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You searched for subject:(Implemented curriculum). Showing records 1 – 10 of 10 total matches.

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Universiteit Utrecht

1. Vries, M. de. Characteristics of exemplary teaching and learning materials for mathematics meant to support Ugandan teachers to implement the new curriculum for lower secondary school, when teaching addition, subtraction, multiplication and division of negative numbers.

Degree: 2013, Universiteit Utrecht

 In Uganda a new curriculum will be introduced in lower secondary school. Currently the National Curriculum Development Centre is designing this curriculum. Curriculum materials will… (more)

Subjects/Keywords: Curriculum; Curriculum development; Curriculum materials; Exemplary materials; Implemented curriculum; Integers; Learning materials; Mathematics; Teaching materials; Uganda

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APA (6th Edition):

Vries, M. d. (2013). Characteristics of exemplary teaching and learning materials for mathematics meant to support Ugandan teachers to implement the new curriculum for lower secondary school, when teaching addition, subtraction, multiplication and division of negative numbers. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/281668

Chicago Manual of Style (16th Edition):

Vries, M de. “Characteristics of exemplary teaching and learning materials for mathematics meant to support Ugandan teachers to implement the new curriculum for lower secondary school, when teaching addition, subtraction, multiplication and division of negative numbers.” 2013. Masters Thesis, Universiteit Utrecht. Accessed October 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/281668.

MLA Handbook (7th Edition):

Vries, M de. “Characteristics of exemplary teaching and learning materials for mathematics meant to support Ugandan teachers to implement the new curriculum for lower secondary school, when teaching addition, subtraction, multiplication and division of negative numbers.” 2013. Web. 16 Oct 2019.

Vancouver:

Vries Md. Characteristics of exemplary teaching and learning materials for mathematics meant to support Ugandan teachers to implement the new curriculum for lower secondary school, when teaching addition, subtraction, multiplication and division of negative numbers. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Oct 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/281668.

Council of Science Editors:

Vries Md. Characteristics of exemplary teaching and learning materials for mathematics meant to support Ugandan teachers to implement the new curriculum for lower secondary school, when teaching addition, subtraction, multiplication and division of negative numbers. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/281668


Curtin University of Technology

2. Koto, Irwan. Indonesian primary school science in practice : challenges between the intended and implemented curriculum .

Degree: 2013, Curtin University of Technology

 This study investigated the educational practices in urban and rural primary school science classrooms of Bengkulu province, Indonesia. Directed by six research questions, the study… (more)

Subjects/Keywords: van den Akker; challenges; Indonesian primary school science; Bengkulu province; urban and rural primary school science; intended and implemented curriculum

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APA (6th Edition):

Koto, I. (2013). Indonesian primary school science in practice : challenges between the intended and implemented curriculum . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2485

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):

Koto, Irwan. “Indonesian primary school science in practice : challenges between the intended and implemented curriculum .” 2013. Thesis, Curtin University of Technology. Accessed October 16, 2019. http://hdl.handle.net/20.500.11937/2485.

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

MLA Handbook (7th Edition):

Koto, Irwan. “Indonesian primary school science in practice : challenges between the intended and implemented curriculum .” 2013. Web. 16 Oct 2019.

Vancouver:

Koto I. Indonesian primary school science in practice : challenges between the intended and implemented curriculum . [Internet] [Thesis]. Curtin University of Technology; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/20.500.11937/2485.

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

Council of Science Editors:

Koto I. Indonesian primary school science in practice : challenges between the intended and implemented curriculum . [Thesis]. Curtin University of Technology; 2013. Available from: http://hdl.handle.net/20.500.11937/2485

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


University of Pretoria

3. Mucavele, Simao. Factors influencing the implementation of the new basic education curriculum in Mozambican schools.

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

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA (6th Edition):

Mucavele, S. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24169

Chicago Manual of Style (16th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Doctoral Dissertation, University of Pretoria. Accessed October 16, 2019. http://hdl.handle.net/2263/24169.

MLA Handbook (7th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Web. 16 Oct 2019.

Vancouver:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/2263/24169.

Council of Science Editors:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/24169


University of Pretoria

4. [No author]. Factors influencing the implementation of the new basic education curriculum in Mozambican schools .

Degree: 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA (6th Edition):

author], [. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04272009-095504/

Chicago Manual of Style (16th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Doctoral Dissertation, University of Pretoria. Accessed October 16, 2019. http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

MLA Handbook (7th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Web. 16 Oct 2019.

Vancouver:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Oct 16]. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

Council of Science Editors:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/

5. Li, Wanjing. A Case Study of Literacy Curricula in a Canadian Offshore School in China.

Degree: 2017, University of Western Ontario

 This single case study is embedded in a multiple case study conducted in Canadian offshore schools in China. In response to the scant literature on… (more)

Subjects/Keywords: Transnational education; curriculum; implemented curriculum; multiliteracies; multimodality; teacher education; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; International and Comparative Education; Language and Literacy Education; Secondary Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Li, W. (2017). A Case Study of Literacy Curricula in a Canadian Offshore School in China. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4839

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):

Li, Wanjing. “A Case Study of Literacy Curricula in a Canadian Offshore School in China.” 2017. Thesis, University of Western Ontario. Accessed October 16, 2019. https://ir.lib.uwo.ca/etd/4839.

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

MLA Handbook (7th Edition):

Li, Wanjing. “A Case Study of Literacy Curricula in a Canadian Offshore School in China.” 2017. Web. 16 Oct 2019.

Vancouver:

Li W. A Case Study of Literacy Curricula in a Canadian Offshore School in China. [Internet] [Thesis]. University of Western Ontario; 2017. [cited 2019 Oct 16]. Available from: https://ir.lib.uwo.ca/etd/4839.

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

Council of Science Editors:

Li W. A Case Study of Literacy Curricula in a Canadian Offshore School in China. [Thesis]. University of Western Ontario; 2017. Available from: https://ir.lib.uwo.ca/etd/4839

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


University of South Africa

6. Magidi, Junic. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.

Degree: 2015, University of South Africa

 The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis… (more)

Subjects/Keywords: Horizontal and vertical mathematization; Theme; Assessment for learning; Assessment as learning;

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APA (6th Edition):

Magidi, J. (2015). Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19726

Chicago Manual of Style (16th Edition):

Magidi, Junic. “Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.” 2015. Masters Thesis, University of South Africa. Accessed October 16, 2019. http://hdl.handle.net/10500/19726.

MLA Handbook (7th Edition):

Magidi, Junic. “Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.” 2015. Web. 16 Oct 2019.

Vancouver:

Magidi J. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10500/19726.

Council of Science Editors:

Magidi J. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19726

7. Zhang, Zheng. Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China.

Degree: 2012, University of Western Ontario

 This case study using ethnographic tools was conducted in an Ontario transnational education (TNE) program in China where Ontario secondary school curricula were integrated with… (more)

Subjects/Keywords: Transnational education; multiliteracies; intended curriculum; implemented curriculum; lived curriculum; hidden curriculum; null curriculum; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; International and Comparative Education

…146 6 Implemented Curriculum… …intended curriculum (i.e., what is planned in documents), implemented curriculum (… …102 5 Intended Curriculum… …Curriculum… …108 5.2 SCS Curriculum: Hybridity… 

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APA (6th Edition):

Zhang, Z. (2012). Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/930

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):

Zhang, Zheng. “Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China.” 2012. Thesis, University of Western Ontario. Accessed October 16, 2019. https://ir.lib.uwo.ca/etd/930.

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

MLA Handbook (7th Edition):

Zhang, Zheng. “Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China.” 2012. Web. 16 Oct 2019.

Vancouver:

Zhang Z. Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China. [Internet] [Thesis]. University of Western Ontario; 2012. [cited 2019 Oct 16]. Available from: https://ir.lib.uwo.ca/etd/930.

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

Council of Science Editors:

Zhang Z. Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China. [Thesis]. University of Western Ontario; 2012. Available from: https://ir.lib.uwo.ca/etd/930

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

8. Alpalhão, Carla Margarida Nunes. Os programas de matemática do ensino básico de 1990 e de 2007 e o processo de implementação do programa de 2007, no 1º ciclo do Ensino Básico.

Degree: 2010, Repositório Científico do Instituto Politécnico de Lisboa

Mestrado em Educação Matemática na Educação Pré – Escolar e nos 1.º e 2.º Ciclos do Ensino Básico

O presente estudo tem como objectivos fazer… (more)

Subjects/Keywords: Programa de Matemática de 1990; Programa de Matemática de 2007; Formação de professores; Currículo prescrito e implementado; 1.º ciclo do ensino básico; Syllabus of Mathematics 1990; Mathematics Syllabus, 2007; Teacher training; Prescribed and implemented curriculum; 1st cycle of basic education

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APA (6th Edition):

Alpalhão, C. M. N. (2010). Os programas de matemática do ensino básico de 1990 e de 2007 e o processo de implementação do programa de 2007, no 1º ciclo do Ensino Básico. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2909

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):

Alpalhão, Carla Margarida Nunes. “Os programas de matemática do ensino básico de 1990 e de 2007 e o processo de implementação do programa de 2007, no 1º ciclo do Ensino Básico.” 2010. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed October 16, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2909.

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

MLA Handbook (7th Edition):

Alpalhão, Carla Margarida Nunes. “Os programas de matemática do ensino básico de 1990 e de 2007 e o processo de implementação do programa de 2007, no 1º ciclo do Ensino Básico.” 2010. Web. 16 Oct 2019.

Vancouver:

Alpalhão CMN. Os programas de matemática do ensino básico de 1990 e de 2007 e o processo de implementação do programa de 2007, no 1º ciclo do Ensino Básico. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2010. [cited 2019 Oct 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2909.

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

Council of Science Editors:

Alpalhão CMN. Os programas de matemática do ensino básico de 1990 e de 2007 e o processo de implementação do programa de 2007, no 1º ciclo do Ensino Básico. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2010. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/2909

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


Karlstad University

9. Johansson, Elsie. Rektorer och grundskolereformer : Rektorers erfarenheter av reformarbete.

Degree: Faculty of Arts and Education, 2011, Karlstad University

  Many political reforms are currently implemented in the Swedish schools. The trend indicate that education in Sweden follows neo-liberal restructuring policy, that highlights assessment,… (more)

Subjects/Keywords: reform work; leadership; school head; implemented; student achievement; phenomenological; qualitative research interview; curriculum; LGR 11; the new Education Act; themes; tools; a tool´s context; reformarbete; ledarskap; rektorer; implementeras; elevresultat; fenomenologiskt; kvalitativa forskningsintervjun; läroplan; Lgr 11; den nya skollagen; teman; don; verktyg; donsammanhang; Educational work; Pedagogiskt arbete

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APA (6th Edition):

Johansson, E. (2011). Rektorer och grundskolereformer : Rektorers erfarenheter av reformarbete. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7875

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):

Johansson, Elsie. “Rektorer och grundskolereformer : Rektorers erfarenheter av reformarbete.” 2011. Thesis, Karlstad University. Accessed October 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7875.

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

MLA Handbook (7th Edition):

Johansson, Elsie. “Rektorer och grundskolereformer : Rektorers erfarenheter av reformarbete.” 2011. Web. 16 Oct 2019.

Vancouver:

Johansson E. Rektorer och grundskolereformer : Rektorers erfarenheter av reformarbete. [Internet] [Thesis]. Karlstad University; 2011. [cited 2019 Oct 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7875.

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

Council of Science Editors:

Johansson E. Rektorer och grundskolereformer : Rektorers erfarenheter av reformarbete. [Thesis]. Karlstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7875

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


University of South Africa

10. Van der Merwe, Wynand Johannes. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .

Degree: 2013, University of South Africa

 Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This… (more)

Subjects/Keywords: Align curriculum content; Instruction; Standards; Cognitive development; Deductive application; Coherent content; Correlation; Self-reflection; Training intervention; Instruction structure; Prescribed curriculum; Planned curriculum; Implemented curriculum; Methodological instruction; Align development; Procedural flexibility; Professional development; Transformation; Critical emancipating paradigm; Spiral diagram; Procedural complexity; Inlynkurrikuluminhoude; Instruksie; Standaarde; Kognitiewe ontwikkeling; Deduktiewe toepassing; Koherente inhoude; Korrelasie; Selfrefleksie; Opleidingintervensie; Instruksiestruktuur; Voorgeskrewe kurrikulum; Voorgenome kurrikulum; Geïmplementeerde kurrikulum; Metodologiese instruksie; Inlynontwikkeling; Prosedurebuigsaamheid; Professionele ontwikkeling; Transformasie; Krities emansiperende paradigma; Spiraaldiagram; Prosedurekompleksiteit

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APA (6th Edition):

Van der Merwe, W. J. (2013). Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13982

Chicago Manual of Style (16th Edition):

Van der Merwe, Wynand Johannes. “Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .” 2013. Doctoral Dissertation, University of South Africa. Accessed October 16, 2019. http://hdl.handle.net/10500/13982.

MLA Handbook (7th Edition):

Van der Merwe, Wynand Johannes. “Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .” 2013. Web. 16 Oct 2019.

Vancouver:

Van der Merwe WJ. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10500/13982.

Council of Science Editors:

Van der Merwe WJ. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13982

.