Induction of pupils into secondary school science in Botswana

References

• Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). London: Allyn and Bacon.
   Google Scholar
• Chalebgwa, K., Mutasa, N., & Wills, G. (1996). New three-year J.C. science revision notes. Gaborone: Tassalls Publishing.
   Google Scholar
• Delamont, S. (1975). Beyond Flanders' fields: The relationships of subject-matter and individuality to classroom style. In M. Stubbs, and S. Delamont (eds), Explorations in classroom observation (pp. 102–131). Chichester: John Wiley and Sons.
   Google Scholar
• Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). London: McGraw-Hill Book Company.
   Google Scholar
• Hargreaves, A. (1984). The significance of classroom coping strategies. In A. Hargreaves and P. Woods (Eds.), Classrooms and staffrooms: The sociology of teachers and teaching (pp. 64–85). London: Milton Keynes/Open University Press.
   Google Scholar
• Hargreaves, L. (1998). From ORACLE to super-highways: The use of classroom observation in educational research. Paper presented at Educational Research Group (ERG) seminar, The University of York, England, November, 1998.
   Google Scholar
• Hodson, D. (1998). Taking practical work beyond the laboratory. International Journal of Science Education, 20 (6), 629–632.
   Web of Science ®Google Scholar
• Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25 (6), 645–670.
   Web of Science ®Google Scholar
• Kahn, M. (1989). Educational reform and the dependency paradigm: Some considerations from Botswana. Compare, 19 (2), 83–93.
   Web of Science ®Google Scholar
• Koosimile, A. T. (1999). Science curriculum implementation in Botswana. Unpublished PhD thesis, University of York, England.
   Google Scholar
• Koosimile, A. T. (2002). Problems and challenges in promoting mixed ability teaching in Botswana. In C. Malcolm and C. Lubisi (eds), Proceedings of the 10^th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, (pp. III-182–187). Durban: SAARMSTE.
   Google Scholar
• Koosimile, A. T. (2002a). Access negotiation and curriculum change: Lessons from Botswana. Qualitative Studies in Education, 15 (2), 205–223.
   Google Scholar
• Koosimile, A. T. (2004). Out-of-school experiences in science classes: problems, issues and challenges in Botswana. International Journal of Science Education, 26 (4), 483–496.
   Web of Science ®Google Scholar
• Mautle, G., Konesappillai, K., & Lungu, E. (1994). The quality of primary school completers and its implications for Form 1 organisation and teaching. In Republic of Botswana, Reports and Policy Studies of the National Commission on Education 1992–1993 (Vol. 2), (pp. A8-1–42). Gaborone: Government Printers.
   Google Scholar
• McDevitt, D. (1998). How effective is the cascade as a method for disseminating ideas? A case study in Botswana. International Journal of Educational Development, 18 (5), 425–428.
   Google Scholar
• Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
   Google Scholar
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). London: Sage Publications.
   Google Scholar
• Ministry of Education. (1986). Primary School Syllabuses for all subjects—Standard 5–7. Gaborone: Government Printers.
   Google Scholar
• Ministry of Education. (1995). Three-year junior secondary syllabus: Science. Gaborone: Government Printers.
   Google Scholar
• Ministry of Education. (1995a). Curriculum BluePrint—Ten Year Basic Education Programme. Gaborone: Government Printers.
   Google Scholar
• Ogunniyi, M. B. (1995). The development of science education in Botswana. Science Education, 79 (1), 95–109.
   Web of Science ®Google Scholar
• Ogunniyi, M. B. (2002). Curriculum development in science, technology and mathematics education: challenges of the 21st century. In P. A. Chakalisa, C. D. Yandila, H. U. Emereole, I. J. Kyeleve, G. J. Ramorogo and A. A. Babugura (eds), Science, Technology and Mathematics Education in Africa (pp. 212). Gaborone: University of Botswana.
   Google Scholar
• Ottevanger, W. (2002). Teacher support materials as a catalyst for science curriculum implementation in Namibia. In C. Malcolm and C. Lubisi (eds), Proceedings of the 10^h Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, (pp. III-313–320), Durban: SAARMSTE.
   Google Scholar
• Prophet, R. B. (1990). Rhetoric and reality in science curriculum development in Botswana. International Journal of Science Education, 12 (1), 13–23.
   Google Scholar
• Prophet, R. B. & Rowell, P. M. (1988). Curriculum in action: Classroom observations in Botswana Junior Secondary Schools, 1987–1988. Unpublished manuscript. Gaborone: Junior Secondary Education Improvement Project (USAID/Botswana).
   Google Scholar
• Republic of Botswana. (1994). Report of the National Commission on Education of 1993. Gaborone: Government Printers.
   Google Scholar
• Rollnick, M. (1998). Relevance in science and technology education. In P. Naidoo, and M. Savage (eds), African science and technology education into the new millennium: Practice, policy and priorities (pp. 79–90). Kenwyn (South Africa): Juta and Co. Ltd.
   Google Scholar
• Scott, D. & Usher, R. (1999). Researching education: data, methods and theory of educational enquiry. London: Cassell.
   Google Scholar
• Strauss, A. & Corbin, J. (1990). Basics of qualitative research. London: Sage Publications.
   Google Scholar
• Tesch, R. (1990). Qualitative research: Analysis types and software tools. London: The Falmer Press.
   Google Scholar
• van den Akker, J. (1998). The science curriculum: Between ideals and outcomes. In B. J. Fraser and K. G. Tobin (eds), International Handbook of Science Education (Part 1) (pp. 421–447). London: Kluwer Academic Publishers.
   Google Scholar
• Vlaardingerbroek, B. (1998). Challenges to reform: Botswana junior secondary science teachers' perceptions of the development functions of science education. International Journal of Educational Reform, 7(3), 264–270.
   Google Scholar
• Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). London: Sage Publications.
   Google Scholar