A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirement for the degree of Master of Environmental Education In the Mathematics, Science & Technology Education Department at the University of Zululand, South Africa, 2008. / The study sought to explore the impact that exemplary curriculum materials called "We Care" had made on the classroom practice of the recipients, namely educators in rural areas. It also explored the ways in which the recipients put the materials to use. The materials in question introduced the educators to the practice of integrating Environmental Education (EE) into the teaching of the Natural Sciences. The materials also provided suggestions with regard to learner-centred actrvrty-based ideas for learning programme development Teaching experiences of educators using "We Care" were recorded mainly by means of videotaped lessons, which were transcribed and analyzed. Results showed that all the educators found the materials informative and interesting to use. "We Care" materials generated collegiality among the educators and inspired them to work together and share ideas. Analysis of the videotaped lessons, however, revealed that the participants often lacked adequate content to explain science concepts clearly. Group work was also handled poorly, with the result that the objectives of group activities were not being achieved. A general weakness in handling the outcomes-based approach was evident, despite the participants' expressed conviction that "We Care" had helped them to demystify OBE. The study's value manifested in the identification of good practice among the participants and in the opportunity that it provided to discuss exemplary practice.

This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the design, development, and pilot testing of a web site intended to serve as a professional development resource for teachers. The purpose of this exploratory study was to evaluate the web site's potential for promoting elementary mathematics teachers' understanding of teaching as a design activity and for supporting teachers in engaging in teaching as design. A team of four second grade teachers tested the web site during a two-week pilot unit on introducing the concepts of multiplication and division. Qualitative data were collected from these teachers through a planning and teaching log, a post-unit questionnaire, and a post-unit focus group interview. The findings indicated that the web site had the potential to promote teachers' understanding of teaching as design, but that the web site's potential as a stand-alone resource for supporting teachers in engaging in teaching as design was limited. Two specific features of the web site, the Unit Checklist and the videos addressing the related mathematics content, were identified as potentially valuable resources that could be incorporated into an ongoing professional development experience. Suggestions for revisions to the web site are discussed along with recommendations for further study. / Ed. D.

This study investigates educators' experiences in choosing material for learners in the inclusive classroom setting as clearly stated in chapter one. Chapter two explored the literature on the learning and teaching support materials and the processes involved. The definition of learning and teaching support materials was explored. The kinds, importance and role of learning and teaching support, were discussed and the role is seen as a vehicle which enhances the awareness for expression and opportunities to capture evidence of learners knowledge. Guidelines to consider in the process of selecting learning and teaching support materials and the utilization thereof, as well as the funding of learning and teaching support materials received attention. This chapter further explored the inclusive classroom where inclusion is defined; the nature of inclusive classroom was discussed. The benefits and the criticism of inclusive classroom settings were also explored. In chapter three, the empirical research design used in the study is discussed. Focus group interviews in qualitative study were used to explore educators' experiences in choosing learning and teaching support material in inclusive classroom settings. Chapter four highlighted the research methods used to investigate the problems of this study. The application of the focus interview was explained in detail because the focus group was used for the collection of data which was analysed and interpreted. The data revealed that educators experience a number of difficulties in choosing learning and teaching support materials for learners in inclusive classroom settings. The last chapter concludes the study with recommendations on the way to assist educators in choosing materials for learners in the inclusive classroom setting. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

This study examines the factors that shape decision-making in relation to the development of Learner Teacher Support Materials (LTSMs) in South Africa by focusing on the processes that govern the development of Foundation Phase LTSMs, and on how publishers understand the educational nature of LTSMs that will lead to effective literacy acquisition. Findings are based on elite interviews with members of senior management in the publishing industry, and triangulated with interviews with authors and academic specialists of Foundation Phase. It was found that the close alignment between government directives and processes and the publishing industry form the core of all LTSM development and production, creating some symbiosis as well as restraints. Factors that shape the production of LTSMs include full compliance with the specific outcomes of the curriculum; producing LTSMs that are affordable in terms of set criteria by selection committees; selection committees that, determine acceptance of LTSMs for placement on approved lists; time frames that preclude in-depth research and trialling, a market that is deeply stratified and where this stratification is reinforced by curriculum imperatives relating to language; and the monitoring of classroom productivity through the filling in of Learner Book worksheets. Best practice strategies for literacy acquisition requires materials considerably beyond what the industry is producing for South Africa’s most disadvantaged markets, namely the English First Additional Language market. Teacher training done by both publishers and the Department of Basic Education suggest a different conceptualisation of Teachers’ Guides are required in order for professional development to take place through LTSMs.

Abstract When Curriculum 2005 was introduced into South African schools in 1998, it was considered too cumbersome in design and its language too complex. In accordance with the recommendations of the Ministerial Review Committee (2000) it was revised into the Revised National Curriculum Statement (RNCS). The language was simplified; it was streamlined to critical, developmental and learning outcomes and assessment standards. Teachers were expected to produce these outcomes and provision was to be made for improved teacher orientation and training, learning support materials and provincial support to teachers in schools. The study looks at how the RNCS is being provided for in terms of the support structures and programmes available to teachers working in the Learning Area of English in Grade Seven within the Senior Phase (Grades 7-9). Firstly, by identifying the competences expected from teachers and secondly, by trying to establish the extent to which these structures and programmes are effectively assisting teachers to achieve the required competences and learning outcomes.

Support materials play a vital role across the entire field of additive manufacturing (AM) technologies. They are essential to provide the ability to create complex structures and features using AM. Successful implementation of support materials in ultrasonic consolidation (UC) will provide a vast opportunity for improvement of geometric complexity. Experimentation was performed to evaluate suitable support materials and their effectiveness within UC. Additionally a fused deposition modeling (FDM) system was integrated into the UC build environment to create an automated support deposition system. Finally several unique structures were built using support materials to demonstrate the improved geometric capability and to develop design rules for use in UC.

This thesis explores the perceptions of technology and technology education held by six primary school teachers in Papua New Guinea, and their views of the materials developed to use as a support for teaching technology and the impacts on their perceptions and their teaching practices of technology. Based on the interpretivist paradigm, a case study approach and qualitative data collection methods were used to explore the teachers' views of technology and technology education and how the support materials influenced these perceptions and practices. One to one, semistructured interviews with the teachers, and an analysis of their planning documents were used to collect data. As part of the curriculum reforms, technology education was introduced as a new subject into primary education in PNG in 1994. However, no formal professional development was provided for helping the primary teachers implement technology education. Instead, curriculum materials were developed and distributed to teachers in 2005 as a support for their technology teaching. This thesis supports the idea that teachers need support to help them learn. It is also argues that teachers' beliefs about subject areas, teaching, their students, and curriculum materials influence how they interact with these support materials. The findings show that the support materials were very useful in enhancing the teachers' knowledge of technology and effective teaching of technology. There were changes to teachers' perceptions of technology and technological practices when they began to use the support materials. Changes included the views of technology as more than modern artefacts to include traditional technology, that technology was more than just practical. It also has a knowledge base. However, not all aspects of technology as advocated in the support materials have been taken up by these teachers. Problem-solving and design aspects have received marginal attention. Other factors were at play including subject subcultures, subject backgrounds, past hands-on experiences and ownership of personal technological artefacts. To be even more effective technology teachers, it is advocated that teacher professional development is required for Papua New Guinean primary teachers to implement the technology successfully.

This study investigates educators' experiences in choosing material for learners in the inclusive classroom setting as clearly stated in chapter one. Chapter two explored the literature on the learning and teaching support materials and the processes involved. The definition of learning and teaching support materials was explored. The kinds, importance and role of learning and teaching support, were discussed and the role is seen as a vehicle which enhances the awareness for expression and opportunities to capture evidence of learners knowledge. Guidelines to consider in the process of selecting learning and teaching support materials and the utilization thereof, as well as the funding of learning and teaching support materials received attention. This chapter further explored the inclusive classroom where inclusion is defined; the nature of inclusive classroom was discussed. The benefits and the criticism of inclusive classroom settings were also explored. In chapter three, the empirical research design used in the study is discussed. Focus group interviews in qualitative study were used to explore educators' experiences in choosing learning and teaching support material in inclusive classroom settings. Chapter four highlighted the research methods used to investigate the problems of this study. The application of the focus interview was explained in detail because the focus group was used for the collection of data which was analysed and interpreted. The data revealed that educators experience a number of difficulties in choosing learning and teaching support materials for learners in inclusive classroom settings. The last chapter concludes the study with recommendations on the way to assist educators in choosing materials for learners in the inclusive classroom setting. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

The South African government spends huge sums of funds on schools with an aim to redress past inequalities. Schools receive resource budget allocations to exclusively procure learning materials to ensure that the government’s aim is realised. This study examines availability and enactment of learning materials to enhance effective curriculum delivery. Four township public ordinary primary schools participated in this study. Focus was mainly on Grade 3 home language lessons. I used the case study methods to interview one teacher from each school and scrutinized their documents to establish what learning materials they have in their possession. Additionally I observed and analysed three lessons per educator. Analysis across the cases reveals different collections and variations in usage of learning materials. The former covers the standard, mix and match, and limited collections. Whereas the latter refers to the textbook bound, productive blend and the haphazard approaches. Significantly, the study also explored principles in line with the “ideal teacher”- under which desired results can be achieved.

O projeto proposto teve como objetivo principal à avaliação do suporte no desempenho do reator anaeróbio operado em bateladas seqüenciais, com agitação, contendo biomassa imobilizada no tratamento de esgoto sanitário do Campus da USP em São Carlos. O estudo do desempenho global deste tipo de configuração de reator é extremamente vinculado com o suporte inerte o qual proporciona a aderência e crescimento da biomassa. Neste trabalho foram estudados três suportes inertes: espuma de poliuretano, carvão vegetal e polietileno de baixa densidade reciclado. A avaliação global foi realizada sob análise de três diferentes e dependentes variáveis locais: o desempenho do reator, a análise cinética e os exames microbiológicos. A espuma de poliuretano pôde ser considerada como sendo o material mais adequado para tal finalidade, apresentando maiores eficiências de redução da DQO de amostras brutas e filtradas de 61% e 71%, respectivamente, o melhor coeficiente cinético aparente de primeira ordem (k1T): 0,52 ± 0,04 h-1, e uma biomassa predominantemente caracterizada por arqueas metanogênicas e bactérias fototróficas. O carvão vegetal apresentou resultados intermediários, no entanto não satisfatórios, na redução de DQO e ainda uma biomassa não compatível com a esperada para um tratamento anaeróbio biológico. Ou seja, pode-se inferir que neste tipo de suporte houve seleção de biomassa inadequada para se tratar esgoto sanitário. Por fim, o polietileno apresentou os resultados menos expressivos, porém, dada sua caracterização microbiológica constatou-se ser um suporte com potencial para o tratamento de esgoto sanitário quando nele for aplicado um tratamento prévio, objetivando melhores características físico-químicos, como rugosidade, por exemplo. / The main objective of this study was the evaluation of bed materials on the performance of an anaerobic sequencing batch biofilm reactor, with agitation, treating sewage wastewater of the Campus of University of São Paulo in São Carlos. The study of the global performance of this reactor configuration is extremely linked with the bed material which provides adhesive and growing conditions. In this work three different bed materials were investigated : polyurethane foam, vegetal carbon and recycled low-density polyethylene. The global evaluation was performed under analysis of three different and dependant local variables: the reactor performance, kinetic analyses and microbial exams. The polyurethane foam was considered the most suitable material. Using the polyurethane foam as a bed material were obtained the highest COD removal efficiencies, 61% and 71% corresponding to total and filtered samples, respectively. In Addition, the polyurethane foam showed the best modified first-order kinetic model (k1T) of 0,52 ± 0,04 h-1, and a biomass predominately characterized by microorganisms resembling to methanogenic archea and phototrophic bacteria . The vegetal carbon showed intermediate results, which were not satisfactory enough, in the COD removal. Also, the vegetal carbon showed an incompatible biomass in accordance with the expected anaerobic biomass. In others words, it can be inferred that, using this type of material, there was a selective biomass process in which an inappropriate biomass was selected. Finally, the recycled low-density polyethylene showed the less expressive results. However, because of its microbial characterization, it can be concluded that the polyethylene material has potential to be applied as a bed material in the sewage wastewater treatment. Nevertheless, a previous treatment physics-chemical must be applied in this kind of bed material to improve the physics-chemical properties such as porosity and surface area.