The study deals with the abuse of schoolgoing girls as reported by both the electronic and print media. Educators ability to identify those learners in the classroom and the strategies the educators can use to help them cope with their school work. According to a correspondent of the Sunday Sun (2004:19), child abuse victims do not have to identify their attackers in court or even on the TV screen. The constitutional court secured this triumph for the right of abused children. It indirectly found that it would not be unconstitutional for abused children to testify in the absence of the accused. This report and others which refer to school going are a daily occurrence. Some men may spread sexual transmitted disease to girls because of a deep-rooted belief that sleeping with a virgin will heal them from HIV-AIDS. This comment was made by Stephen Lewis, United Nation Envoy on HIV- AIDS in Africa (Komane, 2004:14). Sexual violence and harassment in South African schools erect a discriminatory barrier for young women and girls seeking education. / Prof. C.P.H. Myburgh

The purposes of this study were threefold: (1) to test the assumption that a curriculum study produces change in a school faculty in conservatism-radicalism, in anxiety, in leadership behavior, and in attitude toward the curriculum study; (2) to investigate the relationships between effects of a curriculum study on conservatism-radicalism, anxiety, leadership behavior, attitude toward the curriculum study and age, sex, and years of teaching experience of the teachers; and (3) to create a model from which replications can be made by Texas Education Service Centers.

M.Ed. / Science teachers in South Africa had to cope with the implementation of a host of new policies and curricula during the past years. New policies were implemented within a short space of time and teachers struggled to cope. The professional development teachers received during the implementation phase did not provide sufficient support to teachers and manifested in teacher overload, confusion and stress. For science teachers this resulted in lack of content knowledge, laboratory skills and pedagogical content knowledge (PCK), to name a few. The consequence was learner underperformance in science during international and local assessments. The aim of this study is to add to current knowledge pertaining to the professional development of science teachers. The lived experiences of the science teachers during implementation of a new curriculum, their problems and needs, as well as the professional development that they received in their community of practice by keystone species were researched. A qualitative case study with a phenomenological flavour was chosen as research design. A single school was selected and data generated using interviews, observations, photos and artefacts. The findings suggest that the needs and problems of the science teachers in this case study are not sufficiently addressed through professional development programmes. No keystone species could be identified amongst the science teachers and the community of practice was found to be a pseudo-community of practice. The science teachers experienced problems with learner-centred teaching methods and practical investigations. In addition, there appears to be a general lack of applying shoestring science. The teachers experienced negative feelings and many of them lacked a sense of agency. To overcome the problems it is recommended that a community of practice be developed and nurtured for the science teachers. This should be supplemented by properly planned professional development programmes offering shoestring science, PCK and personal wellbeing programmes. The establishment of cluster groups (as ecologies of practice), in which Natural-, Life- and Physical Sciences teachers support one another, is also a recommendation of this study.

M.Ed. / Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...

M.Ed. (Educational Management) / Please refer to full text to view abstract

This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg

A research report submitted in partial fulfilment of the degree of the Masters degree in Education at the University of the Witwatersrand, Johannesburg, 15th March 2016 / In Lesotho the development of the Curriculum and Assessment Policy is considered a crucial milestone in the history of education in the country as it is the first official curriculum document to be published post-independence. The policy advocates an integrated approach with a merge of eleven subjects that were taught at primary school into five learning areas. Integrated curriculum is adopted as a means to make education relevant in an attempt to address the socio-economic needs of the country. Curriculum revision towards integrated curriculum is done in phases, and the process of implementing the new curriculum is currently at primary school level. In 2013 implementation started in grade one, two and three, it has moved progressively such that in 2015 implementation was in grade five. The aim of this research was therefore to explore challenges primary school teachers face in implementing integrated curriculum. This study intended to find out how grade three and grade five teachers’ interpret and enact integrated curriculum. The study followed a qualitative case study method in which six teachers from three schools participated. The data was gathered through semi structured interviews in order to find out how teachers understand integrated curriculum. To further understand how teachers interpret the curriculum lesson observations were conducted. The study was informed by Bernstein (1971) concepts of classification and framing as they provided the language for description of their pedagogic choices. The lessons were coded and classification and framing values were designated. The findings revealed that in two of the three schools the teachers attempted to implement the curriculum, however in terms of classification and framing their pedagogic understanding was limited and varied. The teachers’ understandings of integrated curriculum across the schools varied. Teachers in School A understood the curriculum to mean making links between everyday knowledge while the understanding of teachers in school B was interconnection between concepts across learning areas. In the third school the teachers were not implementing the curriculum; findings showed that they lacked understanding of integrated curriculum as all their lessons were strongly framed and classified. In all three schools the findings reflected that teachers’ pedagogic choices were related to their understanding and interpretation of the curriculum. Given this, there is still a need for further teacher development and follow up in schools. Key terms Curriculum reform, integrated curriculum, pedagogy

Learning beyond classrooms is becoming more common in formal and non-formal education internationally. Research on outdoor learning and education has focussed on barriers, outcomes, and equity rather than processes or teachers' practice. Despite claims around the importance of natural and outdoor places in education, the ways in which teachers consider and use particular places in preparing for and teaching outdoors is not well understood. Despite calls to do so, non-anthropocentric, posthumanist, and new materialist place theories remain under-utilised in empirical research in this area. Notably, there are only a handful of studies that include any reference to teachers' views or practices with respect to the role of more-than-human elements. The aim of this thesis was to find out from teachers themselves when and how more-than-human elements became harnessed into the planning and enactment of curricula for outdoor learning. A multicase study was employed to inquire into the practice of five in-service school teachers based on place-responsive methods, namely, walking interviews and memory-box interviews. Drawing on postqualitative orientations to analysis, Deleuzoguattarian inspired vignettes produced four findings. In different ways, these teachers' practice emerged through (1) their ability to notice the more-than-human, (2) attending to how their learners noticed and responded to the more-than-human in educational experiences, (3) seeking to become more attuned to the places visited, and (4) supporting the assembling of material, discursive, human, and more-than-human elements together in curriculum making. Implications for teacher education and in-service practice that encourage consideration of the more-than-human in educational practice are signposted. The thesis' contribution provokes new considerations of how outdoor educational provision can be re-oriented to include more-than-human elements. These contributions may be significant in supporting education that could improve human environment relations and address environmental concerns.

An evaluative research survey involving 694 faculty members with an academic appointment in Oregon's 4-year unionized institutions of higher education was undertaken to determine whether or not collective bargaining has supported faculty rights for participation in institutional governance. Four hypotheses were formulated to study the relationship between the independent variable of collective bargaining and the dependent variable of institutional governance, specific to: (1) professional interest, (2) economic interest, (3) educational policy, and (4) academic and personnel policy. Data received from 486 respondents' questionnaires were used for the Kruskal-Wallis one-way analysis of variance to test the four hypotheses. The four hypotheses of the study were rejected. However, findings of the study suggest that the collective bargaining process is perceived by the respondents in all three unionized institutions as having (1) facilitated their participation in the formal structure and process for institutional decision making and (2) provided for just cause in dismissal and grievance decisions.

Thesis (M.Ed.)--University of hong Kong, 1987. / Includes bibliographical references (leaf 73-75) Also available in print.