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The role of teacher understanding in aligning assessment with teaching and learning in Setswana home languageSebate, P. M. (Phaladi Moses), 1956- 27 March 2012 (has links)
The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements.
The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements.
The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements.
The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements.
The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data
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analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics / M. Ed. (Didactics)
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Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektiefPatrick, Glenn Henry 11 1900 (has links)
Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding
in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees
en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek.
Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook
ondersoek.
Die opvoedkundiges is onder meer:
• Plato (427-347 vC)
• Marcus Fabius Quintilianus (35-100 nC)
• Aurelius Augustinus (354-430 nC)
• Desiderius Erasmus (1466-1536 nC)
• Johan Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori ( 1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke)
tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en
uitgebou is.
Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n
uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme
van demokratiese wesenskenmerke en aanbevelings met betrekking tot die
kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages
is traced in terms of a historico-educational examination of the ideas and practices of
about ten educationists. The new outcomes-based education and learning approach in
South Africa is also examined.
The educationists are inter alia:
• Plato (427-347 BC)
• Marcus Fabius Quintilian (35-100 AD)
• Aurelius Augustine (354-430 AD)
• Desiderius Erasmus (1466-1536 AD)
• John Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori (1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
It was found that democracy in educational theory and practice was addressed,
established and developed since ancient times (the ancient Greeks) right up to the
present.
Finally, the educational philosophy and practices of these educationists as well as the
outcomes-based educational approach in South Africa are examined in terms of their
essential democratic features and recommendations are made regarding the present
education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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The specific outcomes framework : a tool for learning programme development and implementationPrinsloo, Glynnis Noreen 06 1900 (has links)
Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in
South Africa, educators will no longer be passive recipients
of a curriculum developed within the ivory towers of a
Department of Education. Curriculum development will be the
task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre
of educator expected to manage the demands of Outcomes-Based
Education. The researcher is of the opinion that there are
many dedicated educators willing to accept the historic
nature of the journey which lies ahead of them, and who,
with the adoption of an encouraging, supportive approach to
professional development, will be willing to work with,
adapt, modify and improve the Outcomes-Based curriculum
presented to them. Educators need to assume responsibility for the professional
development of Learning Programmes and the learner support
materials to ensure that learners get to grips with the new
curriculum. This task can be achieved through high-quality
in-service education, training and re-training of educators.
This study describes workshops developed by the researcher
to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth
understanding of the Specific Outcomes without which, the
educators would be at a loss to develop meaningful Learning
Programmes. Examples of Learning Programmes developed by some of the
participating educators over a period of twelve months
indicate the levels of proficiency attained through close
monitoring and assistance offered by the researcher.
Outcomes-Based Education has been successful where all
involved have taken on the challenge to do their best and as
we collectively strive to improve the standard of education
in South Africa, let us, in the words of Jane Hofmeyer
(Article (b),Sunday Times, 25/10/98), "look forward to the
day when every child as an educational birthright, can claim
access to competent, caring and committed teachers and
schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)
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The assessment of learning programmes for the senior phase at environmental education centres in MpumalangaMaila, Mago William 02 1900 (has links)
The researcher thinks that there is a need to assess learning programmes for the Senior Phase
learners at Environmental Education Centres (EEC' s) in Mpumalanga in order to ensure that
resources provided by the Department of Agriculture Conservation and Environment in
Mpumalanga(DACEM) are utilized for what they are intended. Thus the dissertation investigation
is about whether learning programmes for the Senior Phase learners in Mpumalanga are assessed
for their quality, namely, effectiveness and relevancy within the Outcomes-Based Education
(OBE) system.
Each directorate or section of the Mpumalangas' Department of Agriculture Conservation and
Environment is obliged to ensure that appropriate policy guidelines are put in place to assist
Environmental Officers (EO' s) to implement the Core Functions of the Environmental Education
(EE) Directorate. Sometimes EO's need assistance in implementing policy guidelines. In this
investigation EO' s were provided with an opportunity to translate policy into action by
participating in the workshops conducted by the researcher.
The participation of the EO' s meant that they had to learn how to develop learning programmes
that are strongly guided by the EE Directorate's policy guidelines and Core Functions. / Educational Studies / M. Ed. (Environmental Education)
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The attitudes of secondary school learners towards Biology and implications for curricula developmentManganye, Hlengani Thomas 06 1900 (has links)
This study focused on curriculum development in biology education. It was based on the
present biology curricula from grade 10-12. The purpose of the study was to investigate the
attitudes of secondary school learners towards involvement in curriculum development and
specific biology content areas of all three grades. The assumption was that future curriculum
planning and development in science (biology) education should consider learners'
preferences, interests and needs. For the empirical investigation, a sample of 666 grades
10, 11 and 12 learners from three different school types (rural, ex-model C and private
schools) in the Northern Province completed an attitude questionnaire. Statistical analysis
of the results led to the following findings, amongst others.
• With regard to willingness to be involved in curriculum development, the results were
as follows:
(a) Significant differences were found between learners when age and school
type were used as moderator variables.
(b) No significant differences were found when grade and gender were used as
moderator variables.
Regarding the attitudes of learners towards involvement in curriculum development
and specific biology content, some low but significant relationships and a number of
significant differences were found between learners' attitudes towards involvement
in curriculum development and specific biology content for all the grades. In each
instance, age, gender and school type were also taken into consideration.
These findings suggest a complete and significant restructuring of the biology curriculum in
secondary schools. A learner-centred curriculum design that actively involves learners in
decision-making will consider the needs and interests of learners. This is seen as appropriate
in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)
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An investigation of the role of learners and teachers resource materials in determining a school performance and quality education : a case study of Isiphosemvelo Secondary SchoolManqele, Clement Mandlenkosi 11 1900 (has links)
The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)
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Implementation of the curriculum and assessment policy statements : challenges and implications for teaching and learningMoodley, Grace 11 1900 (has links)
South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy;
An increased workload.
This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South AfricaCoe, Karen Lee 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of
teachers in South Africa would place on the process of lesson study as a model for their
own learning and instructional improvement. A qualitative case study approach through
an action research design was the methodology employed for this research.
Participants in this 18-month study experienced three complete cycles and a fourth
partially completed cycle of lesson study. The setting in South Africa offers a unique
perspective to research on lesson study. Lesson study has been the primary method of
professional teacher development in Japan for more than 50 years. It is also realizing
some success in school districts across the USA. The recent educational reforms in South
Africa have something in common with each of these countries. Like Japan, South
Africa has adopted a national curriculum. The common link with the USA is that both
countries have recently experienced educational reform at the national government level.
The findings from this research include a discussion of the elements contained in lesson
study that may be beneficial to incorporate into continuing professional teacher
development programs, an analysis of the sustainability of lesson study, and an
exploration of the connection between the model of lesson study and the design of action
research. / AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep
onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en
onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met
behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing
aangewend is.
Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse
en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks
bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar
die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook
’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse
onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos
Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die
VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak
ondergaan het.
Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in
lesstudie in wat inkorporering in programme vir voortgesette professionele
onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van
lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van
aksienavorsing.
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An investigation into the implementation of outcomes based education in the Western Cape Province.Naicker, Sigamoney Manicka January 2000 (has links)
No description available.
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Die ontstaan en ontwikkeling van demokrasie in die opvoeding : 'n Studie in tydperspektiefPatrick, Glenn Henry 11 1900 (has links)
Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding
in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees
en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek.
Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook
ondersoek.
Die opvoedkundiges is onder meer:
• Plato (427-347 vC)
• Marcus Fabius Quintilianus (35-100 nC)
• Aurelius Augustinus (354-430 nC)
• Desiderius Erasmus (1466-1536 nC)
• Johan Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori ( 1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke)
tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en
uitgebou is.
Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n
uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme
van demokratiese wesenskenmerke en aanbevelings met betrekking tot die
kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages
is traced in terms of a historico-educational examination of the ideas and practices of
about ten educationists. The new outcomes-based education and learning approach in
South Africa is also examined.
The educationists are inter alia:
• Plato (427-347 BC)
• Marcus Fabius Quintilian (35-100 AD)
• Aurelius Augustine (354-430 AD)
• Desiderius Erasmus (1466-1536 AD)
• John Amos Comenius (1592-1670)
• John Locke (1632-1704)
• Jean Jacques Rousseau (1712-1778)
• Maria Montessori (1870-1952)
• John Dewey (1859-1952)
• Paulo Freire (1921-1997)
It was found that democracy in educational theory and practice was addressed,
established and developed since ancient times (the ancient Greeks) right up to the
present.
Finally, the educational philosophy and practices of these educationists as well as the
outcomes-based educational approach in South Africa are examined in terms of their
essential democratic features and recommendations are made regarding the present
education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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