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.
- Full Text:
- 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.
- Full Text:
Absent leadership in curriculum implementation
- Authors: Edwards, Graeme Bentley
- Date: 2008-05-09T12:27:57Z
- Subjects: Educational leadership , Educational change , Curriculum change , School improvement programs
- Type: Thesis
- Identifier: uj:7023 , http://hdl.handle.net/10210/352
- Description: Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness. , Prof. B. Smit
- Full Text:
- Authors: Edwards, Graeme Bentley
- Date: 2008-05-09T12:27:57Z
- Subjects: Educational leadership , Educational change , Curriculum change , School improvement programs
- Type: Thesis
- Identifier: uj:7023 , http://hdl.handle.net/10210/352
- Description: Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness. , Prof. B. Smit
- Full Text:
Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-07-31
- Subjects: Educational psychology , Life orientation , Life orientation - Study and teaching , Career development , Curriculum change
- Type: Thesis
- Identifier: uj:8878 , http://hdl.handle.net/10210/5346
- Description: D.Phil. , Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out.
- Full Text:
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-07-31
- Subjects: Educational psychology , Life orientation , Life orientation - Study and teaching , Career development , Curriculum change
- Type: Thesis
- Identifier: uj:8878 , http://hdl.handle.net/10210/5346
- Description: D.Phil. , Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out.
- Full Text:
Management of curriculum reform : a case study of Gauteng
- Authors: Naidu, Divealoshani
- Date: 2012-08-22
- Subjects: Curriculum change , Curriculum enrichment , Curriculum change -- Gauteng , Curriculum planning -- Handbooks, manuals, etc.
- Type: Mini-Dissertation
- Identifier: uj:2960 , http://hdl.handle.net/10210/6387
- Description: M.Ed. , The constraints and successes indicated in the above analysis indicate the complexity of bringing about change in an organizational institute such as a school. It points to the fact that teachers and principals in the school do not find the 'one-size fits all' method as being appropriate in their particular situations (Wideen; 1994:134). This is an even greater problem in the South African context where the history of the country has created such great diversity in schools. This research project has not even considered conditions in the more disadvantaged rural areas. Thus, while this study may be a modest undertaking of research involving curriculum change, it does point to the need to research what takes place in schools and how changes can be brought to schools in the dilemma created by the history of the country. According to Apple (1979:61) one needs to deal with the political and economic realities that created the school. He argues that we cannot afford not to understand these existing institutional arrangements as these ideologies will continue to propagate stratification and inequality. The above analysis also indicates the need for a linkage between policy makers, implementors and evaluators of curriculum change. According to Nakamura and Smallwood (1980: 128) the process employed in the current curriculum implementation may be defined as a 'discretionary, experimental approach' to implementation. In this process policy makers from the National level have delegated broad powers to provincial implementors, in an attempt to gather information through a rolling process of implementation. In this case a great deal of feedback is expected from the pilot project. Nakamura and Smallwood (1980:133) go on to point out the potential breakdowns that may occur in this process. These are: Technical failures due to insufficient implementor expertise and knowledge. This may be even more prominent in the cascade system of implementation as it becomes difficult to monitor the implementors competence at the various levels. Confusion that can arise from ambiguous policies. 'Cheating' by implementors, for example, giving false accounts 'of the level of success in their constituencies. Both implementor and policy maker becoming unaccountable because of a diffusion of responsibility in this process. Thus, there is a need to control and monitor the linkages between policy makers and implementors and this may point to the role of evaluators who are also linked to the process. While some of the problems encountered in the above research may be seen in the light of the difficulties pointed out by Nakamura and Smallwood, one must also bear in mind the fact that many of the problems that are being faced by curriculum change in our schools point to the conditions created by the socio-historical context of our schools. According to Havelock (1972:21) the concept of using linking agencies may be an emerging strategy of innovation. These agencies may serve as the link between the needs of the school and the relevant expertise available to solve their particular problems.
- Full Text:
- Authors: Naidu, Divealoshani
- Date: 2012-08-22
- Subjects: Curriculum change , Curriculum enrichment , Curriculum change -- Gauteng , Curriculum planning -- Handbooks, manuals, etc.
- Type: Mini-Dissertation
- Identifier: uj:2960 , http://hdl.handle.net/10210/6387
- Description: M.Ed. , The constraints and successes indicated in the above analysis indicate the complexity of bringing about change in an organizational institute such as a school. It points to the fact that teachers and principals in the school do not find the 'one-size fits all' method as being appropriate in their particular situations (Wideen; 1994:134). This is an even greater problem in the South African context where the history of the country has created such great diversity in schools. This research project has not even considered conditions in the more disadvantaged rural areas. Thus, while this study may be a modest undertaking of research involving curriculum change, it does point to the need to research what takes place in schools and how changes can be brought to schools in the dilemma created by the history of the country. According to Apple (1979:61) one needs to deal with the political and economic realities that created the school. He argues that we cannot afford not to understand these existing institutional arrangements as these ideologies will continue to propagate stratification and inequality. The above analysis also indicates the need for a linkage between policy makers, implementors and evaluators of curriculum change. According to Nakamura and Smallwood (1980: 128) the process employed in the current curriculum implementation may be defined as a 'discretionary, experimental approach' to implementation. In this process policy makers from the National level have delegated broad powers to provincial implementors, in an attempt to gather information through a rolling process of implementation. In this case a great deal of feedback is expected from the pilot project. Nakamura and Smallwood (1980:133) go on to point out the potential breakdowns that may occur in this process. These are: Technical failures due to insufficient implementor expertise and knowledge. This may be even more prominent in the cascade system of implementation as it becomes difficult to monitor the implementors competence at the various levels. Confusion that can arise from ambiguous policies. 'Cheating' by implementors, for example, giving false accounts 'of the level of success in their constituencies. Both implementor and policy maker becoming unaccountable because of a diffusion of responsibility in this process. Thus, there is a need to control and monitor the linkages between policy makers and implementors and this may point to the role of evaluators who are also linked to the process. While some of the problems encountered in the above research may be seen in the light of the difficulties pointed out by Nakamura and Smallwood, one must also bear in mind the fact that many of the problems that are being faced by curriculum change in our schools point to the conditions created by the socio-historical context of our schools. According to Havelock (1972:21) the concept of using linking agencies may be an emerging strategy of innovation. These agencies may serve as the link between the needs of the school and the relevant expertise available to solve their particular problems.
- Full Text:
'n Wetenskaplik verantwoordbare kurrikulum vir die vak pas- en masjineerteorie N1-N3
- Authors: Ayres, Christoffel Francois
- Date: 2010-11-22T07:43:21Z
- Subjects: Technical institutes , Technical education curricula , Curriculum change
- Type: Thesis
- Identifier: uj:7000 , http://hdl.handle.net/10210/3509
- Description: M.Ed. , The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.
- Full Text:
- Authors: Ayres, Christoffel Francois
- Date: 2010-11-22T07:43:21Z
- Subjects: Technical institutes , Technical education curricula , Curriculum change
- Type: Thesis
- Identifier: uj:7000 , http://hdl.handle.net/10210/3509
- Description: M.Ed. , The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.
- Full Text:
In-service training of teachers for curriculum 2005
- Lopes, Margarida Maria Pereira Batista
- Authors: Lopes, Margarida Maria Pereira Batista
- Date: 2012-03-14
- Subjects: Curriculum change , Educational innovations , Educational law and legislation , Competency-based education , In-service training of teachers , Curriculum 2005
- Type: Thesis
- Identifier: uj:2159 , http://hdl.handle.net/10210/4532
- Description: M.Ed.
- Full Text:
- Authors: Lopes, Margarida Maria Pereira Batista
- Date: 2012-03-14
- Subjects: Curriculum change , Educational innovations , Educational law and legislation , Competency-based education , In-service training of teachers , Curriculum 2005
- Type: Thesis
- Identifier: uj:2159 , http://hdl.handle.net/10210/4532
- Description: M.Ed.
- Full Text:
Resources for curriculum as an aspect of school management : implication for whole school development
- Authors: Joseph, Vathukattu Kurian
- Date: 2012-02-06
- Subjects: Curriculum change , Curriculum planning , Teaching aids and devices , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:2035 , http://hdl.handle.net/10210/4386
- Description: M.Ed.
- Full Text:
- Authors: Joseph, Vathukattu Kurian
- Date: 2012-02-06
- Subjects: Curriculum change , Curriculum planning , Teaching aids and devices , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:2035 , http://hdl.handle.net/10210/4386
- Description: M.Ed.
- Full Text:
Dealing with tensions during curriculum change implementation in a school community
- Authors: De Coning, Andre
- Date: 2012-11-02
- Subjects: Curriculum change , Curriculum planning , Stress (Psychology) , Competency-based education , Educational change , Teachers - Training of
- Type: Mini-Dissertation
- Identifier: uj:7301 , http://hdl.handle.net/10210/8040
- Description: M.Ed. , This study explores the tensions that exist in a school community during proposed curriculum change from a traditional collection-type curriculum to a totally integrated curriculum. The research study was conducted using a qualitative approach in which a case study research design and focus group interviews were used to generate data. Engeström’s (1997) Cultural Historical Activity Theory (CHAT) was used as the conceptual framework in this study. A constant comparative method of analysis was used to identify categories and themes within the data. The results of this research showed that a multiple of tensions are present within this school community during curriculum change. Tensions exist between the teachers and the School Management Team (SMT), the community and the SMT as well as tension between the parents and the status quo. Recommendations include the suggestions for the implementation of an integrated curriculum as well as recommendations for further study.
- Full Text:
- Authors: De Coning, Andre
- Date: 2012-11-02
- Subjects: Curriculum change , Curriculum planning , Stress (Psychology) , Competency-based education , Educational change , Teachers - Training of
- Type: Mini-Dissertation
- Identifier: uj:7301 , http://hdl.handle.net/10210/8040
- Description: M.Ed. , This study explores the tensions that exist in a school community during proposed curriculum change from a traditional collection-type curriculum to a totally integrated curriculum. The research study was conducted using a qualitative approach in which a case study research design and focus group interviews were used to generate data. Engeström’s (1997) Cultural Historical Activity Theory (CHAT) was used as the conceptual framework in this study. A constant comparative method of analysis was used to identify categories and themes within the data. The results of this research showed that a multiple of tensions are present within this school community during curriculum change. Tensions exist between the teachers and the School Management Team (SMT), the community and the SMT as well as tension between the parents and the status quo. Recommendations include the suggestions for the implementation of an integrated curriculum as well as recommendations for further study.
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The principal as instructional leader in the facilitation of curriculum changes : implications for the provision of quality education
- Authors: Govindasamy, Vanitha
- Date: 2018
- Subjects: School principals , Curriculum change , Educational leadership
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401999 , uj:33622
- Description: Abstract : Change is an on-going process which is deemed necessary and is a significant part of educational practice. Principals are therefore required as instructional leaders to be the driving force in ensuring that change, more especially curriculum changes are successfully facilitated. In the process of facilitating curriculum changes, the principal as the instructional leader is responsible for the provision and management of different curriculum activities associated with strategies, programmes and planning. The South African education system, like some other countries across the world has gone through several curriculum changes over the last two decades and principals now more than ever are expected to play a crucial role in the management of curriculum change programmes along with the overall provision of quality education. It thus becomes imperative for school principals to give prominence to their role as instructional leaders by emphasising best curriculum practices and staying focused on the development and maintenance of quality education. Despite this essential role of principals as instructional leaders, research is limited on how principals understand their role and how these understandings in turn impact on the effective facilitation of curriculum changes. The aim of this study was to research this gap and directly explore how principals perceive and carry out their role as instructional leaders in facilitating curriculum changes. Furthermore, in South Africa, based on numerous reports highlighting poor learner performance in schools, we question whether or not principals are equipped with the necessary instructional leadership skills and expertise required to lead and facilitate curriculum changes in schools. The study was informed by literature related to a theoretical frame of reference on instructional leadership, the features of instructional leadership that impact on the role of the principal in facilitating curriculum changes and selected models of instructional leadership... , Ph.D. (Educational Leadership and Management)
- Full Text:
- Authors: Govindasamy, Vanitha
- Date: 2018
- Subjects: School principals , Curriculum change , Educational leadership
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401999 , uj:33622
- Description: Abstract : Change is an on-going process which is deemed necessary and is a significant part of educational practice. Principals are therefore required as instructional leaders to be the driving force in ensuring that change, more especially curriculum changes are successfully facilitated. In the process of facilitating curriculum changes, the principal as the instructional leader is responsible for the provision and management of different curriculum activities associated with strategies, programmes and planning. The South African education system, like some other countries across the world has gone through several curriculum changes over the last two decades and principals now more than ever are expected to play a crucial role in the management of curriculum change programmes along with the overall provision of quality education. It thus becomes imperative for school principals to give prominence to their role as instructional leaders by emphasising best curriculum practices and staying focused on the development and maintenance of quality education. Despite this essential role of principals as instructional leaders, research is limited on how principals understand their role and how these understandings in turn impact on the effective facilitation of curriculum changes. The aim of this study was to research this gap and directly explore how principals perceive and carry out their role as instructional leaders in facilitating curriculum changes. Furthermore, in South Africa, based on numerous reports highlighting poor learner performance in schools, we question whether or not principals are equipped with the necessary instructional leadership skills and expertise required to lead and facilitate curriculum changes in schools. The study was informed by literature related to a theoretical frame of reference on instructional leadership, the features of instructional leadership that impact on the role of the principal in facilitating curriculum changes and selected models of instructional leadership... , Ph.D. (Educational Leadership and Management)
- Full Text:
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