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1	Educators' experience of the implementation of outcomes-based education in grade nine Ghanchi Badasie, Razia Banoo 30 November 2005 (has links) This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management) General Education and Training [GET] Outcomes Outcomes-based assessment [OBA] Learning areas Criterion-referenced Portfolios School management District management Grade nine Outcomes-based education [OBE] 370.110968 Education, Secondary -- South Africa Educational change -- South Africa
2	Rol van die onderwyser in die intermediere fase as assesseerder in 'n veranderende onderrig-leer omgewing Bron, Woutje Anneke 11 1900 (has links) Text in Afrikaans / This 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) Intermediate phase Outcomes-based education National Curriculum Statement Continuous assessment Key elements of assessment Learner centred 370.110968 Education, Secondary -- South Africa Education and state -- South Africa Teaching -- South Africa Education, Secondary -- South Africa Education and state -- South Africa Teaching -- South Africa
3	Educators' experience of the implementation of outcomes-based education in grade nine Ghanchi Badasie, Razia Banoo 30 November 2005 (has links) This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management) General Education and Training [GET] Outcomes Outcomes-based assessment [OBA] Learning areas Criterion-referenced Portfolios School management District management Grade nine Outcomes-based education [OBE] 370.110968 Education, Secondary -- South Africa Educational change -- South Africa
4	Rol van die onderwyser in die intermediere fase as assesseerder in 'n veranderende onderrig-leer omgewing Bron, Woutje Anneke 11 1900 (has links) Text in Afrikaans / This 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) Intermediate phase Outcomes-based education National Curriculum Statement Continuous assessment Key elements of assessment Learner centred 370.110968 Education, Secondary -- South Africa Education and state -- South Africa Teaching -- South Africa Education, Secondary -- South Africa Education and state -- South Africa Teaching -- South Africa

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