M.Ed. (Curriculum Science) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Please refer to full text to view abstract.

M.A. / This study concerns the evaluation of the Further Diploma in Environmental Education at the Rand Afrikaans University’s Center for Distance Education, by exploring former students’ experiences and critical viewpoints pertaining the course. The investigation took place in Gauteng Province and Northern Province, and involved students who had graduated from the course. My intention in carrying out this inquiry was to evaluate the effectiveness of the Further Diploma in Environmental Education in training teachers and people in the Environmental Education field, so that they could continue with the environmental instruction. The course was introduced at the center in 1995, and is offered as distance learning. Ever since the course was introduced, no research had been done to evaluate its effectiveness. Therefore, there was a need to conduct an inquiry, hopefully identifying the strengths and weaknesses of the course, while suggesting various forms of improvement. The two traditional methods of research, quantitative and qualitative methods, including questionnaires, interviews and observations, were used to collect data, followed by data analysis representing the results from all the instruments utilised. The research findings showed that the Further Diploma in Environmental Education can be rated as effective in training teachers and people in the Environmental Education field to carry on environmental instruction. The course content was found to be relevant, and it incorporated important Environmental Education teaching methods, including teaching ‘about’, ‘in’ and ‘for’ the environment. It was also found that other parts of the course are not clearly presented and need restructuring to include more recent environmental issues. / Prof. H.G. Van Rooyen

M.Ed. (Education) / Please refer to full text to view abstract

M.Cur. / In line with the requirements of the National Plan for Higher education, The Skills Development Act (Act 97 of 1998), The eight Batho Pele Principles 1997, The South African Qualifications Authority Act (Act 58 of 1995), The National Qualifications Framework, Outcomes Based Education and The South African Nursing Council, it is clear that there is a need for critical thinking in clinical nursing education in general and in professional nurses as preceptors in particular. The researcher has observed that the preceptors of a clinic in Region 7 Gauteng Province, use the traditional method of teaching (lecture method) during accompaniment of learners allocated to the clinic for their practica which hinders the facilitation of critical thinking. There is a need for preceptors to re-visit their teaching strategies and methods in order to facilitate critical thinking in clinical nursing education. Central to facilitation of critical thinking is the learner, and preceptors should create a climate where interactive facilitation takes place through dialogue and discourse. The aim of the study is to develop a programme to facilitate critical thinking of preceptors in clinical nursing education. For this aim to be realised the following objectives were met: To conceptualise in order to develop a programme to facilitate critical thinking of preceptors in clinical nursing education To implement and evaluate a programme to facilitate critical thinking of preceptors in clinical nursing education. A qualitative, exploratory, descriptive research design that is contextual in nature was followed according to two phases. In phase one of the study, conceptualisation of the main concepts namely critical thinking, interactive facilitation, clinical nursing education, preceptor, nursing process and the programme was done to ensure theoretical validity (Gift, 1997: 76).ii Organisation of South Africa (DENOSA, 1998: 3-6). Evaluation, limitations and conclusion of the study was described. Recommendations were discussed as they apply to nursing education, nursing research.

"The purpose of this study is to determine student likes and dislikes, as well as their suggestions for improving the school program of Chipley high school"--Introduction. / "August, 1959." / Typescript. / Advisor: J. Frank Dame, Professor Directing Paper. / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaf 38).

Bibliography: pages 319-332. / This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".

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The purpose of the study was to evaluate Pakistan's national history curriculum in the post 18th constitutional amendment scenario. The amendment bequeathed the responsibility of education, including curriculum development, to the provinces. This study sought input from educators on ways the national curriculum currently addresses local needs and requirements as well as considerations for any potential changes or improvements. Traditionally, history curriculum has been used mainly for social identity formation and ideological indoctrination; current scholarship on history education has now also included national identity formation. Additionally, scholarship has begun to analyze possible purposes behind social identity formation, whether used negatively or positively. This study, which took place in Balochistan, Pakistan, used a qualitative case study approach. A provincial level conference was convened as a context and data source that involved 28 educators including teachers, teacher educators, curriculum ex