Doctoral Degrees (Curriculum Studies)

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Browsing Doctoral Degrees (Curriculum Studies) by browse.metadata.advisor "Carl, Arend E."

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    Kurrikulumkonsultasie in Suid-Afrikaanse primere skole
    (Stellenbosch : Stellenbosch University, 1997-03) Van der Merwe, C. R. (Christiaan Rudolph); Carl, Arend E.; Stellenbosch University. Faculty of Education. Department of Curriculum Studies.
    AFRIKAANSE OPSOMMING: Suid - Afrika is tans in 'n transformasiestadium, ook wat onderwysvoorsiening betref. Daar heers veral 'n strewe na die voorsiening van gelyke onderwysvoorsiening vir alle leerders. 'n Visie van lewenslange leer is onlangs op nasionale vlak geformuleer sodat alle belanghebbendes op 'n gesnoerde wyse kan bydra tot gelyke onderwysvoorsiening. Om hierdie visie te realiseer, word daar 'n uitkomsgerigte kurrikulumbenadering met behulp van 'n Nasionale Kwalifikasieraamwerk beoog. Alle leerders sal in die toekoms erkenning kry vir vorige leerervaring, ongeag waar dit verwerf is. lndien leerders dus bewys kan lewer van hulle bekwaamheid, kan hulle aansoek doen om 'n kwalifikasie op 'n sekere vlak van die Nasionale Kwalifikasieraamwerk te verwerf. Alhoewel die Nasionale Kwalifikasieraamwerk eers vanaf graad 9 direkte implikasies vir skoolvlakkurrikulumontwikkeling inhou, behoort onderwysers van primere skole kennis te neem van uitkomsgerigte kurrikulumontwikkeling, aangesien die leerlinge gaandeweg voorberei moet word op uitkomsgerigte onderrigleer. Kurrikulurnkonsultasie. soos wat dit in hierdie studie voorgehou word, se hooffokus is dus op uitkomsgerigte kurrikulumontwikkeling op primere skoolvlak. Die proses is geldig en relevant aangesien dit gerig word deur die beginsels van die Nasionale Kwalifikasieraamwerk, asook sekere beginsels van kurrikulumontwikkeling. Om verdere geldigheid aan 'n proses van kurrikulumkonsultasie te verleen, is daar 'n ontleding gemaak van aanwysers van uitnemende primere skole. Indien kurrikulumkonsultasie hydra tot die ontwikkeling van die aanwysers sal daar verdere geloofwaardigheid aan die proses toegeeien kan word. Alhoewel kurrikulumkonsultasie beoog om onderwysers met 'n konsultasieproses tot 'n hoe vlak van kurrikulumbekwaamheid te ontwikkel, speel didaktiese kurrikulummateriaal as konsultasieproduk ook 'n dinamiese rol. Didaktiese kurrikulumateriaal sluit materiaal in wat kurrikuluminligting aan die implementeerders van uitkomsgerigte bied, sodat die proses van kurrikulumontwikkeling 'n volhoubare proses sal wees, selfs nadat kurrikulumkonsultasie gestaak het. Een vorm van didaktiese kurrikulummateriaal is onderrigrnodules wat gebruik word tydens kurrikulumkonsultasie vir mikrovlak-kurrikulurnontwikkeling. In 'n ernpiriese vraelysondersoek, is daar vasgestel dat onderrig- modules beduidend hydra tot die ontwikkeling van die rneeste aanwysers van uitnernende prirnere skole. Juis daarom rnaak 'n proses van kurrikulumkonsultasie gebruik van 'n modulere kurrikulumbenadering om die laasgenoernde aanwysers te help ontwikkel. Uitkomsgerigte onderrigleer op primere skoolvlak behoort egter kurrikulumreglynig ge"irnplementeer te word, sodat 'n proses van deurlopende evaluering op 'n geldige wyse voltrek kan word. Dit beteken dat daar 'n verband tussen die geskrewe, die onderrigte en die ontvangde kurrikulum rnoet wees. 'n Proses van kurrikulumkonsultasie bewerkstellig hierdie verband deur rniddel van ander tipes kurrikulummateriaal soos 'n kurrikulumvisie- en missie, 'n kurrikulumbeleid, vakvisies-en missies, vakrasionale, eenheidstandaarde, module-uitkomstes en sertifiseringsraamwerke. Hierdie materiaal hied aan onderwysers die nodige kurrikulurninligting om uitkomsgerigte kurrikulurnontwikkeling op 'n verantwoordelike wyse te irnplementeer. Hierdie studie is by uitstek op die primere skoal van toepassing en behoort van groot waarde te wees by diegene wat 'n ems het aan dinamiese kurrikulumontwikkeling. Die praktykgerigtheid rnaak van die srudie 'n bruikbare bron tydens onderrigleiding.
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    Primary school principals’ lived experiences of their roles as instructional leaders in selected primary schools
    (Stellenbosch : Stellenbosch University, 2020-12) Van Wyk, Jeremy Mark; Carl, Arend E.; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : The role played by the principal as instructional leader worldwide is crucial as a result of his/her direct and indirect influence on teaching and learning. The role of the principal as instructional leader in improving teaching and learning is a pressing issue in South African primary schools, as most South African primary school learners perform far below par in the Annual National Assessments. These assessments are determined by benchmarking carried out by the Department of Basic Education and international education assessment agencies with reference to curriculum goals and literacy and numeracy. This phenomenological study describes the lived experiences of principals with regard to their instructional leadership roles in primary schools in the South African context with specific reference to selected schools in the Paarl and Wellington areas in the Western Cape. The study was informed by a literature study related to theoretical perspectives of instructional leadership. The data were collected through the use of phenomenological interviews (qualitative data) and analysis comprised the use of the ATLAS.ti qualitative data analysis qualitative data analysis programme. In the study, purposive sampling was used to include participants who could provide a rich description of their lived experiences of their roles as instructional leaders. This study describes the contextual factors which impact on the principal’s roles as instructional leader and learner performance in the participating schools. The findings in the study reveal that the primary school principals, who participated in this study, have little experience of their instructional roles due to a lack of appropriate instructional practices to improve teaching and learning. They also tend to delegate most of their instructional leadership functions to their senior staff members. Based on the findings of the literature study on instructional leadership as well as the empirical inquiry, recommendations are made to address principals’ instructional leadership practices, including a call for continuous collaboration and support for teachers through effective leadership. It is recommended that these principals become more involved in their core instructional leadership role, which is to improve teaching and learning. Furthermore, they need to continuously ensure their own professional development, as well as the development of his/her staff members, in order to acquire the needed knowledge and skills to improve their own instructional practices.