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Dept: Curriculum Studies

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

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Stellenbosch University

1. Hatutale, Sylvia. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.

Degree: MEd, Curriculum Studies, 2018, Stellenbosch University

 ENGLISH ABSTRACT : The main purpose and aim of the study was to assess the main determinants of performance in the teaching of Basic Mathematics… (more)

Subjects/Keywords: Higher education  – Curricula  – Namibia; UCTD; Mathematics  – Study and teaching (Higher)  – Namibia; Education  – Study and teaching (Higher)  – Namibia; Mathematics  – Teaching method

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

APA (6th Edition):

Hatutale, S. (2018). A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/103511

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):

Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/103511.

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

MLA Handbook (7th Edition):

Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Web. 20 Jun 2019.

Vancouver:

Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/103511.

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

Council of Science Editors:

Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/103511

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


Stellenbosch University

2. Muhapili, Andrew Matumo. Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia.

Degree: MPhil, Curriculum Studies, 2013, Stellenbosch University

Bibliography

Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Active learning  – Namibia  – Research; Student teachers  – Rating of  – Namibia; Education  – Evaluation; Curriculum Studies; University of Namibia

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APA (6th Edition):

Muhapili, A. M. (2013). Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/79881

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):

Muhapili, Andrew Matumo. “Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia.” 2013. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/79881.

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

MLA Handbook (7th Edition):

Muhapili, Andrew Matumo. “Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia.” 2013. Web. 20 Jun 2019.

Vancouver:

Muhapili AM. Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/79881.

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

Council of Science Editors:

Muhapili AM. Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia. [Thesis]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/79881

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


Stellenbosch University

3. Courtney-Clarke, Magret Anna Eugenie. Exploring the number sense of final year primary pre-service teachers.

Degree: MEd, Curriculum Studies, 2012, Stellenbosch University

ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance… (more)

Subjects/Keywords: Education; Dissertations  – Education; Mathematics  – Study and teaching (Elementary)  – Namibia; Numeracy  – Study and teaching (Elementary)  – Namibia; Mathematics teachers  – Training of  – Namibia; Primary school teachers  – Training of  – Namibia; Curriculum Studies

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APA (6th Edition):

Courtney-Clarke, M. A. E. (2012). Exploring the number sense of final year primary pre-service teachers. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/19943

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):

Courtney-Clarke, Magret Anna Eugenie. “Exploring the number sense of final year primary pre-service teachers.” 2012. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/19943.

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

MLA Handbook (7th Edition):

Courtney-Clarke, Magret Anna Eugenie. “Exploring the number sense of final year primary pre-service teachers.” 2012. Web. 20 Jun 2019.

Vancouver:

Courtney-Clarke MAE. Exploring the number sense of final year primary pre-service teachers. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/19943.

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

Council of Science Editors:

Courtney-Clarke MAE. Exploring the number sense of final year primary pre-service teachers. [Thesis]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/19943

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


Stellenbosch University

4. Chainda, Allen Mukelabai. Third-year students' preceptions of the use of ICT at a teacher training college in Namibia.

Degree: MPhil, Curriculum Studies, 2011, Stellenbosch University

 The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education… (more)

Subjects/Keywords: Education; Dissertations  – Education; Teachers centers  – Computer-assisted instruction  – Evaluation; Universities and colleges  – Namibia  – Computer – assisted instruction  – Evaluation; Educational technology  – Namibia

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

APA (6th Edition):

Chainda, A. M. (2011). Third-year students' preceptions of the use of ICT at a teacher training college in Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6558

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):

Chainda, Allen Mukelabai. “Third-year students' preceptions of the use of ICT at a teacher training college in Namibia.” 2011. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/6558.

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

MLA Handbook (7th Edition):

Chainda, Allen Mukelabai. “Third-year students' preceptions of the use of ICT at a teacher training college in Namibia.” 2011. Web. 20 Jun 2019.

Vancouver:

Chainda AM. Third-year students' preceptions of the use of ICT at a teacher training college in Namibia. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/6558.

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

Council of Science Editors:

Chainda AM. Third-year students' preceptions of the use of ICT at a teacher training college in Namibia. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6558

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

5. Awases, Cherly Lydia. Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia.

Degree: MEd, Curriculum Studies, 2015, Stellenbosch University

ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers… (more)

Subjects/Keywords: Geography  – Study and teaching  – Namibia; Student-centered learning  – Namibia; UCTD

…teaching ......... 27 2.4 Learner-centred education in Namibia: The policy context… …and learning Geography in Namibia ........ 36 2.5 Summary… …teaching and learning in Namibia where a similar policydriven educational reform is experienced… …scholar.sun.ac.za Namibia‟s education system which serves as the context in which the emphasis is on the… …dispensation. One of these challenges was that education in Namibia was based mainly on a traditional… 

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APA (6th Edition):

Awases, C. L. (2015). Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/97002

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):

Awases, Cherly Lydia. “Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia.” 2015. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/97002.

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

MLA Handbook (7th Edition):

Awases, Cherly Lydia. “Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia.” 2015. Web. 20 Jun 2019.

Vancouver:

Awases CL. Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/97002.

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

Council of Science Editors:

Awases CL. Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/97002

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


Stellenbosch University

6. Engelbrecht, Frederik Daniel Jacobus. A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia.

Degree: Curriculum Studies, 2007, Stellenbosch University

Thesis (PhD (Curriculum Studies)) – University of Stellenbosch, 2007.

Competency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical… (more)

Subjects/Keywords: Curriculum studies; Teachers  – Training of  – Namibia; Competency-based educational tests  – Namibia

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APA (6th Edition):

Engelbrecht, F. D. J. (2007). A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1425

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):

Engelbrecht, Frederik Daniel Jacobus. “A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia.” 2007. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/1425.

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

MLA Handbook (7th Edition):

Engelbrecht, Frederik Daniel Jacobus. “A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia.” 2007. Web. 20 Jun 2019.

Vancouver:

Engelbrecht FDJ. A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/1425.

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

Council of Science Editors:

Engelbrecht FDJ. A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia. [Thesis]. Stellenbosch University; 2007. Available from: http://hdl.handle.net/10019.1/1425

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


Stellenbosch University

7. Rodrigues Losada, Ricardo J. Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia.

Degree: MEd, Curriculum Studies, 2012, Stellenbosch University

 ENGLISH ABSTRACT: The use of information and communications technologies (ICTs) in the form of spreadsheet algebra programmes (SAPs) is important in the professional development of… (more)

Subjects/Keywords: Mathematics; Dissertations  – Mathematics; Mathematics  – Study and teaching (Secondary)  – Namibia; Teaching mathematics  – Computer-assisted instruction  – Namibia; Information and communication technologies (ICTs); Curriculum Studies

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APA (6th Edition):

Rodrigues Losada, R. J. (2012). Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71846

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):

Rodrigues Losada, Ricardo J. “Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia.” 2012. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/71846.

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

MLA Handbook (7th Edition):

Rodrigues Losada, Ricardo J. “Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia.” 2012. Web. 20 Jun 2019.

Vancouver:

Rodrigues Losada RJ. Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/71846.

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

Council of Science Editors:

Rodrigues Losada RJ. Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia. [Thesis]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71846

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


Stellenbosch University

8. Naanda, Aune Nangula. The development of an inclusive approach in early childhood education in Namibia.

Degree: PhD, Curriculum Studies, 2005, Stellenbosch University

 ENGLISH ABSTRACT: Early childhood education is an investment that can offer outstanding returns. It can ensure that all children receive the education that is their… (more)

Subjects/Keywords: Early childhood education  – Curricula  – Namibia  – Evaluation; Inclusive education  – Namibia; Dissertations  – Education

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

APA (6th Edition):

Naanda, A. N. (2005). The development of an inclusive approach in early childhood education in Namibia. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50476

Chicago Manual of Style (16th Edition):

Naanda, Aune Nangula. “The development of an inclusive approach in early childhood education in Namibia.” 2005. Doctoral Dissertation, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/50476.

MLA Handbook (7th Edition):

Naanda, Aune Nangula. “The development of an inclusive approach in early childhood education in Namibia.” 2005. Web. 20 Jun 2019.

Vancouver:

Naanda AN. The development of an inclusive approach in early childhood education in Namibia. [Internet] [Doctoral dissertation]. Stellenbosch University; 2005. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/50476.

Council of Science Editors:

Naanda AN. The development of an inclusive approach in early childhood education in Namibia. [Doctoral Dissertation]. Stellenbosch University; 2005. Available from: http://hdl.handle.net/10019.1/50476


Stellenbosch University

9. Haindongo, Nyeuvo-Saima. Environmental education in Namibia : a case study of the biology teachers.

Degree: MEd, Curriculum Studies, 2013, Stellenbosch University

Bibliography

ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Biology  – Study and teaching  – Namibia; Curriculum Studies

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

APA (6th Edition):

Haindongo, N. (2013). Environmental education in Namibia : a case study of the biology teachers. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/80173

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):

Haindongo, Nyeuvo-Saima. “Environmental education in Namibia : a case study of the biology teachers.” 2013. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/80173.

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

MLA Handbook (7th Edition):

Haindongo, Nyeuvo-Saima. “Environmental education in Namibia : a case study of the biology teachers.” 2013. Web. 20 Jun 2019.

Vancouver:

Haindongo N. Environmental education in Namibia : a case study of the biology teachers. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/80173.

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

Council of Science Editors:

Haindongo N. Environmental education in Namibia : a case study of the biology teachers. [Thesis]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/80173

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


Stellenbosch University

10. Smit, Talita C. The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia.

Degree: Curriculum Studies, 2009, Stellenbosch University

Thesis (PhD (Curriculum Studies)) – Stellenbosch University, 2009.

ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants… (more)

Subjects/Keywords: Education; Dissertations  – Education; English language  – Study and teaching (Higher)  – Foreign speakers  – Namibia; English language  – Study and teaching (Higher)  – Foreign speakers  – Activity programs  – Namibia  – Research; Critical thinking  – Study and teaching (Higher)  – Namibia  – Problems and exercises

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

APA (6th Edition):

Smit, T. C. (2009). The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1211

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):

Smit, Talita C. “The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia.” 2009. Thesis, Stellenbosch University. Accessed June 20, 2019. http://hdl.handle.net/10019.1/1211.

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

MLA Handbook (7th Edition):

Smit, Talita C. “The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia.” 2009. Web. 20 Jun 2019.

Vancouver:

Smit TC. The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10019.1/1211.

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

Council of Science Editors:

Smit TC. The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/1211

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

.