Riglyne vir die ontwikkeling van 'n modulêre bevoegdheidsgerigte vakkurrikulum vir die junior sekondêre skoolfase van tegniese loopbaanonderwys
- Authors: Bruwer, Marthinus Jacobus
- Date: 2014-05-08
- Subjects: Technical education - Curricula , Technology - Study and teaching (Secondary)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384461 , uj:10938 , http://hdl.handle.net/10210/10511
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Bruwer, Marthinus Jacobus
- Date: 2014-05-08
- Subjects: Technical education - Curricula , Technology - Study and teaching (Secondary)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/384461 , uj:10938 , http://hdl.handle.net/10210/10511
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
The viability of curriculum aims for black youths in Daveyton
- Authors: Dube, Elphas Vulindlela
- Date: 2014-03-10
- Subjects: Curriculum evaluation - South Africa - Daveyton , Education, Primary - South Africa - Daveyton - Evaluation , Blacks - Education (Primary) - South Africa - Daveyton - Evaluation
- Type: Thesis
- Identifier: uj:4251 , http://hdl.handle.net/10210/9609
- Description: M.Ed. (Curriculum studies) , The purpose of this study is primarily to establish whether or not the curriculum objectives of the primary schools in Davey ton are worthwhile. This study is prompted by the observation that pupils in Davey ton are reluctant to school and that they fail their examinations in area numbers. The rationale in this study is that learners become demotivated if they find the teaching learning activities incomprehensible or leaning less to them, that is, if they fail to interpret the learning experiences. In order to be meaningful and worthwhile, curriculum objectives (thus, the curriculum) must help people to meet their significant needs, such as helpin2 them to solve their social and economic problems, helping them to discover their potentials, helping them to find meaning in their life world, to pursue their goals, to lead a meaningful life and to survive. In short, to be relevant, curriculum objectives (thus the curriculum itself) must address the needs of the society wherein the schools operate. In evaluating the curriculum objectives, situation-analysis was conducted in order to find out what the community needs are. A random sampling of pupils, teachers, parents and some members of the community was done. Interviews were conducted. Pupils and teachers were asked to complete questionnaires. The results of the study indicated that the home and the school appear to be two different and incompatible worlds to the child's experience. What the child learns at school has no bearing~ to what the child experiences in the community or in real life. Learners seem to be unable to reconcile school learning with their practical daily experiences. The knowledge pupils gain from schools cannot help them to solve their social and economic problems. The learning in the schools is academically biased. Career education or vocational training is non-existent. Schools and parents do not co-operate. The most significant findings of this study is that the curriculum objectives of these schools do not address the needs of the community, and this casts's shadow of doubt whether pupils can really be motivated in pursuing studies wherein they find no solutions to the problems that beset them in their social, community or family lives. In the final chapter, recommendations are made on how to improve the curriculum objectives and how to make teaching learning activities in these schools meaningful and worthwhile.
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- Authors: Dube, Elphas Vulindlela
- Date: 2014-03-10
- Subjects: Curriculum evaluation - South Africa - Daveyton , Education, Primary - South Africa - Daveyton - Evaluation , Blacks - Education (Primary) - South Africa - Daveyton - Evaluation
- Type: Thesis
- Identifier: uj:4251 , http://hdl.handle.net/10210/9609
- Description: M.Ed. (Curriculum studies) , The purpose of this study is primarily to establish whether or not the curriculum objectives of the primary schools in Davey ton are worthwhile. This study is prompted by the observation that pupils in Davey ton are reluctant to school and that they fail their examinations in area numbers. The rationale in this study is that learners become demotivated if they find the teaching learning activities incomprehensible or leaning less to them, that is, if they fail to interpret the learning experiences. In order to be meaningful and worthwhile, curriculum objectives (thus, the curriculum) must help people to meet their significant needs, such as helpin2 them to solve their social and economic problems, helping them to discover their potentials, helping them to find meaning in their life world, to pursue their goals, to lead a meaningful life and to survive. In short, to be relevant, curriculum objectives (thus the curriculum itself) must address the needs of the society wherein the schools operate. In evaluating the curriculum objectives, situation-analysis was conducted in order to find out what the community needs are. A random sampling of pupils, teachers, parents and some members of the community was done. Interviews were conducted. Pupils and teachers were asked to complete questionnaires. The results of the study indicated that the home and the school appear to be two different and incompatible worlds to the child's experience. What the child learns at school has no bearing~ to what the child experiences in the community or in real life. Learners seem to be unable to reconcile school learning with their practical daily experiences. The knowledge pupils gain from schools cannot help them to solve their social and economic problems. The learning in the schools is academically biased. Career education or vocational training is non-existent. Schools and parents do not co-operate. The most significant findings of this study is that the curriculum objectives of these schools do not address the needs of the community, and this casts's shadow of doubt whether pupils can really be motivated in pursuing studies wherein they find no solutions to the problems that beset them in their social, community or family lives. In the final chapter, recommendations are made on how to improve the curriculum objectives and how to make teaching learning activities in these schools meaningful and worthwhile.
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Curriculation as a component of a teacher training programme
- Authors: Fern, Leslie
- Date: 2014-07-21
- Subjects: Teachers Training of - South Africa , Curriculum planning - South Africa
- Type: Thesis
- Identifier: uj:11723 , http://hdl.handle.net/10210/11448
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Fern, Leslie
- Date: 2014-07-21
- Subjects: Teachers Training of - South Africa , Curriculum planning - South Africa
- Type: Thesis
- Identifier: uj:11723 , http://hdl.handle.net/10210/11448
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
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Die probleme van onderwysers in die implementering van vakkurrikulums
- Authors: Blom, Maria Adriana
- Date: 2014-03-06
- Subjects: Curriculum change , Educational innovations , Education - Curricula , Teachers - In-service training
- Type: Thesis
- Identifier: uj:4226 , http://hdl.handle.net/10210/9584
- Description: M.Ed. (Curriculum Studies) , Teachers with expert knowledge or skills can exercise a leadership function as they use their knowledge or skills to help colleagues and to further the progress of the innovation knowledge and expertise. Although innovation could be well structured, teachers still need support in one or other form in order for effective implementation to take place. Barriers to the satisfactory implementation of innovation includes: the teachers' lack of curriculum-related knowledge, ineffective flow of communication between innovator and teacher and the state of facilities and equipment available to implement change. The way in which the innovation is to be introduced to the teachers who are to be involved with it are likely to have profound effects on the extent to which the innovation is successfully implemented. A number of ways have been suggested.
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- Authors: Blom, Maria Adriana
- Date: 2014-03-06
- Subjects: Curriculum change , Educational innovations , Education - Curricula , Teachers - In-service training
- Type: Thesis
- Identifier: uj:4226 , http://hdl.handle.net/10210/9584
- Description: M.Ed. (Curriculum Studies) , Teachers with expert knowledge or skills can exercise a leadership function as they use their knowledge or skills to help colleagues and to further the progress of the innovation knowledge and expertise. Although innovation could be well structured, teachers still need support in one or other form in order for effective implementation to take place. Barriers to the satisfactory implementation of innovation includes: the teachers' lack of curriculum-related knowledge, ineffective flow of communication between innovator and teacher and the state of facilities and equipment available to implement change. The way in which the innovation is to be introduced to the teachers who are to be involved with it are likely to have profound effects on the extent to which the innovation is successfully implemented. A number of ways have been suggested.
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Die didaktiese grondvorm as sintese tussen onderrig en leer
- Dresselhaus, Fritz Heinrich Wilhelm
- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
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- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
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Lesontwerp in Aardrykskunde in die Senior Primere Fase : 'n kurrikulumondersoek
- Jordaan, Gert Johannes Daniel
- Authors: Jordaan, Gert Johannes Daniel
- Date: 2014-04-02
- Subjects: Geography - Study and teaching , Elementary schools - Curricula
- Type: Thesis
- Identifier: uj:4599 , http://hdl.handle.net/10210/9944
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Jordaan, Gert Johannes Daniel
- Date: 2014-04-02
- Subjects: Geography - Study and teaching , Elementary schools - Curricula
- Type: Thesis
- Identifier: uj:4599 , http://hdl.handle.net/10210/9944
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
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'n Voorgestelde opleidingsmodel vir primêre skoolonderwysers in Namibia
- Aucamp, Nicolaas van der Walt
- Authors: Aucamp, Nicolaas van der Walt
- Date: 2015-08-19
- Subjects: Elementary school teachers - Training of - Namibia
- Type: Thesis
- Identifier: uj:13907 , http://hdl.handle.net/10210/14258
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Aucamp, Nicolaas van der Walt
- Date: 2015-08-19
- Subjects: Elementary school teachers - Training of - Namibia
- Type: Thesis
- Identifier: uj:13907 , http://hdl.handle.net/10210/14258
- Description: M.Ed. , Please refer to full text to view abstract
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'n Funksionele kurrikulumevalueringsmodel
- Authors: Reyneke, Ezena
- Date: 2014-06-11
- Subjects: Curriculum evaluation - South Africa , Curriculum planning - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:11494 , http://hdl.handle.net/10210/11190
- Description: M.Ed. (Curriculum Science) , Please refer to full text to view abstract
- Full Text:
- Authors: Reyneke, Ezena
- Date: 2014-06-11
- Subjects: Curriculum evaluation - South Africa , Curriculum planning - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:11494 , http://hdl.handle.net/10210/11190
- Description: M.Ed. (Curriculum Science) , Please refer to full text to view abstract
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Riglyne vir 'n vakkurrikulum vir toegepaste vliegtuigonderhoudteorie
- Authors: De Kock, André
- Date: 2014-11-20
- Subjects: Airplanes - Maintenance and repair - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:13057 , http://hdl.handle.net/10210/12938
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: De Kock, André
- Date: 2014-11-20
- Subjects: Airplanes - Maintenance and repair - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:13057 , http://hdl.handle.net/10210/12938
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
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Enkele oorwegings by die onderrig van Sepedi (spreektaal) in blanke skole, st. 3 - 7
- Authors: Lotter, Annette
- Date: 2014-02-11
- Subjects: Northern Sotho language - Study and teaching
- Type: Thesis
- Identifier: uj:3775 , http://hdl.handle.net/10210/9150
- Description: M.Ed. (Curriculum Studies) , It would appear that the task of the school in a multi cultural society is becoming more complex. It is not only expected of the school to educate the children of the society in totality towards the accepted particular adulthood, but the task of the school is also to provide for the current needs of society, and to anticipate possible problems of the future. In the context of human relations an African Language was introduced into White Schools on a regional basis in an attempt to bring about better understanding among the population groups. This was also done in order to provide the White child with the opportunity to communicate with the Black in his own language. After considering the current subject - curricula for Sepedi (Spoken Language) and the related teaching practice, the conclusion was made that the subject does'nt succeed in accomplishing its aims. No evidence could be found of an thorough situation - analysis in which the nature of society, the nature of the learner and the subjectcontent have been considered. Some deficiencies in the curriculum resulted from this. An evaluation of the subject curricula showed that one of the most important shortcomings seemed to be that the curriculum was'nt planned and designed to accepted curriculum principles. A further shortcoming was that no attention was given to the linguistic - phenomenon of pragmatic interference, which implies that the child, while learning Sepedi (Spoken Language) should not only learn the language, but also gain experience in the culture, rules of discourse, behaviour, norms and values underlying the target language...
- Full Text:
- Authors: Lotter, Annette
- Date: 2014-02-11
- Subjects: Northern Sotho language - Study and teaching
- Type: Thesis
- Identifier: uj:3775 , http://hdl.handle.net/10210/9150
- Description: M.Ed. (Curriculum Studies) , It would appear that the task of the school in a multi cultural society is becoming more complex. It is not only expected of the school to educate the children of the society in totality towards the accepted particular adulthood, but the task of the school is also to provide for the current needs of society, and to anticipate possible problems of the future. In the context of human relations an African Language was introduced into White Schools on a regional basis in an attempt to bring about better understanding among the population groups. This was also done in order to provide the White child with the opportunity to communicate with the Black in his own language. After considering the current subject - curricula for Sepedi (Spoken Language) and the related teaching practice, the conclusion was made that the subject does'nt succeed in accomplishing its aims. No evidence could be found of an thorough situation - analysis in which the nature of society, the nature of the learner and the subjectcontent have been considered. Some deficiencies in the curriculum resulted from this. An evaluation of the subject curricula showed that one of the most important shortcomings seemed to be that the curriculum was'nt planned and designed to accepted curriculum principles. A further shortcoming was that no attention was given to the linguistic - phenomenon of pragmatic interference, which implies that the child, while learning Sepedi (Spoken Language) should not only learn the language, but also gain experience in the culture, rules of discourse, behaviour, norms and values underlying the target language...
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Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing
- Authors: Du Plooy, Mariette-Louise
- Date: 2015-09-16
- Subjects: Teacher participation in curriculum planning , Curriculum change - South Africa , Schools - South Africa - Curricula
- Type: Thesis
- Identifier: uj:14122 , http://hdl.handle.net/10210/14559
- Description: M.Ed. , Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...
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- Authors: Du Plooy, Mariette-Louise
- Date: 2015-09-16
- Subjects: Teacher participation in curriculum planning , Curriculum change - South Africa , Schools - South Africa - Curricula
- Type: Thesis
- Identifier: uj:14122 , http://hdl.handle.net/10210/14559
- Description: M.Ed. , Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...
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The influence of culture on curriculum practice in Black schools
- Authors: Kutoane, Khitsane Ishmael
- Date: 2015-08-24
- Subjects: Educational anthropology , Blacks - Education - Evaluation , Curriculum planning - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:13942 , http://hdl.handle.net/10210/14302
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Kutoane, Khitsane Ishmael
- Date: 2015-08-24
- Subjects: Educational anthropology , Blacks - Education - Evaluation , Curriculum planning - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:13942 , http://hdl.handle.net/10210/14302
- Description: M.Ed. , Please refer to full text to view abstract
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