Thesis (Ed. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Sept. 17, 2007. Includes bibliographical references (p. 184-203).

M.Ed. / The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.

The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new curriculum content to learners, teachers cope with factors which impact upon their collective efficacy (the sum total of the self-perceptions of all the teachers in a particular school regarding the conduciveness of effective teaching, learning and assessment processes) and on the teacher self-efficacy of mathematics teachers (the personal self-perceptions of mathematics teachers to execute their mandates effectively in the teaching, learning and assessment of mathematics ) which consequently lead to mathematics learners developing better concepts in mathematics. This study focuses on the impact of collective efficacy on the implementation of the New Curriculum Statement (NCS) for mathematics teachers, teaching in schools situated in previously disadvantaged communities. It is within the context of the constraints that these schools face, not only the socio-economic barriers, but also the willingness of all the teachers to develop a culture of teaching and learning, and the consequent impact it has on the effective teaching, learning and assessment of mathematics in the classrooms of these schools, that the effect of efficacious/non-efficacious teachers in these schools is investigated. A mixed method approach by using quantitative data (generated from questionnaires) and qualitative data (generated from interviews) probe the primary research question, which aims to investigate the effect of collective efficacy on the introduction of a new curriculum by mathematics teachers. The sub-questions probe the specific efficacy relations relating to the primary research question in terms of the perceptions and perspectives of all the teachers about their respective sample schools, how these perceptions and perspectives influence mathematics teachers in the manner they perceive their control over the teaching, learning and assessment processes in the mathematics classroom, and the consequent impact it has on mathematics learners developing better concepts and ultimately achieving better academic results in mathematics.

MCom / Department of Business Management / Textbooks in the school context have a crucial role to play in order to achieve educational objectives as well as in directing teaching approaches (Doll, 1996). Curriculum change creates a demand for new textbooks (Taylor & Richards, 2014). The market for publishing and retailing of textbooks has many unique features, including the demand and supply aspect which is influenced by public procurement, and the existence of profit-driven textbook publishers and retailers. The phenomenon of curriculum change represents another distinctive characteristic of the market, which acts as a disruptor to the economics with significant implications for roleplayers in the market. These effects may be positive or negative, as insufficient information exists on the impacts of this feature of the market, especially in the South African context. In this study, textbooks publishers and retailers are the focus as it is their business obligation to supply textbooks to the Department of Education. The primary purpose of the study is to investigate the perceptions of selected textbook publishers and retailers on the impact of curriculum change on the performance of their businesses. The study identified proper communication and lack of intensive training as gaps that need to be addressed to ensure that textbook publishers and retailers succeed well in their businesses despite curriculum change. An in-depth qualitative study was conducted using purposive sample of 30 key respondents, that is, ten respondents from textbook publishers, ten respondents from textbook retailers and another ten from the Department of Education. The study employed the hermeneutic approach to analyse the empirical qualitative data generated from the research study. The analysis of the study was focused on the challenges that textbook publishers and retailers face due to curriculum change as well as their strategic response to curriculum change. The study found that textbook publishers and retailers’ perceptions on the impact of curriculum change on their business is both negative and positive and that the industry appreciates curriculum change as a stimulus of economic activity despite the challenges experienced. Recommendations for textbook publishers and retailers to cope with curriculum change are given.

The need for additional studies and research into problems of art education has been recognized for several years. This realm of study has attracted a number of investigators in recent years but it is still a relatively virgin field. Despite the increasing recognition among educators of the pervasive importance of the arts to human growth, there exists an unfortunate paucity of systematic research in the areas of aims, methods, and materials in art education. / "August, 1955." / Advisor: Ivan E. Johnson, Professor Directing Study. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 31-32).

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, South Africain fulfilment of the requirements for the degree of Doctor of Philosophy, October 2013. / Unable to load abstract.

龐朗華 = The development of Chinese history in the secondary school of ... / 據手稿複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao fu yin. / Includes bibliographical references (leaves 213-225). / Pang Langhua = The development of Chinese history in the secondary school of ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 / Chapter 一 --- 研究目的 --- p.1 / Chapter 二 --- 研究範圍 --- p.2 / Chapter 三 --- 文獻述評 --- p.4 / Chapter 四 --- 研究方法 --- p.22 / Chapter 五 --- 論文限制 --- p.25 / Chapter 六 --- 香港中學中國歷史科課程轉變的社會背景──香港和會的發展 --- p.26 / Chapter 第二章 --- 香港中學會考中國歷史科課程之轉變 --- p.33 / Chapter 甲 --- 導言 --- p.34 / Chapter 乙 --- 英中會考課程 --- p.35 / Chapter 丙 --- 中中會考課程 --- p.41 / Chapter 丁 --- 英中和中中會考課程之異同(1952-1973) --- p.47 / Chapter 戊 --- 合併後的課程(1974-1988) --- p.49 / Chapter 第三章 --- 從會考命題及評鑑所見課程之偏重 --- p.57 / Chapter 第四章 --- 香港初中和預科中國歷史科課程之轉變 --- p.76 / Chapter 一 --- 導言 --- p.77 / Chapter 二 --- 初中中國歷史科課程之轉變 --- p.78 / Chapter 三 --- 一年制預科(中大入學誠)中國歷史科課程之轉變 --- p.82 / Chapter 四 --- 兩年制預科(港大入學誠)中國歷史科課程之轉變 --- p.88 / Chapter 五 --- 初中、一年制預科、兩年制預科中國歷史科課程轉變與會考中國歷史科課程之關係 --- p.93 / Chapter 第五章 --- 課程內所傳遞的古代中國形象 --- p.98 / Chapter 第六章 --- 中國大陸和台灣中學的中國歷史科課程 --- p.128 / Chapter 一 --- 導言 --- p.128 / Chapter 二 --- 台灣中學的中國歷史科課程的轉變與特色 --- p.130 / Chapter 三 --- 中國大陸中學的中國歷史科課程的轉變與特色 --- p.132 / Chapter 四 --- 中國大陸、台灣和香港中學的中國歷史科課程的比較 --- p.135 / Chapter 第七章 --- 香港中學中國歷史科教科書之編排與轉變 --- p.149 / Chapter 一 --- 導言 --- p.150 / Chapter 二 --- 香港會考中國歷史科散科書各項編排之轉變 --- p.150 / Chapter 三 --- 香港會考中國歷史科教科書編排之轉變的原因 --- p.163 / Chapter 四 --- 與中國大陸．台灣中國歷史科教科書的比較 --- p.165 / Chapter 第八章 --- 香港中學中國歷史科課程轉變的因素 --- p.197 / Chapter 第九章 --- 緒論 --- p.209 / 附參考書目 / Chapter 一 --- 中文書目 --- p.213 / Chapter 二 --- 英文書目 --- p.222 / 附大表a-w --- p.226

Thesis (M. Dev.) -- University of Limpopo, 2003 / Refer to document

Thesis (Ph.D. (Education Management, Law and Policy))--University of Pretoria, 2009. / Includes abstract in English. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 107-109).