- Title
- An evaluation of the implementation of the new history curriculum
- Creator
- Mgandela, Luthando Loveth
- Subject
- Curriculum planning -- South Africa -- Eastern Cape
- Subject
- History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Subject
- Curriculum evaluation -- South Africa -- Eastern Cape
- Date Issued
- 2008
- Date
- 2008
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:9516
- Identifier
- http://hdl.handle.net/10948/1031
- Identifier
- Curriculum planning -- South Africa -- Eastern Cape
- Identifier
- History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Identifier
- Curriculum evaluation -- South Africa -- Eastern Cape
- Description
- The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
- Format
- viii, 78 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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