Ph.D. / Arabic has been offered a third language optional subject in secondary schools in South Africa for the past two decades. With the introduction of outcome-based education (OBE) and the National Qualifications Framework (NQF) in South Africa, it has become necessary to look afresh at the exsting curriculum for Arabic and the possibilities that exist for its continued promotion.

Submitted in part fulfillment of the requirements for the degree Master of Education in Educational Psychology At the University of the Witwatersrand, Johannesburg February 2015 / All learners in the current South African setting, according to the Curriculum Assessment Policy Statement (CAPS) document and government legislation, have to learn a second language. Whilst taking this into consideration, this study aimed to look at the relationship between second language achievement and language learning strategies in English first and second language learners. The sample consisted of 128 English first and second language learners in Grade 6 and 7 from a Primary Government School in Johannesburg, Gauteng. The learners completed the Strategy Inventory for Language Learning (SILL) which provided information on the language learning strategies they use most readily. The data collected from the SILL was then analysed in relation to the learners’ marks in the second language they were studying to ascertain the relationship that the strategy use may have with second language achievement. It was discovered that there were significant relationships between metacognitive, memory and affective strategy use and second language achievement. Alongside this, certain learning strategies were found to be correlated with each other and due to this relationship, may also impact on second language achievement. Given the role that language has played in South African society and the impact it has had on the schooling system, understanding what may impact on language learning may serve to enhance this setting. / MT2016

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education. Johannesburg, South Africa, 2015 / Curriculum studies (CS) provided an important focus for international scholars: Pinar (1978; 2011) in the United States of America; Barriga (2003) in Mexico; Moreira (2003) in Brazil; Green (2003) in Australia; Chambers (2003) in Canada and Smith and Ewing (2002) in Australia. International perspectives to understand CS include the traditionalist, conceptual-empiricism, reconceptualization and the internationalization perspectives (Pinar 1978; 2011). There has been a movement internationally in favour of internationalization as this promised a regional and global understanding of curriculum issues, while maintaining a focus on local curriculum issues. In South Africa, scholars such as Hoadley (2010), Hugo (2010) and Le Grange (2010) also focused on CS. Hoadley (2010) analysed scholarship in the field of CS in South Africa from 2000-2007 through a study that characterised scholarship in the ‘knowledge’, ‘knower’ and the ‘bureaucratic’ modes. The problem this current study addressed is the dearth of knowledge about the nature of CS scholarship in South Africa in the period 2008-2010. A qualitative case study approach informed a review and analysis of three accredited and peer-reviewed South African journals, which drew on theoretical concepts informed by Pinar (1978; 2011) and Hoadley (2010) to provide insights into the dominant theoretical and methodological attributes of CS scholarship in this context. Focusing on issues related to schooling, this study’s findings revealed that the national field of CS scholarship was rich, diverse, multi-faceted and fragmented in its theoretical and methodological attributes. Diverse disciplines, specialisations and theoretical frameworks meant that the field lacked a clearly defined focus. Implications of this study for cumulative work and methodological rigour in the production of knowledge in CS are highlighted. The strength of this study is that it draws on international and national perspectives to characterise the theoretical and methodological attributes of scholarship in the field of CS in South Africa. Based on this study, scholars are able to gain a better understanding of the nature of the field. Consequently, they may advance the field by developing appropriate theories and methodologies to solve curriculum issues and advance scholarly practices based on historical insights gained from existing scholarship. Keywords: Curriculum studies scholarship; theoretical perspectives in curriculum studies; theoretical attributes of curriculum studies scholarship; methodological attributes of curriculum studies scholarship; post-Apartheid curriculum studies scholarship

This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Technology has on society.Chapter Two reviews the literature on the theories from different disciplines and research findings in order to guide the present study. This eclectic section discusses theories related to Cognitive Science, Instructional Theories, Information Technology (IT) and Science Education, and Vocational Curriculum Models.Chapter Three describes the environment in which the content driven model has developed. It examines the historical changes and influences that have occurred in the Western Australian Technical and Further Education (WA TAFE) computing curriculum in terms of educational goals, content mix and profile, and assessments types. It investigates the relevance of the curriculum and the syllabi to meet the changing needs of industry; and assess the desirable and undesirable consequences of the content driven curriculum model.Chapter Four evaluates the effect of the content driven model. It examines the degree of satisfaction of the graduates with aspects of their Associate Diploma of Applied Science (Computing) courses in 1991/2/3 based on the NCVER study (1993), Dawe (1993) and Arrowsmith (1993/4) surveys. The results from each relevant question are provided, discussed and evaluated. This evaluation provides an in-depth view of graduates educational ++ / backgrounds prior to enrolment in the course, their satisfaction levels of teaching effectiveness and course organisation, present employment status, their preferences for further studies and their demographic profile.Chapter Five evaluates the current state of affairs under the new policy directions of the National Curriculum based on the CBT approach. Through classroom surveys, this chapter provides an evaluation of learners degree of satisfaction with aspects of their Advanced Certificate IV of the National IT Curriculum. For comparison purposes, these surveys also provide information on students educational backgrounds, level of satisfaction, their present employment status and preferences for further studies. It is most useful for curriculum planners, wanting to be cognisant in implement a CBT driven curriculum model.Chapter Six compares, evaluates and summarises the differences between the content and the CBT driven curriculum models. This chapter pays particular attention to the shifting of graduates and students satisfaction levels with their two different courses and the effects of moving from a content to a CBT driven curriculum model. It examines the changes in learners satisfaction levels and explains the reasons of patterns of changes, given that learners educational backgrounds, teachers effectiveness and other factors have remained constant over the last five years. This comparison is useful for curriculum planners, computing lecturers and employers as it makes them aware of the strength and weaknesses of these two contrasting curriculum models.Chapter Seven answers the question of the effectiveness of these two contrasting models. This has considerable implication for curriculum planners, computing lecturers and employers in terms of the ability of students to transfer skills and adapt to the rapidly changing IT environment. This study cannot predict ++ / the future, however, it makes long and short term recommendations for the sector based on historical evidence, research findings from the literature, surveys and interviews.

This study aimed to discover ways of designing children's programs using creativity and imagination that are unique and relevant to young children. It examined whether the degree to which the early childhood professional's own sense of enchantment, creativeness and imagination is or is not inextricably linked to the creative and imaginative output of young children in childcare contexts. It evaluated the link between an educator?s own sense of enchantment, imagination and creativeness and the quality of the program offered to young children in childcare centres. The study also identified ways of enriching the care of children in childcare centres through programs that would enhance the children?s imagination and creativeness, utilising the individuality of the teacher/carer?s own ideas on creativity and program design. A case-study methodology was chosen to determine the answers to the posed questions. Three case studies in Hobart and one in Brisbane, using a variety of research tools, including interviews, the application of a creativity assessment sheet, observations and photography, were used to answer the research questions. The results in this small-scale study showed that the early childhood educator's own sense of enchantment and use of imagination and creativity did correlate with the children's imagination and creativity and also with the quality of the program. A conclusion is that an educator's creative disposition is a vital factor in the enrichment of the care of children in childcare contexts. / thesis (PhDEducation)--University of South Australia, 2002.

The aim of this field study is to examine the following problem: To what extent has education operated on a limited and narrow perception of design principles and if so how could the implementation of the missing principles be achieved. The field study is composed of an analysis and an educational model incorporating three levels of education. In the analysis the aesthetic principles of design are investigated in relation to natural design to find out what constitutes good design. Then these design principles are used to reflect on modern social values and socio-economic behaviour. The insights gained from the socio-economic sphere are then used for analysis of education curriculum planning to see whether the principles presently used can be improved upon. Finally the Educational model using aesthetics as its central value is expressed as a possible answer to the problem.

This thesis explores whether a carefully designed educational program can impact unfavourably on a proportion of students, what the magnitude of this proportion may be, whether previously identified ???deep enhancing??? features could stimulate surface approaches in some students, and the possible reasons for such paradoxical impact. These questions are set within a context of continuing efforts to find the ???ideal??? medical curriculum, and where evaluation studies of these curricular methods have failed to demonstrate the expected degree of positive impact. This leads to the final question of the thesis, which is whether the phenomenon of different responses by different students, could help explain the less-than-expected positive impact of curricular innovations reported in the literature. The questions were explored through a series of three studies. The First study consisted of individual student interviews and surveys (using the R-SPQ-2F, Biggs et al 2001) during a traditional program in medicine and upon conclusion of an educational program designed along currently accepted principles associated with higher quality learning outcomes. The two follow up studies included surveying students in two other settings in medical education. These studies were useful to overcome some of the limitations of the First study, and to explore the possible wider prevalence of the findings of the First study. The findings of the First study indicated that one-third of the student group did respond unfavourable to a carefully designed educational program. The interview findings highlighted this phenomenon, and illustrated how these students responded to ???deep enhancing curricular features??? by changing to more surface approaches. The survey findings supported these findings, and helped cluster and categorise students into subgroups who responded to the Pilot program in distinct ways. The two follow up studies indicated similar patterns of response in the other settings of medical education, and suggested that this phenomenon may be more widely prevalent. The findings suggest an area of research that requires further exploration. If confirmed and extended by further work, the findings could have significant theoretical and practical implications for medical education. From a theoretical perspective, the findings enrich the current theory of student approaches to learning by beginning to unravel the complex interaction between student and context factors that lead to approaches. The thesis further contributes to the literature by its finding that some previously identified ???deep enhancing??? context factors could stimulate change to more surface approaches in some students, and by the finding that different students??? approaches could change in different directions, when measured before and after the same ???deep enhancing??? educational context. From a practical perspective, the findings could be relevant to designers and evaluators of medical curricula, and to facilitators of small group learning. An understanding of the different patterns of response that may be expected, and an understanding of different strategies that may better support these different subgroups, may help optimise the benefits of curricular design.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

The purpose of this study was to examine how faculty curriculum committees from different disciplines moved through a major curriculum change process from content-focused curriculum to outcomes-based curriculum. Data was gathered through direct observations, committee member interviews, a questionnaire, and the Gregorc Style Delineator from four curriculum committees representing different disciplines. This qualitative study generated the following findings: I. The stages of outcomes-based curriculum development can be predicted and are common across all disciplines. The five stages include Immersion, Creation, Negotiation, Revision, and Submission. 2. A knowledgeable outcomes-based curriculum facilitator can successfully immerse a committee in designing curriculum without first "training" them in outcomes-based theory. 3. On an outcomes-based curriculum planning committee, knowledge of member differences and similarities in thought process, academic preparation and workplace experience enhances the work. 4. Interest in interdisciplinary connection emerges naturally as a result of faculty dialogue about student learning outcomes. 5. Outcomes-based curriculum planning increases collaboration and reduces competition between programs and campuses in a multiple campus institution. 6. The dialogue inherent in outcomes-based curriculum planning renews faculty member's energy and commitment, as the dialogue builds relationships through shared ideas. Recommendations from this study include: 1. Make curriculum committees aware of the common stages involved in the outcomes-based curriculum design work. Emphasize the continuous improvement nature of the process. 2. Rather than attempting to "train" faculty in outcome-based curriculum reconstruction methods, build institutional capacity by preparing faculty leaders who can function as curriculum development facilitators. Provide extensive preparation for faculty facilitators so that they can facilitate the work. 3. Make planning groups aware of member differences by using such tools as a questionnaire and Gregorc Style Delineator. Provide a structure for dialogue to occur within the committees on an ongoing basis. / Graduation date: 2001

Thesis (Ed.D.)--University of Toronto, 2005. / Includes bibliographical references (p. 265-287)