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The recruitment of experience in a university adult education diploma : a curriculum analysisHaupt, Judith Marina January 2005 (has links)
This is a study of the recruitment of experience in an Adult Education Diploma. Through an analysis of the written curriculum, three aspects of recruiting experience are addressed: the different kinds of experience that are recruited on the course, the ways in which these kinds of experience are recruited, and the purpose of recruiting experience as evident in the assessment of the course.
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Teachers' and learners' perceptions, from four ex-Model C primary schools in Cape Town, on how and why computers are used in the Grade 7 classroomFriederichs, Susan January 2003 (has links)
Bibliography: leaves 91-106. / The proliferation of computers in education has been studied for many years (Kulik, 1983; Loveless 1996; Underwood & Underwood 1990) including therein a diversity of standpoints from the examination of the effects of the computer on learners to the influence of computers on learning, problem solving and achievement, as well as other aspects of schooling (as cited in Lauman 2000: 2). However, little attention has been afforded to address individuals' perceptions, namely those of teachers and learners, of the technology. Given the great investments by schools due to high expectations concerning the educational benefits of computers, it is important that such research be conducted. The purpose of this study was to investigate teachers' and learners' perceptions from four ex-Model C primary schools, on how and why computers are used in the Grade 7 classroom. The data was collected primarily by means of a questionnaire, which assessed the perceptions of teachers and learners re computer usage in Grade 7, with findings substantiated by observations and teacher interviews. The study found that: (1) most teachers were comfortable with using computers and expressed positive attitudes towards computer use; (2) teachers agreed that they integrate the computer into the classroom for student-centred learning, independent learning, as a research tool and as a communication tool; (3) teachers view the computer as optimally used for word processing, with importance placed on such skills; (4) teachers believe technology is an integral part of the process of educating their learners; and (5) teachers are of the opinion that their learners perceive the computer to be important, relevant, appealing, valuable, involving and needed. Analysis of the learner data revealed that: (1) learners express enjoyment with using the computer in Grade 7; (2) learners affirm the importance of computers as learning tools; (3) learners perceive that when undertaking tasks they enjoy on the computer they find the computer to be 'entertaining', while the worst thing about the computer is perceived to be 'computer malfunctions' and 'the age of the computer' (i.e. how old the computer was); (4) learners believe the computer has a positive impact on their school work; (5) learners perceive the use of the computer in Grade 7 to be important, interesting, exciting, meaningful and needed; and (6) they feel the computer is used to prepare them for their future. The findings of this study afford us a glimpse into how a sample group of South African teachers and learners in the ex-Model C primary school context, perceive computer use in the Grade 7 classroom. Further research with larger, more representative samples is recommended in this fairly untouched area of research, particularly in South Africa, as technology continues to take on a more significant role in South African schools.
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An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasksAlexander, Joy January 2005 (has links)
Includes bibliographical references. / This dissertation examines the interface between pre-service teachers' HIV/AIDSknowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy. It is located within the models of teacher education which provides a conceptual framework to analyse HIV/AIDS pre-service teacher education. This study was conducted at the Cape Peninsula University of Technology's Faculty of Education which prepares pre-service teachers for primary school and high school teaching. It involved 68 first year foundation phase pre-service teachers in 2003. With the use of a qualitatively - based vignette probe, the pre-service teachers' intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was investigated. The same pre-service teachers' were assessed for their levels of HIV/AIDS knowledge, attitudes towards people with HIV/AIDS, and their self-efficacy with regard to reducing their own risk of HIV/AIDS infection, using a quantitatively based comprehensive questionnaire probe. The overall findings of the study revealed that the interface between the pre-service teacher's HIV/AIDS knowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was inconsistent. The results highlighted the need for a constructivist model for HIV/AIDS pre-service teacher education which will develop pre-service teachers' HIV/AIDS subject matter expertise and their professional dexterity to critically assess and implement school - based HIV/AIDS curricula in an HIV/AIDS context of teaching.
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Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education DistrictMchunu, Stephan Paraffin January 2009 (has links)
A dissertation submitted to the Faculty of Education in
partial fulfilment of the requirements for the Masters of
Education in the Department of Mathematics,
Science and Technology Education at the
University of Zululand, South Africa, 2009. / This study looked at the implementation of the NCS physical science as a
major curriculum change. As Imenda (2002:4) states "curriculum change
entails that educators, learners, administrators, and all those with a part to
play in the actualisation of the new curriculum have to see and do things
differently". He further asserts that "this invariably means embracing a new
system of doing things in terms of a sound philosophical basis, curriculum
content description, beliefs, values, convictions and practices". He further
posits that "the transition from an 'old' curriculum to a new one could therefore
present difficult challenges and problems". According to Imenda (2002:4),
"the espousal of OBE by South Africa's Ministry of Education to apply to all
levels of the education system has presented a number of major challenges".
Indeed, there are many challenges facing physical science educators in the
implementation of OBE, including overcrowding, language mismatching,
teacher unpreparedness, non-delivery of OBE resources, inadequate facilities
and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa,
2002:106-107 & De Waal, 2004:63-66).
In particular, student assessment is an integral part of the outcome-based
approach to curriculum design and implementation. Accordingly, the
implementation of valid and reliab!e assessment procedures is a centre piece
1
of outcomes-based education (OBE). The paradigm shift from the traditional
curriculum to an OBE curriculum requires changes to be reflected in
assessment practices. Thus, unless assessment is properly aligned with the
curriculum reform and teaching, the desired changes in education will be
extremely difficult, if not impossible, to realise.
The current reform initiative in science education emphasizes the importance
of teaching learners to be critical thinkers and problem solvers. Assessing
whether learners understand basic science concepts and can use them to
solve problems requires an approach very different from traditional tests that
primarily measure the recall of isolated facts. As Rasool (1999: 177) points
out:
The traditional educational paradigm prevalent in schools is
characterized by a heavily content-driven, teacher centered approach.
Subjects are broken down in terms of rigidly defined syllabuses and
tend to be knowledge focused rather than performance focused. While
methodologies vary, the role of the teacher as a subject matter expert
is largely that of provider of content.
The following points are noted from the traditional curriculum:
• Learners are often passive recipients of knowledge.
• Emphasis is on memory, practice and rote learning.
• Promotion of learners is based mainly on pencil and paper
examinations.
• Little or no emphasis is on creativity and the curriculum is overloaded
with content; no attention is given to skill.
• No emphasis on co-operative learning and discovery learning.
• Competencies, knowledge and skills are not improved.
2
• Skills acquired outside school are regarded as inferior and largely not
recognized (Department of Education, 1997: 27).
In the new curriculum, the full scientific power of pupils is assessed.
Students' performance is compared with established criteria"; students are
viewed as active participants in the assessment process; assessment is
regarded as continual and recursive. Overall, outcome-based assessment
focuses on work done, assesses understanding and is motivational in nature
(Lorraine, 1998: 58).
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An evaluative study of the introduction and implelementation of curriculum 2005Ngcongo, Gregory Bongani January 2000 (has links)
Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Educational Planning & Administration in the Faculty of Education at the University of Zululand, 2000. / This study aims at evaluating the introduction and implementation of Curriculum 2005 in Grade 1 in a sample of South African schools. The researcher felt that educators in Grade 1 were not ready to implement Curriculum 2005. This research focused on two areas. It posed the following questions:
□ To what extent were the Grade 1 teachers in the sample trained and supported to implement Curriculum 2005 effectively?
□ According to the perceptions of Grade 1 educators in the sample, what are the positive and negative effects of Curriculum 2005?
The literature focused mainly on five selected principles of Curriculum 2005, namely: outcomes based education, human resource development, learner centeredness, participatory management and non-discrimination.
The study found that very little OBE material was supplied to schools in the sample and that even that material supplied was difficult to use and that the majority of the respondents stated that the training they received on OBE was inadequate. For those and other reasons, it was not feasible to implement Curriculum 2005 in the population in which the research was conducted.
The recommendations flowing from the research included, inter alia, that a new Grade 1 syllabus should be constructed and how it should be constructed. The researcher suggests that a committee of seven to ten members comprising Grade 1 educators and Department representatives be formed to deliberate on the Grade 1 syllabus and to come up with the final syllabus, which would be used by all primary schools in KwaZulu-Natal. With regard to the provision of Grade 1 books, the researcher recommended that a committee comprising six Grade 1 educators plus one government official be formed to select books from which Grade 1 educators could choose. The distribution of books should not be left in the hands of the Department alone, but other relevant stakeholders should also participate. The researcher therefore recommends that distribution committees be formed from each district of the province, which should be made up of parents as well as staff members from the Department.
The researcher further suggests that teachers should be thoroughly prepared by the Department to implement OBE. He suggests that courses or workshops be decentralized and conducted according to circuits. The researcher recommends that School Governing Bodies (SGBs) be trained in OBE. The researcher suggests that, preferably, OBE experts should train SGBs in a vernacular language. Lastly, the researcher recommends that more classrooms be erected and that the committee involving two educators and one official from the Department should draw up the strategy to liaise with the business community to ask for assistance. By so doing, the researcher believes that implementation problems of Curriculum 2005 will be rninimised.
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SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHODBakhsh, Jameel 01 December 2020 (has links)
No description available.
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A Program Evaluation of Teacher Perceptions on the Fidelity of Implementation of Professional Learning Communities.Napper, Elondra D. 01 January 2016 (has links)
No description available.
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Pestalozzi and His Principles as Exemplified in American Methods of Teaching.Elliott, Albert Pettigrew 01 January 1920 (has links)
No description available.
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The Development and Appraisal of a Reporting System in Kilmarnock School.Chase, Henri Bertram 01 January 1952 (has links)
No description available.
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Teachers' Perceptions of the Reading Components of the English Language Arts Florida Standards Assessment in Grades 3 TO 8Kesner, Lorna 01 January 2022 (has links) (PDF)
This study investigated teachers' perspectives of the digital interface used in the English Language Arts (ELA) Florida Standards Assessment (FSA) Practice Test. The ELA FSA is a high-stakes, standardized, computer-based test used to assess student, teacher, and school performance Prior research has focused on the validity of the test items as opposed to how the interface may affect the response process. Survey and focus group data were collected from teachers and instructional coaches in grades 3 to 8 in one Central Florida school district. Participants expressed that the ELA FSA interface is not user-friendly, along with the students not being familiar with the accompanying digital tools and awkward test navigation tools. Even familiar digital tools, such as the highlighting tool, are used in atypical ways. Students are also unable to use essential reading comprehension strategies they learn in school. Interpreting these findings through user-centered design principles, the test design is not consistent with students' prior experiences and allows users too much user control, leading to cognitive overload for students. These design choices may differentially affect test-takers' response processes, leading to questions about the validity and fairness of the ELA FSA. Recommendations are made to improve the design of the interface and for best practices to scaffold student success on the ELA FSA Practice Test through professional development for teachers.
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