The purpose of this study was to examine the program of action of activities under the conditions of transition and content complexity. The path of the program of action was explored through a number of classroom activities in the areas of writing, literature, vocabulary, and grammar. In particular the configuration and the management of the program of action were examined to determine what was done by classroom inhabitants to guide and protect the program of action of activities. The setting of the study was a freshman honors English class in a southwest urban high school. The teacher was identified as an able manager, a factor that was expected to limit the competing vectors that might be triggered by discipline problems. Observations of the class were done over ten weeks or a quarter of the school year. The third period class was observed daily, and a total of forty activities were gathered and analyzed. Data analysis was done over a period of seven months. A quantitative summary of the activities showing activity types and time devoted to each activity type was compiled. The activity summaries were scanned to note emerging patterns. Programs of action of each activity type were mapped to illustrate the configuration and maintenance of the program of action and the emergence and handling of competing vectors. The final phase of the analysis was the comparison of programs of action across two levels of content complexity. Findings showed that the life of the program of action in classrooms varied according to activity type. The teacher emerged as the controller of action as illustrated by his choice of content presentation modes and activities. The comparison of programs of action of activities across content complexity showed that students participated more in the maintenance and sustenance of the program of action in activities in which the content was less complex than they did in activities with more complex content. Furthermore, when the content was more complex, the teacher's control of the maintenance of the program of action was more apparent. The length of transition was found to impact negatively the subsequent program of action. On the other hand, lengthy opening activities emerged as contributors to the maintenance of programs of action.

No description available.

The study focuses on school libraries as an integral part of the curriculum. This is an area of inquiry, which has potential to make the South African curriculum accessible among teachers and learners through collaboration with the teacher-librarian. The critical questions that guide the study are based on the role of the school library as an integral part of the curriculum and the systems, procedures and strategies that enhance the utilisation of the school library for curriculum purposes. An interpretive methodology with a case study design format is applied to investigate the questions in the context at one public high school on the outskirts of Durban. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

There is no abstract available for this dissertation.

Digitized by Kansas Correctional Industries

There is no abstract available for this dissertation.

South African education has been heavily influenced by British rule since 1806 and “the legacy of apartheid continues to be felt in the education system of South Africa” (Herbst, 2005:4). This legacy stems largely from the introduction of English as a language of transmission to the legislation and regulations, such as the Bantu Education Act (1953), the Correspondence College Act (1965) and the Technical College Act (1981, amended in 1989 regulating technical colleges) (DoE, 2003:1-2; Herbst, 2005:4). The African National Congress (ANC), which became the new government in 1994, felt that the syllabus prior to 1994 was overly prescriptive and fragmented. The system had already been declared, in a review in 1980, as inferior, biased towards Western European ideals, and that the content and the examinations “did not provide an appropriate school leaving certificate for the majority of learners” (Department of Education (c), 2003:1-2). The current government felt the need for the system to be phased out and for the phasing in of a system of outcomes-based education which was to be put into operation from 1997 and finalized in 2008 (Department of Education (c), 2003:1; Hauptfleisch, 1993:1; Herbst, 2005:4). The National Curriculum Statement Grades 10-12 was aimed at replacing Report 550, A Résumé of Instructional Programmes in Schools (hereafter referred to as Report 550), as the document that stipulated policy on curriculum and qualifications in Grades 10-12 (Department of Education (c), 2003:viii). The 1997 National Curriculum statement was revised in 2002 and was thereafter referred to as the Revised National Curriculum Statement (RNCS) (Herbst, 2005:4). By the early 2000‟s the need for a revision of the South African education system had gained momentum. The criticism was fuelled by children‟s inability to read, write and count, their lack of general knowledge, and the shift away from explicit teaching and learning to facilitation and group work. Furthermore, teachers did not know what to teach (Dada et al., 2009:13). In July 2009 the then Minister of Basic Education appointed a panel of experts to investigate the nature of the challenges and problems experienced in the implementation of the National Curriculum Statement and to develop a set of recommendations designed to improve the implementation thereof (Dada et al., 2009:5). The panel of 2009, amongst other things, designed a document called Curriculum Assessment Policy Statement (CAPS). CAPS aims to improve, inter alia, the implementation of Music as a subject in the National Curriculum Statement. CAPS is the single comprehensive Curriculum and Assessment Policy document developed to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R – 12, the amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2011), the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades 10 - 12 (2004). Within the changing context of South African education the purpose of the current research is to explore the perceptions of NMMU second year fulltime students on music education at selected senior secondary schools in South Africa. It is proposed that respondents of this study are university music students who were admitted in 2011 for all qualifications in the music department of the Nelson Mandela Metropolitan University.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Mak, Kwan Wing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 238-249). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.