education  – South Africa  – Port Elizabeth; Educational change  – South Africa  – Port Elizabeth

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Toni, M. N. (2009). Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. (Doctoral Dissertation). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/876

Chicago Manual of Style (16th Edition):

Toni, Mademoiselle Noluthando. “Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.” 2009. Doctoral Dissertation, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/876.

MLA Handbook (7th Edition):

Toni, Mademoiselle Noluthando. “Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective.” 2009. Web. 05 Dec 2019.

Vancouver:

Toni MN. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. [Internet] [Doctoral dissertation]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/876.

Council of Science Editors:

Toni MN. Breaking down subtle and implicit racial divides in higher education institutions : an educational management perspective. [Doctoral Dissertation]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/876


University of Johannesburg

12. Holder, F. P. Bemarking in maatskaplike werk : 'n verkennende studie.

Degree: 2012, University of Johannesburg

M.A.

The goal of this study was to explore the situation with regard to marketing in social work and then to provide guidelines for the… (more)

Subjects/Keywords: Social service - South Africa - Marketing; Social service - Public relations - South Africa; Social work education - South Africa; Social service - South Africa; Organizational change - South Africa; Charity organization - South Africa - Management

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Holder, F. P. (2012). Bemarking in maatskaplike werk : 'n verkennende studie. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5772

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):

Holder, F P. “Bemarking in maatskaplike werk : 'n verkennende studie.” 2012. Thesis, University of Johannesburg. Accessed December 05, 2019. http://hdl.handle.net/10210/5772.

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

MLA Handbook (7th Edition):

Holder, F P. “Bemarking in maatskaplike werk : 'n verkennende studie.” 2012. Web. 05 Dec 2019.

Vancouver:

Holder FP. Bemarking in maatskaplike werk : 'n verkennende studie. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10210/5772.

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

Council of Science Editors:

Holder FP. Bemarking in maatskaplike werk : 'n verkennende studie. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5772

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


Rhodes University

13. Knowles, Corinne Ruth. Transformativity: recognising melancholic power, and renegotiating vulnerability.

Degree: Faculty of Humanities, Political and International Studies, 2010, Rhodes University

 South African universities are embedded in an unequal society. Transformation strategies and interventions in the sector attempt to address this, but arguably, the policies and… (more)

Subjects/Keywords: Transformational leadership  – South Africa; Educational change  – South Africa; Universities and colleges  – South Africa; Sex discrimination in higher education  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knowles, C. R. (2010). Transformativity: recognising melancholic power, and renegotiating vulnerability. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1002999

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):

Knowles, Corinne Ruth. “Transformativity: recognising melancholic power, and renegotiating vulnerability.” 2010. Thesis, Rhodes University. Accessed December 05, 2019. http://hdl.handle.net/10962/d1002999.

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

MLA Handbook (7th Edition):

Knowles, Corinne Ruth. “Transformativity: recognising melancholic power, and renegotiating vulnerability.” 2010. Web. 05 Dec 2019.

Vancouver:

Knowles CR. Transformativity: recognising melancholic power, and renegotiating vulnerability. [Internet] [Thesis]. Rhodes University; 2010. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10962/d1002999.

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

Council of Science Editors:

Knowles CR. Transformativity: recognising melancholic power, and renegotiating vulnerability. [Thesis]. Rhodes University; 2010. Available from: http://hdl.handle.net/10962/d1002999

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


Rhodes University

14. Ngcoza, Kenneth Mlungisi. Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice.

Degree: Faculty of Education, Education, 2013, Rhodes University

 This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused… (more)

Subjects/Keywords: Curriculum change  – South Africa; Science  – Study and teaching (Secondary)  – South Africa  – Grahamstown; Science teachers  – In-service training  – South Africa  – Grahamstown; Educational change  – South Africa  – Grahamstown; Education  – South Africa  – Grahamstown

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ngcoza, K. M. (2013). Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1008258

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):

Ngcoza, Kenneth Mlungisi. “Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice.” 2013. Thesis, Rhodes University. Accessed December 05, 2019. http://hdl.handle.net/10962/d1008258.

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

MLA Handbook (7th Edition):

Ngcoza, Kenneth Mlungisi. “Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice.” 2013. Web. 05 Dec 2019.

Vancouver:

Ngcoza KM. Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10962/d1008258.

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

Council of Science Editors:

Ngcoza KM. Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1008258

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


RMIT University

15. McAdam, J. Biculturalism in architectural practice : instigating change in social and professional environments as a way of creating situations for architectural practice.

Degree: 2014, RMIT University

 This research reflects upon 20 years of architectural practice (with practice co-founder, Tanya Kalinina). It investigates the complexities of working mainly between Britain and Russia,… (more)

Subjects/Keywords: Fields of Research; Biculturalism in architectural practice; Bicultural practice; Instigating change in social environments; Instigating change in professional environments; British - Russian architectural practice; Strategies for urban development; Strategic initiatives in architectural education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McAdam, J. (2014). Biculturalism in architectural practice : instigating change in social and professional environments as a way of creating situations for architectural practice. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161248

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):

McAdam, J. “Biculturalism in architectural practice : instigating change in social and professional environments as a way of creating situations for architectural practice.” 2014. Thesis, RMIT University. Accessed December 05, 2019. http://researchbank.rmit.edu.au/view/rmit:161248.

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

MLA Handbook (7th Edition):

McAdam, J. “Biculturalism in architectural practice : instigating change in social and professional environments as a way of creating situations for architectural practice.” 2014. Web. 05 Dec 2019.

Vancouver:

McAdam J. Biculturalism in architectural practice : instigating change in social and professional environments as a way of creating situations for architectural practice. [Internet] [Thesis]. RMIT University; 2014. [cited 2019 Dec 05]. Available from: http://researchbank.rmit.edu.au/view/rmit:161248.

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

Council of Science Editors:

McAdam J. Biculturalism in architectural practice : instigating change in social and professional environments as a way of creating situations for architectural practice. [Thesis]. RMIT University; 2014. Available from: http://researchbank.rmit.edu.au/view/rmit:161248

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


University of Minnesota

16. Feyissa, Solen. Living in Wait: The Learning Lives of High School Students in Addis Ababa.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 This research sought to examine how students in a developing country such as Ethiopia appropriate ICTs in their learning lives and how social contexts influence… (more)

Subjects/Keywords: Connected Learning; Ethiopian Education; ICT for education; ICT in Africa; Information literacy; Plasma Television program

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Feyissa, S. (2016). Living in Wait: The Learning Lives of High School Students in Addis Ababa. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202204

Chicago Manual of Style (16th Edition):

Feyissa, Solen. “Living in Wait: The Learning Lives of High School Students in Addis Ababa.” 2016. Doctoral Dissertation, University of Minnesota. Accessed December 05, 2019. http://hdl.handle.net/11299/202204.

MLA Handbook (7th Edition):

Feyissa, Solen. “Living in Wait: The Learning Lives of High School Students in Addis Ababa.” 2016. Web. 05 Dec 2019.

Vancouver:

Feyissa S. Living in Wait: The Learning Lives of High School Students in Addis Ababa. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/11299/202204.

Council of Science Editors:

Feyissa S. Living in Wait: The Learning Lives of High School Students in Addis Ababa. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/202204


University of KwaZulu-Natal

17. [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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 05, 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. 05 Dec 2019.

Vancouver:

author] [. Educational journeys of foundation phase teachers in the context of curriculum change. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Dec 05]. 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

18. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 05, 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. 05 Dec 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 Dec 05]. 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


Rhodes University

19. Behari-Leak, Kasturi. Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students.

Degree: Faculty of Education, Centre for Higher Education Research, Teaching and Learning (CHERTL), 2015, Rhodes University

 This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among… (more)

Subjects/Keywords: Social integration  – South Africa; Students  – South Africa  – Social conditions; Educational change  – South Africa; College teachers  – South Africa; Education, Higher  – South Africa; Critical realism; Social realism; Agent (Philosophy)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Behari-Leak, K. (2015). Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1020295

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):

Behari-Leak, Kasturi. “Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students.” 2015. Thesis, Rhodes University. Accessed December 05, 2019. http://hdl.handle.net/10962/d1020295.

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

MLA Handbook (7th Edition):

Behari-Leak, Kasturi. “Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students.” 2015. Web. 05 Dec 2019.

Vancouver:

Behari-Leak K. Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students. [Internet] [Thesis]. Rhodes University; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10962/d1020295.

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

Council of Science Editors:

Behari-Leak K. Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students. [Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1020295

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


Rhodes University

20. Prinsloo, Estelle Helena. New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa.

Degree: Faculty of Humanities, Political and International Studies, 2013, Rhodes University

Social problems that are identified by government policy are articulated in ways that confer the responsibility of their management onto the state. In this way,… (more)

Subjects/Keywords: South Africa  – Department of Basic Education; Basic education  – Government policy  – Research  – South Africa; Post-apartheid era  – Education  – South Africa; Educational change  – Research  – South Africa; South Africa  – Social conditions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Prinsloo, E. H. (2013). New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001384

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):

Prinsloo, Estelle Helena. “New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa.” 2013. Thesis, Rhodes University. Accessed December 05, 2019. http://hdl.handle.net/10962/d1001384.

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

MLA Handbook (7th Edition):

Prinsloo, Estelle Helena. “New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa.” 2013. Web. 05 Dec 2019.

Vancouver:

Prinsloo EH. New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10962/d1001384.

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

Council of Science Editors:

Prinsloo EH. New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South Africa. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001384

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

21. Joyce, Rebekah Lindsey. "We Are Still in Apartheid:" Girls' Perspectives on Education Inequality in Democratic South Africa and Models for Social Change.

Degree: MA, Humanities, 2016, Old Dominion University

  Centering on the perceptions of black South African girl learners from impoverished township communities provides a new informed lived knowledge regarding social and educational… (more)

Subjects/Keywords: Apartheid; Education; Girls; Inequality; Social change; South Africa; African Studies; Education; Women's Studies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Joyce, R. L. (2016). "We Are Still in Apartheid:" Girls' Perspectives on Education Inequality in Democratic South Africa and Models for Social Change. (Thesis). Old Dominion University. Retrieved from 9781339893242 ; https://digitalcommons.odu.edu/humanities_etds/4

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):

Joyce, Rebekah Lindsey. “"We Are Still in Apartheid:" Girls' Perspectives on Education Inequality in Democratic South Africa and Models for Social Change.” 2016. Thesis, Old Dominion University. Accessed December 05, 2019. 9781339893242 ; https://digitalcommons.odu.edu/humanities_etds/4.

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

MLA Handbook (7th Edition):

Joyce, Rebekah Lindsey. “"We Are Still in Apartheid:" Girls' Perspectives on Education Inequality in Democratic South Africa and Models for Social Change.” 2016. Web. 05 Dec 2019.

Vancouver:

Joyce RL. "We Are Still in Apartheid:" Girls' Perspectives on Education Inequality in Democratic South Africa and Models for Social Change. [Internet] [Thesis]. Old Dominion University; 2016. [cited 2019 Dec 05]. Available from: 9781339893242 ; https://digitalcommons.odu.edu/humanities_etds/4.

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

Council of Science Editors:

Joyce RL. "We Are Still in Apartheid:" Girls' Perspectives on Education Inequality in Democratic South Africa and Models for Social Change. [Thesis]. Old Dominion University; 2016. Available from: 9781339893242 ; https://digitalcommons.odu.edu/humanities_etds/4

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


University of KwaZulu-Natal

22. [No author]. Investigating FET college lecturers' experiences of the inclusion of students with learning disabilities in a mainstream classroom.

Degree: 2015, University of KwaZulu-Natal

 This is a qualitative study that involved 7 FET College lecturers and investigated their experiences of including the learning disabled in a mainstream classroom. Both… (more)

Subjects/Keywords: Vocational teachers  – South Africa.; Mainstreaming in education  – South Africa.; Students with disabilities  – South Africa  – Services for.; College teachers  – South Africa.; Education.; Further Education and Training.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2015). Investigating FET college lecturers' experiences of the inclusion of students with learning disabilities in a mainstream classroom. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13889

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. “Investigating FET college lecturers' experiences of the inclusion of students with learning disabilities in a mainstream classroom. ” 2015. Thesis, University of KwaZulu-Natal. Accessed December 05, 2019. http://hdl.handle.net/10413/13889.

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. “Investigating FET college lecturers' experiences of the inclusion of students with learning disabilities in a mainstream classroom. ” 2015. Web. 05 Dec 2019.

Vancouver:

author] [. Investigating FET college lecturers' experiences of the inclusion of students with learning disabilities in a mainstream classroom. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10413/13889.

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

Council of Science Editors:

author] [. Investigating FET college lecturers' experiences of the inclusion of students with learning disabilities in a mainstream classroom. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13889

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

23. Margolese-Malin, Eli Samuel. Climate Change and Intrastate Conflict in Africa.

Degree: MA, Josef Korbel School of International Studies, 2011, U of Denver

Africa has the dubious distinction of being the continent most likely to experience the worst climate change has to offer while having the population… (more)

Subjects/Keywords: Climate change; Conflict; Conflict in Africa; Forecasting; Intrastate conflict; International Relations; Social and Behavioral Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Margolese-Malin, E. S. (2011). Climate Change and Intrastate Conflict in Africa. (Thesis). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/396

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):

Margolese-Malin, Eli Samuel. “Climate Change and Intrastate Conflict in Africa.” 2011. Thesis, U of Denver. Accessed December 05, 2019. https://digitalcommons.du.edu/etd/396.

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

MLA Handbook (7th Edition):

Margolese-Malin, Eli Samuel. “Climate Change and Intrastate Conflict in Africa.” 2011. Web. 05 Dec 2019.

Vancouver:

Margolese-Malin ES. Climate Change and Intrastate Conflict in Africa. [Internet] [Thesis]. U of Denver; 2011. [cited 2019 Dec 05]. Available from: https://digitalcommons.du.edu/etd/396.

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

Council of Science Editors:

Margolese-Malin ES. Climate Change and Intrastate Conflict in Africa. [Thesis]. U of Denver; 2011. Available from: https://digitalcommons.du.edu/etd/396

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


University of Pretoria

24. Ngang, Carol Chi. Socio-economic rights litigation : a potential strategy in the struggle for social justice in South Africa.

Degree: Public Law, 2013, University of Pretoria

 In this study I investigate how and to what extent socio-economic rights litigation can be used as a pragmatic strategy in the struggle for social(more)

Subjects/Keywords: Socio-economic rights; Litigation; Struggle for social justice; Justice in South Africa; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ngang, C. C. (2013). Socio-economic rights litigation : a potential strategy in the struggle for social justice in South Africa. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40614

Chicago Manual of Style (16th Edition):

Ngang, Carol Chi. “Socio-economic rights litigation : a potential strategy in the struggle for social justice in South Africa.” 2013. Masters Thesis, University of Pretoria. Accessed December 05, 2019. http://hdl.handle.net/2263/40614.

MLA Handbook (7th Edition):

Ngang, Carol Chi. “Socio-economic rights litigation : a potential strategy in the struggle for social justice in South Africa.” 2013. Web. 05 Dec 2019.

Vancouver:

Ngang CC. Socio-economic rights litigation : a potential strategy in the struggle for social justice in South Africa. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2263/40614.

Council of Science Editors:

Ngang CC. Socio-economic rights litigation : a potential strategy in the struggle for social justice in South Africa. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40614


Nelson Mandela Metropolitan University

25. Hendricks, Winston Willie. The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers.

Degree: Faculty of Education, 2012, Nelson Mandela Metropolitan University

 The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new… (more)

Subjects/Keywords: Curriculum change  – South Africa; Education  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hendricks, W. W. (2012). The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1008589

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, Winston Willie. “The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/d1008589.

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

MLA Handbook (7th Edition):

Hendricks, Winston Willie. “The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers.” 2012. Web. 05 Dec 2019.

Vancouver:

Hendricks WW. The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/d1008589.

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

Council of Science Editors:

Hendricks WW. The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1008589

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


Nelson Mandela Metropolitan University

26. Govender, Bernadette. The experiences of school leaders regarding action research as a tool to enhance school functioning.

Degree: MEd, Faculty of Education, 2012, Nelson Mandela Metropolitan University

 South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on… (more)

Subjects/Keywords: Action research in education  – South Africa; Transformational leadership  – South Africa; Educational change  – South Africa; Educational leadership  – South Africa; School improvement programs  – South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Govender, B. (2012). The experiences of school leaders regarding action research as a tool to enhance school functioning. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1623

Chicago Manual of Style (16th Edition):

Govender, Bernadette. “The experiences of school leaders regarding action research as a tool to enhance school functioning.” 2012. Masters Thesis, Nelson Mandela Metropolitan University. Accessed December 05, 2019. http://hdl.handle.net/10948/1623.

MLA Handbook (7th Edition):

Govender, Bernadette. “The experiences of school leaders regarding action research as a tool to enhance school functioning.” 2012. Web. 05 Dec 2019.

Vancouver:

Govender B. The experiences of school leaders regarding action research as a tool to enhance school functioning. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10948/1623.

Council of Science Editors:

Govender B. The experiences of school leaders regarding action research as a tool to enhance school functioning. [Masters Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/1623


Durban University of Technology

27. Ramrathan, Sathishah. Exploring inequality in institutional marketing : access to higher education by marginalised communities.

Degree: 2018, Durban University of Technology

Submitted in fulfillment of the requirements for the degree of Doctorate in philosophy: management sciences specialising in Marketing, Durban University of Technology, Durban, South Africa,… (more)

Subjects/Keywords: Education, Higher – South Africa; Educational change – South Africa; Low-income students – Recruiting – South Africa; Discrimination in higher education – South Africa; Universities and colleges – Administration – Marketing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ramrathan, S. (2018). Exploring inequality in institutional marketing : access to higher education by marginalised communities. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3257

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):

Ramrathan, Sathishah. “Exploring inequality in institutional marketing : access to higher education by marginalised communities.” 2018. Thesis, Durban University of Technology. Accessed December 05, 2019. http://hdl.handle.net/10321/3257.

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

MLA Handbook (7th Edition):

Ramrathan, Sathishah. “Exploring inequality in institutional marketing : access to higher education by marginalised communities.” 2018. Web. 05 Dec 2019.

Vancouver:

Ramrathan S. Exploring inequality in institutional marketing : access to higher education by marginalised communities. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10321/3257.

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

Council of Science Editors:

Ramrathan S. Exploring inequality in institutional marketing : access to higher education by marginalised communities. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3257

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


University of New Orleans

28. Lieux, Maria L. Innovativeness: One School's Experience of Sustaining Educational Change.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2018, University of New Orleans

 <h1>Abstract</h1> This single, embedded case study focused on educators’ experiences of educational change as they adopted, implemented, and sustained a one-to-one computing innovation over 20… (more)

Subjects/Keywords: educational reform, educational change, one-to-one computing, ubiquitous computing, building capacity for change in schools; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lieux, M. L. (2018). Innovativeness: One School's Experience of Sustaining Educational Change. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2468

Chicago Manual of Style (16th Edition):

Lieux, Maria L. “Innovativeness: One School's Experience of Sustaining Educational Change.” 2018. Doctoral Dissertation, University of New Orleans. Accessed December 05, 2019. https://scholarworks.uno.edu/td/2468.

MLA Handbook (7th Edition):

Lieux, Maria L. “Innovativeness: One School's Experience of Sustaining Educational Change.” 2018. Web. 05 Dec 2019.

Vancouver:

Lieux ML. Innovativeness: One School's Experience of Sustaining Educational Change. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Dec 05]. Available from: https://scholarworks.uno.edu/td/2468.

Council of Science Editors:

Lieux ML. Innovativeness: One School's Experience of Sustaining Educational Change. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2468


Ohio University

29. Sengupta, Ami. ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON.

Degree: PhD, Interpersonal Communication (Communication), 2007, Ohio University

  In spite of advances in all spheres of human life, majority of the world continues to suffer from hunger, poverty, and disease on a… (more)

Subjects/Keywords: Communication for Development; Entertainment-education; Social change; Gender; Feminism; Community-based; Peruvian Amazon

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sengupta, A. (2007). ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178730094

Chicago Manual of Style (16th Edition):

Sengupta, Ami. “ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON.” 2007. Doctoral Dissertation, Ohio University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178730094.

MLA Handbook (7th Edition):

Sengupta, Ami. “ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON.” 2007. Web. 05 Dec 2019.

Vancouver:

Sengupta A. ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178730094.

Council of Science Editors:

Sengupta A. ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178730094


University of KwaZulu-Natal

30. Meeran, Safura. Influence of new curriculum policies on mathematics teachers' work.

Degree: 2017, University of KwaZulu-Natal

 The focus of this study is teachers' work and in particular the work of mathematics teachers as they orientate themselves to each curriculum policy change.… (more)

Subjects/Keywords: Theses - Education.; Mathematics teachers.; Mathematics - Curricula.; Curricula change - South Africa.; Teacher participation in curriculum planning - South Africa.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meeran, S. (2017). Influence of new curriculum policies on mathematics teachers' work. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15557

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):

Meeran, Safura. “Influence of new curriculum policies on mathematics teachers' work.” 2017. Thesis, University of KwaZulu-Natal. Accessed December 05, 2019. http://hdl.handle.net/10413/15557.

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

MLA Handbook (7th Edition):

Meeran, Safura. “Influence of new curriculum policies on mathematics teachers' work.” 2017. Web. 05 Dec 2019.

Vancouver:

Meeran S. Influence of new curriculum policies on mathematics teachers' work. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10413/15557.

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

Council of Science Editors:

Meeran S. Influence of new curriculum policies on mathematics teachers' work. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15557

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

[1] [2] [3] [4] [5] … [14152]

.