This dissertation is entitled, "The Awareness of Wildlife Conservation by learners and educators in the Bojanala District". Following a national initiative driven by the Department of Education, the entire School Curriculum is being changed. Since 1998 there has been a shift from the traditional system of individual, unrelated subjects to an emphasis on integrated themes. The subject of environment was to be incorporated into the new curriculum, particularly at the primary school level, through these themes. The Environmental Education, particularly wildlife conservation topics are therefore likely to receive more attention than it has in the past. However the system has not yet been designed to cater for such topics, which can educate learners on how to preserve, protect and conserve their wildlife species. It is unclear how effective education around environmental issues will be. The study sought to answer the following research questions: • Does the National Curriculum Statement cater for Environmental Education, particularly for the wildlife conservation topics in Bojanala District? • Do educators in schools and other NGO'S promote wildlife conservation in Bojanala District? • What learners' and educators' activities and natural traits endanger wildlife? • Can game animals be managed sustainably? The study drew its population and sample from the Bojanala District area which included both Bojanala West and Bojanala East. The data collected through questionnaire and interviews were subjected to both qualitative and quantitative analysis. The literature search revealed that wildlife extinction comes about when the birth rate of an established population remains less than its death rate for a sufficiently long time interval to allow random fluctuations in the yearly death rate to diminish the population size to zero. Findings on the view of people were also noted. Learners and educators, including other community members around the Bojanala District area, particularly in the rural areas, have unquestionably contributed to the high rate of extinction of many modem species either directly through hunting or indirectly through habitat destruction. Most of the learners lack information as far as wildlife conservation is concerned. Concerning the remedies, environmentalists and NGO'S around the Bojanala District areas should ensure and encourage the conservation organizations to collaborate their conservation projects together with the local schools to ensure proper understanding as far as wildlife conservation is concerned and to educate both learners and educators on how to protect wildlife species. Finally, to ensure success in trying to deal with the problem caused by lack of knowledge in wildlife conservation matters or projects, the study expressed the need for further research to be conducted on the Curriculum Development, to find out why Environmental Education programmes, particularly wildlife conservation topics are not yet included or integrated into other school learning areas. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2010

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Thesis (M.S. in environmental engineering)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 32-34).

Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.

Through a descriptive case study methodology, this thesis describes the possible impact of an inquiry curriculum on four low-achieving students' causal attributions. Inclass observations, retrospective interviews and questionnaires were used to examine the possible effects of this instructional approach on the students' causal thinking patterns. Inquiry was found to have a possible influence on three of the four students' causal attributions. These three student's causal attributions shifted from a maladaptive pattern to a more adaptive pattern while using an inquiry curriculum. Inquiry was believed to be linked to the changes found in three of the students insofar as effort and control are integral parts of an inquiry curriculum. The fourth student's attributional pattern was largely unaffected by the inquiry curriculum. The results are further interpreted in light of the instructional context and the teacher's influence and control over the inquiry process.

Curriculum reform emphasizes the importance of inquiry instruction for learners. For inquiry-oriented curriculum to occur, attention must be focused on teacher education. Using a mixed-methods design, I investigated if and how groups of student teachers who receive different types of exposure to inquiry differ in their understanding of inquiry instruction. Preservice teachers' descriptions of inquiry experiences in their teacher-preparation program contextualized the results. Considerable effort was given in the first phase of this study to establish the reliability and validity of the Strategic Demands of Inquiry questionnaire. / Participants were from McGill University, Montreal, and included preservice teachers in the Bachelor of Education program, Continuing Education students enrolled in an inquiry-based course, and Honours Psychology students engaged in research. Data sources included the Strategic Demands of Inquiry questionnaire and an interview schedule. / Groups who had different types of exposure to the inquiry approach varied in how they understand inquiry instruction. Fourth-year Elementary preservice teachers held more sophisticated conceptualizations of the inquiry approach and greater appreciation for the components involved in carrying out an inquiry curriculum compared to first-year Elementary preservice teachers. After the completion of an inquiry-oriented course, Continuing Education students (including experienced teachers) were similar to fourth-year Elementary student teachers in conceptualizing and identifying important components of inquiry instruction. First-year Elementary and Secondary student teachers were different in their views of inquiry instruction. Finally, Honours Psychology students, who were engaged in scholarly research, held sophisticated conceptualizations of the inquiry approach. However, they did not use this knowledge of the inquiry method as extensively as fourth-year preservice teachers to identify important aspects of inquiry instruction. Therefore, although experience with the inquiry method may be necessary for conceptualizing inquiry as a pedagogical approach, it is not sufficient to enable undergraduates to identify important aspects of planning, enacting, and evaluating an inquiry curriculum. / These findings point to the importance of the Bachelor of Education program in advancing knowledge about inquiry instruction. Fourth-year student teachers reported experiences with the inquiry approach that influenced their understanding of this method. This study also provided evidence for the construct validity of the Strategic Demands of Inquiry questionnaire.

This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of two teachers who do not, and compared their conceptualizations to a portrait of the inquiry literature. The inquiry teachers were purposively selected from three levels---elementary, secondary, and university---and different subjects. / They and two non-inquiry teachers contributed three interviews each. Transcripts were coded using codes derived from the literature, then open coding using the teachers' own words to represent categories. Four postulated constructs of inquiry, process, content, strategy, and context, were found in the literature and in experienced inquiry teachers' detailed conceptualizations of inquiry as shown in their definitions, interviews, and concept maps. Inquiry teachers were distinguished from the non-inquiry teachers by the relative difference in the frequency of their use of the four constructs. The inquiry teachers each had one predominant construct that they emphasized more in their teaching, and their identity could be expressed in terms of their pedagogical use of these four constructs. The non-inquiry teachers made fewer inquiry statements when compared to the literature and when compared to their own personal statements. Inquiry teachers' background, education, and informal experiences were also directly related to their conceptualizations of inquiry.

The purpose of this qualitative-naturalistic-formative case study was to gain an insight into the design and implementation of the action learning Chinese Management Programme for disadvantaged Chinese managers who are incompetent in English language and have been deprived of Western management education. It is vital that they are provided with appropriate management training for them, so that they can achieve personal and professional development. Data or information is informative and descriptive of the current situation in Hong Kong. Because the research was of an exploratory nature, the study was based on research questions rather than hypotheses, it describes the design and implementation of the programme's dual-purpose of personal and professional development. The conclusion drawn from this research illustrates that managers can successfully operationalise action learning to bring about personal and professional development. The research contributes to the literature relating to action learning theory in use in Chinese culture. This case study generated data, interpretations and opinions such that interested parties are able to contemplate the development of Chinese managers. / Thesis (PhDManagement)--University of South Australia, 2005.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 159-170).