Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.

Bibliography: pages 91-96. / The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.

王建军. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 227-247). / 中英文摘要. / 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. / Wang Jianjun. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-247).

近年，西方社會對學生聲音的研究如雨後春筍。學者們努力研究如何在課程研究範疇中發掘這些長期被忽略，但又極具價值的部份──學生的聲音。本研究就是嘗試以中學課程中較少權力牽引的部份──課外活動作為切入點，探索學生以自己的聲音建構自己的課程，他們在態度上──對人(包括自己、老師和同學)、對活動及對學校的變化。 / 研究者在自身任教的中學，透過學生聲音得知學生最有興趣的課外活動是玩遊戲機，於是研究者向校方申請成立「電玩學會」，並召集了13位同學成立幹事會。本研究就是記錄了幹事會中8位活躍分子在這大半學年間，由他們的聲音組織多次的活動，然後由研究者透過半結構性訪談，利用內隱式的態度量度方法探討這些同學在各個向度的態度變化。此外，本研究也提出以學生聲音建構活動時所需要注意的重點。 / 研究發現以學生聲音建構的電玩學會活動，會令籌辦活動學生的投入程度增加，部份學生更在活動中進入了「暢態」。此外，籌辦活動亦令部份學生對自己的態度產生了變化，尤其對自己的能力感有所增加。不過，如果在他們自己建構的活動過程中受到挫折，卻會令學生產生更負面的影響，甚至會萌生放棄的念頭，而這正是作為導師需要介入並協助他們的時候。另一方面，當幹事會中每一位學生都有著自己的聲音，他們彼此互動造成的衝擊，會令學生對其他同學的態度產生兩極化的影響，可能變得更喜歡，也可能變得更不喜歡，這一點甚少在其他研究提及。研究亦發現學生在經歷自己籌辦的活動後，對導師及學校的態度也會有所改善，不過這些改變的幅度卻是因人而異。最後，本研究亦分析了以學生聲音建構活動時所需要注意的三個重要元素：老師、學生及課程。三者互相緊扣，而且缺一不可。如果老師自身不相信學生聲音的力量，不肯把既有的權力下放；又或是學生能力上或是心態還未準備在課程上分享/分擔設計者的角色；還是老師及學生所共同建構的課程背後有另外一些外力牽引，例如公開考試、學校期望等。這些都是令學生聲音窒息的主要原因。 / 教育是一項育人的工程。當我們經常投訴學生完成中學後就算有很好的學業成績，卻沒有創造力、怯於表達自己意見、只愛自己卻不理別人感受，我們可以試回想他們在學校多年經歷中又有沒有機會發出過自己的聲音，並且被聆聽及受尊重？所以本研究建議在規劃嚴謹的學校課程中引入學生聲音，讓老師和學生在彼此互相尊重下一起成長。不過在推行具學生聲音建構的課程時，我們還需注意以上提及的三個重要元素：老師、學生及課程，否則只會變成空有軀殼沒有神髓的行動。 / In recent years, the research on student voice has aroused many concerns in the western society. The researchers tried to dig the neglected yet valuable student voice in the curriculum inquiry aspect. This paper attempts to use extra-curricular activities as an intervention point, using student voice to construct their curriculum, and see if it would bring about changes in students’ attitude towards self, teachers, classmates, activities and school. / Through collecting student voices in school, the researcher reveals that the most popular extra-curricular activity is “Electronic games. Therefore, the researcher proposed to establish the “Electronic Games Club and recruited 13 students to form a committee. This paper has recorded how to use the student voices of the 8 active members in the committee, in organizing several functions. With semi-constructed interview, the changes in attitudes of the 8 members in different dimensions are measured through “Implicit Attitude Measurement. Besides, the key elements of using student voice in constructing activities are discussed. / This paper reveals that when students are using their voices to construct the activities, they will have a higher engagement in the activities. Some of the students even experienced “flow and some recalled an increase in self-efficacy. However, negative influence can also be resulted if the students experienced frustration in the process, and they may have thoughts of giving up. This is the point when teacher needs to intervene and provide assistance. What rarely mentioned in other researches is the bipolar influence on the attitude of the student towards teammates ─ either positive or negative when every student’s voice conflicts with each other. Different extent of positive attitude changes of students towards teachers and school are also recorded. Finally, the three indispensable key elements, namely, teacher, student, and curriculum, of constructing activities with the students’ voice are discussed. Students’ voice can be greatly undermined if teacher does not trust the power of student voice, or the students are not ready to share the role of designing the curriculum, or both the teacher and students are pulled by demands of public exams or expectation of school etc. / We are educating “people. We see students lacking creativity, too shy to express their opinions and too self-centered despite high education attainment. Let us recall if there was a chance for our students to express their voices in school? Were their voices being heard and respected? This paper proposed to introduce student voice within the tight school curriculum and promote the mutual respect and growth between teachers and students. Nevertheless, to implement the essence of student voice in the curriculum, we should always pay attention in the three key elements ─ teacher, student and curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 龔萬聲. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 244-257). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Gong Wansheng. / Chapter 1. --- 概覽 / 背景脈絡 --- p.1 / 研究目的 --- p.3 / 研究問題 --- p.4 / 研究方法 --- p.4 / 研究結果 --- p.5 / 研究意義 --- p.5 / Chapter 2. --- 文獻綜論 / Chapter 2.1 --- 學生聲音 --- p.7 / Chapter 2.1.1 --- 甚麽是學生聲音 --- p.7 / Chapter 2.1.2 --- 世界各地有關學生聲音的經驗 --- p.9 / Chapter 2.1.3 --- 發展學生聲音的關鍵議題 --- p.14 / Chapter 2.2 --- 態度及態度的量度 --- p.19 / Chapter 2.2.1 --- 甚麽是態度 --- p.19 / Chapter 2.2.2 --- 態度的量度範式的爭議 --- p.20 / Chapter 2.3 --- 學生聲音改變其態度─研究框架的建構 --- p.31 / Chapter 2.3.1 --- 學生對人在態度上的轉變 --- p.31 / Chapter 2.3.2 --- 學生對活動在態度上的轉變 --- p.34 / Chapter 2.3.3 --- 學生對學校在態度上的轉變 --- p.36 / Chapter 3. --- 研究設計 / Chapter 3.1 --- 研究問題 --- p.37 / Chapter 3.2 --- 研究方法 --- p.37 / Chapter 3.3 --- 研究框架 --- p.39 / Chapter 3.4 --- 數據收集及分析 --- p.40 / Chapter 3.4.1 --- 收集數據的方法 --- p.40 / Chapter 3.4.2 --- 訪談的結構 --- p.40 / Chapter 3.4.3 --- 訪談的策略 --- p.42 / Chapter 3.4.4 --- 分析數據 --- p.43 / Chapter 4. --- 開展的過程 / Chapter 4.1 --- 研究田野的基本資料 --- p.44 / Chapter 4.2 --- 參與研究者的基本資料 --- p.45 / Chapter 4.3 --- 研究者角色反省 --- p.47 / Chapter 4.4 --- 研究進程 --- p.49 / Chapter 5. --- 研究結果 / Chapter 5.1 --- 成立電玩學會之前 --- p.52 / Chapter 5.1.1 --- 從「學生興趣問卷調查」到成立電玩學會 --- p.52 / Chapter 5.1.2 --- 學會與幹事之間的「媒人」 --- p.54 / Chapter 5.2 --- 成立幹事會 --- p.57 / Chapter 5.2.1 --- 成立幹事會 --- p.57 / Chapter 5.2.2 --- 幹事會會議後二三事 --- p.59 / Chapter 5.2.3 --- 研究對象的形成 --- p.62 / Chapter 5.2.4 --- 校內學生的聲音 --- p.64 / Chapter 5.2.5 --- 學生產生的變化 --- p.72 / Chapter 5.3 --- 為電玩學會購買遊戲機 --- p.76 / Chapter 5.3.1 --- 由學會報名到幹事們自己開會及買遊戲機 --- p.76 / Chapter 5.3.2 --- 學生產生的變化 --- p.83 / Chapter 5.4 --- 學生籌辦的電玩週 --- p.85 / Chapter 5.4.1 --- 電玩週的籌備會議 --- p.85 / Chapter 5.4.2 --- 電玩週的第一天 --- p.87 / Chapter 5.4.3 --- 學生產生的變化 --- p.88 / Chapter 5.4.4 --- 電玩週的第二天 --- p.98 / Chapter 5.4.5 --- 學生產生的變化 --- p.99 / Chapter 5.4.6 --- 電玩週的第三天 --- p.105 / Chapter 5.4.7 --- 學生產生的變化 --- p.106 / Chapter 5.4.8 --- 電玩週的第四天 --- p.113 / Chapter 5.4.9 --- 學生產生的變化 --- p.114 / Chapter 5.4.10 --- 電玩週的第五天 --- p.120 / Chapter 5.5 --- 由為主席「補課」到下學期活動的籌備會議 --- p.123 / Chapter 5.5.1 --- 為主席「補課」 --- p.123 / Chapter 5.5.2 --- 下學期活動的籌備會議 --- p.124 / Chapter 5.5.3 --- 學生產生的變化 --- p.127 / Chapter 5.6 --- 下學期學生籌辦的電玩週 --- p.144 / Chapter 5.6.1 --- 電玩週的宣傳 --- p.144 / Chapter 5.6.2 --- 下學期電玩週活動 --- p.145 / Chapter 5.6.3 --- 學生產生的變化 --- p.147 / Chapter 6. --- 討論 / Chapter 6.1 --- 學生對自己態度的變化 --- p.162 / Chapter 6.1.1 --- 技術部鄒同學對自己態度有正向增加的例子 --- p.163 / Chapter 6.1.2 --- 副主席許同學對自己態度沒有太大變化的例子 --- p.164 / Chapter 6.1.3 --- 主席馮同學對自己產生負面態度的例子 --- p.165 / Chapter 6.2 --- 學生對同學態度的變化 --- p.170 / Chapter 6.2.1 --- 主席馮同學對同學的態度有正向增加的例子 --- p.171 / Chapter 6.2.2 --- 副主席許同學對同學產生負面態度的例子 --- p.172 / Chapter 6.3 --- 學生對老師態度的變化 --- p.176 / Chapter 6.3.1 --- 外校生卓同學的變化 --- p.176 / Chapter 6.3.2 --- 技術部幹事鄒同學及蘇同學的變化 --- p.177 / Chapter 6.3.3 --- 主席馮同學的變化 --- p.178 / Chapter 6.4 --- 學生對學校態度的變化 --- p.182 / Chapter 6.4.1 --- 副主席許同學的變化 --- p.183 / Chapter 6.4.2 --- 外校生楊同學和卓同學的變化 --- p.183 / Chapter 6.4.3 --- 主席馮同學的變化 --- p.184 / Chapter 6.5 --- 學生對活動態度的變化 --- p.188 / Chapter 6.5.1 --- 外校生楊同學和卓同學的變化 --- p.189 / Chapter 6.5.2 --- 副主席許同學的變化 --- p.192 / Chapter 6.5.3 --- 技術部的陳同學、鄒同學、蘇同學及黃同學在第一次電玩週活動的變化 --- p.194 / Chapter 6.5.4 --- 技術部的鄒同學及黃同學在第二次電玩週活動的變化 --- p.197 / Chapter 6.5.5 --- 主席馮同學在召開幹事會及購買遊戲機的變化 --- p.199 / Chapter 6.5.6 --- 主席馮同學在第一次電玩週活動的變化 --- p.201 / Chapter 6.5.7 --- 主席馮同學在第二次電玩週活動的變化 --- p.202 / Chapter 6.5.8 --- 小結 --- p.204 / Chapter 6.6 --- 學校課程嵌入學生聲音的可能性 --- p.207 / Chapter 6.6.1 --- 正式學科課程 --- p.207 / Chapter 6.6.2 --- 非正式課程 --- p.211 / Chapter 6.7 --- 老師的角色 --- p.214 / Chapter 6.7.1 --- 處理權力不平衡的問題 --- p.214 / Chapter 6.7.2 --- 處理學生聲音的包含性問題 --- p.216 / Chapter 6.7.3 --- 處理學生個別差異的問題 --- p.217 / Chapter 6.7.4 --- 老師的專業發展 --- p.219 / Chapter 6.7.5 --- 小結 --- p.220 / Chapter 7. --- 反思與建議 / Chapter 7.1 --- 研究意義 --- p.223 / Chapter 7.1.1 --- 學生聲音的探究 --- p.223 / Chapter 7.1.2 --- 量度態度的方法 --- p.224 / Chapter 7.1.3 --- 課外活動在香港的背景脈絡下的研究 --- p.225 / Chapter 7.1.4 --- 對研究者一次深層次的體驗 --- p.226 / Chapter 7.2 --- 研究局限 --- p.228 / Chapter 7.3 --- 研究的信度和效度 --- p.230 / Chapter 7.3.1 --- 研究的質素 --- p.230 / Chapter 7.3.2 --- 研究的可信性 --- p.233 / Chapter 7.4 --- 建議及結語 --- p.236 / Chapter 7.4.1 --- 課外活動的老師角色 --- p.236 / Chapter 7.4.2 --- 學生聲音在正式課程的探究 --- p.237 / Chapter 7.4.3 --- 本研究的一些改善建議 --- p.239 / Chapter 7.4.4 --- 對研究法的一些建議 --- p.241 / Chapter 7.4.5 --- 結語 --- p.242 / 參考書目 --- p.244

Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities. / The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes? / The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system. / This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs. / 張爽. / 呈交日期: 2006年11月. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 369-384). / Cheng jiao ri qi: 2006 nian 11 yue. / Adviser: Lam Chi Chung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270. / 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, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 369-384). / Zhang Shuang.

M.Ed. / GENERAL AIM To investigate the components of teacher competence and how these aspects can be managed to enhance teacher effectiveness. GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. SPECIFIC AIM Determine the contribution of curriculum interpretation towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that curriculum interpretation enhances effectiveness; and Devise a possible strategy whereby curriculum interpretation support effectiveness and enhance teacher competence.

This study explored the way biological knowledge is transformed when it moves from its disciplinary form to a high school biology curriculum, and how this occurred in successive versions of the life sciences curriculum implemented in post-apartheid South Africa. Bernstein’s (1996, 1999) conceptualisation of biology as an hierarchical knowledge structure, the recontextualisation of knowledge, and the implications for social justice formed the theoretical framework to the study, as did Aikenhead’s (2006) distinction between traditional and humanistic approaches to science education, and Schmidt, Wang and McKnight’s (2005) concept of curriculum coherence. Firstly, I attempted to elicit core concepts and conceptual organisation in biology from the writings of the distinguished biologist Ernst Mayr, two foundational biology textbooks, and interviews with two professors of biology. Seven concepts emerged: the cell, inheritance, evolution, interaction, regulation, energy flow and diversity, which I arranged in a hierarchy according to Mayr’s “three big questions”, “what?”, “how?” and “why?”. The theory of evolution was highlighted as the key integrating principle of the discipline. Secondly, I considered biology in the school curriculum by means of a literature review and synthesis of the changing goals of a school science education. Five broad categories of objectives were derived: knowledge, skills, applications, attitudes and values , and science as a human enterprise. Aikenhead’s (2006) terminology captured the shifts in emphases of these objectives over time.Thirdly, I analysed the stated objectives and content specifications of the three most recent versions of the South African life sciences curricula – the Interim Core Syllabus (ICS), the National Curriculum Statement (NCS) and the new NCS. The NCS represented a dramatic swing away from the traditional approach of the ICS, while the new NCS reverts to a more traditional approach, though with more humanistic content than in the ICS. Both the ICS and t he NCS were found to be deficient in one of the three key conceptual areas of biology. The conceptual progression of the material is strongest in the new NCS, and weakest in the original NCS. The conclusion was drawn that, of the different curricula, the new NCS has the greatest potential to induct South African learners into the hierarchical structure of biology, and represents a positive contribution to the goal of transforming education in South Africa.

Recent Policy documents, such as the ANC Draft Framework on Education and Training of 1994, the White Paper on Education and Training of 1995 and the Curriculum Framework for General and Further Education and Training of 1996 have proposed broad participation by major stakeholders, in particular teachers, in the process of curriculum planning and decision-making. This represents a major shift from past practices which limited teacher decision-making to the classroom. These proposals are made against the background that South African education is undergoing a period of transition from a system which was driven by apartheid policies to a more progressive and democratic system. This study sought to investigate the responses of teachers in Clermont, a semi-urban black settlement in Durban, to the policy proposals which state that their participation in curriculum planning and development should be extended. It also aimed to explore their thinking concerning the implications such proposals may have for them. A non-proportional random stratified sample of teachers in promotion and non-promotion posts was drawn to survey teacher responses to these proposals. A mailed "self administered" questionnaire was used as the research instrument for this study. The major findings which emerged from the survey are: Teachers in Clermont believe that they have a major role to play and that role should not be limited to the classroom. They regard decisions made about curriculum as directly affecting them. Despite their support for extended participation in curriculum planning and development they feel they are not adequately prepared for that role. They regard themselves as having inadequate knowledge of the theory and practice of curriculum. In particular, they think they lack skills in designing and planning curricula because they were not adequately prepared during their teacher training, as well as the fact that they were not given such opportunities in the past. Teachers expressed the view that participation in curriculum development could facilitate their professional development. Teachers also acknowledge the importance of the contribution of other stakeholders such as parents and pupils in making curriculum decisions. In the light of the major findings the study recommends the following: A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum and curriculum development through seminars and workshops. In the context of the implementation of a new curriculum which is outcomes-based, workshops and seminars could facilitate the process of introducing the new curriculum and also enabling teachers to be critical of their practice. In order to create a favourable climate for teacher development, teacher development must be integrated with whole school development through, for example, in-service training which is school-focused. To facilitate whole school development the creation of forums, such as teacher forums where teachers could discuss current debates, and learning forums involving teachers, pupils and parents where problems facing schools would be explored are recommended. In the longer term pre-service teacher education should be restructured to include training in curriculum development in order to adequately prepare student teachers in curriculum planning and development. To bridge the gap between schools and colleges of education, universities and the communities, partnerships between schools, universities, colleges of education, and non-governmental organisations, as well as partnerships between schools, communities and the Department of Education at provincial level should be created. / Thesis (M.Ed.) - University of Natal, 1997

The decade of the nineties has ushered in a period of socio-political transformation in South Africa. Demands for the democratisation of education imply that teachers will be expected to assume a more significant professional role, particularly with regard to curriculum decision-making. As a result of authoritarian curriculum policies and practices of the past, teachers have not had the same opportunities to participate in curriculum decision-making as their colleagues in many other countries (HSRC: 1981). This means that teachers in this country have, in the main, been forced to operate as 'restricted' professionals and will need to move towards a greater 'extended' professionality (Hoyle: 1980). However, the extent to which teachers are able to become more "extended" professionals will depend on the identification and removal of constraints on their further professional development in this regard. The primary aim of this study, therefore, was to investigate constraints on the further professional development of teachers as curriculum decision-makers within Indian secondary schools in the Greater Durban area. A stratified random sample, proportionally representing the three sub-populations of teachers (viz. Classroom Practitioners, Heads of Departments and Principals / Senior Deputy Principals / Deputy Principals), was drawn and a mailed questionnaire was used to survey attitudes and opinions pertinent to this study. The main findings that emerged from the survey were: 1. Whilst teachers themselves are desirous of becoming involved in curriculum decision-making at all levels, in most instances they are deprived of opportunities to participate in decision-making even at the micro-level of the school. 2. Whilst some principals tend to profess a very liberal and progressive view with regard to teacher participation in curriculum decision-making, in reality they adopt a very prescriptive and authoritarian style of management. 3. Pre-service and in-service education programmes for teachers do not adequately focus on teacher participation in curriculum decision-making. 4. Within-school constraints are exacerbated by a lack of clarity about the education department's stance on the matter of teacher participation in curriculum decision-making. The recommendations emanating from these findings were made principally with the House of Delegates' Department of Education and Culture in mind, but are likely to be applicable to all other existing departments of education in the country. / Thesis (M.Ed.) - University of Natal, Durban, 1991.

Since 1994, South Africa has experienced a focus on transformation. The National Department of Education has refocused the vision and direction of the South African education system through a series of policy initiatives. As a result of new legislation in South Africa, considerably more authority and responsibility for decision-making has been devolved to the school level than was the previously the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher involvement in decision-making in finance and curriculum matters in 16 selected rural schools in Maphumulo circuit. . The study sought to investigate the extent to which teachers’ actual and desired involvement in decision-making in Finance matters and Curriculum. Through the interpretive paradigm of the situation quantitative and qualitative approaches were used to provide rich and picture. The study utilized a questionnaire and focus group interviews to investigate the finance area in eight issues: budgeting, purchasing, record keeping, financial reporting, fundraising, monitoring, auditing and accounting. The second area was curriculum with seven issues: selection of books, year plans, work schedules and lesson plans, assessment (tests and projects) time tabling, language policy and instructional methods. Findings show that in both decision-making areas teachers tend to experience less decisional involvement than they desire. However, teachers do not necessarily desire to be involved in every aspect of the selected areas. I therefore conclude that school leaders need to invest in understanding what teachers desire to be involved in and what they do not. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.