While the struggle for independence in African nations has been complicated by interracial rivalry and tribal wars, Tanzania, with its predominantly African population and substantial minorities of Asians and Europeans, has provided an example of what is possible. Though Tanzania is not a rich country it shows considerable potential for development. The Tanzanians have been receptive to innovations in education, agriculture, and commerce, which have helped improve their standard of living as a nation. Within the primary education curricula attention has been focused on specific changes in teaching methods and techniques, teacher ratings, and curriculum planning. A great deal of research and experimentation has been done in this field, but primarily on the level of higher education which contrasts sharply with the emphasis given to this problem in primary school education. The purpose of this study was to 1) discover and analyze some of the curriculum problems facing primary education in Tanzania, 2) investigate the evolving elements in primary school curricula, K-VII, by comparing the pre-independence educational programs with the present ones, and 3) suggest possible solutions to these problems as derived from current studies and practices in Tanzania. In addition to examining the present evolving curriculum offerings in meeting the needs of today's students, the study also examines administrative and environmental practices related to keeping pace with societal demands.Related literature from 1961 was reviewed to ascertain the basic objectives relative to primary school curricula and Tanzania and to assist the researcher in refining and updating the study. The data were classified in relation to current attitudes toward curriculum offerings and curriculum changes in Tanzanian primary education. Finally, a letter was sent to the Ministry of Education in Tanzania asking for current information on primary education since 1961. The first chapter includes historical background of education, government, people, and economy. Chapter two discusses organization and planning with emphasis on curriculum making and instruction. An evaluation of the trends and problems with emphasis upon the causes of the problems and limitations of the existing primary curricula comprises chapter three. Innovations in the primary school organization are discussed in detail emphasizing ways of bettering primary education. A summary of emerging programs pertinent to Tanzania's educational objectives, significant conclusions, and recommendations for further study are presented in the final chapter. The people of Tanzania have patterned their educational system in a flexible manner after the English system with the objective of developing programs and curricula which will meet the needs of the Tanzanians.Tanzania's educational needs include: 1) technical schools which will provide students with the necessary skills in metalwork, technical drawing, woodworking, and craftsmanship; 2) instruction in typewriting, shorthand, bookkeeping, and other business skills; 3) improved methods in agriculture. The major tasks of education in Tanzania are: to prepare the individual with basic skills which will equip him for special needs in life; to help the citizens realize that it is up to them to remedy the shortcomings of education in Tanzania. Since the most pressing need is to improve methods in agriculture, some crafts, and practical arts, especially among secondary school need. Practical training in agriculture, veterinary science, forestry, and business, and first-hand activities in industrial technology such as pluming, engineering, and teaching would be of great benefit to students in grades four through seven enabling them to more successfully handle life situations. It is hoped that through education of this type the people of Tanzania can relate classroom learning to social and economic problems outside the classroom, thereby improving not only the educational system but also alleviating some of the problems facing Tanzania as a young, developing nation.

The purpose of this study was to evaluate the implementation of the National Curriculum Statement (NCS) in a few selected Grade 1 classrooms of the Limpopo Province. The investigation was carried our in 2007 and was guided by the following three sub-problems: 1. What are the concerns of teachers about the NCS?. 2. Wgat are the teachers' levels of used of the NCS?. 3. What are the adaptations that teachers have made in teaching the NCS?

Until recently educational geographers have concerned themselves largely with questions regarding those parts of the discipline which should be included in school and university curricula (Fitzgerald, 1969; Thomas, 1978). The advent of the quantitative and more recently the behavioural approaches to geography have focused attention on the nature of the discipline and educationalists faced with the change in emphasis from a regional to quantitative approach have incorporated new areas of study into the school curricula, without (in many cases) considering the needs of school children and their stages of conceptual development. The emphasis in geography teaching has in this manner moved away from a factual basis towards the teaching of concepts. Geographic concepts which are important for children to acquire have been defined by academic geographers (Hagget, 1975) but unfortunately little research has been undertaken into the teaching of these concepts. Only recently have geographers begun to show an interest in the way in which concepts are acquired by young pupils. In particular, the works of Blaut and Stea (1973, 1974), Catling (1978, 1978b, 1979), Balchin and Coleman (1973), Naish (1977), Cole and Beynon (1968, 1969), Rushdoony (1971) and Cracknell (1976) have focused attention on the need for geographic educators to understand the way in which pupils develop spatial concepts so that teaching strategies can be correctly planned. Deep seated prejudices regarding what children can understand at primary school are being subjected to careful analysis with sometimes surprising results (Blaut and Stea, 1974). Research into spatial concept formation and the teaching of geography is still in its infancy and more research is needed to enable geography at the primary school level to play a meaningful part in the total development of the child. In this regard the emphasis placed on the teaching of graphicacy needs special attention and mapwork skills need to be improved (Balchin and Cole, 1973). In this thesis an attempt is made to analyse and discuss the major theories of spatial concept development and to apply the ideas of the theorists to the practice of geography teaching in senior primary schools. The research into childrens' spatial concepts in two Natal primary schools, and into ways in which mapwork concepts can be utilised to aid spatial concept development, should help to improve the effectiveness of geography teaching at this level. / Thesis (M.A.)-University of Natal, 1980.

"The purpose of this paper is to show the importance of establishing routines in nursery schools and kindergartens. It will discuss the factors to be considered, procedures to be followed, and examples of establishing routines. This paper will not attempt to discuss in detail the establishing of routines in the home, but will show the relationship of the home and the school"--Introduction. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Typescript. / Includes bibliographical references (leaves 56-59).

by Chi-kin John Lee. / Publication date from spine. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 484-512). / Questionnaires in Chineses. / Abstract --- p.i / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / List of Figures --- p.xv / List of Appendices --- p.xv / Chapter Chapter One： --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.1.1 --- Emergence of environmental consciousness and environmental protection in Hong Kong / Chapter 1.1.2 --- Environmental education in the context of school curricula in Hong Kong / Chapter 1.1.3 --- The context of curriculum change -- primary education in Hong Kong / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Purpose of the Study --- p.11 / Chapter 1.4 --- Research Questions --- p.12 / Chapter 1.5 --- Significance of the Study --- p.13 / Chapter 1.6 --- Delimitations --- p.19 / Chapter 1.7 --- Definitions of Terms --- p.19 / Chapter Chapter Two： --- REVIEW OF THE LITERATURE -- ENVIRONMENTAL EDUCATION / Chapter 2.1 --- The Nature of Curriculum Change -- Environmental Education --- p.32 / Chapter 2.1.1 --- Nature of environmental education / Chapter 2.1.2 --- Curriculum theorising and environmental education / Chapter 2.2 --- The Scale of Curriculum Change --- p.41 / Chapter 2.3 --- Change and Curriculum Development Strategies --- p.43 / Chapter 2.4 --- Status and Perceived Needs of Environmental Education --- p.44 / Chapter 2.5 --- Analysis of Curriculum Materials with reference to Environmental Education --- p.49 / Chapter Chapter Three: --- REVIEW OF THE LITERATURE -- CURRICULUM CHANGE / Chapter 3.1 --- Theories of Curriculum Change： The introduction of an innovation --- p.55 / Chapter 3.1.1 --- General models of change / Chapter 3.1.2 --- Approaches to analysing educational change / Chapter 3.2 --- Teacher Change and Receptivity as an Area of Study --- p.64 / Chapter 3.2.1 --- Technical perspective： Variables affecting teachers' receptivity to change / Chapter 3.2.2 --- Studies related to teachers' receptivity to and adoption of an innovation / Chapter 3.2.3 --- Receptivity and status risk theory / Chapter 3.2.4 --- An interpretive perspective： Teachers' voice in curriculum change / Chapter 3.3 --- Teachers' Stages of Concern as Perceptions of Curriculum Change --- p.91 / Chapter 3.3.1 --- Concerns-based Adoption Model (CBAM) / Chapter 3.3.2 --- Studies related to Stages of Concern / Chapter 3.3.3 --- Stages of Concern and receptivity / Chapter 3.4 --- Research related to Adoption and Implementation of Environmental Education --- p.105 / Chapter 3.4.1 --- Teachers' perceptions of environmental education / Chapter 3.4.2 --- Curriculum implementation of environmental education programmes / Chapter 3.5 --- Research related to Curriculum Change and Implementation in Hong Kong --- p.112 / Chapter 3.6 --- Review of the Literature on Environmental Education and Curriculum Change -- An overview --- p.116 / Chapter Chapter Four： --- RESEARCH DESIGN / Chapter 4.1 --- The Research Questions and Associated Research Methods --- p.121 / Chapter 4.2 --- Methodological Issues --- p.125 / Chapter 4.3 --- Questionnaire Surveys --- p.130 / Chapter 4.3.1 --- Questionnaire design -- Instruments / Chapter 4.3.2 --- Pre-test phase for the second questionnaire survey / Chapter 4.3.3 --- Samples for the questionnaire surveys / Chapter 4.4 --- Case Studies and Case Study Approach --- p.148 / Chapter 4.5 --- Methods of Data Analysis --- p.158 / Chapter 4.6 --- Limitations --- p.170 / Chapter Chapter Five: --- CURRICULUM DESIGN AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS / Chapter 5.1 --- "The Nature of Environmental Education as Stated in the ""Guidelines""" --- p.174 / Chapter 5.2 --- Nature of Curriculum Development for Promoting Environmental Education in Primary Schools --- p.200 / Chapter 5.2.1 --- Responsibilities of curriculum development agencies at the central level / Chapter 5.2.2 --- Effort of the Education Department / Chapter 5.2.3 --- Effort of government departments and non-government environmental organisations in promoting environmental education in schools / Chapter 5.2.4 --- Other support provided to the primary teachers for implementing the curriculum change / Chapter 5.3 --- Conclusion --- p.218 / Chapter Chapter Six： --- THE STATUS OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS IN HONG KONG / Chapter 6.1 --- Official Information about the Status of Environmental Education in Schools in Hong Kong --- p.223 / Chapter 6.2 --- The Status of Environmental Education in Primary Schools --- p.224 / Chapter 6.3 --- Some Practices of Environmental Education in Primary Schools --- p.233 / Chapter Chapter Seven： --- TEACHERS' PERCEPTIONS OF THE ENVIRONMENT AND ENVIRONMENTAL EDUCATION / Chapter 7.1 --- "Concepts of the Term ""Environment' and Environmental Education Objectives and Content Perceived by Primary School Teachers" --- p.264 / Chapter 7.2 --- Environmental Education Needs Perceived by Primary School Teachers --- p.277 / Chapter 7.3 --- Degree of Teachers' Environmental Concern --- p.280 / Chapter Chapter Eight: --- TEACHERS' RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 8.1 --- Teachers' Stages of Concern towards Environmental Education --- p.288 / Chapter Chapter Nine: --- CASE STUDIES OF SCHOOLS ADOPTING ENVIRONMENTAL EDUCATION AND SCHOOLS WITH TEACHERS OF HIGH AND LOW RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 9.1 --- Characteristics of the Case Study Schools and the Environmental Education Curriculum and Activities Adopted --- p.321 / Chapter 9.2 --- The Adoption Process in the Case Study Schools Adopting Environmental Education --- p.344 / Chapter 9.2.1 --- Reasons for initiation and adoption / Chapter 9.2.2 --- The importance of principal support and die-hard supporters in the adoption of environmental education / Chapter 9.2.3 --- Responses of teachers towards the adoption of environmental education / Chapter 9.3 --- Examples of Infusing Environmental Education in Teaching by Individual Teachers --- p.367 / Chapter 9.4 --- Factors Influencing Teachers' and Principals' Receptivity to the Adoption of Environmental Education in Primary Schools --- p.369 / Chapter 9.5 --- Perceptions of Approaches to Environmental Education --- p.397 / Chapter 9.6 --- "Principals' and Teachers' Perceptions of Good ""Guidelines""" --- p.400 / Chapter Chapter Ten： --- DISCUSSION OF FINDINGS FROM SURVEYS AND CASE STUDIES / Chapter 10.1 --- Comparison of Survey and Interview Findings --- p.411 / Chapter 10.2 --- The Relation of the Present Findings with the Literature of Curriculum Change and Environmental Education --- p.422 / Chapter 10.2.1 --- The importance of perceived 'practicality' of the innovation to teachers / Chapter 10.2.2 --- Elements for effective planning of the innovation / Chapter 10.2.3 --- Need for improvement in curriculum development in environmental education / Chapter 10.2.4 --- The linkage between teachers' receptivity and school adoption of environmental education / Chapter 10.2.5 --- The role of the principal and of 'critical mass' in the adoption of environmental education / Chapter 10.2.6 --- "A principal's leadership, contextual characteristics and teachers' receptivity" / Chapter 10.2.7 --- Teachers' perceptions of environmental education / Chapter 10.3 --- Towards a Framework for Studying Teachers' Receptivity to Environmental Education --- p.442 / Chapter Chapter Eleven： --- CONCLUSION / Chapter 11.1 --- Summary of Findings and Implications --- p.459 / Chapter 11.2 --- Relation of the Present Study to Existing Theories --- p.476 / Chapter 11.3 --- Suggestions for Future Research --- p.479 / Chapter 11.4 --- Concluding Remarks --- p.481 / References --- p.484 / Appendices --- p.513

Chan Ho-leung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 113-120). / Abstracts in English and Chinese. / ABSTRACT --- p.i / English version --- p.ii / Chinese version --- p.iii / ACKNOWLEDGEMENTS --- p.iv / LIST OF ACRONYMS --- p.v / LIST OF TABLES AND FIGURES --- p.x / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.1.1 --- Syllabus --- p.2 / Chapter 1.1.2 --- Syllabus and Curriculum --- p.3 / Chapter 1.2 --- Infrastructure of English Language Curriculum in Hong Kong --- p.4 / Chapter 1.3 --- Research Focus --- p.5 / Chapter 1.4 --- Research Questions --- p.5 / Chapter 1.5 --- Significance --- p.6 / Chapter 1.6 --- Thesis Outline --- p.8 / Chapter CHAPTER TWO: --- REVIEW OF LITERATURE --- p.10 / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Historical Development of English Language Education in Hong Kong --- p.11 / Chapter 2.3 --- Oral-Structural Approach in the 1960s and 1970s --- p.14 / Chapter 2.3.1 --- Primary English Syllabus in 1967 --- p.15 / Chapter 2.3.2 --- Primary English Syllabus in 1976 --- p.16 / Chapter 2.3.3 --- Relationships between the Two Syllabuses --- p.17 / Chapter 2.4 --- Communicative Language Teaching from the 1980s to the Early 1990s --- p.19 / Chapter 2.5 --- Target Oriented Curriculum (TOC) Initiatives --- p.22 / Chapter 2.5.1 --- First Phase: TTRA and Genesis of the TOC --- p.23 / Chapter 2.5.2 --- Second Phase: The TOC in Shape --- p.25 / Chapter 2.5.3 --- Third Phase: The TOC beyond 1997 --- p.26 / Chapter 2.6 --- Summary of Chapter Two --- p.29 / Chapter CHAPTER THREE: --- RESEARCH METHODOLOGY --- p.31 / Chapter 3.1 --- Introduction --- p.31 / Chapter 3.2 --- Focus of the Study --- p.33 / Chapter 3.3 --- Nature of the Research --- p.34 / Chapter 3.4 --- Procedures of Data Collection --- p.36 / Chapter 3.4.1 --- Syllabuses --- p.36 / Chapter 3.4.2 --- Interviews --- p.36 / Chapter 3.4.3 --- Triangulation of Data --- p.37 / Chapter 3.5 --- Analytical Framework --- p.38 / Chapter 3.6 --- Methods of Data Analysis --- p.40 / Chapter 3.7 --- Data Reliability --- p.41 / Chapter 3.8 --- Limitation --- p.41 / Chapter 3.9 --- Summary of Chapter Three --- p.41 / Chapter CHAPTER FOUR: --- ORAL-STRUCTURAL APPROACH --- p.43 / Chapter 4.1 --- Introduction...................................................................... --- p.43 / Chapter 4.2 --- Rationale for Introducing the Oral-Structural Approach --- p.43 / Chapter 4.3 --- Theoretical Basis of the Oral-Structural Approach --- p.45 / Chapter 4.3.1 --- Genesis of the Oral-Structural Approach --- p.45 / Chapter 4.3.2 --- Theory of Language --- p.46 / Chapter 4.3.3 --- Theory of Language Learning --- p.47 / Chapter 4.4 --- Oral-Structural Approach Manifested in Hong Kong --- p.47 / Chapter 4.5 --- Analysis of Pedagogical Features --- p.51 / Chapter 4.5.1 --- Goal Setting --- p.51 / Chapter 4.5.2 --- Curriculum Selection --- p.52 / Chapter 4.5.3 --- Curriculum Structuring --- p.53 / Chapter 4.5.4 --- Instructional Planning --- p.54 / Chapter 4.5.5 --- Technical Evaluation --- p.55 / Chapter 4.6 --- Discussion of the Hong Kong Adaptation of the OSA --- p.56 / Chapter 4.7 --- Syllabus and the Oral-Structural Approach --- p.57 / Chapter 4.8 --- Limitations of the OSA --- p.58 / Chapter 4.9 --- Summary of Chapter Four --- p.59 / Chapter CHAPTER FIVE: --- COMMUNICATIVE LANGUAGE TEACHING --- p.61 / Chapter 5.1 --- Introduction --- p.61 / Chapter 5.2 --- Rationale for Introducing CLT in the 1981 Syllabus --- p.61 / Chapter 5.3 --- Theoretical Basis of Communicative Language Teaching --- p.64 / Chapter 5.3.1 --- Genesis of Communicative Language Teaching --- p.64 / Chapter 5.3.2 --- Theory of Language --- p.66 / Chapter 5.3.3 --- Theory of Language Learning --- p.67 / Chapter 5.4 --- Communicative Language Teaching Manifested in the 1981 Syllabus --- p.68 / Chapter 5.5 --- Analysis of Pedagogical Features --- p.71 / Chapter 5.5.1 --- Goal Setting --- p.71 / Chapter 5.5.2 --- Curriculum Selection --- p.73 / Chapter 5.5.3 --- Curriculum Structuring --- p.74 / Chapter 5.5.4 --- Instructional Planning --- p.75 / Chapter 5.5.5 --- Technical Evaluation --- p.77 / Chapter 5.6 --- Discussion of the Hong Kong Adaptation of CLT --- p.78 / Chapter 5.6.1 --- Merits --- p.78 / Chapter 5.6.2 --- Demerits --- p.80 / Chapter 5.7 --- Syllabus and Communicative Language Teaching --- p.81 / Chapter 5 .8 --- Summary of Chapter Five --- p.82 / Chapter CHAPTER SIX: --- TASK-BASED LANGUAGE TEACHING --- p.83 / Chapter 6.1 --- Introduction --- p.83 / Chapter 6.2 --- Rationale for introducing the TOC in the 1997 syllabus --- p.84 / Chapter 6.3 --- Theoretical Basis of TBLT --- p.86 / Chapter 6.3.1 --- Genesis of TBLT --- p.86 / Chapter 6.3.2 --- Theory of Language --- p.87 / Chapter 6.3.3 --- Theory of Language Learning --- p.88 / Chapter 6.4 --- TBLT Manifested in the 1997 syllabus --- p.89 / Chapter 6.5 --- Analysis of Pedagogical Features --- p.90 / Chapter 6.5.1 --- Goal Setting --- p.91 / Chapter 6.5.2 --- Curriculum Selection --- p.93 / Chapter 6.5.3 --- Curriculum Structuring --- p.94 / Chapter 6.5.4 --- Instructional Planning --- p.94 / Chapter 6.5.5 --- Technical Evaluation --- p.97 / Chapter 6.6 --- Syllabus and the TOC --- p.98 / Chapter 6.7 --- Summary of Chapter Six --- p.101 / Chapter CHAPTER SEVEN: --- CONCLUSION --- p.103 / Chapter 7.1 --- Introduction --- p.103 / Chapter 7.2 --- Research Question 1 --- p.104 / Chapter 7.3 --- Research Question 2 --- p.106 / Chapter 7.4 --- Research Question 3 --- p.107 / Chapter 7.5 --- Limitations of the Study --- p.109 / Chapter 7.6 --- Implications and Recommendations --- p.110 / REFERENCES --- p.113 / APPENDICES --- p.121 / Appendix I Newspaper Clipping --- p.121 / Appendix II Semi-Structured Interview Questions --- p.123 / Appendix III Profile of Interviewees --- p.124 / Appendix IV Sample Transcript of Interview A --- p.125 / Appendix V Sample Transcript of Interview B --- p.135 / Appendix VI Sample Transcript of Interview F --- p.144 / Appendix VII Interview Data Recorded in CDs

作者 區潔珍 = Curricular content and modernity : a comparative study ... / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 200-209). / zuo zhe Ou Jiezhen = Curricular content and modernity : a comparative study ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 導言 / Chapter 第一節 --- 教育與現代化 --- p.1 / Chapter 第二節 --- 硏究問題與硏究立足點 --- p.3 / Chapter 第二章 --- 文獻引述 / 引言 --- p.5 / Chapter 第一節 --- 課程界說 --- p.6 / Chapter 第二節 --- 意識型態與課程 --- p.8 / Chapter 第三節 --- 當代社會變遷理論的輪廓 --- p.13 / Chapter 第四節 --- 現代化與現代性 --- p.23 / Chapter 第五節 --- 傳統、傳統性與傳統性社會 --- p.27 / Chapter 第三章 --- 硏究設計 / 引言 --- p.39 / Chapter 第一節 --- 硏究目的 --- p.31 / Chapter 第二節 --- 硏究對象 --- p.33 / Chapter 第三節 --- 硏究工具 --- p.37 / Chapter 第四節 --- 研究方法與步驟 --- p.51 / Chapter 第五節 --- 先導硏究 --- p.56 / Chapter 第六節 --- 硏究限制 --- p.66 / Chapter 第四章 --- 港、台小學課程編制及教科書編纂的特色 / 引言 --- p.61 / Chapter 第一節 --- 課程編制 --- p.62 / Chapter 第二節 --- 教科書的编纂 --- p.74 / Chapter 第五章 --- 硏究結果與討論（一）： 港、台小學課本（國語、社會）的内容分析 / Chapter 第一節 --- 研究焦點與分析角度 --- p.76 / Chapter 第二節 --- 不同地區（港、台）的課本比較 --- p.81 / Chapter 第三節 --- 不同科目（國語、社會）的課本比較 --- p.90 / Chapter 第四節 --- 造成課本間出現差異與否的關鍵科目：台灣社會 --- p.188 / Chapter 第五節 --- 各套課本偏重的現代性與傳统性 --- p.108 / Chapter 第六章 --- 硏究結果與討論（二）： 港、台小學課本（宗教教育/倫理）的内容分析 / 引言 --- p.134 / Chapter 第一節 --- 香港宗教教育科課本内容分析結果 --- p.135 / Chapter 第二節 --- 台灣倫理科課本内容分析結果 --- p.144 / Chapter 第三節 --- 港、台宗教/倫理科課本内容分析結果比較 --- p.156 / Chapter 第七章 --- 總 結 / Chapter 第一節 --- 硏究結果綜述 --- p.157 / Chapter 第二節 --- 反思與建議 --- p.161 / 附 錄 / Chapter 一 226}0ةŒ --- 註釋 --- p.169 / Chapter ´二ةŒ --- 調˘¬問卷：課本採用表格 --- p.171 / Chapter ´三ةŒ --- 各有關課程的教學目標 --- p.172 / Chapter ´四ةŒ --- 硏究策略概要 --- p.179 / Chapter ´五ةŒ --- 研究結果有關附表 --- p.182 / Chapter ´六ةŒ --- 參考書目 --- p.200

I conducted 2 experiments to analyze the effects of a reading curriculum, Corrective Reading, which has a sequence that trains derived relations, on the emission of (a) derived relations defined as combinatorial entailment in Relational Frame Theory and (b) metaphors with first grade students. In Experiment 1, I compared the curriculum, which has the sequence to train derived relations to a well-known reading curriculum, RAZ Kids. RAZ Kids served as the content control. I used an experimental group design with a simultaneous treatment and a crossover feature. I selected 14 participants, who were matched then randomly assigned into 2 groups of 7. Both groups received matched instructional trials either in Corrective Reading or RAZ Kids condition, and each group was post-tested. Upon completion of the Post intervention 1 probes, each group was placed in an alternative condition, where Group 1 received the content control intervention, and Group 2 received instruction from the curriculum that has the sequence to train derived relations. Both groups increased in number of correct responses following the Corrective Reading intervention. Two kinds of analyses were done, small group and individual. In Experiment 2, I replicated Experiment I using a delayed multiple probe design across 2 first-grade dyads without a content control curriculum. I tested the effects of 5 lessons of the curriculum that has the sequence to train derived relations on the same dependent measures with an addition of implicit/explicit reading comprehension probes. The results showed that the curriculum sequence found within Corrective Reading was effective in increasing the number of correct derived relation responses, while also improving reading comprehension responses.

The Minister of Basic Education, Angie Motshekga, has stated that “the Annual National Assessment (ANA) results for 2011 are an indication that the education sector needs to focus even more on its core functions of quality learning and teaching”. ANA is the standardized national assessments for Languages and Mathematics in the intermediate phase (Grades 4-6) and in Literacy and Numeracy for the foundation phase (Grades One to Three). The Grade Six national average in Languages was 28%. Of these grade six learners, only 30% achieved above 35%. The Minister attributed these results to “an under-emphasis on the development of the basic skills for reading and writing”. In the school studied in this dissertation, the average percentage achievement in the ANA for learners from Grade Three to Grade Six was between 18% and 23% for languages. This data revealed that learners lacked basic writing skills. This dissertation explores and describes the experiences of three educators when teaching functional and creative writing. Data was collected through in-depth interviews. The three educators teach English at the school. The school is situated in a low socio-economic area of Cato Manor, near Durban. The findings indicate the need for educators to be specialists in the field of Languages and Mathematics in order to improve experiences of teaching and learning. Secondly, lack of sufficient resources, such as lack of the workbooks introduced by the Department of Education, hinder the teaching and learning process. Sustainability of professional development and teambuilding exercises leads to effective teaching and learning. Dewey (1933) revealed that reflection on experience leads to learning. Whole school reflective practice will improve experiences of the teaching and learning of creative and functional writing. There is a close link between challenges and experiences. The researcher in this study is working from the perspective that all teachers have positive and negative experiences. On the other hand not all teachers face challenges when teaching functional and creative writing. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This study sought to explore teachers' experiences in teaching Mathematics and Science through second language in Standard 4 at rural primary schools in Lesotho. In addressing this purpose, a qualitative case study method of data production was used. The participants were four Standard 4 Mathematics and Science teachers from three selected schools. Qualitative data were collected through individual semi-structured interviews and lesson observations in the classroom. These were analyzed using a qualitative thematic approach. The study is informed by Vygotsky‟s social constructivist theory and Shulman‟s pedagogical content knowledge theory. The findings revealed that teachers experienced several challenges in teaching Mathematics and Science through second language in a transitional class. The greatest challenge that the participants experienced was the language that is used for instruction in Standard 4. According to the Educational Policy of the Government of Lesotho, English has been approved as the medium of instruction (MOI) from Standard 4 upwards. In Standards 1-3 pupils are taught in their mother tongue (Sesotho); thereafter the MOI changes to English. The participants reported that the shift from Sesotho to English posed a serious problem in the teaching and learning of Mathematics and Science in Standard 4. They further claimed that most pupils in Standard 4 do not proceed to the next class, since these two subjects are core subjects and the MOI makes passing them problematic. Teachers regularly employed code-switching as a strategy to make meaning for their pupils in their classrooms. It is recommended that the Government of Lesotho should consider changing the medium of instruction to English from Standard 1. It is also recommended that the inspectorate service should be decentralised and that one teacher at primary level should not teach all the subjects but teach according to specialisation. There should also be more regular in-service training of Mathematics and Science teachers. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.