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Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing16 September 2015 (has links)
M.Ed. / Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...
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Curriculum reform in Lesotho: teachers' conceptions and challengesSelepe, Cecilia Mannuku January 2016 (has links)
A research report submitted in partial fulfilment of the degree of the Masters degree in Education at the University of the Witwatersrand, Johannesburg, 15th March 2016 / In Lesotho the development of the Curriculum and Assessment Policy is considered a crucial milestone in the history of education in the country as it is the first official curriculum document to be published post-independence. The policy advocates an integrated approach with a merge of eleven subjects that were taught at primary school into five learning areas. Integrated curriculum is adopted as a means to make education relevant in an attempt to address the socio-economic needs of the country. Curriculum revision towards integrated curriculum is done in phases, and the process of implementing the new curriculum is currently at primary school level. In 2013 implementation started in grade one, two and three, it has moved progressively such that in 2015 implementation was in grade five. The aim of this research was therefore to explore challenges primary school teachers face in implementing integrated curriculum. This study intended to find out how grade three and grade five teachers’ interpret and enact integrated curriculum.
The study followed a qualitative case study method in which six teachers from three schools participated. The data was gathered through semi structured interviews in order to find out how teachers understand integrated curriculum. To further understand how teachers interpret the curriculum lesson observations were conducted. The study was informed by Bernstein (1971) concepts of classification and framing as they provided the language for description of their pedagogic choices. The lessons were coded and classification and framing values were designated. The findings revealed that in two of the three schools the teachers attempted to implement the curriculum, however in terms of classification and framing their pedagogic understanding was limited and varied. The teachers’ understandings of integrated curriculum across the schools varied. Teachers in School A understood the curriculum to mean making links between everyday knowledge while the understanding of teachers in school B was interconnection between concepts across learning areas. In the third school the teachers were not implementing the curriculum; findings showed that they lacked understanding of integrated curriculum as all their lessons were strongly framed and classified. In all three schools the
findings reflected that teachers’ pedagogic choices were related to their understanding and interpretation of the curriculum. Given this, there is still a need for further teacher development and follow up in schools.
Key terms
Curriculum reform, integrated curriculum, pedagogy
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The experience of social sciences secondary school teachers on the changing curriculum:a case study of Mankweng cluster Capricorn District in Limpopo ProvinceMaepa, Malesela Matthews January 2017 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017 / This study aimed at exploring the experiences of Social Sciences teachers in secondary
schools with regard to the implementation of the evolving curriculum policies in schools.
In order for the study to be successful, a comprehensive literature review was done, and
not only teachers, but also Curriculum advisors and circuit managers were selected and
interviewed for the researcher to gain insight of the daily experiences in schools as they
work with teachers on daily basis. The interviewees were from the Capricorn District in
Mankweng circuit.
The researcher used data collection instruments in a form of questerviews and
individual interviews. The instruments were guided by the objectives of the study. The
sampling was made in this cluster taking into cognisance its vastness, since it consists
of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo
Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The
study focused on the chosen high schools which comprised 2 schools per circuit and a
minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit
manager and curriculum advisor were also interviewed in the study.
The study’s findings revealed that there is a lack of thorough training. This is in spite of
the fact that the department hosts a series of briefings which do not seem to achieve the
expected outcomes due to the limited time allocated. In the view of teachers, training
serves as a cornerstone for the implementation of the curriculum policies. Findings also
showed that teachers were overloaded due to low enrolment as many children prefer
schools with a good infrastructure which many rural schools lack. Poor enrolment
results in limited teachers who are overloaded as they end up having to teach many
subjects. Since teachers are partners in education, the study made recommendations
that teachers be given enough training to overcome implementation challenges.
Teachers should also further their studies in order to improve their knowledge regarding
curriculum changes. The universities should also serve as partners in empowering
teachers with policy developments. Lastly, teachers should be assessed more often on
curriculum policies to avoid the incorrect implementation of policies
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Evaluating the implementation of curriculum in teaching reading and writing in Sepedi home language in Mankweng Circuit of Limpopo ProvinceModiba, Phutiane Abram January 2018 (has links)
Thesis (M.Ed. (Language education)) -- University of Limpopo, 2018 / The aim of this study is to evaluate the implementation of curriculum in the teaching
of reading and writing in the Sepedi Home Language in the Mankweng Circuit of
Limpopo Province. This result from the fact that intermediate learners are struggling
to read and write in the Sepedi Home Language, and as a result are incompetent
when reading and writing even in their language of teaching and learning, namely
English. This signifies that mastering to read and write in the Sepedi Home
Language, is likely to enable learners to read and write better in English as a
language of teaching and learning. Of a huge surprise, the struggle to read and write
in Sepedi Home Language occurs with every cohort of learners registered in the
Intermediate Phase. For this reason, the study is designed to evaluate the manner in
which Sepedi curriculum is being implemented in schools to address and respond to
challenges of inability to read and write by intermediate Sepedi learners.
This is a case study covering three primary schools and it is located within the
qualitative research approach and phenomenology. The collection of data was done
through individual face-to-face interviews, document study and diagnostic
assessments. Each of the three schools forwarded three categories of research
participants, namely, an HOD, a teacher and a parent whose child was doing Sepedi
in the Intermediate Phase.
Findings revealed that overcoming reading and writing inability by the intermediate
learners needs to be a joint stakeholders’ effort. In addition, inadequate Sepedi
materials and resources for intermediate learners need to be the apex priority by the
Department of Basic Education. In view of the shared research results, the study
recommends that there be well-coordinated participation of all stakeholders in the
development of skills associated with reading and writing for the Sepedi Home
Language Intermediate learners. Lastly, the study recommends that intermediate
Sepedi learners be offered an opportunity to participate in Sepedi essay writing
competitions wherein they are first given pamphlets and posters in Sepedi as a clue.
Finally, the Sepedi Home Language needs to be equally protected and promoted just
like it is the case with English from the Intermediate Phase upwards.
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An Investment in Being Human EXPLORING YEAR 9 STUDENT EXHIBITIONS AN ACT CASE STUDYMcKenzie, Anna, n/a January 2008 (has links)
ACT Year 9 Exhibitions Program aligns curriculum, pedagogy and assessment
in the design and implementation of rich learning tasks, which are focussed on transdisciplinary,
problem-based, community-centred issues. It provides an authentic
assessment model through a panel assessment process of demonstrated student
achievement.
This case study research examines the uptake of an Exhibitions approach in three
ACT high schools. It discovers, through their own telling, what inspires commitment
by participants to the program and the ways that they measure success. The study
draws on a rich data set of narrative inquiry and semi-structured interviews with
teachers and students from the case study schools.
Analysis of the 'lived experiences' of the participants indicates that how individuals
profit by the program is determined by five critical factors which are realized
differently for them. Further, for the Year 9 Student Exhibitions Program to succeed
in meeting its goals of providing for teacher renewal and improved student learning
outcomes, and of promoting high school reform, certain conditions must prevail.
These conditions converge around the support afforded teachers to build their
capacity for curriculum and pedagogical change, and the opportunities for
engagement and agency of both teachers and students in the design of the
Exhibition task and its implementation.
This study investigates the realities of implementing change in schools and its
findings augment what theorists would predict for school change. It indicates that the
extent to which Exhibitions can drive a wedge into the 'business-as-usual' approach
of the ACT's more traditional high schools, and provide an alternative view of what it
means to educate for the 21st century, depends ultimately upon the human and
structural conditions created in the school, and the authenticity of the approach to
uptake. This study contains important recommendations for government and
education systems alike as they pursue school change.
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Changing mindsets: A study of Queensland primary teachers and the visual literacy initiativeMcDougall, Jenny Kay, j.mcdougall@cqu.edu.au January 2004 (has links)
'Changing mindsets' is about how teachers are engaging with visual literacy the practices involved in understanding and creating visual texts. The concept of visual literacy, like other new literacies, has arisen in response to changing communication practices in developed, capitalist societies like Australia. This study addresses the ways in which teachers in primary schools are engaging with the visual literacy initiative in the context of the new arts syllabus (Years 1-10) in Queensland.
Using a broadly poststructural approach, this thesis explored the changing mindsets implied by this curriculum initiative from three perspectives. The concept of preservation of self (Nias, 1987, 1993) was used to examine the personal dimension of change; the concept of trendy theory (Goodson, 1988, 1994, 1997) addressed the social and political agendas that drive curriculum reform; while the concept of multimodality (Kress, 2000a, 2000b, 2003a, 2003b) drew attention to the cultural values ascribed to different modes of communication. Semi-structured interviews were conducted with 26 primary teachers from 11 government schools in a regional centre in 2002. The discourse analysis method was used to analyse the data resulting from these interviews.
The data showed that the official discourses featured in the new arts syllabus did not match the discourses used by practising teachers. Although there was some recognition of the significance of the visual mode, most teachers in this study were not aware of visual literacy. Significantly, the agency exercised by teachers in curriculum reform was shaped not only by their personal identities, but also by the levels of support that they experienced in their working environments. These findings have crucial implications for policy-makers in implementing curriculum change, particularly in the context of the new arts syllabus.
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A case study of curriculum change : Hawker College, ACTChapman, Lance Edward Harold, n/a January 1980 (has links)
The Report of the Working Committee on College Proposals for
the Australian Capital Territory (Campbell Report, 1972) led to
far-reaching changes in senior secondary education. Hawker College,
opened in 1976, is one of eight resulting government secondary
colleges. The writer, a member of the Committee, has been Assistant
Principal (Curriculum) at Hawker since its inception. This field
study examines the dynamics, nature and achievements of curriculum
change at Hawker, from the planning year in 1975, to 1980. Data
includes student surveys and interviews; discussions with teachers,
administrators and counsellors; college curriculum documents; and
the writer's own observations.
The Campbell Report's educational philosophy was eclectic, and
"progressive". Strengths and weaknesses of the Working Committee's
analyses and recommendations are assessed. Seven curriculum aims
"clusters" are synthesized: four concerned with individual development,
and three with the student as an effective, contributing member of
society.
ACT systemic strategies and structures fostered and sustained
purposeful curriculum innovation, despite some problems and shortcomings.
In the optimistic, idealistic climate of 1975, enthusiastic,
pre-identified teachers planned Hawker's curriculum, often co-operating
with staff of other colleges. Course writers' aims were highly
congruent with those of the Campbell Committee. Teachers of some
subjects used course models from overseas and interstate. Others
developed ideas quite innovative for Australia as a whole, and sometimes
without known precedent anywhere.
Almost all the curriculum aims espoused by the Campbell Report
are reflected in written or "unwritten" course aims. In content,
a core of basic subjects are very similar to those offered for the
NSW HSC. Others offer students either greater breadth or depth than
does the NSW curriculum, or attend to the affective and psychomotor
domains. Most teachers had modified their pedagogy, moving to a
more progressive style.
Hawker has had significant success in promoting students'
individual 'development. It has been markedly less successful in
preparing students to function within, and contribute to, society.
The opening of ACT secondary colleges coincided with widespread
social innovation and with changes in educational administration,
funding, staffing structures and teacher education. All these
created a favorable milieu for curriculum innovation. By the early
1980s, teacher weariness, some disillusionment, and social, political
and administrative changes were apparent. These have slowed the
rate of educational change and caused Hawker teachers to re-evaluate
their aims, course content, and methods.
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Classroom encounters and mathematics curriculum change : a single-site school improvement studyHawthorne, Wendy, n/a January 1988 (has links)
In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the
Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics
Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking
his involvement in a project aimed to assist teachers at the school with their
mathematics teaching. In addition to the planned involvement in 1987 of this
mathematics educator, the school was also to be a pilot school for the trialling of a
strand of the New South Wales Education Department's Draft Mathematics Curriculum
and a participating school in the numeracy component of the federal government's
Basic Learning in Primary Schools program.
This study documents the mathematics education activities which involved Junee
Primary School teachers in 1987. It focuses on the RMIHE involvement in the school
but considers this in the context of broader mathematics curriculum activity. The
process of change is described within a theoretical framework derived from a review
of relevant literature.
The research methodology employed is fundamentally ethnographic and relies on the
collection of qualitative data to derive descriptions of people and events. The data
analysis relates to curriculum change, the role of the change agent and the role of
mathematics educators in school mathematics programs. A discussion of outcomes
highlights the strengths of an approach to curriculum change which had its genesis in
the school rather than in some external agency. The generation of problems and issues
and the resolution of these are features of the analysis which tracks the progress
towards professional development autonomy of one group of teachers.
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Educators' understanding of the premises underpinning outcomes-based education and its impact on their classroom assessment practicesRamoroka, Noko Jones. January 2006 (has links)
Thesis (M. Ed.(Assessment and quality assurance))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.
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Teaching the Japanese American internment : a case study of social studies curriculum contention /Camicia, Steven Paul. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 223-238).
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