Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis analyses the potential of resource materials to facilitate NCS (National Curriculum Statement) curriculum development processes related to the teaching of Natural Science in the Primary School. The resource, We Care learning support materials, was presented to teachers within the context of an INSET programme. During the course of investigating two teachers’ curricular activities as they engaged the We Care materials, their professional development is traced as an outcome that parallels their curriculum activities. Case study research, consistent with the interpretive paradigm, served this study. With respect to the evidence acquired, the curriculum development activities and associated indications of teacher learning were scrutinized concomitantly. Working within a guiding framework, I chronicled the teachers’ involvement with the We Care learning support materials and detailed their curricular processes. At the same time, I monitored indications of professional development that associated with these processes. Likewise, professional development indicators were used to establish teacher learning.

Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the promotion of a culture of learning, at High School level. Teachers, management teams, but also parents have an important role to play in creating a culture of learning. Thus, the parents can make a valuable contribution to the development of a learning culture and ultimately enhance lifelong learning and education. Presently, schools are in the process of developing a culture of learning, unfortunately the majority of schools are still attempting to recover from the negative effects of apartheid. In order to develop such a culture of learning, aspects such as discipline, commitment and self-discipline must be addressed. We have to strive towards educating learners to accept authority and discipline, as well as learners that will be committed and motivated. One has to remember that a culture of learning starts at home. Since culture is a dynamic entity, it has an influence on the culture of organisation and management. Through effective management, we have to create opportunities for every individual to develop his/her full potential. The management team thus plays a significant role in establishing and maintaining a learning culture. A school culture is determined by the value, attitude and behaviour of certain situations that lead to insufficient, unacceptable learning activities. Through projects, initiated by government, we will be able to create more awareness and participation in the development of a culture of learning. The role of parents is placed under the spotlight, because of different needs within a culture of learning. By placing parents under this spotlight, we can focus on the management team and also the governing body. This implies that there has to be a management and strategic plan in place. By having these factors in place, one can create and build a better and healthy relationship between the parents and the school. The approach followed in the study was firstly to contextualise the need for a learning culture against the background of changes in the South African education system in the last few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the relationship between concepts such as organisational culture, school culture, learning culture and teaching culture, as well as the connection between school based management and a learning culture. Two important steps follow: firstly, the study investigated the preconditions for the establishment of a learning culture, including the potential participation of stakeholders - especially with the aid of information obtained through personal inputs from role players in a specific school project of which the writer was part - and secondly, the study looks at conditions necessary, once it is established, to maintain and sustain a healthy learning culture, with special reference to the cardinal role of the management team. The study concludes with recommendations and suggestions for further research. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om 'n beskrywing te gee van die funksie en die rol wat bestuurspanne, in die bevordering van 'n leerkultuur op hoërskoolvlak, moontlik kan speel. Soos die onderwyser en die bestuurspan 'n belangrike rol het om te vervul in die vestiging van 'n leerkultuur, het die ouers ook 'n belangrike rol om te vertolk. Die ouer behoort dus 'n bydrae te kan lewer tot die ontwikkeling van 'n leerkultuur en uiteindelik ook tot lewenslange leer en opvoeding. Skole is tans besig om 'n leerkultuur daar te stel, maar die meerderheid van skole is nog besig om te herstel van die negatiewe gevolge van apartheid. As ons 'n leerkultuur wil vestig, moet daar dissipline, toewyding en self-dissipline wees. Ons moet streef na leerders wat gesag en dissipline sal aanvaar, asook leerders wat toegewyd sal wees met 'n positiewe ingesteldheid teenoor die opvoedingsstruktuur. Wat ons wel moet onthou, is dat leerkultuur by die huis begin. Met dié dat kultuur dinamies is, het dit ook 'n invloed op organisasie- en bestuurskulture. Met effektiewe bestuur moet ons elke individu die geleentheid gee om te ontwikkel tot sy volle potensiaal. Die bestuurspan speel dus 'n beduidende rol in die vestiging of handhawing van 'n leerkultuur. Skoolkultuur word bepaal deur die waarde, houding en gedrag van sekere situasies wat bydra tot 'n ontoereikende onderrigaktiwiteit. Deur die vestiging van projekte wat geïnisieër is deur die regering, salons baie meer betrokkenheid kry by die vestiging van 'n leerkultuur. Die rol van die ouers word onder die soeklig geplaas as gevolg van die verskillende behoeftes in 'n leerkultuur. Deur die ouers onder die soeklig te plaas, kom die bestuurspan en die beheerraad na vore. Dit impliseer dat daar 'n bestuursplan en 'n strategiese beplanning in plek moet wees. Deur dit alles daar te stel, kan ons 'n beter verhouding bou, tussen die ouer en sy skool, en daardeur die leerkultuur van die skool versterk en uitbou. Die benadering in die studie was om eers die behoefte vir 'n leerkultuur te kontekstualiseer teen die agtergrond van veranderinge in die Suid-Afrikaanse onderwysstelsel in die laaste paar dekades. Daarna is relevante begrippe geïdentifiseer en omskryf: die algemene begrip kultuur is nouer verduidelik en gedifferensieer deur die verwantskap te ondersoek met begrippe soos organisasiekultuur, skoolkultuur, leerkultuur en onderrrigkultuur, sowel as die verwantskap tussen skoolgebaseerde bestuur en leerkultuur. Twee belangrike stappe volg: eerstens is die voorvereistes vir die vestiging van 'n leerkultuur ondersoek, insluitend die potensiale deelneme van belanghebbendes - veral met behulp van inligting bekom deur persoonlike insette van rolspelers in 'n spesifieke skoolprojek waarby die skrywer betrokke was - en tweedens, word die voorwaardes vir volhoubaarheid, nadat dit wel gevestig is, van 'n gesonde leerkultuur bespreek, met spesiale verwysing na die kardinale rol van die bestuurspan. Die studie word saamgevat met aanbevelings en voorstelle vir verdere navorsing.

Thesis (MEd)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: With the aim of promoting learner achievement, development is regarded as indispensable for the teaching and learning process. Many schools however, face the challenge of teachers who are not willing to participate in development activities. Motivation is viewed as a catalyst that may aid in teachers‟ participation in development activities, as motivation provides a reason to display certain behaviour. In the case of this research behaviour refers to the behaviour to participate in development activities. Participation in development activities refers to teachers‟ inclination to submit to self-development, engage in daily development activities of the school or engaging in formal development activities arranged by the school or Department of Education. This research addressed some of the factors that motivate staff in underperforming secondary schools to participate in staff development activities. Schools are categorised as underperforming if they do not obtain a pass rate of at least 60% in the National Senior Certificate examinations. Underperforming schools are mainly townships schools with peculiar contexts. This study focuses on the particular context of underperforming schools and the role of the principal in staff‟s motivation to participate in development activities as these are important aspects in the development of a school from an underperforming to a performing categorisation. The literature was reviewed on aspects of activities of staff development, the motivation theories and adult learning principles. Teachers are adults and therefore the factors that motivate adults to participate in development activities are important as they require a different approach than children‟s learning. Qualitative research was conducted with the principal and four teachers from each of two township schools located in the same education district, but two different circuits. Both schools were categorised as underperforming two years ago, but have developed to performing schools. The data were gathered through semi-structured interviews. The findings indicated that teachers in this study are intrinsically motivated to participate in development activities. Factors such as passion, empowerment, collaboration and the child‟s wellbeing are mentioned as factors that motivate these teachers to participate in development activities. Despite these intrinsic factors, teachers mentioned extrinsic factors that impact on their inclination to participate in development activities. These factors include contextual and organisational factors. The role of the principal is emphasised as the principal is accountable for the development of staff. Furthermore, the principal, having the highest authority at a school has an influence on the factors that motivate staff as well as those factors that may deter staff from participating in development activities. Recommendations for the motivation of staff and staff development activities are made, as well as recommendations for further studies. This research is significant as it indicates factors that motivate staff and factors which impact on their motivation to participate in development activities. These factors are important in the pursuit of development from an underperforming to a performing school. / AFRIKAANSE OPSOMMING: Ontwikkeling het ten doel om leerder prestasie te verhoog. Dus word ontwikkeling beskou as onontbeerlik vir die onderrig en leer proses. Baie skole staar egter die uitdaging van opvoeders wie onwillig is om deel te neem aan ontwikkelingsaktiwiteite in die gesig. Motivering kan beskou word as 'n katalisator wat assisteer in die deelname van opvoeders aan ontwikkelingsaktiwiteite, aangesien dit aan opvoeders 'n rede verskaf om sekere gedrag ten opsigte van ontwikkeling te openbaar. In hierdie navorsing verwys gedrag na die gedrag om deel te neem aan ontwikkelingsaktiwiteite. Deelname aan ontwikkelingsaktiwiteite verwys na die neiging van opvoeders om hulself te verryk deur selfontwikkeling, deelname aan die daaglikse aktiwiteite van die skool of aan formele aktiwiteite wat deur die skool of Departement van Onderwys gereël word. Hierdie navorsing addresseer sommige van die faktore wat personeel in onderpresterende sekondêre skole motiveer om deel te neem aan personeel ontwikkelingsaktiwiteite. Skole word gekategoriseer as onderpresterend indien hulle „n slaagpersentasie van minder as 60% verkry in die Nasionale Senior Sertifikaat eksamen. Onderpresterende skole is kenmerkend van die informele nedersettings met hul sonderlinge agtergrond. Hierdie studie fokus op die bepaalde agtergrond van onderpresterende skole en die rol van die prinsipaal in die motivering van personeel om aan ontwikkelingsaktiwiteite deel te neem. Hierdie word beskou as belangrike aspekte in die ontwikkeling van 'n skool vanaf onderpresterend na presterend. Die literatuur oorsig is gedoen op aspekte van aktiwiteite van personeelontwikkeling, motiveringsteorieë en volwasse leer beginsels. Opvoeders is volwassenes en daarom is die faktore wat volwassenes motiveer om aan ontwikkelingsaktiwiteite deel te neem belangrik, aangesien hulle 'n verskillende benadering as kinders se leer benodig. Kwalitatiewe navorsing was gedoen met die prinsipale en vier opvoeders van elk van twee skole wat informele nedersettings bedien. Die skole is geleë in dieselfde opvoedkundige distrik, maar uit twee verskillende kringe. Beide skole was twee jaar gelede as onderpresterend geklassifiseer, maar het in die tussentyd tot presterende skole ontwikkel. Data was deur middel van semi-gestruktureerde onderhoude ingesamel. Die bevindinge toon dat opvoeders in hierdie studie intrinsiek gemotiveer is om aan ontwikkelingsaktiwiteite deel te neem. Faktore soos passie, bemagtiging, samewerking en die kind se welstand word genoem as faktore wat die opvoeders motiveer om aan ontwikkelingsaktiwiteite deel te neem. Behalwe hierdie intrinsieke faktore het opvoeders ook ekstrinsieke faktore genoem wat 'n impak het op hul ingesteldheid om aan ontwikkelingsaktiwiteite deel te neem. Hierdie ekstrinsieke faktore sluit in kontekstuele en organisatoriese faktore. Die rol van die prinsipaal word beklemtoon aangesien die prinsipaal verantwoordbaar is vir die ontwikkeling van die personeel. Verder, aangesien die prinsipaal die hoogste gesagsfiguur is in die skool, het hy/sy 'n invloed op die faktore wat die personeel motiveer, sowel as daardie faktore wat personeel mag weerhou van deelname aan ontwikkelingsaktiwiteite. Aanbevelings rakende die motivering van personeel en personeel ontwikkelingsaktiwiteite word gemaak, sowel as aanbevelings vir verdere studie. Hierdie navorsing is noemenswaardig aangesien dit faktore aandui wat personeel kan motiveer, asook dit wat 'n invloed het op hul motivering om deel te neem aan ontwikkelingsaktiwiteite in die strewe na ontwikkeling vanaf 'n onderpresterende na 'n presterende skool.

published_or_final_version / Education / Master / Master of Education

Change is the central feature of our current age. The past two decades has not only witnessed the surge of emotion study in education, but also a return of large-scale change in the global educational filed. Given this context, the Senior Secondary School (SSS) curriculum reform in Mainland China, which has been put into practice since September 2004, can be regarded as a local response to this global trend. / There has been an emotional revolution in the field of social science since the beginning of the 1980s; emotion has gradually become a remarkable research topic in many subjects encompassing philosophy, sociology, psychology, history, and anthropology, etc. Accompanying this emotional revolution is an unceasing increase of research on emotion in the field of education since the middle of 1990s. However, compared with the emotional studies in the domains of teaching and educational leadership, there is far less than sophisticated understanding of teacher emotion during the process of curriculum implementation in the literature. / This research is informed by symbolic interactionism in interpreting the relationship between curriculum implementation and teachers' emotions. To be more specific, all research findings are integrated into a 3-level "Self-Interaction-Society" framework. On the level of self, emotion is the product of teachers' efforts to reframe their identities in curriculum implementation, and teachers' emotional labor reflects their presentation of self by the use of emotions. On the level of human interaction, teachers' emotions are influenced by the emotional geographies and emotional dilemmas, which respectively result from "teacher-others" interactions and "reform-situation" tensions in curriculum implementation. On the level of social structure, teachers are not only constrained by the particular emotional rules in curriculum implementation, but also employ many strategies to cope with the constraints of the situations, which effectively bridges the interactions between the curriculum implementation and teachers' emotions. / Through the exploration of teachers' emotions and changes in curriculum implementation, this research adds the once-neglected dimension of teacher emotion into curriculum implementation research. This research finds the adaptive functions that teachers play in curriculum implementation, confirms teacher's position as change agent in reform, and recognizes the value of cultural-individual perspective in understanding curriculum implementation and teachers' emotions. These findings remind us that if curriculum implementation wants to achieve the ideal effects, reformers need to take into consideration subjective meanings that individual teachers attach to the reform. Teachers' emotions are one integral part of the meanings. Furthermore, they also need to concern the reciprocal influences between the subjective meanings and curriculum implementation. When the pace of large-scale reform and individual teachers' emotional and behavioral changes are well accommodated, curriculum implementation is more likely to achieve its goals. These findings bring some implications for the implementation of SSS curriculum reform in Mainland China. (Abstract shortened by UMI.) / 尹弘飈. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 230-252). / Advisers: Chi Kin John Lee; Sin Pui Cheung. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0868. / 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, 2006. / Can kao wen xian (p. 230-252). / Yin Hongbiao.

In the first part of the thesis, the researcher intended to describe the complexity of the educational environments in which how teachers practice organizational learning in schools of Shenzhen, mainland China and to examine the effectiveness of organizational learning in those environments. In the second part, the researcher conducted a quantitative survey of high schools as learning organizations in Shenzhen and attempted to distinguish their capabilities of organizational learning. Two kinds of high schools were included in the survey, state-run schools and privately-run schools. / The key characteristic of learning organizations is organizational learning. Organizational learning is also a process to raise the adaptability and the creativity of an organization through a complex system to cope with the challenges arisen from the unpredictable circumstances. Organizational learning is a result of deep collective conversations and dialogues among staff members and a result of self-reflection in a certain cultural context. It not only brings new arrangements in organizational structures, but also changes the school culture and transformation of behavior patterns. Organizational learning is the pre-requisites of surviving and continuous development of the organization. / There were three phases in this study, namely, a pilot study in which a small scale survey were conducted, a main study which included a large scale survey and a case study of four selected schools from the sample in the large scale survey. In the first stage, a pilot study was conducted in order to trial run an instrument which attempted to assess the characteristics of organizational learning of high schools in Shenzhen. After establishing a preliminary framework of organizational learning in schools and an instrument for the study, an attempt was made to assess the capabilities of organizational learning in a greater sample of high schools in Shenzhen. (Abstract shortened by UMI.) / This study has based upon the existing problems that teachers faced in the process of curriculum reform in basic education within mainland China. Under the complexity of the environments in educational reform and school organizational development, this study aims to examine the characteristics of schools as learning organizations in mainland China, especially in Shenzhen, and their relations to educational reforms and sustainable school development. / 張兆芹. / Advisers: Sun-Keung Pang; Nai-Kwai Lo. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0470. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 331-353). / 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. / Zhang Zhaoqin.

Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research. / Graduation date: 2003

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to establish current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9 (Senior Phase). Qualitative approach, using questionnaires' as a research tool was employed. The study was conducted from twenty grade 10-mathematics educators in a variety of schools. The questions were based on the current difficulties that educators were experiencing in grade 10 after the new curriculum was implemented in grade 9 in 2002. The research study was undertaken in different schools with different backgrounds in one District; UMgungundlovu of the Kwazulu - Natal Department of Education. These educators were from schools with the following backgrounds: • Rural schools • Township schools • Former White schools • Former Indians/ Coloureds schools The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by grade 10 mathematics educators and the researcher's comments on the findings. The Key Findings of this research study are the following: Grade 10 Mathematics educators complained that they have problems in teaching mathematics in grade 10 learners because: • Methods used in grade 9 are totally different from those they are using in grade 10. • There is no linkage between grade 9 and grade 10-mathematics syllabus. • Educators' lack training and teaching in outcomes - based approaches. • The new curriculum does not prepare learners to do pure mathematics in grade 10. • Learners cannot even work independently, only rely on the constant guidance from the educators and other members of the group. • Learners find it difficult doing individual work and completing homework and other class work. • Many learners drop out in mathematics classes and others even become worst in mathematics. The examinations or assessment (eTAs) which is an exit point from grade 9 to grade 10 have no value for the type of mathematics that is done in grade 10. • Textbooks used in grade 9 have lots of activities and lots and lots of stories and less mathematics. • Textbooks used in grades 8 and 9 are of poor quality and exercises are of pathetic quality. • Educators in grade 10 have to teach grades 8 and 9 work because it was not taught. • No clear focus on content part in grade 9, which form the basics of grade 10 mathematics. • The new curriculum in grade 9 gives emphasis to very few topics. • The level of mathematics that learners are exposed to, in grade 9 is far lower than the one they encounter in grade 10. • No support from parents in terms of doing homework. Finally, the recommendations are made for addressing the difficulties that are experienced by these educators as well as suggestions for further study. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.