• Integration of indigenous knowledge systems in the curriculum for basic education : possible experiences of Canada 

  Moichela, Keikantsemang Ziphora (2017)

  This study is a meta-analysis of the transformation of the curriculum for basic education in South Africa. The integration of indigenous knowledge systems (IKSs) in the curriculum is one of the reconciliatory practices ...
• Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools 

  Simbarashe, Mashingaidze Samuel (2017-11)

  The study explores Mathematics educators’ use of students’ out-of-school experiences in the teaching of Transformation Geometry. This thesis focuses on an analysis of the extent to which students’ out-of-school experiences ...
• Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe 

  Madungwe, Louise Stanley (2018-04)

  The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without ...
• Supervision and support at school-based Grade R classes of the Gauteng North District 

  Modise, Matshediso Rebecca (2017-01)

  Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision and support provided at previously ...
• CURRICULUM STUDIES: Development, interpretation, plan and practice 

  Celia, Booyse; Elize, Du Plessis (Van Schaik, 2018)

  Preface Teachers are challenged with preparing learners for a globally interdependent, complex and interactive world by offering a specific curriculum in a specific context. The educational challenge they face in ...
• Curriculum Studies: Development, Interpretation, Plan and Practice 

  Booyse, C (Celia); du Plessis, EC (Elize) (Van Schaik, 2014)

  PREFACE Teachers are charged with preparing learners for a globally interdependent, complex and interactive world by offering a specific curriculum in a specific context. The educational challenge they face in particular ...
• Trends and patterns in the use of grounded theory in educational research in South Africa 

  Du Plessis, E.C. (Elize); Van der Westhuizen, G.J. (Gert) (Educational Research for Social Change (ERSC), 2018-09-01)

  The calls for the decolonisation of knowledge in South Africa is a challenge that educational researchers cannot ignore. The problem is, however, that research and knowledge development traditions in education have not ...
• The impact of activity-based method on the performance of Science learners from selected junior secondary schools in Nigeria 

  Agbenyeku, Elizabeth Umoh (2017-07-15)

  The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three ...
• Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies 

  Du Toit, Adri (2018-06)

  Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school ...
• Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa 

  Twabu, Khanyisile Yanela (2018-02)

  The incorporation of information and communications technology into every sphere of life can neither be denied nor remain unnoticed. Be it for education, government, corporate or social purposes, information and communications ...
• Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya 

  Okoth, Teresa Akinyi (2015)

  This study investigated the cognition of Form III English language teachers and evaluated their preparedness in implementing the revised English language curriculum. The study investigated teachers’ understanding of the ...
• The role of Physical Science subject advisors in enhancing the quality of the teaching of Physical Science in the FET phase (grade 10-12) 

  Stephen, Magdeline Mmapaseka (2018-01-31)

  Poor Physical Science performance in South African schools is due to ineffective Physical Science teaching. Quality Physical Science teaching stems from quality Physical Science subject advisory services. Traditionally ...
• Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia 

  Muzata, Kenneth Kapalu (2017-09)

  A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the ...
• An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province 

  Mafokwane, Moore Fridah (2017)

  This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study ...
• Promoting a positive learning environment : school setting investigation 

  Sithole, Njabulo (2017-09)

  A positive learning environment is more important if students are considered to perform better in their schoolwork. The school environment the students attend mostly influences their performance. The school that each student ...
• Teachers' experiences of the Curriculum and Assessment Policy Statement implementation in foundation phase primary schools : Nzhelele East Circuit 

  Phaiphai, Thanyani (2017-06-20)

  This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and ...
• Primary school mathematics teacher reflection through a modelling-based professional development programme 

  Biccard, Piera (Taylor and Francis, 2018)

  This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. ...
• Educators' conceptualisation of implementation of Curriculum and assessment policy statement at grade nine in Kwazulu-Natal, South Africa 

  Zulu, Muzonjani Zacharia (2018-01)

  This study sought to investigate how teachers in Grade 9 conceptualize and implement the Natural Science Curriculum and Assessment Policy Statement (CAPS) in KwaZulu Natal. In South Africa, there have been major curriculum ...
• Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit 

  Ramabulana, Nthatheni Simon (2017-11)

  The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West ...
• Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland 

  Mhlanga, Eugene Sabelo (2017-02)

  This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives. A ...

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