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How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa
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Bantwini, Bongani D. – International Journal of Educational Development, 2010
The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South…
Descriptors: Barriers, Curriculum Development, School Districts, Educational Change