Vernuwing van die kurrikulum vir beheerstelsels N6
- Authors: Bothma, Pieter Hendrik
- Date: 2014-05-19
- Subjects: Automatic control , Curriculum change - South Africa , Technical education - Curricula
- Type: Thesis
- Identifier: uj:11109 , http://hdl.handle.net/10210/10697
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
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- Authors: Bothma, Pieter Hendrik
- Date: 2014-05-19
- Subjects: Automatic control , Curriculum change - South Africa , Technical education - Curricula
- Type: Thesis
- Identifier: uj:11109 , http://hdl.handle.net/10210/10697
- Description: M.Ed. (Curriculum Studies) , Please refer to full text to view abstract
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'n Fundamenteel-kritiese evaluering van voorstelle vir relevante skoolkurrikula in die R.S.A
- Authors: Geyer, J.M.
- Date: 2014-02-13
- Subjects: Curriculum evaluation , Curriculum planning - South Africa , Curriculum change - South Africa , Education - Curricula - Aims and objectives
- Type: Thesis
- Identifier: uj:3958 , http://hdl.handle.net/10210/9318
- Description: M.Ed. (Education Philosophy) , Please refer to full text to view abstract
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- Authors: Geyer, J.M.
- Date: 2014-02-13
- Subjects: Curriculum evaluation , Curriculum planning - South Africa , Curriculum change - South Africa , Education - Curricula - Aims and objectives
- Type: Thesis
- Identifier: uj:3958 , http://hdl.handle.net/10210/9318
- Description: M.Ed. (Education Philosophy) , Please refer to full text to view abstract
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The role of students in curriculum development
- Matodzi, Albert Ntshengedzeni
- Authors: Matodzi, Albert Ntshengedzeni
- Date: 2012-09-11
- Subjects: Student participation in curriculum planning - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10036 , http://hdl.handle.net/10210/7425
- Description: M.Ed. , This research is an attempt to investigate how student-teachers at colleges of education perceive their roles in curriculum development. Two main problems related to this topic are: 1.2.1 To what extent do student-teachers at colleges of education want to be involved in curriculum development? 1.2.2 What are the possible guidelines for student-teachers' involvement in curriculum development? The aims of this study are twofold and are related to the problems identified above: 1.3.1 The first aim of this study is to find out to what extent do student-teachers at colleges of education want to be involved in curriculum development. 1.3.2 The second aim is to identify and write recommendations on how students can be involved during curriculum development at colleges of education.
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- Authors: Matodzi, Albert Ntshengedzeni
- Date: 2012-09-11
- Subjects: Student participation in curriculum planning - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10036 , http://hdl.handle.net/10210/7425
- Description: M.Ed. , This research is an attempt to investigate how student-teachers at colleges of education perceive their roles in curriculum development. Two main problems related to this topic are: 1.2.1 To what extent do student-teachers at colleges of education want to be involved in curriculum development? 1.2.2 What are the possible guidelines for student-teachers' involvement in curriculum development? The aims of this study are twofold and are related to the problems identified above: 1.3.1 The first aim of this study is to find out to what extent do student-teachers at colleges of education want to be involved in curriculum development. 1.3.2 The second aim is to identify and write recommendations on how students can be involved during curriculum development at colleges of education.
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Parent involvement in curriculum development
- Molukanele, Motlagomang Allettah
- Authors: Molukanele, Motlagomang Allettah
- Date: 2012-09-12
- Subjects: Curriculum change - South Africa , Secondary education - South Africa - Curricula , Education - Parent participation - South Africa , Curriculum planning - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10206 , http://hdl.handle.net/10210/7580
- Description: M.Ed. , If it is accepted that all who are affected by curriculum change should be involved in that process, then it becomes important for the parents to be involved in the decision-making process in the schools their children are attending. They should know what is happening in their schools and participate in the activities. For them to be knowledgeable in matters pertaining to school matters, especially in curriculum development, a certain level of training or orientation is needed. It may be that the lack of interest is caused by lack of knowledge hence non-involvement. The following questions will be discussed in this study: How do parents of secondary schools perceive their roles in curriculum development? To what extent can parents effectively contribute to curriculum development? The aim of the study is to find out through focus group interviews how parents of secondary schools students view their roles regarding curriculum development, and to develop guidelines on how parents of secondary schools students can be involved in curriculum development.
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- Authors: Molukanele, Motlagomang Allettah
- Date: 2012-09-12
- Subjects: Curriculum change - South Africa , Secondary education - South Africa - Curricula , Education - Parent participation - South Africa , Curriculum planning - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10206 , http://hdl.handle.net/10210/7580
- Description: M.Ed. , If it is accepted that all who are affected by curriculum change should be involved in that process, then it becomes important for the parents to be involved in the decision-making process in the schools their children are attending. They should know what is happening in their schools and participate in the activities. For them to be knowledgeable in matters pertaining to school matters, especially in curriculum development, a certain level of training or orientation is needed. It may be that the lack of interest is caused by lack of knowledge hence non-involvement. The following questions will be discussed in this study: How do parents of secondary schools perceive their roles in curriculum development? To what extent can parents effectively contribute to curriculum development? The aim of the study is to find out through focus group interviews how parents of secondary schools students view their roles regarding curriculum development, and to develop guidelines on how parents of secondary schools students can be involved in curriculum development.
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Teacher involvement in curriculum development
- Authors: Malebye, Lillian Malefsane
- Date: 2012-09-11
- Subjects: Teacher participation in curriculum planning - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9938 , http://hdl.handle.net/10210/7336
- Description: M.Ed. , Widespread criticism of the existing curriculum in South Africa can be viewed as the basis for the continual review of curriculum. The literature surveyed clearly points out the importance of participation by all stakeholders in this process. Teachers, like any other participants, are supposed to take an active part in curriculum development. A similar idea is expressed by Gordon (1995:43) and Nepi (1992:23), who indicate that the policy goal has to be continually guaranteed, and must stipulate a fully participatory process for curriculum development. The policy goal may perpetuate low levels of professionalism and skills. The purposes of this study are: to investigate to what extent primary school teachers in the Moretele Region in the North West Province want to be involved in curriculum development, and why (reason); to find out how the primary school teachers in the Moretele Region in the North West Province can contribute to curriculum development.
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- Authors: Malebye, Lillian Malefsane
- Date: 2012-09-11
- Subjects: Teacher participation in curriculum planning - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9938 , http://hdl.handle.net/10210/7336
- Description: M.Ed. , Widespread criticism of the existing curriculum in South Africa can be viewed as the basis for the continual review of curriculum. The literature surveyed clearly points out the importance of participation by all stakeholders in this process. Teachers, like any other participants, are supposed to take an active part in curriculum development. A similar idea is expressed by Gordon (1995:43) and Nepi (1992:23), who indicate that the policy goal has to be continually guaranteed, and must stipulate a fully participatory process for curriculum development. The policy goal may perpetuate low levels of professionalism and skills. The purposes of this study are: to investigate to what extent primary school teachers in the Moretele Region in the North West Province want to be involved in curriculum development, and why (reason); to find out how the primary school teachers in the Moretele Region in the North West Province can contribute to curriculum development.
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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 lived experience of the implementation of Curriculum 2005 in a rural secondary school
- Authors: Mekgoe, Lawrence Israel
- Date: 2012-08-15
- Subjects: Curriculum change - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9371 , http://hdl.handle.net/10210/5809
- Description: M.Ed. , The objectives of this study are to explore and describe the lived experience of the implementation of Curriculum 2005 in a rural secondary school and to establish guidelines to assist educators in the implementation of Curriculum 2005 in a rural secondary school. A research study was undertaken to examine the core areas impeding the effective implementation of Curriculum 2005 in a rural secondary school. The research design was based on qualitative research because of its exploratory descriptive nature. Qualitative research attempts to describe, interpret or construct the depth, richness and complexity of an identified phenomenon in order to gain understanding of it and insight into it (Burns & Grove, 1997: 67). Qualitative research implies a direct concern with experience as it is lived, felt or undergone by people (Merriam, 2001: 6; Sherman & Webb, 1998: 7). The research was conducted in two phases. During phase one data were collected through phenomenological interviews which were audio taped. Field notes reflected the researcher's observation during the interviews. The interviews were therefore transcribed for the data analysis purpose. The data were analysed according to Tesch's method (Creswell, 1994: 154 - 155), after which a literature control was conducted to verify the results. Ethical guidelines served as a standard and as a basis on which researchers ought to evaluate their conduct during data collection. To ensure the trustworthiness of this research study, Guba's model (Krefting, 1991: 214 - 222; Lincoln & Guba, 1985: 290 - 327) was applied. According to the data analysis, three themes were identified, namely: Challenges experienced by educators in the implementation of Curriculum 2005. Challenges required in the implementation of Curriculum 2005 in a rural secondary school. Educator intervention strategies implemented in addressing the challenges faced in this context. In view of these broad themes, in phase two guidelines were described to support secondary educators who experience challenges with the implementation of Curriculum 2005 in a rural secondary school.
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- Authors: Mekgoe, Lawrence Israel
- Date: 2012-08-15
- Subjects: Curriculum change - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9371 , http://hdl.handle.net/10210/5809
- Description: M.Ed. , The objectives of this study are to explore and describe the lived experience of the implementation of Curriculum 2005 in a rural secondary school and to establish guidelines to assist educators in the implementation of Curriculum 2005 in a rural secondary school. A research study was undertaken to examine the core areas impeding the effective implementation of Curriculum 2005 in a rural secondary school. The research design was based on qualitative research because of its exploratory descriptive nature. Qualitative research attempts to describe, interpret or construct the depth, richness and complexity of an identified phenomenon in order to gain understanding of it and insight into it (Burns & Grove, 1997: 67). Qualitative research implies a direct concern with experience as it is lived, felt or undergone by people (Merriam, 2001: 6; Sherman & Webb, 1998: 7). The research was conducted in two phases. During phase one data were collected through phenomenological interviews which were audio taped. Field notes reflected the researcher's observation during the interviews. The interviews were therefore transcribed for the data analysis purpose. The data were analysed according to Tesch's method (Creswell, 1994: 154 - 155), after which a literature control was conducted to verify the results. Ethical guidelines served as a standard and as a basis on which researchers ought to evaluate their conduct during data collection. To ensure the trustworthiness of this research study, Guba's model (Krefting, 1991: 214 - 222; Lincoln & Guba, 1985: 290 - 327) was applied. According to the data analysis, three themes were identified, namely: Challenges experienced by educators in the implementation of Curriculum 2005. Challenges required in the implementation of Curriculum 2005 in a rural secondary school. Educator intervention strategies implemented in addressing the challenges faced in this context. In view of these broad themes, in phase two guidelines were described to support secondary educators who experience challenges with the implementation of Curriculum 2005 in a rural secondary school.
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The application of the bright start cognitive curriculum (self-regulation) for at-risk pupils
- Authors: Goodyer, Louise Dorothy
- Date: 2012-09-12
- Subjects: Remedial teaching - Curricula , Early childhood education , School improvement programs , Cognition in children - Research - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10152 , http://hdl.handle.net/10210/7531
- Description: Traditionally the education curriculum was content based, concentrating on teaching facts. More recently there has been a whole-wide shift towards curriculi that are cognitively based and numerous thinking skills training programs to address cognitive teaching have been designed. This study favoured the infusion approach to teaching which incorporated cognitive and metacognitive skills within the existing school curriculum and the specific program chosen for this research was the Bright Start Cognitive Curriculum for Young Children, designed by Haywood, Brooks and Burns (1992). The program was based on the views of four theorists, namely Piaget, Vygotsky, Feuerstein and Haywood. The focus of this research was unit 1 of the program which concentrated on the training of selfregulation as it was the program's assumption that self regulation forms the grounding for the effectiveness of the rest of the program. Although this research focused on an 'at-risk' group of grade 0 pupils, it can have broader implications for the training of self regulation in the general education classroom. The aim of the research was to describe the problems experienced in the application of unit 1 of the Bright Start program and to formulate suggestions and guidelines that could improve the effectiveness of this unit during it's implementations in an 'at-risk' grade 0 class. The methodological framework used to achieve this aim was the qualitative single case study. The qualitative design produced a wealth of detailed, in-depth, and descriptive data about the program's strengths and weaknesses which were used for the purpose of establishing the guidelines. The program was implemented in the grade 0 class of 'at-risk' pupils, and data was collected through journal's kept by the teacher and the researcher, observations by the researcher, iconic material of the lessons and an interview of the teacher at the end of the program. Content analysis was performed on the data identifying coherent and important themes and patterns which were interpreted to form the research conclusions. The conclusions from this research indicated that the difficulties experienced by the 'at-risk' pupils are not adequately addressed in this program. The unit did not seem long enough to produce effective change in their inhibitory systems, the content and techniques used did not sufficiently meet the needs of these pupils. Guidelines to improve the effectiveness of unit -1 in the implementation of an 'at-risk' class of grade 0 pupils were presented.
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- Authors: Goodyer, Louise Dorothy
- Date: 2012-09-12
- Subjects: Remedial teaching - Curricula , Early childhood education , School improvement programs , Cognition in children - Research - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10152 , http://hdl.handle.net/10210/7531
- Description: Traditionally the education curriculum was content based, concentrating on teaching facts. More recently there has been a whole-wide shift towards curriculi that are cognitively based and numerous thinking skills training programs to address cognitive teaching have been designed. This study favoured the infusion approach to teaching which incorporated cognitive and metacognitive skills within the existing school curriculum and the specific program chosen for this research was the Bright Start Cognitive Curriculum for Young Children, designed by Haywood, Brooks and Burns (1992). The program was based on the views of four theorists, namely Piaget, Vygotsky, Feuerstein and Haywood. The focus of this research was unit 1 of the program which concentrated on the training of selfregulation as it was the program's assumption that self regulation forms the grounding for the effectiveness of the rest of the program. Although this research focused on an 'at-risk' group of grade 0 pupils, it can have broader implications for the training of self regulation in the general education classroom. The aim of the research was to describe the problems experienced in the application of unit 1 of the Bright Start program and to formulate suggestions and guidelines that could improve the effectiveness of this unit during it's implementations in an 'at-risk' grade 0 class. The methodological framework used to achieve this aim was the qualitative single case study. The qualitative design produced a wealth of detailed, in-depth, and descriptive data about the program's strengths and weaknesses which were used for the purpose of establishing the guidelines. The program was implemented in the grade 0 class of 'at-risk' pupils, and data was collected through journal's kept by the teacher and the researcher, observations by the researcher, iconic material of the lessons and an interview of the teacher at the end of the program. Content analysis was performed on the data identifying coherent and important themes and patterns which were interpreted to form the research conclusions. The conclusions from this research indicated that the difficulties experienced by the 'at-risk' pupils are not adequately addressed in this program. The unit did not seem long enough to produce effective change in their inhibitory systems, the content and techniques used did not sufficiently meet the needs of these pupils. Guidelines to improve the effectiveness of unit -1 in the implementation of an 'at-risk' class of grade 0 pupils were presented.
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