Tesi sul tema "Outlines, syllabit"
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1
Moreland, Amy L. "General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year College". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2559/.
Testo completoAbstract (sommario):
In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.
2
Preston, E. Lynn. "Syllabus Outline for Genetics Lecture and Laboratory". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.
Testo completoAbstract (sommario):
This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.
3
Edwards, Gail G. (Gail Graham). "A Two Semester Life Science Syllabus for Use in Texas Public Schools with Seventh Grade Students". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279246/.
Testo completoAbstract (sommario):
The problem of using a state adopted textbook written to apply to a large body of students with varying interests and needs was overcome by using a detailed syllabus that arranged course content in a meaningful sequence that appealed to student interest. The outlined syllabus prepared a two semester life science curriculum to be used by the teacher to guide lesson planning. Both semesters were divided into three units each. Materials included in the syllabus were given to actual student groups in real classroom settings. Since hands on learning was an important part of classroom instruction, two laboratory sections were included in the appendices to be used with the syllabus.
4
Schulz, Leslie. "Anatomy and Physiology Syllabus for Community Colleges". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.
Testo completoAbstract (sommario):
This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.
5
Turk, Cathy Christine. "Syllabus for Advanced Placement Biology". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.
Testo completoAbstract (sommario):
The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
6
Harper, Kasey. "Genetics Lecture and Laboratory Syllabus for a Junior-Level Course". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278031/.
Testo completoAbstract (sommario):
The following is a complete syllabus for a college level genetics course. The syllabus contains lecture outlines and notes for each chapter, along with a list of transparencies needed. The quizzes and exams are prepared and placed at the beginning of the syllabus. The beginning of the course will consist of a lecture to introduce the students to the basics of genetics, followed by many applications of genetics. The process of cell division will be mastered by the students, as well as Mendelian genetics, quantitative genetics, chromosome mapping, and inheritance. The replication, synthesis, and organization of DNA are also discussed within the lectures. The final topics that will be covered using this syllabus are genetics of cancer and immunology and population genetics. These topics are essential for a detailed genetics course. The syllabus is written in great detail, and will require a full semester to be completed. The book used in association with this syllabus is Essentials of Genetics by William S. Klug and Michael R. Cummings.
7
Decroo, Kenneth Louis. "Creating a student accessible online syllabus". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.
Testo completoAbstract (sommario):
This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.
8
Glerum, David Richard Jr. "The relationship between course syllabi and participant evaluation reactions across web-based and face-to-face courses". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4766.
Testo completoAbstract (sommario):
A common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course characteristics and participant reactions. This paper seeks to examine the relationship between participant reactions of a sample of geographically disbursed teachers enrolled in a large, national professional development company and objective course characteristics as communicated by course syllabi within a framework of comparison between online and face to face courses. The delivery format, knowledge base, specificity of course objectives, and student interaction levels were all related to some degree to various participant reactions, although the effect sizes were notably small. In many cases, an interaction between the delivery format and objective course characteristic in question influenced the participant reaction. Objective course characteristics as communicated by the syllabi appeared to be major predictors of participant reactions within the face to face courses that were examined, but not for the online courses. Course development stakeholders are recommended to pay attention to the course syllabus design process and craft quality syllabi that communicate relevant information while concurrently anticipating potential participant reactions.; Organizations may be able to align the outline for instruction or "contract" as presented by the syllabus with recommendations as offered by participant evaluations so as to instill consistent expectations within the participants and maximize positive reactions towards the courses within which they are enrolled.ID: 030646245; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 124-132).
M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology
9
Breetzke, Peter Roland. "Sequence in the mathematics syllabus : an investigation of the Senior Secondary Mathematics Syllabus (July 1984) of the Cape Education Department attempting to reconcile the demands of the strictly mathematical order and the developmental needs of pupils, modified by the mathematical potential of the electronic calculator : some teaching strategies resulting from new influences in the syllabus". Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001430.
Testo completoAbstract (sommario):
This study was motivated by the latest revision of the mathematics syllabuses of the Cape Education Department. The most important changes to content in the Senior Secondary Mathematics Syllabus (July 1984) are the introduction of calculus and linear programming, the substitution of a section on analytical geometry for vector algebra and the recall of the remainder and factor theorems. The way in which these changes were introduced left the task of integrating them into the teaching process in the hands of individual teachers. This is a task of extreme importance. If one's classroom practice is to simply plough one's way through the syllabus, one loses many opportunities to make the study of mathematics meaningful and worthwhile. Accepting the view of the spiral nature of the curriculum where one returns to concepts and procedures at increasing levels of sophistication, one needs to identify the position of topics in this spiral and to trace their conceptual foundations. Analytical geometry is in particular need of this treatment. Similarly there are many opportunities for preparing for the introduction of calculus. If the teaching of calculus is left until the last moments of the Standard 10 year without proper groundwork, the pupil will be left with little time to develop an understanding of the concepts involved. It is the advent of calculators which presents the greatest challenge to mathematics education. We ignore this challenge to the detriment of our teaching. Taken seriously calculators have the potential to exert a radical influence on the content of curricula and examinations. They bring into question the time we spend on teaching arithmetic algorithms and the priority given to algebraic manipulation. Numercial methods gain new prominence. Calculators can even breathe new life into the existing curriculum. Their computing power can be harnessed not only to carry out specific calculations but also to introduce new topics and for concept reinforcement. The purpose of this study has been to bring about a proper integration of the new sections into the existing syllabus and to give some instances of how the calculator can become an integral part of the teaching/learning process
10
Piet, Fezeka Caroline. "A framework for teaching : reading in Xhosa at secondary school level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51570.
Testo completoAbstract (sommario):
Thesis (MA)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed. Learners are encouraged to see the importance of reading so that they can produce an effective communication. A range of approaches will be employed to describe and analyze what the author or writer wants to deliver through his/her message. Various types of descriptions and analyses of texts are explored in order to demonstrate the importance of reading. Important proposals advanced by Davies (1995) in her framework of hierarchical levels of text analysis are employed in showing that Xhosa reading can be analyzed in terms of this framework. This study aims at demonstrating the success of adopting the Davies framework for the learning and teaching of reading in Xhosa. Different examples of articles are examined from the Xhosa Bona Magazines. Six articles about Tourism promotion are demonstrated in an analysis using Davies' (1995) hierarchical levels of describing and analyzing texts. The seven specific outcomes for the language, literacy and communication learning area as specified in the Outcomes-based education (OBE) curriculum are discussed in relation to the teaching and learning of reading. The tourism promotion articles used in demonstrating the learner - centered approach underlying outcomes-based teaching. One of the aims of the Outcomes-based curriculum is to enhance learner participation in learning language including reading. The teaching of this kind of reading skills necessitate an understanding of how learners respond and understand texts when reading. The analyses undertaken for the Xhosa texts are important, because they demonstrate the foundation for successful teaching and learning of reading in Xhosa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste in Xhosa ontleed kan word. In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk in die onderrig en leer van leesvaardigheid in Xhosa. Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese vlakke vir die beskrywing en analise van tekste. Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot, insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In begrip van hoe leerders tekste verstaan wanneer hulle lees. Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer van suksesvolle onderrig en leer van leesvaardighede en Xhosa.
11
Golsby-Smith, Sarah. "Conversation in the classroom : investigating the 1999 Stage 6 English syllabus". Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.
Testo completo
12
Chan, Kwok-man, e 陳國民. "Internal assessment in science at the junior secondary school level: an investigation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208083.
Testo completo
13
Mbena, Siphokazi Grissel. "An analysis of the sports promotion text in Xhosa". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51589.
Testo completoAbstract (sommario):
Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies (1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading as a process. Teaching reading to language learners has many problems. The critical thinking relevant to reading and analysis of the text in teaching reading are examined. The study explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles. The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be explored, in particular, the hierarchy of five levels of text, as advanced by Davies. Reading is an integral part of the school curriculum, and to use reading texts depends on the purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to present new vocabulary and structures, or as a basis for language practice. This study examines reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to determine how the specified outcomes relate to the framework for the development of reading skills.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir die beskrywing en analise van tekste. Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van leesvaardighede.
14
Kwong, Mong-ha, e 鄺望霞. "A study of the revised 1995 HKCE chemistry syllabus on the developmentof S4-5 pupils in the awareness of the environmental aspects in theirdaily life". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957912.
Testo completo
15
Matjila, Elizabeth Manchadi. "An evaluation of the Bophuthatswana syllabus for English standard 7". Thesis, 2014. http://hdl.handle.net/10210/10804.
Testo completoAbstract (sommario):
M.Ed. (Curriculum Studies)Knowledge in any field is not static. The world is faced with a knowledge explosion. New information, new ideas and new perspectives are continuously being uncovered, with the result that old information is. forever being challenged and proved wrong (Nicholls & Nicholls, 1978; Zais, 19761130). There is a need therefore to monitor the situation and to assess whether what is going on in the school is congruent with developments in the disciplines. In the context of this dissertation, English is a second language and it is also the medium of learning. Research has to assess whether the curriculum for English second language reflects the requirements of situation analysis, which includes developments in Linguistics and Applied Linguistics, and to assess the extent to which the syllabus as a curriculum document reflects the inherent characteristics of a curriculum. The syllabus that is being evaluated in this dissertation is a document designed in Bophuthatswana and has been in use since 1985. No formal evaluation of the particular syllabus has been carried out...
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"Die skepping van 'n algemeen aanvaarde internasionale rekeneenheid as voorwaarde vir die ontwikkeling van 'n ordeliker wêreldgeldstelsel". Thesis, 2015. http://hdl.handle.net/10210/13304.
Testo completoAbstract (sommario):
M.Com. (Economics)The objective of the thesis was to examine the creation of a generally acceptable international unit of account as a precondition for the establishment of a more orderly international monetary system. The payments problem over the national boundary has for centuries baffled the brains and wits of the world's foremost economists, bankers and politicians. The high level of abstraction of the international monetary phenomenon, and the dynamics and geo-politics involved, tend to conceal the essence of the variables at work. The evolution of the international monetary system would thus seem to have trailed the evolution of the national monetary systems by almost two centuries. As recently as the twenties of this century the essence of the international monetary system was still sought in gold, a commodity that could never accommodate the growing payments needs of the world economy, especially at times when events such as wars and technological innovation acted as powerful catalysts expediting the course of events between nations. The use of the key currencies, especially the British pound sterling and the US-dollar, as instruments for international payment could not work for any length of time ...
17
"'n Nosioneel-funksionele grondslag vir die ontwerp van 'n Afrikaanskursus vir volwasse beginners". Thesis, 2015. http://hdl.handle.net/10210/14563.
Testo completoAbstract (sommario):
M.Ed.It is the task of curricular planning and syllabus design in non-formal fields of education to make available to adults the possibilities for learning the language they need for the purposes for which they need it. A decisive answer should be found to the question about what type of syllabus or course would be able to provide for the real operation needs of adult learners, to translate these needs into learning objectives and at the same time justify the semantic and structural components of the target language...
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Sharpe, Antoinette E. "The optimum sequence for the introduction of language skills in English second language at Afrikaans medium primary schools". Thesis, 2014. http://hdl.handle.net/10210/9305.
Testo completo
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E, HSIEH CHEN, e 謝珍娥. "Exploring Prudent Discussion on the Contents of Chinese Language Teacher’s ManualsAfter the 2011 Adjustment of the Syllabus Outline for Third Grade Elementary School". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/87201512905314938804.
Testo completoAbstract (sommario):
碩士國立臺中教育大學
語文教育學系碩博士班
103
Exploring Prudent Discussion on the Contents of Chinese Language Teacher’s Manuals After the 2011 Adjustment of the Syllabus Outline for Third Grade Elementary School ABSTRACT This paper aims to explore “Prudent Discussion on Contents” in the Nan-yi, Kang-hsuan, and Hanlin versions of elementary school third-grade Chinese language teacher's manuals after “the Nine-Year Consistent Syllabus Outline of Elementary and Junior High School” were slightly adjusted. In the unit of Reading Activity, “Prudent Discussion on Contents” and “Asking Questions”, which are based on Direct Extraction, Direct Inference, Interpretation for Integration, and Assessment Evaluation, are applied to analyze the three versions of teacher’s manuals. The above methods are adopted from the PIRLS four phases of reading and understanding. At this point, the distribution situation of Reading Comprehension Level is also discussed. The results not only can provide teachers with materials references to choose, but also can provide the textbook designers with references to develop materials for the following grade 4 to 6 elementary students. The results are as follows. The proportion of the number of questions of Prudent Discussion on Contents of Chinese language teacher's manuals on the 2011 syllabus outline of the three versions are shown as following: 1. Nan-yi version: direct extraction (36.89%)> direct inference (32.36%)> interpretation for integration (21.36%)> assessment evaluation (0.65%). Accordingly, distribution ratio of the number of questions in the Nan-yi version adopts a gradual approach from low level to high level, and the questions are distributed from more to less. 2. Kang-hsuan version: direct inference (30%)> direct extraction = interpretation for integration (27%)> assessment evaluation (10%). Therefore, distribution ratio of the number of questions in Kang-hsuan version partially falls on the first three levels. 3. Han-lin Version: direct inference (35.16%)> interpretation for integration (23.63%)> direct extraction (22.53%)> assessment evaluation (16.48%). The distribution ratio of the number questions in Han-lin version is intensively concentrated in the lowest level of questions, and the perspective of reading comprehension is concerned with students’ reasoning abilities. 4. Compared to 2003 curriculum outline, the distribution ratio of the number of questions in the 2011 syllabus outline raised by 9.05%. It is obvious that designing high-level questions is no longer ignoredin the 2011 curriculum outline.
20
Truran, John Maxwell. "The Teaching and Learning of Probability, with Special Reference to South Australian Schools from 1959-1994". 2001. http://hdl.handle.net/2440/37837.
Testo completoAbstract (sommario):
The teaching of probability in schools provides a good opportunity for examining how a new topic is integrated into a school curriculum. Furthermore, because probabilistic thinking is quite different from the deterministic thinking traditionally found in mathematics classrooms, such an examination is particularly able to highlight significant forces operating within educational practice. After six chapters which describe relevant aspects of the philosophical, cultural, and intellectual environment within which probability has been taught, a 'Broad-Spectrum Ecological Model' is developed to examine the forces which operate on a school system. The Model sees school systems and their various participants as operating according to general ecological principles, where and interprets actions as responses to situations in ways which minimise energy expenditure and maximise chances of survival. The Model posits three principal forces-Physical, Social and Intellectual-as providing an adequate structure. The value of the Model as an interpretative framework is then assessed by examining three separate aspects of the teaching of probability. The first is a general survey of the history of the teaching of the topic from 1959 to 1994, paying particular attention to South Australia, but making some comparisons with other countries and other states of Australia. The second examines in detail attempts which have been made throughout the world to assess the understanding of probabilistic ideas. The third addresses the influence on classroom practice of research into the teaching and learning of probabilistic ideas. In all three situations the Model is shown to be a helpful way of interpreting the data, but to need some refinements. This involves the uniting of the Social and Physical forces, the division of the Intellectual force into Mathematics and Mathematics Education forces, and the addition of Pedagogical and Charismatic forces. A diagrammatic form of the Model is constructed which provides a way of indicating the relative strengths of these forces. The initial form is used throughout the thesis for interpreting the events described. The revised form is then defined and assessed, particularly against alternative explanations of the events described, and also used for drawing some comparisons with medical education. The Model appears to be effective in highlighting uneven forces and in predicting outcomes which are likely to arise from such asymmetries, and this potential predictive power is assessed for one small case study. All Models have limitations, but this one seems to explain far more than the other models used for mathematics curriculum development in Australia which have tended to see our practice as an imitation of that in other countries.Thesis (Ph.D.)--Graduate School of Education and Department of Pure Mathematics, 2001.
21
Truran, J. M. (John M. ). "The teaching and learning of probability, with special reference to South Australian schools from 1959-1994". 2001. http://web4.library.adelaide.edu.au/theses/09PH/09pht872.pdf.
Testo completo
22
Kok, Cornelia. "Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992". Diss., 1995. http://hdl.handle.net/10500/17111.
Testo completoAbstract (sommario):
Text in AfrikaansSummaries in Afrikaans and English
The supposition exists that the Transvaal Education Department's Senior Primary Class Music syllabus is not being implemented in all aspects and that this is connected to teacher training. An empirical investigation was launched using three questionnaires and a classroom field study. Two questionnaires, completed by Class Music teachers, were used to assess to what extent the school syllabus was being followed. Teachers also had to provide information about their training in Class Music teaching. The third questionnaire offered a structured interview with school principals. The actualisation of Class Music, extra curricular music activities, the role of the teacher and teacher training were examined. Lessons for standard two pupils at twenty schools, were presented for an in-depth investigation. The results were tabulated, summarised in bar graphs and interpretations rendered. According to the findings, recommendations with regard to curriculum, the implementation of the syllabus, and tertiary Class Music training were made.
Daar is vermoed dat die seniorprimere Klasmusieksillabus van die Transvaalse Onderwysdepartement gedeeltelik gelmplementeer word en dat df t verband hou met onderwysersopleiding. In die lig hiervan is 'n empiriese ondersoek geloods deur middel van drie vraelyste en deur veldwerk. In die twee vraelyste wat deur Klasmusiekonderwysers voltooi is, is nagevors in watter mate die skoolsillabus gelmplementeer word. Verder het die onderwysers hulle Klasmusiekopleiding in hierdie verband aangetoon. Die derde vraelys vorm die raamwerk vir 'n gestruktureerde onderhoud met skoolhoofde. Die realisering van Klasmusiek, buite-kurrikulere musiekaktiwiteit en die rol van die onderwyser en onderwysopleiding is nagegaan. In 'n diepte-ondersoek is lesse by twintig skole vir standerdtweeleerlinge aangebied. Die resultate word in tabelle uiteengesit en in staafdiagramme saamgevat, terwyl waarnemings weergegee word. Op grondhiervan word aanbevelings gemaak oor kurrikulering, sillabusimplementering en tersiere Klasmusiekopleiding.
Art History, Visual Arts & Musicology
M.Mus