Instructional functions in large, under-resourced science classes: Perspectives or South African teachers

Perspectives in Education

Volumn 23, Issue 3, 2005, Pages 79-91

  Onwu, Gilbert ^a,b   Stoffels, Newton ^a  

^a UNIVERSITY OF PRETORIA   (South Africa)

^b School of Teacher Training   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 28044461479     PISSN: 02582236     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (28)

1. Beeby CE 1966. The quality of education in developing countries. Cambridge, MA: Harvard University Press.
2. Carrim N 2001. From teachers to educators: Homogenizing tendencies in contemporary South African educational reforms. International Journal of Educational Development, 21, 45-52.
3. Cohen D 1990. A revolution in one classroom: The case of Mrs Oublier. Educational Evaluation and Policy Analysis, 12(3), 327-345.
4. Cohen D & Ball DL 1990. Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 347-353.
5. Fullan MG 1993. Change forces: Probing the depths of educational reform. London: Falmer.
6. Fullan MG 1996. The new meaning of educational change. Cassel: London.
7. Fuller B & Snyder CW 1991. Vocal teachers, silent pupils? Life in Botswana classrooms. Comparative Education Review, 35(2), 274-294.
8. Gess-Newsome J 1999. Secondary teachers' knowledge and beliefs about subject matter and their impact on instruction. In Gess-Newsome J & Lederman NG (eds). Examining pedagogical content knowledge. Dordrecht: Kluwer, 51-94.
9. Gwimbi EM & Monk M 2003. The study of classroom practice and classroom contexts among senior high school Biology teachers in Harare, Zimbabwe. Science Education, 87, 207-223.
10. Hargreaves A 2001. Cultures of teaching and educational change. In Biddle BJ, Good TL & Goodson IF (eds). International handbook of teachers and teaching. Dordrecht: Kluwer.
11. Huberman M 1983. Recipes for busy kitchens. Knowledge: creation, diffusion, utilization, 4, 478-510.
12. Lockheed ME & Verspoor AM 1991. Improving primary education in developing countries. New York: Oxford University Press.
13. Marnewick L & Spreen C 1999. Dancing with the monster: Mastering the steps of OBE_in the Northern Province. Unpublished.
14. Mclaughlin MW 1998. Listening and learning from the field: Tales of policy implementation and situated practice. In Hargreaves A, Lieberman A, Fullan MG & Hopkins D (eds). International handbook of educational change. Dordrecht: Kluwer.
15. National Department of Education 1995. Curriculum Framework for General and Further Education and Training. Pretoria: Government Printer.
16. National Department of Education 1997. Outcomes-based Education in South Africa: Background Information for the Educators. Pretoria: Government Printer.
17. Olurundare S 1990. Discrepancies between official science curriculum and actual classroom practice: The Nigerian experience. Journal of Educational Policies, 5 (1), 1-19.
18. Onwu GOM 1999. Inquiring into the concept of large classes: Emerging typologies in an African context. In Savage M & Naidoo P (eds). Using the local resource base to teach Science and Technology: Lesson from Africa. AFCLIST. October 1999.
19. Onwu GOM 1998. Teaching large classes. In Savage M & Naidoo P (eds). African science_and technology education. Into the new millenium: Practice, policy and priorities.Cape Town: Juta.
20. Onwu GOM & Mogari D 2004 Professional development for Outcomes-based Education implementation: The case of UNIVEMALASHI, South Africa. Journal of Education for Teaching, 30(2), 160-177.
21. Prophet RB & Rowell PM 1990. The curriculum observed. In Snyder CW & Ramatsui PT (eds). Curriculum in the classroom. Context of change in Botswana's Junior Secondary School Instructional Programme. Macmillan: Gaborone.
22. nd Edition. New York: McGraw-Hill.
23. Rogan JM 1999. The implementation of Curriculum 2005: Mapping out a research agenda to drive professional development in systemic reform. In Fennema E & Taole K (eds). Proceedings of the Second Joint Conference. NSF USA and NRF Pretoria.
24. Reeves C 1999. Are teachers likely to achieve the natural science outcomes for Curriculum 2005. Journal of Education, 24, 45-61.
25. rd Edition. James Bossey: New York.
26. Tabulawa R 1997. Pedagogical classroom practice and the social context: The case of Botswana. International Journal of Educational Development, 17(2), 189-204.
27. Taylor N & Vinjevold P (eds). 1999. Getting learning right. Johannesburg: Joint Education Trust and Department of Education.
28. Tobin K, Kahle JB & Fraser BJ 2000. Learning science with understanding: In search of the Holy Grail? In Tobin K (ed.). Looking into science classrooms. James Bossey: New York.