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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.
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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Petersen, Carola. "Educators' perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2636.
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Magister Educationis - MEdThis study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.
South Africa
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
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Barquero, Lucy. "A recommended curriculum development model for "Centro de investigacion y docencia en educacion" (CIDE), National University of Costa Rica." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/546122.
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The purpose of this study was to design a development model of a process for developing, introducing, and implementing innovative curricula at the community university level. Focusing on higher education, the study examined a comprehensive, systems-based model to determine the extent to which it identified current curriculum and instruction development practices.The study involved four major parts: 1) a series of interviews with teachers and administrators of Ball State, 2) a review of literature about curriculum development to synthesize the material and information collected, and to use it as a base for designing a curriculum model, 3) a set of nine questionnaires sent to teacher and administrators of CIDE (Center for Research and Teaching in Education) at the National University-Costa Rica, 4) a model design which exemplified steps useful to the process of implementation and evaluation.The study illustrates and examines a variety of experiences and problems related to curriculum development. Suggested solutions which will be of interest to both institutional planners and faculty members are given throughout the study. The research suggests a framework for understanding the role of curriculum development in education and for demonstrating how the changes contribute to the quality of the program as a tool in the educational process.This model is based on the combination of organizational and instructional curriculum development with research being an integral part of each area. For any institution wishing to implement innovations suggested by this study, the model should be viewed as flexible and adaptable.Ball State UniversityMuncie, IN 57406Center for Lifelong Education
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Oliveira, Gl?ucia da Silva Batista. "A abordagem da educa??o ambiental na pr?tica pedag?gica do Centro de Aten??o Integral ? Crian?a e ao Adolescente ?Paulo Dacorso Filho? Serop?dica-RJ." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1446.
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This study was conducted in CAIC Paulo Dacorso Filho School, located in Serop?dica - RJ through semi structured interviews and semi-open questionnaires to analyze the Environmental Education Approachs in the pedagogical practices of the school, taking interdisciplinarity into consideration. We interviewed 11 students, six teachers and the school principals. The main topics discussed were: CAIC Paulo Dacorso Filho Historical context; Environmental Education: contributions and challenges; Historical context of Environmental Education in Brazil; Environmental Education into transversal projects; Environmental Education for a sustainable; world in the school context; the development of environmental education through the school curriculum; environmental education and teacher training . The subjects were selected by their relation to the object of study. The main objective was to investigate how the approach proposed by the Environmental Education legal documents, especially the NCS, occurs in the CAIC pedagogicals practices. It can be concluded that even in an unstructured way, environmental education is a school life theme, especially in occasional events focused on this theme. It is important to note that Environmental Education Approach is predicted in the school's PPP, implemented since 1993, and incorporating the principles set forth by Law No. 9795/99.
O presente estudo foi realizado no Centro de Aten??o Integral ? Crian?a e ao adolescente ? CAIC Paulo Dacorso Filho em Serop?dica?RJ por meio de entrevistas semi estruturadas e question?rios semi-abertos para analisar a abordagem da Educa??o Ambiental na pr?tica pedag?gica da Escola, levando em considera??o a interdisciplinaridade. Foram entrevistados 11 alunos, 6 professores e a dire??o da escola. Os principais temas abordados foram: o hist?rico do centro de aten??o integral ? crian?a e ao adolescente; educa??o ambiental: contribui??es e desafios; contexto hist?rico da educa??o ambiental no Brasil; educa??o ambiental nos projetos transversais; a educa??o para um mundo sustent?vel; educa??o ambiental no contexto escolar; o desenvolvimento da educa??o ambiental atrav?s do curr?culo escolar; educa??o ambiental e a forma??o docente. Os temas foram selecionados por sua rela??o com o objeto de estudo. O principal objetivo foi o de investigar como a abordagem da EA proposta pelos documentos legais, em especial os PCN, ocorrem na pr?tica Pedag?gica do CAIC. Pode-se concluir que, mesmo de forma pouco estruturada, a Educa??o Ambiental ? um tema presente no cotidiano escolar, especialmente em ocasi?es de eventos voltados para esse tema. ? importante destacar que a abordagem da Educa??o ambiental est? prevista em seu PPP desde a implanta??o da escola, em 1993, incorporando assim os princ?pios apresentados pela Lei n? 9795/99.
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Stackell, Alexandra. ""Jag skulle inte gå till skolan om jag inte visste att det fanns fri lek" : En studie om hur några barn uppfattar fenomenet fri lek på fritidshemmet." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17968.
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Free play is a term that often common in educational activities. The definition of the term is difficult, but it is about the children themselves decides the scope, content and process in their play. On an after-school, this may mean that it is the children are given the opportunity to freely choose their own activity in the leisure constraints. Free play can be an alternative to other, more controlled activities where adults control framework. The purpose of this study is to investigate the variations in how some children perceive and experience the phenomenon of free play in the after-school and how the children perceive the teacher´s role in the free game. The study empirical data is limited to a class, in a department in an after-school center in the inner suburbs of Stockholm. School centers and schools are integrated with each other and operations are in close cordinations and cooperation in common areas. Study based in two qualitative semi-structured focus group interviews with three children in each other group. To analyze the material used a phenomenographic analysis model. The result show that children feel that it is imortant to have free play in the school center. The children experience a degree of freedom, because you yourself may determine the content of their play. Pedagogue role in the free game perceive children as a role, where the adults keep order and ensure that the children needs are met and to avoid conflict. Educators will alto be assisting with activities to inspire creativity. Free play is also linked to emotions such as desire and curiosity and to friends enriches free play greatly.
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects : a case analysis of environmental and population education projects in Lesotho /." 2007. http://eprints.ru.ac.za/1138/.
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Petersen, Carola. "Educatorsâ perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape." Thesis, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2937_1299126831.
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This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.
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Mfeka, Siyanda Frederick. "Teachers' understandings of the concept of learner-centredness in the revised national curriculum statement : a case study of two Durban township high schools." Thesis, 2005. http://hdl.handle.net/10413/1382.
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The qualitative case study reported in this dissertation outlines the principal findings of an investigation on four teachers' understandings of the concept of learner-centredness in the
Revised National Curriculum Statement (RNCS) in two Durban township high schools. The RNCS as the name suggests, is a revised National Curriculum that is both implemented and trialed in the General Education and Training band of schooling in
South Africa. One of the features of the RNCS is its learner-centred pedagogy. The purpose of the research was to investigate teachers' understandings of the concept of
learner-centredness in the context of outcomes-based education and the RNCS. The ways in which the meanings they assign to the concepts, as well as their perceptions of theirroles and identities in enacting learner-centred pedagogy in their classrooms as shaped by the context in which they operated was investigated A major finding of the study is that teachers' understandings of the concept of learner-centredness tend to be influenced by the context in which they work in terms of the school culture, as well as their understandings of their new roles and identities in the context of the RNCS. This means that, in part schools' cultural and social processes play a major role in shaping and reconstructing both the experiences and roles of teachers in the context of educational innovation. This has implications for the content and processes of teacher professional development and in-service education programme, as well as the organisational development of schools in preparation for curriculum change.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Magongoa, Malose Charles. "Challenges facing school principals in the implementation of the National Curriculum Statement in Capricorn District of the Limpopo Province." Thesis, 2011. http://hdl.handle.net/10386/1141.
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Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2011The key aim of the study was to investigate whether school libraries in the rural schools of Nkangala region, Mpumalanga do implement budgeting policies due to funding constraints and poor service delivery. The library-computer centre can enhance teaching and learning. Some 188 school libraries were selected to explore their budgeting procedures and only 81 responded. The survey data collection method was used through a self-administered questionnaire which was distributed to teacher-librarians. The results of the study were analyzed according to frequencies and graphically displayed in table form. The results of the study show that almost all rural school libraries in the area have neither budgeting policies nor adequate budget to spend for effective service delivery. This shows that not only do school libraries experience budgetary constraints, but there might be other factors contributing to their poor library service delivery. It is important to empower school principals, SGBs and top managers in library budgeting procedures and for all to work cooperatively to achieve the expected educational goals.
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Maimela, Hlekani Selinah. "Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province." Diss., 2015. http://hdl.handle.net/10500/19836.
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This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing curriculum changes. Impact of curriculum changes was examined. Principals and teachers were the respondents. The study confirmed several consequences of curriculum change. In-service training is recommended to assist the necessary adjustments to curriculum changes. Sufficient time for training is required to avoid covering an excessive amount of work during too short a time. This results in confusion and discontent. Training enables teachers to feel confident and competent. Their task becomes rewarding for them. Curriculum changes are intended for the benefit of learners and teachers. Teachers should not be discouraged when they encounter some of the more challenging impacts of curriculum changes. Attitudes should also be motivated in subjects such as Mathematics. The Department of Education is exhorted to support and guide its teachers to become a force for the greater good of South Africa.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Mota, Cristel Caetano. "Castelos e Cavaleiros da Idade Média no âmbito do Projeto “A Arte, o Tempo e o Homem”." Master's thesis, 2018. http://hdl.handle.net/10316/82825.
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Relatório de Estágio do Mestrado em Arte e Património apresentado à Faculdade de LetrasO presente relatório representa a etapa final do Mestrado em Arte e Património, surgindo como corolário do Estágio Curricular, efetuado no ano letivo de 2016/2017 nos Serviços Educativos do Museu Nacional de Machado de Castro, em Coimbra. O estágio, iniciado no final do mês de novembro de 2016 e terminado em junho de 2017, debruçou-se essencialmente no desenvolvimento do projeto “A Arte, o Tempo e o Homem”, junto dos jovens institucionalizados no Centro Educativo dos Olivais. O intuito prendia-se com a sensibilização dos alunos para diferentes temas relacionados com o mundo da arte, bem como a reflexão sobre a importância do património cultural e a sua proteção. O projeto desenvolveu-se em 11 sessões e duas visitas de estudo, atribuídas a três turmas do centro, uma de regime fechado e duas de regime semiaberto. O presente relatório encontra-se dividido em três capítulos: o primeiro, debruçase sobre o conceito de Património Cultural, interligando-o com as noções de Identidade, Memória e Comunidade, crucial para o decorrer do projeto. De seguida, prosseguimos com a caracterização geral do Museu Nacional de Machado de Castro, com a sua história, a forma como este é constituído e funciona, e os seus Serviços Educativos. Por último, debruçamo-nos sobre o projeto “A Arte, o Tempo e o Homem”, descrevendo-o bem como ao público a quem se destina, a descrição das sessões e, finalmente, a avaliação do mesmo. Assim, com o presente relatório procurámos refletir de forma objetiva sobre todo o trabalho, atividades e aprendizagens realizadas através do leque de novas experiências que o estágio proporcionou.
This report represents the final stage of the Masters in Art and Heritage, arising as a corollary of the Curricular Internship, held in the academic year 2016/2017 in the Educational Services of the National Museum of Machado de Castro in Coimbra. The internship, which began at the end of November 2016 and ended in June 2017, focused essentially on the development of the project "Arte, Tempo e o Homem", with the institutionalized youth in the Olivais Educational Center. The aim was to raise students' awareness of different themes related to the art world, as well as to reflect on the importance of cultural heritage and its protection. The project was developed in 11 sessions and two study visits, attributed to three classes of the center, one of closed regime and two of semi-open regime. This report is divided into three chapters: the first one deals with the concept of Cultural Heritage, interconnecting it with the notions of Identity, Memory and Community, which is crucial for the project. Next, we continue with the general characterization of the National Museum of Machado de Castro, with its history, the way it is constituted and functions, and its Educational Services. Finally, we focus on the project "Arte, Tempo e o Homem", describing it as well as the audience for which it is intended, the description of the sessions and, finally, the evaluation of it. Thus, with this report we have sought to objectively reflect on all the work, activities and learning carried out through the range of new experiences that the internship has provided.
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Mir, Gulshan Ara Tabassum. "What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India." Thesis, 2013. http://hdl.handle.net/1807/35564.
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India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing quality schooling through a necessary paradigm shift, is still a major challenge. This qualitative research study seeks to portray the nature of pedagogy in four elementary classrooms in Srinagar, Kashmir and understand its shifting nature with reference to the National Curriculum Framework (2005). Specifically, this study examines teachers’ classroom pedagogical practices, their understandings of pedagogy, the ways they encourage and manage student participation in classroom and the level of support and training they receive from government agencies. The findings of this study will have implications for both teachers and students, their specific roles, their understanding of pedagogy, classroom practices and more importantly students. This study recommends ‘contextually suitable’ pedagogical methods, informing teachers about effective teaching strategies, and outlining specific classroom participation strategies for students.
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Nwosu, Chidiebere Marcellinus. "An exploratory analysis of pedagogical practices in science classrooms : a case study." Thesis, 2019. http://hdl.handle.net/10500/27229.
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This study sought to explore the pedagogical practices of teachers in science
classrooms. In this study, pedagogical practices are taken as interactions between
teachers, learners and learning tasks which aim to promote and facilitate learning of their
learners
The study adopted an exploratory sequential mixed-methods design to collect both
quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science
teachers. The teachers were purposively selected; two from rural schools and two from
urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical
practices were collected using survey questionnaire, focus group interview and lesson
observation.
The main research question for the study is “what are teachers’ pedagogical practices
when teaching science?” This overriding research question was addressed by exploring
the specific research questions: 1) how do science teachers teach their lessons? And 2)
what informs teachers’ pedagogical practice when teaching science?
The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the
alternative hypothesis was “there is significant difference between teachers’ qualification
and their pedagogical practice when teaching science”.
The quantitative data collected by means of structured questionnaires was analysed
using a computer package (i.e. SPSS version 22) while the qualitative data collected by
means of focus group interviews and lesson observation was analysed using content
and thematic analysis.
The findings from the study revealed that teachers in the study incorporate in varying
degrees learner – centred; and teacher- centred pedagogies in their science lessons.
Whilst majority of the teachers in the study expressed a behaviouristic view of learning,
which indicates a predisposition to teacher – centred pedagogy in the classroom;
however, other pedagogical practices indicated by the teachers and observed in the
science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in
science.
The study further found that there is a significant association between the educational
qualification and their pedagogical practice when teaching science in the visited
schools; therefore the alternative hypothesis is accepted and the null hypothesis is
rejected.
Based on the findings of the study, the following recommendations are made:
i. In service training on subject content knowledge for natural science teachers,
especially those without science qualifications so that they can grapple with the
subject content knowledge.
ii. Science workshops to be organized from time to time to train teachers on effective
teaching practices in the classroom.
iii. Outsourcing or involving more than one teacher in the teaching of natural science in
schools.
iv. Equipping of schools with science laboratories so that teachers can carry out
science experiments with learners.
v. The schools must ensure that only teachers with science qualifications are assigned
to teach natural sciences in the senior phase.Curriculum and Instructional Studies
Ph. D. (Education (Curriculum Studies))
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Liu, Hsiao-Wen, and 劉曉雯. "A Study of Connection between the Implications of the Permanent Exhibitions inside National Taiwan Science Education Center and the Detailed Items within the Teaching Contents of Science and Technology in the Nine Year Integration Curriculum." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/82915104669619840569.
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碩士國立臺北教育大學
自然科學教育學系碩士班
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The primary purpose of this study is to explore the implication of permanent exhibition in the National Taiwan Science Education Center (hereunder “Science Education Center”) and the relationship of grade 1-9 science and technology. The researcher establishes the database of 368 pieces of permanent exhibition from the third floor to the sixth floor in the Science Education Center based on different exhibition areas by visit survey, exhibition data collection and develops the analysis item table according to science and technology. Two judges and the research hold a meeting to discuss and annotate the implication of science and technology, develop assessment principles of exhibition implication, simultaneously interview and communicate with the Science Education Center members to enhance cognition and understanding of exhibition implication with assistance of sound recording, video and the notes taken by the researcher when reading a book to enhance research depth, and appraise exhibition implication together by the analysis procedure of content analysis. Both the reliability acquired by the judges and researcher are 0.94. The research results describe in turn the relevant arrangement conditions of the theme and sub-theme listed in the permanent exhibition area of the Science Education Center and in science and technology as follows: 1. Regarding coverage item number, the “Amazing World of Physics” in the exhibition area has the highest proportion, which accounts for 24.62% of the whole coverage item number of the eight main permanent exhibition areas in the Science Education Center. Regarding coverage number, “Biodiversity” in the exhibition area has the highest proportion, which accounts for 25.14% of the whole coverage number of the eight main permanent exhibition areas in the Science Education Center. 2. The item numbers of science and technology at the fourth stage cover the most in the whole eight main permanent exhibition areas in the Science Education Center, which a ccounts for 48.1% of the whole coverage item numbers of the eight main permanent exhibition areas in the Science Education Center. The coverage item numbers at the first stage are the fewest, accounting for 8.60%. 3. In the whole exhibits of the eight main permanent exhibition areas in the Science Education Center, the coverage numbers of the theme “Ecological Prevention” are the most, which accounts for 23.63% and those of the theme “Creation and Civilization” are the fewest, which only accounts for 0.11% of the whole proportion. Regarding the coverage item numbers, those of the sub-theme “Biology and Environment” are the most, which accounts for 14.47% of the whole proportion. There are six sub-themes of “Organic Compound”, “Food”, “Materials”, “Residence”, “Transportation”, and “Creativity and Manufacture” are completely not covered in the eight main permanent exhibition areas in the Science Education Center. 4. The 36 coverage items of Science and Technology in the eight main permanent exhibition areas in the Science Education Center appear at least 10 times,, accounting for 48.38% of the overall coverage numbers in the permanent exhibition areas in the Science Education Center, which shows that the appearance proportion of science and technology is distributed unevenly and leaves improvement space to be thought of. 5. The exhibit numbers of two categories “Biology” and “Physics” of the whole exhibits in the eight main permanent exhibition areas in the Science Education Center are the most with the highest relevant proportion of science and technology, whereas those of two categories “Chemistry” and “Geoscience” are the fewest with relatively low relevant proportion of science and technology.
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Mahan, Sibongile Johannah. "Investigating Grade one teacher perceptions of reception year learner readiness." Diss., 2015. http://hdl.handle.net/10500/19113.
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The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One.
The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng.
Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development.
This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation.
The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms.
Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One.Curriculum and Instructional Studies
M. Ed. (Specialisation in Curriculum Studies)
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Bron, Woutje Anneke. "Rol van die onderwyser in die intermediere fase as assesseerder in 'n veranderende onderrig-leer omgewing." Diss., 2008. http://hdl.handle.net/10500/2609.
Full textAbstract:
Text in AfrikaansThis qualitative study is aimed at analyzing teachers’ experiences of their role as assessors according to the assessment framework stated in the National Curriculum Statement 2002. A literature study was done. Subsequently, data was collected from interviews with eleven teachers from nine schools. All the respondents teach in the intermediate phase. The schools concerned are situated in the Tshwane Metropolitan area. Interviews were semi-structured. A holistic picture was focused on during the analyses of the interview texts. Data was organized according to four themes. The results of the analyses show that the teachers involved are dedicated to teaching. However, uncertainty as to the exact requirements of policy documents is prevalent. Help, support and training is asked for.
Teacher Education
M.Ed. (Spesialisering in Kurrikulumstudies)