Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.

This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS. Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data. The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

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This presentation will discuss experiences using visual concept mapping as a pedagogical process in a beginninglevel curriculum studies course.

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This research explores pre-service teachers’ social studies learning, views of theme parks as pedagogy and other relevant experiences in relationship to the Disney curriculum.

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The purpose of this study is to examine the initial steps in curriculum planning in Jefferson School. In light of the charactersitics for the modern school (given in the document), the study provided suggestions and recommendations for further steps.

The study investigated the challenges faced by the teachers during the implementation of the National Curriculum Statement in secondary schools at Greater Delareyville Area Office. The aim of this study was to investigate the extent to which the Department of Education provides the teachers with necessary support through resource material for professional development and relevant teaching and learning strategies. Both qualitative and quantitative approaches were used as methods of investigation. In quantitative approach the sample was chosen using simple random technique from the entire population of 153 teachers and 20 secondary school principals. From the population, 25 teachers and 3 principals were selected. Research instruments used included the questionnaire which was self administered to the selected teachers for completion and interviews were conducted with the principals of the selected schools. For the quantitative approach the sample was selected from 153 teachers in the secondary schools at Greater Delareyville Area Office and only 25 teachers formed the sample. In qualitative approach 3 principals were purposively selected and interviewed in depth from the selected secondary schools. The views and experience of participants to this study were captured through semi structured interviews. The researcher analysed the quantitative data by using statistics, tables, frequency tables, percentages and graphs. Tables and figures were used to present data. The Microsoft computer software (SPSS,versionl9.0) was used to prepare tables and figures in this research. For the qualitative approach, the researcher presented raw data as it was collected from the participants during the interview. The researcher recorded the interviews and each recorded interview was transcribed. The empirical study of different schools was done about the challenges faced by the teachers during the implementation of the National Curriculum Statement using observation, reflection journal and document analysis. The major findings showed that teachers were inadequately trained to implement the National Curriculum Statement. Schools lack resources to make teaching and learning effective. There is also lack of support for teachers from the Department of Education and the Subject Advisers lack professional skills in helping teachers with the challenges they are facing. The recommendations resulting from these findings were that well trained facilitators should be appointed. More workshops and in-service training should be held in order to develop the teachers. Laboratories and libraries should be built in schools in the rural areas to make teaching and learning more effective. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013

In 2008 the Ministry of Education in Kuwait began to reform the science curriculum in schools at all academic stages: primary (grades 1-5), intermediate (6-9) and secondary (10-12). The new science curriculum was adapted from an original curriculum which had been designed and published by the Amercan company Pearson-Scott Foreman. This study explores the perspectives of science teachers and students concerning the new science curriculum for the sixth and seventh grades (students aged 11 to 15) in the State of Kuwait. The study also investigated the process of the reform and the roles that science teachers and students performed in this reform process. The study used Sociocultural Theory as a framework to examine the science curriculum reform process and to discuss findings. A multi-method design was used with both quantitative and qualitative methods to collect the data: science teachers’ and students’ questionnaires; interviews with science teachers, students and science curriculum reformers; and classroom observations. The study sample was selected randomly. The questionnaire was conducted with 310 science teachers and 647 students. 11 science teachers, nine reformers and 30 students (five in each of six focus groups) were chosen to conduct in-depth interviews. Ten classroom observations were conducted with four science teachers. The study indicated that the science curriculum reform process was controlled centrally by the Ministry of Education and teachers and students did not participate in any stage of the reform process. The findings also found that many of the science teachers and students held negative views about the new science curriculum. They felt that the content of the new curriculum does not relate very well to Kuwaiti culture, to the Islamic religion and that the curriculum objectives needed to be more clear and achievable. The findings showed that many of the students indicated that they have difficulty understanding much of the content and did not enjoy studying science. Most of the teachers indicated that they faced challenges in teaching the new science curriculum. These included a lack of instructional tools, lack of teacher autonomy, the amount of material that needed covering and large class sizes. This study recommends reviewing the new science curriculum (now currently in use) taking into account the perspectives of teachers and students. It recommends that in carrying out curriculum reform the Ministry of Education be encouraged to provide guidance in the form of instructional tools and professional development programmes for teachers. These should be designed to help teachers develop the pedagogic skills needed to address the complex relationships between science and culture and between science and religion.