The growth of educational evaluation has brought with it a corresponding increase in the desire and need to include information on the nature of the educational treatment that is to be evaluated. However, to date, there has been no systematic review of how this might be accomplished. This paper explores ways in which treatment can be described: either by means of estimating degree of implementation, or by modeling the instructional domain. The paper also reviews approaches to measuring aspects of the instructional environment that are suggested by the various models and methods for combining and analyzing those measures.

Modeling and Measuring Educational Treatment in Evaluation

This study explores factors faced by teachers in curriculum implementation in the North West and Limpopo Provinces. The theoretical framework that underpins this study is based on Herzberg’s two-factor theory which is also known as motivation-hygiene theory. A mixed methodology of qualitative and quantitative was used. Semi-structured interviews and questionnaires were employed as the research instruments for data collection, with 160 teachers from the five districts of the two provinces. Findings revealed that the curriculum transformation process, contributed to the dissatisfaction of teachers regarding the implementation of the new curriculum (CAPS). Recommendations were formulated by empowering teachers, for the effective implementation of the school curriculum. DOI: 10.5901/mjss.2014.v5n6p171

https://www.mcser.org/journal/index.php/mjss/article/download/2404/2378

Exploring Factors Faced by Teachers in Curriculum Implementation

(2000). Improving the Quality of Learning: Global Education as a Vehicle for School Reform. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 97-103.

Improving the Quality of Learning: Global Education as a Vehicle for School Reform.

The deficit of science and mathematics skills is a national problem of such magnitude that it has been, and still is, the subject of heated debates. For the past few years, the Grade 12 results have reflected a worrying trend of a high dropout rate at school level and low performance in these gateway subjects. The College of Education at the University of South Africa (Unisa) has started an MIT Community Engagement Project aimed at reversing the high failure rate in the deep rural areas of the disadvantaged schools in the Vhembe district of the Limpopo and North West provinces (NW). With the assistance of the provincial department of education, experts were identified and they signed a two-year contract with Unisa for teaching mathematics and science at these disadvantaged schools over weekends and during the holidays. An honorarium was set aside to compensate for the transport and tuition fees for these experts from dinaledi (stars) schools. Based on the year-end examination results, further suggestions for a turnaround strategy were formulated. DOI: 10.5901/mjss.2014.v5n6p243

/pdf/reversing-the-trend-of-dismal-performance-in-disadvantaged-10bh6w53t2.pdf

Reversing the Trend of Dismal Performance in Disadvantaged Schools: A Curriculum Evaluation exercise

Despite a plethora of writing on issues related to the diffusion, adoption, and implementation of educational innovations, the literature suffers from a number of deficiencies. The conceptual literature consists either of analytical speculation' or of model building.2 Model building appears to offer a needed synthesis of the many lines of inquiry in this domain, but on closer inspection the models turn out to comprise a mixture of normative and descriptive elements, of programmatic and conceptual designs, and of ideological and instrumental approaches.3 In short, conceptualization tends to be highly speculative, ad hoc, and value laden. A fundamental and persisting problem is that an empirical basis for both analytical and synthetic work is sorely lacking. A major weakness is that research tends to concentrate on a single innovation, such as differentiated staffing, programmed instruction, team teaching, 8-mm film, the new math, and so on.4 This practice makes it impossible to study the effect of the different features of innovations within the same population. Since innovative practices vary in critical ways (cost, complexity, transportability, explicitness), it would seem important to examine the influence of these features on adoption and implementation. Surely the developers and disseminators of innovations would benefit from greater knowledge of this matter. And yet, while there is considerable speculation about these features based on studies of single innovations,5 there is little evidence'drawn from a comparison of several innovations in the same study. Even when an

Innovations in Urban Secondary Schools

Review of Research on Curriculum Implementation

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Review of Research on Curriculum Implementation