A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016 / Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the hour to understand the educational psychology of female accounting students in higher education. The current study is an attempt to understand this phenomenon and to explore this academic underperformance at UNIZULU. Both qualitative and quantitative methods were used to analyse the data. Primary data were collected from student surveys while secondary data were obtained from the Faculty of Commerce, Administration, and Law (FCAL). Both Likert scale and open-ended questionnaires were used to elicit responses of students. The underperformance of female students was tested with the other help of regression analysis using data supplied from FCAL. Of the various factors affecting underperformance of female students, the three stand-alone causes were: (1) poor command of English language, (2) poor command of Mathematics, and (3) lack of good female role models. In terms of experiences, most African female students felt that they were supported by the lecturers; lecturers were also motivators besides teachers; time management and discipline skills were needed to do well and pass the courses and the presence of female lectures provided impetus to work hard to African female students. On an average, female students underperformed by 1 to 6 percent, compared to male counterparts. The study suggests the following policy recommendations: 1.) A programme of mentorship or supplemental instruction (peer learning) is considered essential for improving subject-related and pervasive (communication and time management) skills of the students; 2.) Additional courses on English and Mathematics need to be added to improve these basic skills of the students; 3.) Enrolment of female students be increased in accounting as per the National Plan for Higher Education, South Africa (Ministry of Education, 2001); and, 4.) An increasing gender sensitive and empowerment role is to be played by the university.

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Dissertation submitted in accordance with the requirements for the Master’s Degree in Education in the Department of Foundation of Education, Faculty of Education at the University of Zululand, 2019. / This study investigated the effects of curriculum changes on Mathematics teaching and learning in foundation phase, in Sibasa circuit, in Limpopo province. The study made use of a qualitative approach by means of interviews. Purposive sampling was utilised to select participants for this study. Results show that: policy makers failed to involve different stakeholders before introducing the new curriculum, the department did not regularly convenes workshops, seminars, and conferences and even continued trainings for Mathematics teachers; there is lack of teacher learner support materials that makes changes in curriculum and affects teaching and learning in a negative way.

Submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master’s in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018. / This study sets out to investigate the teaching of Economic and Management Sciences (EMS) as a subject in the context of curriculum change. The main aim of this study is to identify the challenges teachers face in teaching EMS, determine the suitable teaching strategies to be used to teach EMS and explore the effect of curriculum change in teaching EMS in schools at Umhlathuze Circuit. This study is located within the interpretivist-positivist paradigm and falls within mixed method research approaches. The research instruments used were questionnaires administered to EMS teachers, interviews, learner activities and teacher portfolios. The results show that EMS teachers are facing challenges with regards to the integrated teaching of Accounting, Business Studies and Economics. The results of the study reveal that EMS teachers are still teaching more of Business Studies and Economics while sacrificing the Accounting content. The time allocated to teach EMS is not enough which causes teachers to focus on curriculum coverage rather than ensuring that learners master the content taught. The shortage of textbooks and calculators was also identified as a major challenge in many schools. Many EMS teachers are either trained for at least a combination of two disciplines in EMS. Even the Heads of department are not fully equipped in all three disciplines within the EMS. It is recommended that time allocation for EMS be reviewed. There is a need for sufficient resources in schools to ensure effective teaching and learning. EMS teachers should be able to teach all three disciplines within the EMS effectively. There is also a need for teacher training and development. Teachers should use a variety of teaching strategies and should adapt their teaching practice as a result of curriculum change. Accounting within the EMS should be a stand-alone subject.

The purpose of this study is to contribute with knowledge about what perceptions the preschool teachers have about the pedagogical activities in music, and what perceptions exist about the changes in the new curriculum within the subject of music and what they can contribute to. The survey has been conducted with semi-structured interviews in order to be able to conduct extensive discussions about how preschool teachers perceive or understand something. The material has been analyzed using a phenomenographic analysis model in seven steps. The result of this study shows that music is often used as a method in preschool activities, and rarely as a learning object. It also shows that the uncertainty of preschool teachers contributes to less teaching in the subject of music. Changes in the curriculum show very different ideas about how changes will be made in the subject of music in preschool. One side is that it is a rewording that does not contribute to any change in the activities at preschool. While the other side believes that a major change needs to be made to reach the curriculum goals within the subject. My conclusion is that there is less knowledge about the basics of music and the concepts used in music education. This can help to ensure that the goals in the new curriculum (Skolverket, 2018) cannot be met. / Syftet med undersökningen är att bidra med kunskap om vilka uppfattningar förskollärarna har om den pedagogiska verksamheten i musik, samt vilka uppfattningar som finns kring förändringarna i nya läroplanen inom ämnet musik och vad de kan bidra till. Undersökningen har genomförts med semistrukturerade intervjuer för att kunna föra utförliga samtal om hur förskollärarna uppfattar eller förstår något. Materialet har analyserat med hjälp av en fenomenografisk analysmodell i sju steg. Resultatet i denna undersökning visar att musik ofta används som hjälpmedel till annat lärande i förskolans verksamhet, och sällan som lärandeobjekt alltså musik som eget ämne. Det visar också att osäkerheten hos förskollärarna bidrar till mindre undervisning i ämnet musik. Förändringar i läroplanen visar tudelade uppfattningar om hur förändringarna i verksamheten inom ämnet musik kommer se ut. Ena sidan menar att det rör sig om en omformulering som inte bidrar till någon förändring i verksamheten. Medan andra sidan anser att en stor förändring behöver ske för att nå upp till läroplansmålen inom ämnet. Mina slutsatser är att det saknas kunskap kring musikens grunder och de begrepp som används i musikundervisning. Det kan bidra till att målen i den nya läroplanen (Skolverket, 2018) inte kan tillgodoses.

Este trabalho resume as alterações ocorridas na história da odontologia no Brasil entre os anos de 1856, quando ocorre o primeiro registro por escrito relacionando quais as exigências que se faziam para o exercício da odontologia no país até o ano de 1931 quando um currículo mínimo para todas as instituições que contassem com cursos superiores de odontologia é estabelecido. Esta tese aborda ainda as alterações pelas quais passou o nome da profissão, desde o seu aparecimento como arte ou ofício até o seu definitivo estabelecimento como profissão autônoma. Entre os anos de 1856 e 1931 houveram 10 alterações significativas no currículo exigido, até o estabelecimento do currículo mínimo e o título obtido pelo concluinte do curso passou por seis nomes distintos. A legislação que incide sobre a profissão de cirurgião-dentista neste período passou por seis alterações. A conclusão da tese é a de que os problemas que a odontologia moderna enfrenta são semelhantes àqueles enfrentados desde o começo da profissão, e que estes problemas são reflexos da maneira como a odontologia se desenvolveu no Brasil. / This thesis summarizes the changes that occurred in the history of dentistry in Brazil between 1856, when the first written requirements regarding the practice of dentistry in the country can be found until 1931 when a minimum curriculum is established to any institution that provided a dentistry course. It also approaches the changes that the name of the profession has suffered, since its beginning as an art or trade, until its definite establishment as an autonomous profession. Between the years of 1856 and 1931 there were 10 relevant changes at the curriculum and the title obtained by those who successfully concluded the course has been changed six times. The legislation regarding the dentist profession in Brazil suffered during those years six times. The conclusion is that the problems faced by modern Brazilian dentistry are similar to those which existed at its beginning, and they are a consequence of the way the profession was developed in the country.

Este trabalho resume as alterações ocorridas na história da odontologia no Brasil entre os anos de 1856, quando ocorre o primeiro registro por escrito relacionando quais as exigências que se faziam para o exercício da odontologia no país até o ano de 1931 quando um currículo mínimo para todas as instituições que contassem com cursos superiores de odontologia é estabelecido. Esta tese aborda ainda as alterações pelas quais passou o nome da profissão, desde o seu aparecimento como arte ou ofício até o seu definitivo estabelecimento como profissão autônoma. Entre os anos de 1856 e 1931 houveram 10 alterações significativas no currículo exigido, até o estabelecimento do currículo mínimo e o título obtido pelo concluinte do curso passou por seis nomes distintos. A legislação que incide sobre a profissão de cirurgião-dentista neste período passou por seis alterações. A conclusão da tese é a de que os problemas que a odontologia moderna enfrenta são semelhantes àqueles enfrentados desde o começo da profissão, e que estes problemas são reflexos da maneira como a odontologia se desenvolveu no Brasil. / This thesis summarizes the changes that occurred in the history of dentistry in Brazil between 1856, when the first written requirements regarding the practice of dentistry in the country can be found until 1931 when a minimum curriculum is established to any institution that provided a dentistry course. It also approaches the changes that the name of the profession has suffered, since its beginning as an art or trade, until its definite establishment as an autonomous profession. Between the years of 1856 and 1931 there were 10 relevant changes at the curriculum and the title obtained by those who successfully concluded the course has been changed six times. The legislation regarding the dentist profession in Brazil suffered during those years six times. The conclusion is that the problems faced by modern Brazilian dentistry are similar to those which existed at its beginning, and they are a consequence of the way the profession was developed in the country.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O Exame Nacional do Ensino MÃdio (ENEM) foi instituÃdo em 1998 objetivando ser uma avaliaÃÃo diagnÃstica basicamente para avaliar os alunos e os cursos do Ensino MÃdio, e no decorrer dos anos foi tomando o lugar do vestibular tradicional das InstituiÃÃes Federais de Ensino Superior do PaÃs e possibilitando ao Governo Federal o desenvolvimento de polÃticas pÃblicas para a EducaÃÃo BÃsica. Logo apÃs, no ano de 2009, foi instituÃdo o ENEM de 2009 (conhecido tambÃm como Novo ENEM) estabelecendo uma nova proposta para o Ensino MÃdio, e em seguida, no ano de 2012 as Novas Diretrizes Curriculares Nacionais para o Ensino MÃdio (NDCNEM) sÃo instituÃdas. Desse Ãnterim surgiu o seguinte problema de pesquisa: Qual o papel das mudanÃas curriculares advindas da Proposta do ENEM de 2009 e das NDCNEM no processo de aprendizagem, na perspectiva dos professores de matemÃtica de uma escola do Ensino mÃdio do municÃpio de Maranguape (CE)? A partir deste problema elaborou-se este trabalho com a finalidade de Avaliar o papel as mudanÃas curriculares advindas da proposta do ENEM de 2009 e das NDCNEM no processo de aprendizagem, na perspectiva dos professores de matemÃtica de uma escola do municÃpio de Maranguape (CE). Quanto à abordagem, a pesquisa à de natureza qualitativa, referente aos objetivos ela à exploratÃria e explicativa e quanto aos procedimentos classifica-se como pesquisa de campo. O instrumento de coleta de dados foi a entrevista com questionÃrio estruturado, aplicado aos professores de matemÃtica de uma escola do Ensino MÃdio da Rede PÃblica de Maranguape. Diante do exposto buscou-se abordar a perspectiva dos professores quanto Ãs mudanÃas curriculares que advieram do ENEM de 2009 e das NDCNEM. A anÃlise deste trabalho foi realizada atravÃs do mÃtodo de anÃlise de conteÃdo sugerido pela autora Bardin, embasada na concepÃÃo de avaliaÃÃo do autor Ralph Tyler e contribuiÃÃes de outros autores, como Luckesi, Dewey, Rabelo e SacristÃn. AlÃm disso, salienta-se que os procedimentos desta pesquisa foram submetidos para anÃlise pelo comità de Ãtica da Universidade Federal do CearÃ.

Made available in DSpace on 2016-04-27T16:32:50Z (GMT). No. of bitstreams: 1 Giordano Goncalez Robba.pdf: 713383 bytes, checksum: ab6e037e84f7172d150e6ded51f48ddb (MD5) Previous issue date: 2013-09-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research analyzes the transformations undergone by the sociology curriculum, existing in the state high school of São Paulo, between 1986 and 1992. Based on the Marxist theory of social consciousness and the social-constructionist theory of curriculum, we verified if the changes in the curriculum of sociology were consequences of economic, political and ideological changes in Brazilian society, which occurred in that period. To achieve this goal, we studied two sets of documents. One of the clusters is formed by the following documents: the Proposal for a syllabus for the sociology course high school, from 1986, and the Curricular proposal for the teaching of sociology high school, from 1992, produced, published and introduced by the Coordination of Pedagogical Standards and Studies of the Department of Education of Sao Paulo State. Another set is composed of academic texts that address the social relations existing in Brazil in 1986 and 1992. Analyzing the two sets of documents, we checked if the definition of the contents of each curriculum was conditioned by the emergence of certain social movements and forms of social consciousness (especially among the working class) in Brazilian society. We verified by this way if the rise of certain political and ideological propositions and social movements had an influence on the production of the proposals and the selection of curriculum content. We also examined if the development of those forms of consciousness and social movements resulted from the economic situation existing in the country in 1986 and 1992. Thus, we look for evidence that the presence of certain content and the absence of other in the analyzed proposals resulted from the social context in which the documents were produced. We noticed by that way if replacing the 1986 proposal for the 1992 proposal was due to a transformation of social relations in Brazil, that is, the emergence of a new social context. The analysis indicated that the transformation of the sociology curriculum, existing in state high school of Sao Paulo, was conditioned by the transformation of social relations that occurred in Brazil in the early 1990s, linked to the end of the Cold War, on the global level / Nesta pesquisa, são analisadas as transformações por que passou o currículo de sociologia, em vigor no ensino médio das escolas estaduais de São Paulo, entre 1986 e 1992. Partindo da teoria marxista da consciência social e da teoria sócioconstrucionista do currículo, verificamos se as transformações do currículo de sociologia foram conseqüências de transformações (econômicas, políticas e ideológicas) da sociedade brasileira, ocorridas naquele período. Para atingir esse objetivo, são estudados dois conjuntos de documentos. Um conjunto está formado pela Proposta de conteúdo programático para a disciplina sociologia 2º grau, de 1986, e a Proposta curricular para o ensino de sociologia 2º grau, de 1992, produzidas, publicadas e instituídas pela Coordenadoria de Estudos e Normas Pedagógicas da Secretaria da Educação do Estado de São Paulo. Outro conjunto está formado por textos acadêmicos que abordam as relações sociais existentes no Brasil em 1986 e 1992. Analisando os dois conjuntos de documentos, averiguamos se a definição dos conteúdos de cada proposta curricular foi condicionada pela emergência de determinados movimentos sociais e formas de consciência social (especialmente entre a classe trabalhadora) na sociedade brasileira. Verificamos assim se a ascensão de determinadas proposições políticas e ideológicas e movimentos sociais exerceu influência sobre a produção das propostas e sobre a seleção de conteúdos curriculares. Examinamos também se o desenvolvimento daquelas formas de consciência e movimentos sociais decorreu da situação econômica existente no país, em 1986 e 1992. Desta maneira, procuramos indícios de que a presença de determinados conteúdos e a ausência de outros nas propostas curriculares analisadas resultaram do contexto social em que foram produzidos os documentos. Averiguamos, assim, se a substituição da proposta de 1986 pela de 1992 decorreu de uma transformação das relações sociais no Brasil, isto é, do surgimento de um novo contexto social. A análise indica que a transformação do currículo de sociologia, vigente no ensino médio estadual de São Paulo, foi favorecida pela transformação das relações sociais ocorrida no Brasil, no início da década de 1990, ligada ao fim da Guerra Fria, no plano mundial

Daar bestaan verskeie stressors in onderwysers se werksomgewing (Steyn & Kamper, 2006; Van den Berg, 2003). Cox (in Travers & Cooper,1996:4) noem egter dat volgehoue en voortdurende verandering, een van die grootste stressors blyk te wees. In die onderhawige studie is laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum ondersoek. Die navorsing het aan die hand van Interaktiewe Kwalitatiewe Analise (IKA) geskied, soos uiteengesit deur Northcutt en McCoy (2004). Die deelnemers was 14 laerskoolonderwysers wat 10-36 jaar ondervinding in die onderwys het. Die groep onderwysers het deel gevorm van ‘n gekose afdeling, op grond van wat hul in gemeen het en hoe naby hulle aan die fenomeen is, wat nagevors is. Die navorser het aan die hand van ’n gevallestudie as navorsingsontwerp en IKA as navorsingsmetode, gepoog om meer inligting rakende die navorsingsvraag in te win. Die Affiniteit Verhoudingstabel (AVD), Sistemiese Invloedsdiagram (SID) en Interverhoudingsdiagram (IRD), is gebruik en het deel gevorm van die ouditspoor. Tydens die navorsingsproses is IKA se sentrale benadering, naamlik dat deelnemers vrylik aan die navorsingsproses kan deelneem, deur die minimalisering van die invloed van die navorser en die ander deelnemers, as effektief en positief deur die navorser ervaar. Die navorser het slegs ‘n fasiliterende rol ingeneem en leiding aan die deelnemers verskaf terwyl hulle self hul data gegenereer, gegroepeer en benoem het. Deelnemers is elkeen die kans gegun om as individue hul persoonlike belewenisse en ervaring anoniem te beskryf en te benoem. Die studie demonstreer die belangrikheid van sewe konsepte, (naamlik: kurrikulum-veranderinge; onderwysers se gesindheid; negatiewe emosies en ervaringe; werkslading; groeiproses vir onderwysers; groeiproses vir kinders; en administrasie-frustrasie) in die navorsing van onderwysers se aanpassing by kurrikulumveranderinge. Die navorsing het gefokus op die invloed wat die kurrikulumveranderinge op die onderwysers en derhalwe ook op die leerders uitoefen. Msibi en Mchunu (2013:23) vestig die aandag op die belangrikheid van professionaliteit by die onderwyser en voer verder aan dat laasgenoemde die sukses van kurrikulumhervorming en ‘n algemene sistemiese verbetering van die onderwysstelsel sal bepaal. Ten spyte van die voortdurende veranderinge in die onderwysstelsel en kurrikulum, tesame met die toenemende werkslading, het die meerderheid onderwysers in die onderhawige studie steeds ’n positiewe gesindheid getoon en ook persoonlike groei beleef. Dié groep onderwysers plaas die leerders se belange en groei steeds eerste en vir hulle is dit die spil waarom alles draai. A variety of different stressors exists in the working environment of teachers (Steyn & Kamper, 2006; Van den Berg, 2003). Cox (in Travers & Cooper,1996:4), however, mentions that change and change-on-change seems to be one of the greatest stressors. In the present study, primary school teachers’ adaptation to the changes in the South African curriculum was studied. The research was conducted by the use of Interactive Qualitative Analysis (IQA) as outlined by Northcutt and McCoy (2004). The participants consisted of 14 primary school teachers whose experience ranged from 10–36 years in the teaching profession. The group of teachers, as participants, formed a constituency based on what they have in common and how close they find themselves to the phenomenon that was being studied. By using a case study as a research design and IQA as the research method, the researcher attempted to gain more insight and information with regards to the research question. The Affinity Relationship Table (ART), Systems Influence Diagram (SID) and Interrelationship Diagram (IRD), were applied during the research and formed a part of the audit trail that is presented in the present study. During the research process, the researcher experienced the IQA’s central approach, namely that participants can freely take part in the research process by minimizing the influence of the researcher and other participants, as positive and effective. The researcher filled a facilitative role only and guided the participants while they generated, grouped and named their own data. Participants were each given the opportunity to express and name their personal experiences and opinions with regards to the phenomenon, anonymously. The present study demonstrated the importance of seven concepts (namely, curriculum changes; teachers’ attitude; negative emotions and experiences; workload; development process for teachers; development process for learners; and administration-frustration) to the study of primary teachers’ adaptation to the curriculum changes. This study focused on the influence that the curriculum changes had on the teachers and subsequently also on the learners. Msibi and Mchunu (2013:23) highlight the importance of the professionalism of the teacher and argue that the level of professionalism will determine how sucessful a curriculum reform and a general systemic improvement of the education system will be implemented. Despite the recurring changes in the education system and curriculum, together with the increasing workload, the majority of teachers in the present study still displayed a positive attitude and experienced personal growth in terms of professional development. The learners’ interest and develpment remain pivotal and are still the main goal of the participants’ practice. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Educational Psychology / MEd / unrestricted