Many changes especially in the education system were introduced when the ANC-led government came into power in 1994. Curriculum change emerged as key focus in restructuring the educational system and strong emphasis was placed on its implementation. People in leadership in schools were expected to play a pivotal role to ensuring its effective implementation. Curriculum changes are intended to improve the quality of education for the benefit of learners and teachers. However, the curriculum changes that have happened over the years in South African education system do not seem to achieve its intended goals. As a result, it might be argued that some of the changes are contributing to the challenges faced by the school management teams (SMTs), teachers and learners in schools. Poor capacitation of teachers in successfully implementing the curriculum and availability of necessary resources needed are some of the contributing factors that impact on proper effective implementation of curriculum changes. Therefore, this qualitative study investigated the experiences and challenges faced by the school stakeholders in particular, SMTs and educators towards implementation of curriculum change in selected high schools in Mount Fletcher District in the Eastern Cape Province. Data were generated by means of open-ended interview questions and documents review to provide a rich description and explanation of what challenges school stakeholders (SMT and teachers) face in managing the curriculum implementation in their particular contexts. It became apparent from the findings that there are major curriculum challenges facing SMTs and teachers in managing the curriculum implementation in their schools. These included lack of resources, inadequate training and heavy workloads. However, measures were suggested to limit the challenges towards curriculum implementation in order for the SMTs and teachers to manage and implement the curriculum effectively. The study concludes by pointing out that although SMTs and teachers try to perform their roles and responsibilities to ensure effective implementation of curriculum in their contexts, they still require training and on-going support to execute certain aspects of their duties. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of this research is of limited scope; it intended to examine how secondary school teachers experience the implementation of the competency-based curriculum in Tanzania. The study employed a descriptive case study design where eight participants provided in-depth data through face-to-face interviews, non-participant observation and document analysis. The in-depth data was gathered in natural school settings, an aspect which enhanced the study’s validity. After transcribing the interviews, an open coding process was undertaken and a theme comparison approach applied. The findings indicated that the participants had a limited understanding of the curriculum: they were happy in their teaching profession regardless of competence-based curriculum challenges; they were experiencing multiple challenges, the key ones being lack of participation in curriculum design and implementation; lack of quality text books and lastly, they were not motivated to implement the competency- based curriculum. The study concludes by providing relevant recommendations to various stakeholders including the teachers themselves, the Tanzania Institute of Education (TIE), the Ministry of Regional Administration and Local Government (MORALG). / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of this study was to investigate the status of computer science teacher certification in the United States. Methods used included a survey of chief teacher certification officers in all fifty states to determine the status of each state concerning the certification of high school computer science teachers and a survey of forty selected leaders in the field of computer science education to determine the current and future status of computer science education and to identify the courses most appropriate for computer science teacher training programs. Status reports on all fifty states were presented. Summaries for the states that offer certification in computer science as a field by itself and as a part of another subject field were provided. Five state-approved computer science certification programs were reviewed.

The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))

潘宇軒. / "2008年9月". / "2008 nian 9 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 207-213) and index. / Abstracts in Chinese and English. / Pan Yuxuan. / Chapter 第一章： --- 緒論：硏究背景 / Chapter 1 --- 個人背景 --- p.1 / Chapter 2 --- 本港通識教育的發展背景 --- p.3 / Chapter 2.1 --- 擴闊、補充、對照中六專科課程的「高補通識」 --- p.3 / Chapter 2.2 --- 作爲新高中核心課程的「新高中通識」及相關爭議 --- p.6 / Chapter 2.3 --- 「初中通識」的備戰角色 --- p.7 / Chapter 2.31 --- 教育部門對初中綜合人文科的支援(2001-2006) --- p.8 / Chapter 2.32 --- 教育局近期對初中通識的取態(2006-2008) --- p.9 / 小結 --- p.11 / Chapter 第二章： --- 理論框架 / Chapter 1. --- 弗萊雷的批判教育學 --- p.13 / Chapter 2. --- 女性主義教育學的關注 --- p.15 / Chapter 2.1 --- 個體差異與性別氣質的建構 --- p.15 / Chapter 2.2 --- 符合倫理的對話 --- p.17 / Chapter 2.3 --- 批判/女性主義教育學 --- p.17 / Chapter 3. --- 課程改革中的建構主義教學觀與通識教育 --- p.18 / Chapter 第三章： --- 硏究設計及田野的情境脈絡 / Chapter 1. --- 本港有關通識教育課程實施的硏究 --- p.22 / Chapter 2. --- 硏究問題 --- p.23 / Chapter 3. --- 硏究方法及硏究實踐 --- p.23 / Chapter 3.1 --- 硏究者的「參與」位置 --- p.26 / Chapter 4. --- 思賢中學是怎樣的第三組別學校？ --- p.31 / Chapter 4.1 --- 社區特色 --- p.31 / Chapter 4.2 --- 思賢中學的特色 --- p.32 / Chapter 4.21 --- 學校氣氛與教育空間 --- p.33 / Chapter 5. --- 思賢中學的初中通識課程 --- p.37 / Chapter 第四章： --- 從教師角度看通識的教與學 / Chapter 1. --- 郭老師的教育理念及教學觀 --- p.39 / Chapter 1.1 --- 人本主義教育理念 --- p.39 / Chapter 1.2 --- 在舊校通識科教學中的成長 --- p.42 / Chapter 1.3 --- 從第一組別學校到第三組別學校 --- p.44 / Chapter 2. --- 中一義班通識課堂的基本面貌 --- p.46 / Chapter 2.1 --- 課堂基本設置及時間分配 --- p.46 / Chapter 2.2 --- 學生的互動情形 --- p.48 / Chapter 2.3 --- 學生對學習內容的理解 --- p.50 / Chapter 2.4 --- 教與學的設施及用品 --- p.51 / Chapter 2.5 --- 學生展示的關注 --- p.51 / Chapter 2.6 --- 郭老師在教學上的應對 --- p.52 / Chapter 2.7 --- Yal Sir的工作/角色 --- p.54 / Chapter 3. --- 「師之過？」一郭老師在通識教學的困難及矛盾 --- p.56 / Chapter 3.1 --- 課堂的互動 --- p.57 / Chapter 3.2 --- 支援學習的資源 --- p.62 / Chapter 3.21 --- 教室的硬件資源 --- p.62 / Chapter 3.22 --- 學生的語言特色與物質資源 --- p.63 / Chapter 3.23 --- 學生的「文化資本」 --- p.66 / Chapter 3.3 --- 從「免費報紙」看通識學習資源的意義 --- p.73 / 小結 --- p.74 / Chapter 第五章： --- 從學生角度看學習與通識 / Chapter 1. --- 「覺得唔啱聽囉！」´ؤ´ؤ「悶」與學習的意義 --- p.76 / Chapter 2. --- 「咁多功課，好煩呀！」´ؤ´ؤ由課業任務的「難」到「煩」 --- p.78 / Chapter 2.1 --- 「攞唔到，麻煩囉！」一學習資源，不只是學習問題 --- p.84 / Chapter 3. --- 「真係煩呀，畀你喇！」´ؤ´ؤ「煩」與陽剛氣質建構的學習空間 --- p.89 / Chapter 3.1 --- 「成日煩住你！」一女生在學習互動上的煩惱 --- p.90 / Chapter 3.2 --- 「你揀到咩？派¯ا入嚟咋嘛！」一第三組別基層男生的陽剛氣質 --- p.92 / Chapter 3.3 --- 「唔粗魯¯إø，佢唔會走。」一女生回應陽剛氣質的兩難 --- p.98 / Chapter 3.4 --- 「我走嚟走去，做皇帝！」´ؤ´ؤ當中產陽剛氣質遇上基層陽剛氣質 --- p.109 / Chapter 3.5 --- 「神經質架佢...佢自己又飛機場喎!」´ؤ´ؤ對抗教師權威的性別權力 --- p.111 / Chapter 3.6 --- 「好想鬧佢」一非主流男生的學習處境 --- p.113 / Chapter 3.7 --- 「你講¯ا好多次嘞，煩到死！」´ؤ´ؤ「如魚得不到水」的基層陽剛男生 --- p.120 / Chapter 4. --- 爭霸陽剛氣質在中一義班發展的趨向 --- p.122 / Chapter 5. --- 「播近嘢，唔會嘈嘅。」´ؤ´ؤ喘息/逃離的空間 --- p.126 / 小結 --- p.127 / Chapter 第六章： --- 從批判/女性主義教育學看通識教育的可能與限制 / Chapter 1. --- 批判思考、生活經驗與課程組織 --- p.130 / Chapter 2. --- 以批判思考提升學生對生活經驗的認知 --- p.136 / Chapter 3. --- 中一義班需要怎樣的通識課程？ --- p.143 / Chapter 3.1 --- 在通識課程中融入脈絡化的性別教育 --- p.145 / Chapter 3.2 --- 脈絡化的「故事」：課程的重要素材 --- p.149 / Chapter 3.3 --- 專題硏習與行動硏究 --- p.156 / Chapter 4. --- 批判/女性主義教育學與課堂中的權力 --- p.159 / Chapter 4.1 --- 溫習課的例子 --- p.159 / Chapter 4.2 --- 從權力角度理解學生的沉默 --- p.162 / Chapter 4.3 --- 教師的批判角色與關懷角色 --- p.165 / Chapter 4.4 --- 對沉默的學生的支持 --- p.171 / Chapter 5. --- 在通識教育科中實踐批判/女性主義教育學的結構障礙 --- p.172 / Chapter 5.1 --- 公開試的回洗效應 --- p.172 / Chapter 5.2 --- 班級人數與知識建構 --- p.177 / 小結 --- p.180 / Chapter 第七章： --- 結語 / Chapter 1. --- 怎樣的建構主義教學觀？ --- p.185 / Chapter 2. --- 批判/女性主義教育學對建構主義教學觀的回應 --- p.189 / Chapter 3. --- 通識教育科在建構知識的課程中的定位 --- p.193 / Chapter 4. --- 在教育改革中建構通識教師身份 --- p.199 / 參考文獻 --- p.207-213 / 圖表索引 --- p.214 / 附錄 / 附錄一：中一義班上學期分組/小組協作課堂及不分組課堂的分佈 --- p.215 / 附錄二 ：中一義班部分同學對金錢的看法 --- p.216 / 附錄三：中一義班部分女生的自我建構 --- p.217-220 / 附錄四：課堂回應表 --- p.221 / 附錄五：學生學習生活問卷調查 --- p.222 / 附錄六：合作教師個人訪談大綱 --- p.223 / 附錄七：學生焦點小組訪談大綱 --- p.224 / 附錄八：一般課堂觀察 --- p.225 / 附錄九：硏究資料的搜集及倫理考量(致校方文件） --- p.226 / 附錄十：「理想我」（ideal self)工作紙 --- p.227 / 附錄十一:「需要」（needs)與「慾望」（wants)課堂設計 --- p.228-229 / 附錄十二： 新高中學制宣傳片(家長篇） --- p.230

Chan, Kin-sang, Jacqueline. / "August 2003." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 278-291). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

(D. Ed. (Didactics))

This study is a two part research project that describes and evaluates the efforts of the researcher to bring change in Cyprus' educational system, in the field of simple electric circuits. The objective of the first part was the assessment and evaluation of Cypriot STVE students' perceptions about simple electric circuits. The objective of the second part was to measure the effectiveness that conceptual change model-based instructional activities designed by the researcher had on changing students' misconceptions about simple electric circuits towards scientifically accepted ideas. Transformative mixed methods research design was used consisting mainly from an one-group pre-test post-test design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2 as a research instrument, while interviews and field notes were used for triangulation. The findings showed that there was a significant improvement in students' understanding of simple electric circuit concepts that were taught using conceptual change model-based instructional activities. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform to pedagogical practices recommended for imparting practical business skills relevant to the world of work. It also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to proffer a teaching model that would help to maximize learner acquisition of business skills and competencies. Literature related to the pedagogy of business education subjects was reviewed to give a general conceptual and methodological foundation for the investigation. An overview of the methodological approaches and the qualitative research design selected for application to the study were provided including the data-gathering procedures and the conceptual framework that supported and informed the research. The major findings of the study were that Business Studies teachers subscribe mainly to the transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested syllabus and problems associated with striking a balance between the theoretical and practical aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with the little time allocated to teach it on schools timetables, it is impractical to expect them to complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the mini enterprise whereby students are involved in setting and running a concrete enterprise is prevalent. The study concluded by suggesting a pedagogical model, based on the findings, to improve Business Studies curriculum delivery. It was also recommended that support structures aimed at monitoring and ensuring that the delivery of business education is done according to the stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The integration of knowledge and skills across subjects and terrains of practice is crucial for achieving applied competence as defined in the National Qualifications Framework (NQF) (Department of Education 2003:3).). Physical science underperformance has plagued out Further Education Training (FET) schools sector for some time and therefore this study which is directed at the possible causes of poor performance and to device strategies that could assist physical science teachers to teach more effectively addresses a crucial gap in the performance of the country’s education provision. Emanating from the above, this study focused on the impact of National Curriculum Statement principle in the teaching of physical science in Grades 10 to 12 around Sekhukhune district. The study looked at integration as a principle endorsed in the National Curriculum Statement and how this is implemented by teachers in the teaching of physical science in grades 10-12.A literature study on the impact of National Curriculum Statement principle in the teaching of physical science was undertaken. A qualitative approach was used to obtain data from Grades 10-12 teacher in FET around Sekhukhune district. Data were collected in the form of participant observation, semi-structured and focus group interviews. The results indicate that teaches had no clear idea of integrating the relevant concepts in the subjects they were teaching (physical science). It was also found that teachers did not receive adequate in-service training specifically targeting the principle of integration. The study recommends the professional development of physical science teachers. The study indicated that the continuum model of integration is suitable for the implementation of concepts integration. It is believed that if the continuum model of integration could be used and followed by teacher as a guiding principle in the integration process, the challenges experienced by teachers in this regard will be minimized. / Science and Technology Education / M. Ed. (Natural Science Education)