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You searched for subject:(Educational change South Africa). Showing records 1 – 30 of 91892 total matches.

[1] [2] [3] [4] [5] … [3064]

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University of Johannesburg

1. Mosete, Mathabiso Cheryl. Strategies to transform educational management styles in South African schools.

Degree: 2012, University of Johannesburg

M.Ed.

Change is inevitable. All aspects of life are all undergoing the process of change. Educational institutions are no exception to this phenomenon. The South(more)

Subjects/Keywords: Educational change  – South Africa; Educational leadership  – South Africa

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

APA (6th Edition):

Mosete, M. C. (2012). Strategies to transform educational management styles in South African schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6625

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):

Mosete, Mathabiso Cheryl. “Strategies to transform educational management styles in South African schools.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/6625.

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

MLA Handbook (7th Edition):

Mosete, Mathabiso Cheryl. “Strategies to transform educational management styles in South African schools.” 2012. Web. 16 Sep 2019.

Vancouver:

Mosete MC. Strategies to transform educational management styles in South African schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/6625.

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

Council of Science Editors:

Mosete MC. Strategies to transform educational management styles in South African schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6625

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


University of Johannesburg

2. Maraj, Kripanath. The role of School Governing Bodies in the transformation of education in South Africa.

Degree: 2012, University of Johannesburg

D.Ed.

The key concepts in this research are "governance " and "transformation". The terms are clarified in terms of the context of this study. Transformation… (more)

Subjects/Keywords: School administrators  – South Africa; Educational innovations  – South Africa; Educational change  – South Africa

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

APA (6th Edition):

Maraj, K. (2012). The role of School Governing Bodies in the transformation of education in South Africa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7122

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):

Maraj, Kripanath. “The role of School Governing Bodies in the transformation of education in South Africa.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/7122.

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

MLA Handbook (7th Edition):

Maraj, Kripanath. “The role of School Governing Bodies in the transformation of education in South Africa.” 2012. Web. 16 Sep 2019.

Vancouver:

Maraj K. The role of School Governing Bodies in the transformation of education in South Africa. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/7122.

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

Council of Science Editors:

Maraj K. The role of School Governing Bodies in the transformation of education in South Africa. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7122

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


University of Johannesburg

3. Makgamatha, Malehotlo Veronica. Policies for transformational leadership in South African schools.

Degree: 2012, University of Johannesburg

M.Ed.

The last decade constituted a period of great discovery and change for education all over the country. This called for policies for transformational leadership.… (more)

Subjects/Keywords: Educational leadership  – South Africa; School administration and organization  – South Africa; Educational change  – South Africa

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APA (6th Edition):

Makgamatha, M. V. (2012). Policies for transformational leadership in South African schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6654

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):

Makgamatha, Malehotlo Veronica. “Policies for transformational leadership in South African schools.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/6654.

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

MLA Handbook (7th Edition):

Makgamatha, Malehotlo Veronica. “Policies for transformational leadership in South African schools.” 2012. Web. 16 Sep 2019.

Vancouver:

Makgamatha MV. Policies for transformational leadership in South African schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/6654.

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

Council of Science Editors:

Makgamatha MV. Policies for transformational leadership in South African schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6654

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


Rhodes University

4. Nakaonga, Ruth. Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based… (more)

Subjects/Keywords: Curriculum change  – South Africa; Educational change  – South Africa; Education, Primary  – South Africa; Teachers  – South Africa  – Attitudes

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

APA (6th Edition):

Nakaonga, R. (2014). Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1015648

Chicago Manual of Style (16th Edition):

Nakaonga, Ruth. “Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools.” 2014. Masters Thesis, Rhodes University. Accessed September 16, 2019. http://hdl.handle.net/10962/d1015648.

MLA Handbook (7th Edition):

Nakaonga, Ruth. “Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools.” 2014. Web. 16 Sep 2019.

Vancouver:

Nakaonga R. Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10962/d1015648.

Council of Science Editors:

Nakaonga R. Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1015648


University of KwaZulu-Natal

5. [No author]. School language change led by internal change agents : interrogating the sustainability of school language change initiatives.

Degree: Education, 2009, University of KwaZulu-Natal

 Amid the dearth of implementation of South Africa’s post-apartheid Language-in-education policy which encourages multilingualism and recognizes the value of instruction in the home language of… (more)

Subjects/Keywords: Language and education – South Africa.; Educational change – South Africa.; Education.

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APA (6th Edition):

author], [. (2009). School language change led by internal change agents : interrogating the sustainability of school language change initiatives. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1058

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. “School language change led by internal change agents : interrogating the sustainability of school language change initiatives. ” 2009. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/1058.

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. “School language change led by internal change agents : interrogating the sustainability of school language change initiatives. ” 2009. Web. 16 Sep 2019.

Vancouver:

author] [. School language change led by internal change agents : interrogating the sustainability of school language change initiatives. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/1058.

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

Council of Science Editors:

author] [. School language change led by internal change agents : interrogating the sustainability of school language change initiatives. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/1058

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


Nelson Mandela Metropolitan University

6. [No author]. Factors that influence a performance culture in a selected school in Johannesburg East district.

Degree: Faculty of Business and Economic Sciences, 2016, Nelson Mandela Metropolitan University

 A country’s competitive advantage is linked to its educational outcomes. South Africa, as a developing country wants to shift from being a resource based economy… (more)

Subjects/Keywords: Educational change  – South Africa  – Johannesburg; Academic achievement  – South Africa  – Johannesburg

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

APA (6th Edition):

author], [. (2016). Factors that influence a performance culture in a selected school in Johannesburg East district. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/8251

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. “Factors that influence a performance culture in a selected school in Johannesburg East district.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/8251.

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. “Factors that influence a performance culture in a selected school in Johannesburg East district.” 2016. Web. 16 Sep 2019.

Vancouver:

author] [. Factors that influence a performance culture in a selected school in Johannesburg East district. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/8251.

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

Council of Science Editors:

author] [. Factors that influence a performance culture in a selected school in Johannesburg East district. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/8251

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


University of Johannesburg

7. Venter, Anita. A model for recognition of prior learning in higher education institutions in South Africa.

Degree: 2012, University of Johannesburg

M.Comm.

The South African education and training system has for many years been fragmented and unfair towards underprivileged population groups. Since 1994, many changes have… (more)

Subjects/Keywords: Educational change - South Africa.; Education, Higher - South Africa.

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APA (6th Edition):

Venter, A. (2012). A model for recognition of prior learning in higher education institutions in South Africa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5505

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):

Venter, Anita. “A model for recognition of prior learning in higher education institutions in South Africa.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/5505.

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

MLA Handbook (7th Edition):

Venter, Anita. “A model for recognition of prior learning in higher education institutions in South Africa.” 2012. Web. 16 Sep 2019.

Vancouver:

Venter A. A model for recognition of prior learning in higher education institutions in South Africa. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/5505.

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

Council of Science Editors:

Venter A. A model for recognition of prior learning in higher education institutions in South Africa. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5505

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


University of Johannesburg

8. Mabalane, Valencia Tshinompheni. The vulnerability of teachers during new educational policy reform implementation : an ethnographic account of shifting identity.

Degree: 2014, University of Johannesburg

Ph.D. (Education and Curriculum Studies)

This study is about teachers’ identity shifts during the first waves of educational reform in South Africa in the post-apartheid… (more)

Subjects/Keywords: Educational change - South Africa; Teacher morale - South Africa

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APA (6th Edition):

Mabalane, V. T. (2014). The vulnerability of teachers during new educational policy reform implementation : an ethnographic account of shifting identity. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12466

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):

Mabalane, Valencia Tshinompheni. “The vulnerability of teachers during new educational policy reform implementation : an ethnographic account of shifting identity.” 2014. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/12466.

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

MLA Handbook (7th Edition):

Mabalane, Valencia Tshinompheni. “The vulnerability of teachers during new educational policy reform implementation : an ethnographic account of shifting identity.” 2014. Web. 16 Sep 2019.

Vancouver:

Mabalane VT. The vulnerability of teachers during new educational policy reform implementation : an ethnographic account of shifting identity. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/12466.

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

Council of Science Editors:

Mabalane VT. The vulnerability of teachers during new educational policy reform implementation : an ethnographic account of shifting identity. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12466

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


University of Johannesburg

9. Van der Linde, Hendrik Hermann. Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng.

Degree: 2012, University of Johannesburg

D.Ed.

The transformation of the education system in South Africa is unavoidable due to social transformation in a newly democratised state. The newly established Gauteng… (more)

Subjects/Keywords: School administration and organization - South Africa - Gauteng.; Educational change - South Africa

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APA (6th Edition):

Van der Linde, H. H. (2012). Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5913

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 der Linde, Hendrik Hermann. “Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/5913.

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

MLA Handbook (7th Edition):

Van der Linde, Hendrik Hermann. “Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng.” 2012. Web. 16 Sep 2019.

Vancouver:

Van der Linde HH. Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/5913.

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

Council of Science Editors:

Van der Linde HH. Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5913

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


Nelson Mandela Metropolitan University

10. 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

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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 September 16, 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. 16 Sep 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 Sep 16]. 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


Nelson Mandela Metropolitan University

11. Coetzer, Louwrens Stefanus Daniel. The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training.

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

 Staff, previously employed by Public Technical and Vocation Education and Training (TVET) Colleges, migrated (transferred) to the Department of Higher Education and Training (DHET) in… (more)

Subjects/Keywords: College personnel management  – South Africa; Education, Higher  – South Africa  – Administration; Educational change  – South Africa

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

APA (6th Edition):

Coetzer, L. S. D. (2016). The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/6983

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):

Coetzer, Louwrens Stefanus Daniel. “The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/6983.

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

MLA Handbook (7th Edition):

Coetzer, Louwrens Stefanus Daniel. “The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training.” 2016. Web. 16 Sep 2019.

Vancouver:

Coetzer LSD. The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/6983.

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

Council of Science Editors:

Coetzer LSD. The legal consequences of migration of public Further Education and Training college employees to the Department of Higher Education and Training. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/6983

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


University of Johannesburg

12. Palmer, Simon Alfred. Riglyne vir 'n demokratiese onderwyskundige model.

Degree: 2014, University of Johannesburg

M.Ed. (Philosophy of Education)

The topic of the study was the establishment of guidelines for a democratic teaching model in South Africa. The emphasis of… (more)

Subjects/Keywords: Education and state - South Africa.; Schools - Political aspects - South Africa.; Educational change - South Africa

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APA (6th Edition):

Palmer, S. A. (2014). Riglyne vir 'n demokratiese onderwyskundige model. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10006

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):

Palmer, Simon Alfred. “Riglyne vir 'n demokratiese onderwyskundige model.” 2014. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/10006.

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

MLA Handbook (7th Edition):

Palmer, Simon Alfred. “Riglyne vir 'n demokratiese onderwyskundige model.” 2014. Web. 16 Sep 2019.

Vancouver:

Palmer SA. Riglyne vir 'n demokratiese onderwyskundige model. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/10006.

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

Council of Science Editors:

Palmer SA. Riglyne vir 'n demokratiese onderwyskundige model. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10006

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

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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 September 16, 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. 16 Sep 2019.

Vancouver:

Knowles CR. Transformativity: recognising melancholic power, and renegotiating vulnerability. [Internet] [Thesis]. Rhodes University; 2010. [cited 2019 Sep 16]. 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. Niven, Penelope Mary. Narrating emergence in the curious terrain of academic development research: a realist perspective.

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

 This dissertation adopts a realist meta-perspective on a body of the scholar's own research papers written between 2005 and 2011, all either published or in… (more)

Subjects/Keywords: Education, Higher  – Aims and objectives  – South Africa; Universities and colleges  – South Africa; Educational change  – South Africa; Blacks  – Education (Higher)  – South Africa

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

APA (6th Edition):

Niven, P. M. (2012). Narrating emergence in the curious terrain of academic development research: a realist perspective. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003558

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):

Niven, Penelope Mary. “Narrating emergence in the curious terrain of academic development research: a realist perspective.” 2012. Thesis, Rhodes University. Accessed September 16, 2019. http://hdl.handle.net/10962/d1003558.

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

MLA Handbook (7th Edition):

Niven, Penelope Mary. “Narrating emergence in the curious terrain of academic development research: a realist perspective.” 2012. Web. 16 Sep 2019.

Vancouver:

Niven PM. Narrating emergence in the curious terrain of academic development research: a realist perspective. [Internet] [Thesis]. Rhodes University; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10962/d1003558.

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

Council of Science Editors:

Niven PM. Narrating emergence in the curious terrain of academic development research: a realist perspective. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1003558

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


University of Johannesburg

15. Muhammad, Rehana. The people's education movement in South Africa - a historical perspective.

Degree: 2012, University of Johannesburg

M.Ed.

The task of this research report has been to map out the historical experience of the People's Education movement in South Africa from its… (more)

Subjects/Keywords: People's Education  – South Africa; Politics and education  – South Africa; Schools  – South Africa  – History; Educational change  – South Africa

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APA (6th Edition):

Muhammad, R. (2012). The people's education movement in South Africa - a historical perspective. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7195

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):

Muhammad, Rehana. “The people's education movement in South Africa - a historical perspective.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/7195.

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

MLA Handbook (7th Edition):

Muhammad, Rehana. “The people's education movement in South Africa - a historical perspective.” 2012. Web. 16 Sep 2019.

Vancouver:

Muhammad R. The people's education movement in South Africa - a historical perspective. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/7195.

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

Council of Science Editors:

Muhammad R. The people's education movement in South Africa - a historical perspective. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7195

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


University of Johannesburg

16. 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

17. [No author]. Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands.

Degree: Education, 2008, University of KwaZulu-Natal

 This research sought to investigate middle management‟s roles in implementing the new curriculum at grade 10 -12 levels; it involved a small qualitative study of… (more)

Subjects/Keywords: Educational change – Government policy – South Africa.; Curriculum change – South Africa.; School managment and organization – South Africa.; Education.

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

APA (6th Edition):

author], [. (2008). Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/80

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 middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. ” 2008. Thesis, University of KwaZulu-Natal. Accessed September 16, 2019. http://hdl.handle.net/10413/80.

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 middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. ” 2008. Web. 16 Sep 2019.

Vancouver:

author] [. Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10413/80.

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 middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/80

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


Stellenbosch University

18. 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 · 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 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

19. Odendaal, R. M. Kriteria vir 'n skoolverbeteringsmodel.

Degree: 2014, University of Johannesburg

M.Ed. (Education Philosophy)

The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis… (more)

Subjects/Keywords: School management and organization - Planning; Educational change - South Africa; Educational innovations - South Africa; Education and state - South Africa - History - 20th century

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APA (6th Edition):

Odendaal, R. M. (2014). Kriteria vir 'n skoolverbeteringsmodel. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9804

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):

Odendaal, R M. “Kriteria vir 'n skoolverbeteringsmodel.” 2014. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/9804.

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

MLA Handbook (7th Edition):

Odendaal, R M. “Kriteria vir 'n skoolverbeteringsmodel.” 2014. Web. 16 Sep 2019.

Vancouver:

Odendaal RM. Kriteria vir 'n skoolverbeteringsmodel. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/9804.

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

Council of Science Editors:

Odendaal RM. Kriteria vir 'n skoolverbeteringsmodel. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9804

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


Rhodes University

20. 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

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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 September 16, 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. 16 Sep 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 Sep 16]. 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


Rhodes University

21. 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

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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 September 16, 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. 16 Sep 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 Sep 16]. 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

22. 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

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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 September 16, 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. 16 Sep 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 Sep 16]. 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


Nelson Mandela Metropolitan University

23. 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

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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 September 16, 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. 16 Sep 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 Sep 16]. 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


Nelson Mandela Metropolitan University

24. 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

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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 September 16, 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. 16 Sep 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 Sep 16]. 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


Nelson Mandela Metropolitan University

25. Gumbo, Edwell. Factors that influence a performance culture in a selected school in Johannesburg East district.

Degree: Faculty of Business and Economic Sciences, 2016, Nelson Mandela Metropolitan University

 A country’s competitive advantage is linked to its educational outcomes. South Africa, as a developing country wants to shift from being a resource based economy… (more)

Subjects/Keywords: Educational change  – South Africa  – Johannesburg; Academic achievement  – South Africa  – Johannesburg; School improvement programs

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APA (6th Edition):

Gumbo, E. (2016). Factors that influence a performance culture in a selected school in Johannesburg East district. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/4900

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):

Gumbo, Edwell. “Factors that influence a performance culture in a selected school in Johannesburg East district.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed September 16, 2019. http://hdl.handle.net/10948/4900.

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

MLA Handbook (7th Edition):

Gumbo, Edwell. “Factors that influence a performance culture in a selected school in Johannesburg East district.” 2016. Web. 16 Sep 2019.

Vancouver:

Gumbo E. Factors that influence a performance culture in a selected school in Johannesburg East district. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10948/4900.

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

Council of Science Editors:

Gumbo E. Factors that influence a performance culture in a selected school in Johannesburg East district. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/4900

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


Rhodes University

26. Mufamadi, Azwihangwisi Eugene. The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis.

Degree: Faculty of Humanities, Journalism and Media Studies, 2014, Rhodes University

 This study sets out to investigate democratic participation in South Africa and the role that media play and can potentially play within this context. It… (more)

Subjects/Keywords: Equal Education (Nonprofit organisation); Journalism, Educational  – South Africa; Educational equalization  – South Africa; Journalism  – Political aspects  – South Africa; Education  – Citizen participation; Educational change  – South Africa; Qualitative research

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APA (6th Edition):

Mufamadi, A. E. (2014). The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1011874

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):

Mufamadi, Azwihangwisi Eugene. “The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis.” 2014. Thesis, Rhodes University. Accessed September 16, 2019. http://hdl.handle.net/10962/d1011874.

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

MLA Handbook (7th Edition):

Mufamadi, Azwihangwisi Eugene. “The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis.” 2014. Web. 16 Sep 2019.

Vancouver:

Mufamadi AE. The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis. [Internet] [Thesis]. Rhodes University; 2014. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10962/d1011874.

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

Council of Science Editors:

Mufamadi AE. The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis. [Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1011874

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


Nelson Mandela Metropolitan University

27. 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 (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


University of Johannesburg

28. Manota, Piet. The management of the restructuring of technical colleges into further education and training institutions in Gauteng.

Degree: 2012, University of Johannesburg

D.Ed.

Die herstrukturering van Tegniese Kolleges tot Verdere Onderwys- en Opleidinginstellings in Gauteng, en in Suid-Afrika as 'n geheel, moet gesien word teen die agtergrond… (more)

Subjects/Keywords: Universities and colleges - South Africa - Gauteng; Universities and colleges - South Africa - Gauteng - Management; Educational change - South Africa - Gauteng

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

APA (6th Edition):

Manota, P. (2012). The management of the restructuring of technical colleges into further education and training institutions in Gauteng. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7174

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):

Manota, Piet. “The management of the restructuring of technical colleges into further education and training institutions in Gauteng.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/7174.

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

MLA Handbook (7th Edition):

Manota, Piet. “The management of the restructuring of technical colleges into further education and training institutions in Gauteng.” 2012. Web. 16 Sep 2019.

Vancouver:

Manota P. The management of the restructuring of technical colleges into further education and training institutions in Gauteng. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/7174.

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

Council of Science Editors:

Manota P. The management of the restructuring of technical colleges into further education and training institutions in Gauteng. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7174

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


University of Johannesburg

29. Erasmus, Gene. Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief.

Degree: 2012, University of Johannesburg

M.Ed.

Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a… (more)

Subjects/Keywords: Teacher-student relationships - South Africa.; Educational change - South Africa.; Failure (Psychology); Underachievers - South Africa - Psychological aspects.

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

APA (6th Edition):

Erasmus, G. (2012). Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7089

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):

Erasmus, Gene. “Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/7089.

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

MLA Handbook (7th Edition):

Erasmus, Gene. “Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief.” 2012. Web. 16 Sep 2019.

Vancouver:

Erasmus G. Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/7089.

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

Council of Science Editors:

Erasmus G. Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7089

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


University of Johannesburg

30. Mersey, Gloria Maria Delfine. Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change.

Degree: 2012, University of Johannesburg

D.Ed.

During the past decade there have been far-reaching changes in the social and political structure in South Africa. As South Africa has entered the… (more)

Subjects/Keywords: Education (Secondary)  – Aims and objectives; Education (Secondary)  – South Africa; Vocational education  – South Africa; Educational change  – South Africa; School-to-work transition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mersey, G. M. D. (2012). Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7104

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):

Mersey, Gloria Maria Delfine. “Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change.” 2012. Thesis, University of Johannesburg. Accessed September 16, 2019. http://hdl.handle.net/10210/7104.

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

MLA Handbook (7th Edition):

Mersey, Gloria Maria Delfine. “Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change.” 2012. Web. 16 Sep 2019.

Vancouver:

Mersey GMD. Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10210/7104.

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

Council of Science Editors:

Mersey GMD. Narrative ways to assist adolescents towards the world of work : never ending stories... bound to change. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7104

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

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