Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It was specifically aimed at addressing the educational imbalances of the past. Policy changes in the curriculum were thus inevitable. A part of transformation in education was the quest for greater participation by all school communities in South Africa through an approach of effective school-based curriculum management and development. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question. The aim of the study was to explore how curriculum coordinators experienced their leadership role and functions within the context of schoolbased curriculum development. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experiences and perceptions of curriculum coordinators in their particular contexts. Firstly, the literature revealed that it is indeed an enormous challenge for curriculum coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum coordinators to demonstrate their leadership role and coordination function as curriculum leaders effectively and to provide good support and direction. Curriculum coordinators are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. The research findings indicated that the curriculum coordinators do fulfil their responsibilities regarding curriculum management. Nevertheless, curriculum coordinators were not sure what their leadership function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help curriculum coordinators to execute their roles and responsibilities effectively. / AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel. Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van transformasie in die onderwys was ook die strewe om groter deelname vir alle skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe skoolgebaseerde kurrikulumbestuur en ontwikkeling. Die studie het dit ten doel gehad om die leiersrol en funksies van die kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul onderskeie kontekste. Uit die literatuurstudie blyk dit eerstens dat dit inderdaad `n groot uitdaging vir kurrikulumkoördineerders is om kurrikulumverandering te inisieer en te bestuur. Tweedens is dit uiters moeilik vir kurrikulumkoördineerders om hul leiersrol en koördineringsfunksie as kurrikulumleiers effektief te demonstreer en om effektiewe leiding en ondersteuning te bied. Die uitdaging vir kurrikulumkoördineerders is om hulself te bemagtig om voortdurende kurrikulumverandering te kan implementeer om sodoende effektiewe kurrikulumbestuur te verseker. Uit die resultate is bevind dat kurrikulumkoördineerders wel probeer om hul verantwoordelikhede ten opsigte van kurrikulumbestuur te vervul. Nietemin ervaar hulle dat hulle nie heeltemal seker is oor wat hulle leiersfunksie en rol behoort te wees nie. Verder toon die studie dat kurrikulumkoördineerders `n behoefte het aan `n duidelike beleid en raamwerk wat hulle sal help om hulle verantwoordelikhede effektief te kan uitvoer.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools is not up to standard (WCED, 2006; Kruizinga, 2010). Therefore, countless learners struggle with the acquisition of literacy skills, such as reading and writing (WCED, 2006). One of the numerous reasons for South Africa's poor literacy levels is stated in the National Reading Strategy (Department of Education, 2008:10): “Learners who experience barriers to learning often do not receive the support needed to become fluent readers.” Despite the policies of inclusive education that recognise the special needs of learners in all sectors of education (Department of Education, 2008:10), countless children find it impossible to decipher and make sense of the unfamiliar texts they encounter in school. For this reason, many learners struggle with feelings of frustration, inadequacy and a sense of failure. As a result of the poor literacy levels, a literacy intervention programme was developed that was used to improve the literacy levels of learners who needed individualised instruction in the specific areas of reading and writing. This intervention programme was based on the principles of Reading Recovery®, a New Zealand literacy intervention programme developed by Clay (1993). Her Observation Survey assessment tasks (Clay, 2002) were used as the main research instrument within a pre-test, mid-test and post-test design. In addition to quantitative data, the Observation Survey yielded qualitative, descriptive data on children's literacy-processing behaviours, which were used to monitor learner progress and provide a source of feedback to guide teachers' instructional decision-making. Three struggling grade three learners were chosen for the intervention, together with a control group consisting of four average-performing learners to which the intervention group was compared. The comparison was done in order to gain knowledge of the intervention group‟s improvement and to see whether they progressed to the level of the control group as a result of the intervention. This programme was designed to accelerate the learning process of struggling learners, firstly by using levelled texts, and secondly by teaching the learners to apply the comprehension strategies needed for successful reading and writing. The results indicate that the intervention group reached the average performance level of the control group and therefore the intervention proved to be successful. Towards the end of the intervention it became clear that the project merited further research and support. / AFRIKAANSE OPSOMMING: 'n Onlangse studie wat deur die Wes-Kaapse Onderwysdepartement voltooi is, het aangetoon dat die kwaliteit van geletterdheidsonderrig nie op standaard is nie. Gevolglik is daar baie leerders wat geletterdheidsprobleme ervaar (WCED, 2006). Een van die vele redes vir Suid-Afrika se lae geletterdheidsvlakke word in die Nasionale Leesstrategie (Department of Education, 2008:10) weergegee: “Leerders wat struikelblokke tot leer ervaar, ontvang gewoonlik nie die ondersteuning wat hul benodig om suksesvolle lesers te word nie.” Ten spyte van die Inklusiewe Onderwysriglyne wat die spesiale behoeftes van alle leerders in alle sektore van onderwys erken (Department of Education, 2008:100), is daar steeds vele kinders wat dit feitlik onmoontlik vind om sin te maak van onbekende tekste waarmee hul in die skool te doen kry. Vir hierdie redes sukkel baie leerders met gevoelens van frustrasie, ontoereikendheid en mislukking. As gevolg van die geletterdheidsprobleme onder jong leerders, het ek 'n intervensieprogram ontwikkel wat gebruik is om die geletterdheidsvlakke van leerders wat spesifiek geletterdheidsprobleme ervaar op te stoot. Die intervensie is gebaseer op beginsels van Reading Recovery®, 'n Nieu-Seelandse Geletterdheidsprogram wat deur Clay (2002) ontwikkel is. Die bykomende “Observation Survey” assesseringstake is gebruik as die hoof navorsingsinstrument binne die raamwerk van 'n voortoets, middel-toets, natoets-navorsingsontwerp. Bo en behalwe die kwantitatiewe data wat die “Observation Survey” take opgelewer het, het die assesseringsinstrument ook kwalitatiewe data verskaf ten opsigte van die leerders se geletterdheids-prosesseringsgedrag. Hierdie data het my gehelp om die leerders se vordering te monitor, asook om my onderrigsbesluite te rig. Drie graad drie leerders wat geletterdheidsprobleme ervaar het, is gekies om deel te neem aan die intervensie. Vier graad drie leerders wat gemiddeld presteer, is vir die kontrolegroep gekies waarteen die intervensiegroep gemeet is. Een van die doele van die intervensie was om te sien of die intervensiegroep binne die gegewe tydperk die gemiddelde vlak van die kontrolegroep kon bereik. Die program is ontwerp om op die een-tot-een vlak sukkelende leerders se leerproses te versnel deur eerstens gebruik te maak van tekste wat in vlakke van „n progressiewe moeilikheidsgraad opgedeel is. Tweedens is die intervensieleerders geleer om 'n verskeidenheid begripstrategieё toe te pas wat enige leser nodig het om met sukses te kan lees en skryf. Die assesseringsresultate het getoon dat die intervensieleerders na verloop van die intervensie die gemiddelde lees- en skryfvlakke van die kontrole groep bereik het. Dus was die studie 'n sukses. Aan die einde van die intervensie het dit duidelik geword dat die projek verdere navorsing in hierdie veld vereis.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues. In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 lewenswetenskapklaskamers by ʼn plaaslike hoërskool. Ek argumenteer dat die toepassing van onderwystegnologie in wetenskapklaskamers die potensiaal het om kritiese onderrig en leer teweeg te bring, en ʼn bydrae tot professionele ontwikkeling te maak. Deur te reflekteer op my eie professionele ontwikkeling as ʼn wetenskaponderwyser oor die afgelope drie jaar (2008-2010), dui ek aan hoedat die gebruik van onderwystegnologie krities pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Met betrekking tot twee narratiewe dui ek aan hoedat onderwystegnologie reflektiewe onderrig kan bevorder deurdat, eerstens, onderwysers teorieë en kundighede in hulle gebruike ernstig opneem; tweedens, klaskamers organiseer om kritiese leer te fasiliteer; en derdens, breër institusionele en sosiale kwessies aanspreek. Daarenbowe dui ek aan hoedat onderwystegnologie ook pedagogiese ruimtes vir kritiese denke en transformatiewe leer bied – dit is, waarby leerders kreatief, aktief en betrokke is, en op hulle eie praktyke reflekteer.

ENGLISH ABSTRACT: Assessment, teaching and learning are key elements in lecturers' pursuit of quality in education. In fact, Black and Wiliam (1998) argue that assessment, a vital part of this reciprocal relationship should contribute to classroom learning rather than concentrate on restricted forms of tests that are not always linked to a student's learning experience. It is therefore open to debate whether a handwritten, one-hour examination does indeed stimulate students to learn and develop the knowledge, the understanding, the attitudes and the skills they need to develop. This statement mirrors the hotly debated and contradictory role of the lecturer of simultaneously having to both judge and support students' learning. In addition, widespread social and political turbulence and changes have played a role in the reform of assessment in South Africa during the past 20 years. It seems as if lecturers are caught in the middle of this conflicting role where they are expected to navigate themselves and their students through the uncertainty about how assessment should be organised, while at the same time being accountable to the students, parents, and the institution. Given the above background, the following question arises: "How can assessment enhance learning in one higher education classroom?" In answering this question, a basic interpretative qualitative approach employing focus groups and semi-structured interviews, was used in order to explore - through a variety of lenses - how final-year students in one higher education classroom dealt with assessment issues. This study aimed at using appropriate measures to conduct research to establish a chain of evidence (forward and backward) by implementing Lincoln and Guba's model for trustworthiness (1985). The conceptual framework for this study was mainly drawn from Race.s spreading ripples model of learning. The underlying premise of Race's theory is based on the idea that effective learning demands the dynamic interaction of four elements like the ripples on a pond, namely wanting/ needing, doing, feedback and digesting. The findings of the study suggested that assessment of a Life Skills Module should provide students with a variety of opportunities to demonstrate their learning in order to develop a well-rounded set of abilities when they enter the workplace. This idea signaled the importance of bearing in mind the first and foremost purpose of assessment, namely that assessment should serve student learning. / AFRIKAANSE OPSOMMING: Assessering, onderrig en leer is sleutelelemente in dosente se nastrewing van gehalte in onderwys. Trouens, Black en Wiliam (1998) voer aan dat assessering – 'n noodsaaklike deel van hierdie wederkerige verhouding – tot die klaskamerleer moet bydra eerder as om te konsentreer op beperkte toetsvorme wat nie altyd verband hou met 'n student se leerervaring nie. Dit is dus debatteerbaar of 'n handgeskrewe, eenuureksamen studente werklik stimuleer om te leer en om die vereiste kennis, begrip, houdings en vaardighede te ontwikkel. Hierdie stelling weerspieël die heftig gedebatteerde en teenstrydige rol van die dosent om studente se leer tegelykertyd te beoordeel en te ondersteun. Hierbenewens het wydverspreide sosiale en politieke woelinge en veranderinge gedurende die afgelope 20 jaar 'n rol gespeel in die hervorming van assessering in Suid-Afrika. Dit wil voorkom of dosente vasgevang is midde-in hierdie konflikterende rol waar van hulle verwag word om sowel hulself as hul studente te stuur deur die onsekerheid omtrent die wyse waarop assessering georganiseer behoort te word, onderwyl hulle terselfdertyd verantwoordbaar is aan die student, die ouers en die instelling. Teen hierdie agtergrond onstaan die volgende vraag: “Hoe kan assessering in een hoëronderwysklaskamer deur leer versterk word?” Ten einde hierdie vraag te beantwoord is 'n basiese interpretatiewe kwalitatiewe benadering benut waarin fokusgroepe en semigestruktureerde onderhoude gebruik is om deur 'n verskeidenheid lense ondersoek in te stel na die wyse waarop finalejaarstudente in een hoëronderwysklaskamer die kwessies rondom assessering hanteer het. Die doel van hierdie studie was om die toepaslike stappe te gebruik om die navorsing uit te voer ten einde 'n reeks bewyse te vind – vooruitskouend en retrospektief – deur die implementering van Lincoln en Guba (1985) se geloofwaardigheidsmodel. Die bevindinge van die studie suggureer dat die assessering van 'n Lewensvaardighedemodule aan studente 'n verskeidenheid geleenthede moet bied om hul leer te demonstreer ten einde 'n afgeronde stel vaardighede te ontwikkel vir wanneer hulle die werkplek betree. Die konseptuele raamwerk vir hierdie studie is hoofsaaklik gebaseer op Race se “spreading ripples model of learning”. Die onderliggende beginsel van Race se teorie is gebaseer op die idee dat effektiewe leer die dinamiese interaksie van vier elemente vereis, soos rimpels op 'n poel, naamlik begeerte (behoefte), doen, terugvoer en verwerk. Die bevindinge van die studie suggureer dat die assessering van 'n Lewensvaardighedemodule aan studente 'n verskeidenheid geleenthede moet bied om hul leer te demonstreer ten einde 'n afgeronde stel vaardighede te ontwikkel vir wanneer hulle die werkplek betree. Hierdie idée dien as teken van die belangrikheid om die allereerste doel van assessering, naamlik dat assessering in diens van studenteleer moet staan, voor oë te hou. / Thesis (MEd)--University of Stellenbosch, 2011.

Thesis (MEd) -- Stellenbosch University, 1991. / ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om deur 'n oorsig van die relevante literatuur 'n bydrae te lewer tot die onderrig van stelwerk en letterkunde in Afrikaans as Eerste Taal in die senior sekondere skoolfase. Dit is duidelik dat alles nie wel is met die onderrig van Afrikaans nie. 'n Enkelvoudige oplossing is nie moontlik nie, maar hierdie studie wil probeer om die betreklik negatiewe beeld wat bestaan, te verbeter. Die invalshoek wat gekies is, is die van mediagerigtheid. Die patr.oon wat gevolg is, is 'n ge1ntegreerde onderrigbenadering. Tegnologiese ontwikkeling plaas die media binne al meer mense se bereik en dit is 'n werklikheid dat leerlinge baie tyd aan televisie, rolprente, radio, musiekvideo's, liedjies, koerante en tydskrifte bestee. In hierdie studie is van die standpunt ui tgegaan dat hierdie tendens tot voordeel van Afrikaans aangewend moet word om die media te benut ten einde leerlinge se lees- e~ skryfvaardighede en dus oak hulle kommunikatiewe vaardighede te ontwikkel. 'n Ge1ntegreerde onderrigbenadering word allerwee as die ideaal erken. Neuropsigologiese navorsing het getoon dat die menslike brein optimaal funksioneer wanneer onderrig ge1ntegreerd aangebied word. Wat die komponente van taalonderrig betref, is die ideaal dat die stelwerk en "letterkunde ten nouste ge1ntegreer behoort te word. Die huidige situasie in Suid-Afrika vertoon egter nog leemtes, want binne die bestaande kurrikulum kom ge1ntegreerde onderrig nog nie tot sy reg nie. Die studie kom dan tot die eerste gevolgtrekking dat daar wel 'n behoefte bestaan aan ge1ntegreerde onderrig in die kurrikulum vir Afrikaans Eerste Taal. 'n Tweede belangrike gevolgtrekking is dat die media as ontmoetingspunt van stelwerk en letterkunde nie genoegsaam ontgin word nie. Aangesien leerlinge so 'n intense belangstelling toon in die media, is dit net logies dat die media grater prominensie verkry binne die huidige kurrikulum deur die bewustelike inskakeling van hierdie media in die onderrigprogram. Aan die hand van praktiese voorstelle en wenke is in hierdie studie 'n ge1ntegreerde onderrigprogram vir stelwerk en letterkunde met as fokuspunt die media, voorgestel. Op die wyse is bewys gelewer dat die media wel as integrasiepunt van stelwerk en letterkunde kan dien.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in mathematics education. There is however a need within the modelling domain to identify exactly what modelling competencies are and how these competencies develop. This study examines how mathematical modelling competencies develop in Grade 7 students working in groups. Modelling is placed in the field of mathematics teaching and learning as a significant means of learning mathematics. Modelling competencies are identified and characterised from existing literature and explored through empirical generation and collection of data. The study is qualitative in nature and uses a mixed approach of design research and some aspects of grounded theory. Students’ progress through a modelling program is documented while the modelling competencies of students stereotyped as weak and strong are also investigated. The findings firmly support earlier research that competencies do develop in students who are exposed to modelling. A comprehensive picture of the modelling situation is presented since this study merges competencies from other studies into a detailed analysis of the modelling situation - it presents an authentic modelling situation of students working in groups and furthers the discussion on modelling competencies. The analysis of the data suggests that the development of modelling competencies is complex and interrelated but that competencies do develop progressively in groups involved in modelling tasks. Recommendations for additional studies include studies of a longer duration and a full investigation into the link between modelling and language ability. / AFRIKAANSE OPSOMMING: Wiskundige modellering is besig om ‘n populêre onderrig- en studiebenadering in wiskundeonderwys te word. Daar is egter ‘n behoefte om die modelleringsbevoegdhede te identifiseer in hierdie veld en om te weet hoe hierdie bevoegdhede ontwikkel. Hierdie studie ondersoek watter bevoegdhede in wiskundige modellering by Gr.7 studente wat in groepe saamwerk ontwikkel. Modellering is in die studieveld van wiskundeonderrig en -leer geplaas as 'n betekenisvolle leerwyse in wiskunde. Modelleringsbevoegdhede word vanuit bestaande literatuur en navorsing geïdentifiseer en beskryf deur empiriese generering en versameling van data. Die studie is kwalitatief van aard en gebruik ‘n gemengde benadering van ontwikkelingsondersoek en sekere aspekte van begronde teorie. Studente se vordering in die modelleringsprogram is gedokumenteer terwyl die modelleringsbevoegdhede van gestereotipeerde swak en sterk studente ook ondersoek is. Die resultate bevestig vroeëre navorsing dat bevoegdhede ontwikkel word deur studente wat blootgestel is aan modellering. ‘n Omvattende beeld van die modelleringsituasie is in hierdie studie aangebied waardeur modelleringsbevoegdhede, soos geïdentifiseer in ander studies, tot ‘n gedetailleerde analise van die modelleringsituasie saamgevoeg word. Dit verteenwoordig dus ‘n outentieke modelleringsituasie van studente wat in groepe saamwerk en bevorder so die gesprek oor modelleringsbevoegdhede. Die analise van die data suggereer dat die ontwikkeling van modelleringsbevoegdhede kompleks en geïntegreerd is, en dat bevoegdhede progressief ontwikkel in groepe wat betrokke is by modelleringstake. Aanbevelings vir addissionele studies sluit langer ondersoektydperke in en 'n dieper ondersoek na die verband tussen modellering en taalvaardigheid.

This thesis examines narrative articulations in the films Bend It Like Beckham, Bhaji on the Beach, and American Chai as a complicated conversation in relation to bicultural-identity construction in the Indian diaspora. Unpacking the way desi identities are managed in/as a quantum (third) space – one that is continuously shifting and deferred – the films exemplify how "desi" is a heterogeneous cultural "group" without a homeland from which to speak or to return. The narratives of these films are considered cultural translations that expose inter-generational culture-clashes in the spaces between Indian and Western cultures. Screenplay pedagogy was used as a methodology to (re)read analysis of the films, revealing the ways that different movies employ and reinscribe themes of the multicultural pastoral, the carnivalesque, and melodrama, respectively. This thesis concludes by opening up some of the places from which individuals enunciate their desi identities, including the possibilities for (self)reflection.

In the intersection of technology, curriculum and intentions, a specific issue of interest is found in the gap between teachers’ intentions and implementations of curriculum. Instead of approaching curriculum and technology as something fait accompli, teachers are considered crucial in the re-discovery of what and how to teach. The thesis depicts the mind-set of teachers and their beliefs in relation to computing curriculum. Three perspectives are covered in the thesis. Based on original documents and interviews with curriculum developers, the enactment of the computing/programming curriculum during the 1970s and 1980s is explored (Paper 1). This historical perspective is supplemented with a perspective from the present day where current teaching practice is explored through teachers’ statements (seminars with associated questionnaires) regarding their beliefs about teaching and learning programming(Paper 2). Finally with a view from a theoretical perspective, teachers’perception of instruction is discussed in relation to a theoretical framework where their intentions in relation to theoretical and practical aspects of knowledge are revealed (Papers 3 &amp; 4). The initial incitement to offer computing education during the 1970s was discovered in the recruitment of a broader group of students within the Natural Science Programme and the perception that it would contribute to the development of students’ ability to think logically and learn problem solving skills. Data concerning teachers’ beliefs about teaching and learning programming unravels an instructional dependence among today’s teachers where students’ logical and analytical abilities (even before the courses start) are considered crucial to students’ learning, while teachers question the importance of their pedagogy. The thesis also discover two types of instruction; a large group putting emphasis on the syntax of programming languages, and a smaller group putting emphasis on the students’ experiences of learning concepts of computer science (not necessarily to do with syntax). In summary the thesis depicts an instructional tradition based on teachers’ beliefs where the historical development of the subject sets the framework for the teaching. Directly and indirectly the historical development and related traditions govern what programming teachers in upper secondary school will/are able to present to their students. From deploying two theoretical approaches, phenomenography and logic of events, upon teacher’s cases it is shown that the intended object of learning (iOoL) is shaped by the teacher’s intentions (e.g., balancing the importance oftheory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding). The teachers also present a diverse picture regarding what theoretical knowledge students will reach for. / <p>QC 20150227</p>

This paper explores the role of school culture as embodied by elementary teacher preparation in relationship to humanizing pedagogies. Further, it explores how the school culture of elementary teacher preparation can be experienced as an oppressive force towards identity formation and humanization for students who position themselves outside of the conventional norms of the field and traditionally accepted membership criteria. A brief play in three acts shares anecdotes from students who consider themselvesin the margins of elementary teacher preparation with recommendations for teacher educators seeking to humanize the elementary teacher preparation curriculum and experience to be inclusive of all students.

In 1993 a new draft technology curriculum was introduced to New Zealand schools, followed by the publication of the final document in 1995. Its design and intentions required a shift in thinking within schools, in teaching and learning, and in the wider community. This had significant implications for the way schools managed curriculum implementation, for staffing in technology, and for resourcing. Professional development opportunities, funding support and support resource material were made available over a number of years as research in this area continued. Access to this support was not consistent for teachers and schools, and in some cases, not always sought. By the time the implementation of the technology curriculum became mandatory in 1999 for all students, Years 1 – 10, anecdotal evidence and some initial research showed that its interpretation and delivery in schools was varied,or no different from that of the previous workshop focussed syllabus. This research sets out to discover how technology education has been implemented across a small selection of schools in the Wellington region and to consider the way school management and technology staff in each school have interpreted and implemented it. Student responses to this implementation are also examined. The study draws from four secondary schools, and the focus is on senior technology as this was viewed by the researcher as a level where the interpretation and implementation of technology education could be most diverse. Changes in national assessment practices also highlighted this diversity. Each school was treated as a case study involving interviews with principals, teachers and senior students, in order to examine how technology is understood and practised. The ways in which teachers and students understood technology is examined within a framework of contemporary national and international research literature. The findings need to be considered in view of the fact that only four sites were used, the research is interpretive in nature, and makes use of case study methodology. In other words, the results cannot be directly generalised; however, readers are able to identify from the descriptions the extent to which findings transfer to their own context. The distinctive factors that emerged from this study highlight that the teachers concerned interpreted and implemented the technology curriculum with a strong consideration of their students’ backgrounds, learning needs, abilities and aspirations. In addition, the teachers’ own experience and qualifications, along with contextual factors associated with the school, such as its decile rating, appeared to be linked with the teachers’ interpretation of the curriculum. Teachers identified a need for ongoing, robust professional development so that they could be confident in their practice, and have a common understanding of terminology presented in the curriculum and national assessment standards. Resourcing for schools in the form of facilities, materials and staffing was varied and also needed to be supported. The study also identifies further research requirements to inform and support this curriculum area. These requirements ask for the extension of the present research to other schools, the evaluation of professional development programmes in technology, and the evaluation of the impact of school technology programmes on students’ learning and students’ future educational/work pathways.