The curriculum for Senior Primary students at a college of education was selected for study as it is a curriculum that seems to be more problematic than other curricula at the college. The study sought to gather a range of evidence from lecturers and students and about the issues that they identified as being of concern and about the learning milieu. The evaluation aimed to engage students and lecturers in a process of critical reflection on the assumptions and values which underpin practice at the college. The overarching research design was multiple operationalism located within a naturalistic paradigm. Interviews were used to generate critical issues from participants. Further interviews, questionnaires and documentary analysis provided thick descriptions of the critical issues. The ways in which the position of the evaluator as a member of the management team influenced the choice of methods and role as evaluator are discussed and the problem of incompatibility between the ethos of the college and the assumptions which support democratic evaluation is considered . In discussing the strengths and limitations of the Senior Primary course, the dichotomy between general and vocational education for teachers is explored and the problematic nature of a knowledge base for teachers is considered. Curricular principles of balance, relevance and cohesion are related to the college curriculum. In considering the obstacles to curriculum change at the college, institutional values of privacy, territory and hierarchy are discussed. Throughout the study an attempt is made to reveal the different perceptions of participants and the many views of reality on which these perceptions are based. The evaluation report concludes by posing key questions which highlight the essential issues which need to be addressed by the college. These are the need to achieve a shared sense of purpose about education for the Senior Primary phase, to make students more responsible partners in the teaching and learning relationship, to forge closer links with primary schools, to move away from subject-centricity and a transmission mode of teaching and to empower lecturers to bring about the changes that they feel are necessary. / Thesis (M.Ed.) - University of Natal, 1991.

No description available.

Issued also as Thesis (Ph. D.)--University of Chicago, under title: The legal basis for the organization and administration of the publicly supported normal schools and teachers colleges in the territory of the North central association. / Reproduced from type-written copy. Bibliography: leaves 160-164.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Nataliya Ivankova, Shannon Parks, Margaret Rice, Boyd Rogan. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 187-206).

Issued also as Thesis (Ph. D.)--University of Chicago, under title: The legal basis for the organization and administration of the publicly supported normal schools and teachers colleges in the territory of the North central association. / Reproduced from type-written copy. Bibliography: leaves 160-164.

Thesis (Ph. D.)--Illinois State University, 1977. / Title from title page screen, viewed Dec. 14, 2004. Dissertation Committee: John McCarthy (chair), Elwood Egelston, G. Alan Hickrod, Eugene Fitzpatrick, Ahmed Abdl-Halim. Includes bibliographical references (leaves 54-55) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1949. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 135-140).

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 478. "The development of a program for a follow-up service ... worked out in Eastern South Dakota State Teachers College at Madison."--P. 1. Bibliography: p. 82-89.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.Inf. / Information is a vital resource for every enterprise for innovation and effective decision-making. In other words, information is vital in all spheres of national development. It is vital for development planning and for building an internationally competitive economy. People need information to participate in a democratic process and thus without information the best and most idealistically development plans are likely to fail. As a result of the importance of information in an enterprise, it requires to be managed effectively in order to establish whether the information assets of a particular enterprise are in line with business objectives or not. Information auditing techniques such as InfoMapp have been developed in order to guide an auditor on how to go about auditing information resources of a particular enterprise. Cicira College is a teacher’s training college and its information assets need to be managed and audited like other resources. Hence this study has been undertaken to establish whether the information assets available at Cicira College meet its goals and objectives. The InfoMapp method developed by Burk and Horton has been used to conduct the information audit at Cicira College. This technique has been chosen because of its ability to match the information assets with strategic planning.