Masters Degrees (Curriculum Studies)

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A curriculum framework for continuing professional development in culinary studies
(Stellenbosch : University of Stellenbosch, 2007-12) Jooste, Susina M.; Carl, A. E.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
Culinary studies is a relatively young and unfamiliar field of study which engages the application of life and natural sciences, business and technology in a food-specific environment. The growth in the demand for training, re-training and continuing professional development in the culinary arts can be attributed to factors such as enhanced culinary programmes at high school level, an increased level of education and expectation about food in general, growth in culinary tourism and highly polished food magazines or other publications. The celebrity status of high-profile chefs and a stronger economy that enables more people to explore fine dining and gourmet food can be added to the list of factors that influence the interest in culinary arts as a profession. The number of qualified culinary professionals has increased over the last 10 years in South Africa, providing a large corps of people with a good understanding of this field of study and a need for continuing professional development opportunities. This study was a response to the challenges of the demand for continuing professional development opportunities from this growing body of culinary professionals. The demand for continuing professional development opportunities in culinary studies is becoming more complex and challenging for both learner and teacher. Although institutions that provide training in hospitality are also in the business of culinary education, their perspectives and focus are quite diverse. Culinary education can therefore be improved through a deeper understanding of the curriculum development process combined with the expectations of both the industry and the individual. A fundamental shortcoming in the field of culinary education is often that persons with limited expertise in the field of curriculum studies bear the primary responsibility for addressing curriculum challenges. The development of curricula for professional development in culinary studies subsequently happens at the expense of understanding the curriculum. The primary aim therefore of this study was to identify and propose a curriculum framework for continuing professional development in culinary arts. This framework might contribute to providing a curriculum foundation, credibility to the broad hospitality industry and specifically to culinary studies, as well as to the securing of some uniformity of standards over the spectrum of culinary qualifications. A scientifically validated situational analysis was executed by means of focus group discussions, personal interviews, curriculum comparisons and an electronic mail questionnaire survey, which mainly generated qualitative data. These techniques were used in triangulation as research instruments to investigate the needs for continuing professional development in culinary arts and the availability of curricula to address these needs. The greatest challenges in culinary studies were reflected in the complexity and multidisciplinary nature of this relatively undefined industry and field of study. The intricate relation, interaction, collaboration and contexts between secondary schools, various culinary training institutions, industry and culinary professionals were investigated. The data generated confirmed the need for training and development opportunities to improve the professional status of culinary professionals in South Africa The promotion of a change in direction for culinary studies development in South Africa could ensure future growth as a discipline cognitively and professionally, in line with international standards, procedures and practices. The range of challenges and changes facing the industry varies from social issues to the educational issues of qualifications and credible accreditations, which are addressed in the proposed curriculum framework. The lack of more empirical research in this field of study is an indication that both students and professionals should be encouraged to do the relevant research and that higher education institutions should provide the opportunities and structures for such research.
Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie
(Stellenbosch : Stellenbosch University, 2015-04) Loock, Hougaard; Horn, K.; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The current era is characterised by the rapid development in the field of technology. One of the fields in which technology is making great strides is education. This study focused specifically on the use of the interactive whiteboard in the teaching of history. South Africa’s educational system has undergone many changes over the past decades. One of the biggest changes has involved the use and application of information and communication technology in schools. There has been a move from the traditional method of teaching (the use of the traditional blackboard) to the use of the interactive whiteboard. The swift change in pedagogy has been ascribed to the growing use of information and communication technology in classrooms and the worldwide informational and communicational era in which we live. Like other countries, South Africa has also made certain changes to be in line with the rest of world. South Africa’s development in the use of the interactive whiteboard is still very limited and, as its counterparts, it has its own specific challenges. Research has shown that new opportunities and possibilities for teachers of history have arisen through the use of the interactive whiteboard and that they need to be exploited. Against this background, the following research question was formulated: What are the innovation possibilities in the use of the interactive whiteboard in the teaching of history? The purpose of this qualitative study was to analyse, describe and explain the experiences of five history teachers who were working with an interactive whiteboard in their classrooms. The study was conducted within an interpretive paradigm which guided the qualitative research design. A multiple case study was used within the qualitative research design. Data were generated by means of semi-structured individual interviews. The interview data were transcribed and analysed. The findings show that the use of the interactive whiteboard has many advantages for learning and teaching. Learners are now stimulated visually, perceptually, kinesthetically and auditorily. The different interactions allow the learners to be stimulated in more than one way at a time. The interactions can be pedagogical, physical, conceptual, technical or dialogical. The findings also shown that, traditionally, too much emphasis was placed on the source-based approach and the analysis of historical sources. It is no longer sufficient for a history teacher to teach learners just one historical skill. There should be deliberate attempts to teach learners to acquire all the historical skills. It is essential for schools to emphasise the integration, the implementation strategy and the maintenance of the interactive whiteboard. Moreover, it is essential for teachers to be trained in the use of this educational tool, and regular opportunities must be given for training. Teachers must first learn the basic computer skills before an interactive whiteboard is installed in the classroom. The user’s outlook will determine how effectively and successfully the interactive whiteboard will be used in the classroom.
Die integrasie van stelwerk- en letterkunde-onderrig met toespitsing op die media
(Stellenbosch : Stellenbosch University, 1991) Le Cordeur, Michael ; Smuts, R.; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: This study aims at contributing towards the improvement of teaching, in secondary schools, of written composition and literature in Afrikaans as a first language. · For this purpose, an outline of the relevant literature is presented. It is evident that the teaching of Afrikaans is not entirely sound. As simple solution does not exist; however, this study is an attempt to improve the present situation by focussing on integrated teaching and on the implementation of the media. Technological development puts the media within reach of more people each day. Pupils spend a great deal of time watching television, films and videos; or listening to the radio, records and cassettes. They read newspapers and magazines. This study maintains that the media should therefore be utilized to advance the teaching of Afrikaans, as all communicative skills will then improve in particular reading and writing. An integrative approach to teaching is widely recognised as the ideal. Neuropsychological research has shown that the human brain functions optimally when teaching is integrated. Ideally, in regard to the teaching of a language, composition writing and literature study should merge. The current South African curriculum does not as yet place enough emphasis on this aspect. This study concludes that there is a need for integrated teaching to be introduced into the curriculum for Afrikaans as first language. A second conclusion is that the media, which can serve as device for blending written composition and literature teaching, is not yet exploited effectively. Pupils display an ardent interest in the media and it follows that the media should be used intentionally and as a prominent component of the teaching programme. An integrated teaching programme, which focusses on the media, is proposed in this study. Practical suggestions are made in this regard, proving that the media can serve as crucial point of integration for the teaching of written composition and literature.
An investigation into underperformance in Social Studies grade 5-7 in selected Namibian primary schools: A case study
(Stellenbosch : Stellenbosch University, 2016-12) Negumbo, Theopolina Anna Ndahekelekwa; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies
ENGLISH ABSTRACT : The study, situated in the context of Namibia, describes the results of research undertaken with regard to the underperformance of Grade 5 to 7 learners in Social Studies. The initial results of an analysis of the results in Social Studies between 2008 and 2014 in three selected schools in the Karas Region, Namibia, indicated severe underperformance. The researcher, as part of the case study, identified three schools in an effort to determine the possible causes of learners’ underperformance in Social Studies in these selected schools. The study posed the following research question: What are the possible causes of underperformance of learners in Social Studies in Grade 5 to 7 at primary schools in Namibia? A qualitative case study research design, guided by an interpretive research paradigm, was employed to answer the research question and achieve the aims and objectives of the study. Data were collected from biographical and semi-structured interviews, lesson observations and analysis of appropriate documents. The purpose of using different methods in this study was to ensure that through triangulation, validity and reliability could be obtained. The data collected were analysed through thematic analysis. Findings from the data indicated a number of possible causes for the underperformance of learners, namely lack of trained teachers, insufficient teaching approaches, unconducive physical teaching contexts, lack of teaching and learning materials and lack of optimal parental involvement in their children’s education due to work situations. The majority of the participants argued that English as the medium of instruction in Namibian schools is one of the barriers for learners learning Social Studies as well as other subjects. However, the participants confirmed that learners’ lack of English proficiency is due to the language backgrounds of the learners. Recommendations are made to address these problems.
Knelpunte ten opsigte van landbou-opleiding op skoolvlak tydens onderwystransformasie
(Stellenbosch : Stellenbosch University, 2006-04) Smuts, Dirk Andries; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
Please refer to full text for abstract
Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie
(Stellenbosch : University of Stellenbosch, 2011-03) Swartz, Chris B.; Carl, A. E.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It was specifically aimed at addressing the educational imbalances of the past. Policy changes in the curriculum were thus inevitable. A part of transformation in education was the quest for greater participation by all school communities in South Africa through an approach of effective school-based curriculum management and development. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question. The aim of the study was to explore how curriculum coordinators experienced their leadership role and functions within the context of schoolbased curriculum development. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experiences and perceptions of curriculum coordinators in their particular contexts. Firstly, the literature revealed that it is indeed an enormous challenge for curriculum coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum coordinators to demonstrate their leadership role and coordination function as curriculum leaders effectively and to provide good support and direction. Curriculum coordinators are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. The research findings indicated that the curriculum coordinators do fulfil their responsibilities regarding curriculum management. Nevertheless, curriculum coordinators were not sure what their leadership function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help curriculum coordinators to execute their roles and responsibilities effectively.
Die leerderportefeulje as 'n assesseringsinstrument in die leerarea sosiale wetenskappe, intermediêre fase (Grade 4-6)
(Stellenbosch : Stellenbosch University, 2007-03) Van Wyk, Milton Lester; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoured to explore and describe not only the learner portfolio as an authentic assessment instrument, but to establish the current perceptions, comprehension and experience of teachers in the Social Sciences learning area (Intermediate Phase) regarding its application. To answer the research question, and to make a logical link to the purpose of this study, the researcher executed a qualitative research study from an interpretative research paradigm. The researcher implemented multiple sources (interviews, document analysis and questionnaires) to generate data. In the course of the study a number of steps were taken to ensure the validity and reliability of the data, and to pay attention to the ethical aspects that surfaced during the research. In the literature study, extending over two chapters, the theoretical foundation of the study, consisting of assessment as a broad concept in outcomes-based education (OBE) and the learner portfolio as an authentic assessment instrument, is described. The study concludes that at present teachers are not equipped with an extensive knowledge of assessment, and have only a superficial knowledge of the structure, purpose and management of the learner portfolio and the benefits offered. It appear that teachers have relatively limited experience of utilising the learner portfolio as an assessment instrument, and the results of the study indicate that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and final results of learners’ activities. They do not indicate development and growth over a given period, so that the expected learning outcomes are not realised. It is clear that the utilisation of the learner portfolio as an alternative assessment instrument is imperative in the South African education system, but that it do not achieve its purpose in the context of this specific study.
'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel
(Stellenbosch : Stellenbosch University, 1992-03) Van Wyk, Andries Jacobus; Carl, A. E.; Malan, J. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH SUMMARY: Man are continually being confronted with problems for which solutions have to be found. This study tries to show that if man wants to make a positive contribution to the development of his community and wants to effectively address problems, he must attempt to develop his full potential. In his search for solutions it is necessary that choices be made between new and alternate ideas and assumptions during which process his judgement and attitude towards issues will be tested. The research methodology followed in this work is mainly based on a literature study. The departure point for this study has been the hypothesis that a critical mental focus can help in the evaluation and judgement of issues. In the determination· of an operational definition of critical thought it is assumed in this study that the subject History can play an important role to help students, with the aid of specific methodologies and thought proficiencies, to develop the ability to evaluate historical facts. This could mean that the student learns to handle everyday problems through the application of these mental proficiencies and with a critical focus. For the creation of an educational learning strategy as first step towards the implementation of critical thought through the subject History, thought and learning are defined according to studies done in this field. The work done by Piaget was used as basis and because this study focus on the secondary school student, Piaget's definitions of concrete operational thought and formal operational thought was accentuated. In this process factors that specifically influence critical thought and the learning process has been highlighted as areas that the teacher must keep in mind if the development of critical thought is the aim. It has been emphasised that the teaching of History is, in many of facts. Critical that the cases, mainly done on the level of the transfer Should the teaching process have as goal thought development, it has the added benefit student not only memorises facts but has to think about them. This study tries to show that facts should have an utilisation value and that the teacher should use techniques such as class discussions, guided discussions and do-it-yourself activities to help with the development of critical thought. The proposed instructional learning strategy consists of three phases, that is planning, implementation end evaluation. The role of the teacher remains important in all three phases and aspects such as methods, questioning, class atmosphere, curriculum proficiencies and motivation are seen as essential subsections. To conclude: it seems from the literature consulted and from experience that the potential exists to develop critical thought efficiently through a focussed program in the subject History. Should an instructional learning strategy with the development of critical thought as goal be followed, history can take it's rightful place in the school curriculum.
Die persepsies van onderwysers rakende hul eie bevoegdheid ten opsigte van die onderrig van skeppende kunste in die intermediere fase (Graad 4-6)
(Stellenbosch : Stellenbosch University, 2015-04) Meyer, Lelanie; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: This study focuses on the perception of Creative Arts educators in the Intermediate Phase with regard to their own competency levels to teach Creative Arts effectively. Creative Arts consists of four art forms, namely Dance, Music, Drama and Visual Arts. The ideal is that all Creative Art educators are competent enough to teach the different art forms effectively. To answer the research question in order to achieve the goal of the study, the researcher made use of a qualitative research design from within an interpretive research paradigm. A case study strategy has also been applied by the researcher in order to obtain data pertaining to the specific aspect of the study, namely Creative Arts educators. Various sources were used to generate the data, namely semi-structured interviews, questionnaires and document analysis. Various precautionary measures were taken to ensure the validity and reliability of the data. During the course of the investigation, ethical issues were in question. However, the researcher followed the necessary guidelines to ensure that all endeavours were ethically acceptable. In the literature study the curriculum review process as well as the inclusion of Arts and Culture and Creative Arts in the curriculum is analysed. The training of Creative Arts educators and the challenges that this subject poses to schools and other mainstream educators are also considered. It was established that mainstream educators are often unable to teach this subject with the required confidence, knowledge and skills. Taking the results of this study into account, it appears that Creative Arts educators are not trained sufficiently in the four art forms, which influences the way in which the subject is taught. Educators who have received training in only one of the art forms tend to emphasise that particular art form only. The results of the study clearly indicate that the educators will only be able to do justice to Creative Arts as a subject if they are trained sufficiently to teach it with the necessary confidence and skill.
The principal as curriculum leader during a time of educational change
(Stellenbosch : University of Stellenbosch, 2009-03) October, Sybill Gertrude; Carl, A. E.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
After the election of the new democratic government in April 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. The immense disparity in the provision of education for the vast majority of South Africans was the main reason for educational change. Curriculum reform/educational change emerged as the key focus in restructuring the educational system. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore how principals experienced their new roles and responsibilities as curriculum leaders and managers in a changing educational system. Data was generated by means of semistructured questions to provide rich descriptions and explanations of how principals experienced educational change in their particular contexts. The literature review revealed that during educational change principals are faced with the challenge to create a climate for change through their particular style of leadership and management, acting as key agents for initiating the desired change, or leading the way as agents of change. Principals, as curriculum leaders, have an important role to play in setting the tone to provide direction, executing their roles as both curriculum leaders and managers and building democratic schools. To keep up and cope effectively with the constant and rapid educational change, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. Moreover, by developing a better understanding of change, the principal will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting change. While leadership skills are essential for providing effective leadership, the leader must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicated that principals do fulfil their new roles and responsibilities as educational leaders during educational change, but the challenge is to identify adequate approaches and to enhance their professional and personal growth and development. The study concludes by pointing out that although principals perform their roles and meet their responsibilities as curriculum leaders, they still require additional support to execute certain aspects of their duties.
Technology as a new learning area in the South African school curriculum: a critical reflection
(Stellenbosch : Stellenbosch University, 2002-12) Adams, John; Carl, A. E.; Jordaan, V-S (Van AS); Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: This thesis investigates the implementation of Technology as a learning area in the South African school curriculum. This investigation is done within the context of three articles contained in chapters two, three and four. Article one, chapter two, investigates the readiness of educators to implement Technology in the classroom. A survey was done by means of interviews and a questionnaire. The interviews and questionnaire focused on three critical questions to determine the readiness of educators, namely • A conceptual understanding of Technology as learning area; • The type of technology suitable for the South African curriculum; and • The extent of government support to implement Technology successfully. The findings suggest that educators do have a conceptual understanding of Technology and that they emhasized the use of technology within the curriculum that suits local conditions. It identified the lack of government support as the biggest problem facing the successful implementation of Technology. Article two, chapter 3, investigates Technology as part of the Outcomes- Based Curriculum 2005. It is a theoretical study that discuss the relevance and purpose of Technology as learning area in the new curriculum. It finds that the position of Technology as learning area in the curriculum is unequivocal. It proved that there is a strong link between technological innovation, economic growth and social development. It suggest, therefor, that Technology is a catalyst for economic growth and social development. Article three, chapter four, invetsigates how Technical Drawing as subject from the old dispensation can be reconciled with Technology as a learning area. It finds that Technical Drawing as a graphical language can be applied as an effective tool of communication in the different stages of the Technological Process. It suggests that the old subjects can reconcile with the learning areas in the new curriculum. These three articles, in summary, emphasize the importance and relevance of Technology as a separate learning area in the new curriculum. The objective, therefore, is to use Technology as a catalyst for economic growth and social development, so dearly needed by South Africa.
Volksdans as komponent van die liggaamlike opvoedingprogram binne 'n multikulturele Suid-Afrikaanse gemeenskap
(Stellenbosch : Stellenbosch University, 1995-11) Damon, Eleanor Denise; Cyster, Eleanor Denise; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: South African education is facing a big dilemma. Teachers, curriculators and students are confronted with the issue of multiculturalism because of the establishment of one education department. Equality in education has to oe offered to all citizens and implemented by all teachers. In moving from a monocultural to a multicultural approach, all teaching spheres would necessarily be affected. Re-evaluation, change and an improvementclre required and these reconstructive measures be geared towards breaking down isolation, fragmentation and mistrust within the diverse South African society. Through a literature study, some perspectives on the problematic nature of the current teaching program will be addressed. Various perspectives on multiculturalism serves as a framework for argumentation about the viability of such an approach. The contribution of the school subject, Physical Education, towards harmony and solidarity, will be established. The focus will be on one of the dance components, Folk Dancing, and in what way it can assist the process of socialization for the creation of a sense of national unity. The orientation to this study will be done in chapter one. In chapter two the current problematic conditions within education serve as a background for the total dilemma in which the South African teaching profession are outlined. The different problems surrounding the school sUbject, Physical Education, are discussed, which were a direct result of the fragmentation of the previous education system. The needs of the multicultural community are not met entirely in the current Physical Education syllabi. In chapter three the different perspectives on multicultural education are given and the experiences that countries like Australia, Britain, the United States of America and Namibia had with the implementation of multicultural education to serve their multicultural societies. The school needs to serve the community. That is why the process of planning the total educational practice needs to be reviewed as to the relevancy of the school curriculum in order to serve the needs of the community. In chapter four the place of Physical Education in the school curriculum is established and the role that Folk Dancing has to play in order to serve as means to foster social harmony, respect and tolerance. In chapter five a cultural composition needs to be done in order to establish what the multicultural community in South Africa consists of, what the different majority cultural groups are and what research already has been attempted in the documentation of the different South African cultural folkdances. The need is then to develop a program which will cover the twelve years of schooling in order to, serve as an interim program to create a bettfJr understanding between the differ']nt cultural groups of the country. In the final chapter conclusions and recommendations will be put forward to enable future study.

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