Exploring the use of Technology textbooks in medium- and well-resourced school contexts in South Africa

References

• Adler, J., Reed, Y., Lelliot, T., and Setati, M. 2002. Availability and use of resources: a dual challenge for teacher education. In Challenges of teacher development: An investigation of take-up in South Africa, eds. J. Adler and Y. Reed. Pretoria: Van Schaik.
   Google Scholar
• Ankiewicz, P.J. 2003. Technology Education at school: Illusion or reality? Johannesburg: Rand Afrikaans University Press.
   Google Scholar
• Ball, D.L., and Cohen, D.K. 1995. Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Research 25(9): 6–14.
   Google Scholar
• Bell, C., Marchant, J., Pretorius, A., and Smith, K. 2007. Spot-On Technology grade 9. Cape Town: Heinemann.
   Google Scholar
• Ben-Peretz, M. 1990. The teacher-curriculum encounter: Freeing teachers from the tyranny of text. Albany: State University of New York Press.
   Google Scholar
• Blachowicz, C. 2008. Reading comprehension: strategies for independent learners (2nd ed). New York: The Guilford Press.
   Google Scholar
• Candela, A. 1997. Demonstrations and problem-solving exercises in school science: Their transformation within the Mexican school classroom. Science Education 81: 497–513. 10.1002/(SICI)1098-237X(199709)81:5%3C497::AID-SCE1%3E3.0.CO;2-5
   Web of Science ®Google Scholar
• Creswell, J.W. 2008. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Department of Education [DoE]. 1997. Curriculum 2005: Specific outcomes, assessment criteria, range statements. Pretoria: Department of Education.
   Google Scholar
• Department of Education [DoE]. 2000. Curriculum 2005: Towards a theoretical framework. Pretoria: Department of Education.
   Google Scholar
• Department of Education [DoE]. 2002. National Curriculum Statement: Assessment guide lines for general education and training (intermediate and senior phase) Technology. Pretoria: Department of Education.
   Google Scholar
• Department of Education [DoE]. 2010. Curriculum News: Providing the quality of learning and teaching (planning for 2010 and beyond). Pretoria: Thutong education portal. [Online] Available at: http://www.thutong.doe.gov.za (accessed on 10 December 2010).
   Google Scholar
• De Vos, A.S. 2002. Research at grassroots: For the social science human services profession. Pretoria: Van Schaik.
   Google Scholar
• Engelbrecht, W., Ankiewicz, P.J., and de Swardt, E. 2004. Structure, processing systems and control: Graphic communication of an outstanding portfolio grade 9. Johannesburg: RAU Tech.
   Google Scholar
• Engelbrecht, W., Ankiewicz, P., and de Swardt, E. 2007. An industry-sponsored, school-focused model for continuing professional development of technology teachers. South African Journal of Education 27: 579–595.
   Web of Science ®Google Scholar
• Ensor, P., Dunne, T., Galant, J., Gumedze, F., Jaffer, S., Reeves, C., and Tawodzera, G. 2002. Textbooks, teaching and learning in primary mathematics classrooms. African Journal of Research in Mathematics, Science and Technology Education 6: 21–35.
   Google Scholar
• Franken, J., Kellerman, D., Lehlakane, V., Ngetu, C., Sadeck, O., and Truter, L. 2003. Shuters Technology grade 9. Pietermaritzburg, South Africa: Shuter & Shooter.
   Google Scholar
• Haggarty, L., and Pepin, B. 2002. An investigation of mathematics textbooks and their use in English, French and German Classrooms: Who gets an opportunity to learn what? British Education Research Journal 28(1): 567–590. 10.1080/0141192022000005832
   Web of Science ®Google Scholar
• Harniss, M.K., Dickson, S.V., Kinder, D., and Hollenbeck K.L. 2001. Textual problems and instructional solution: Strategies for enhancing learning from published materials. Reading and Writing Quarterly 17(2): 127–150. 10.1080/105735601300007598
   Google Scholar
• Islam, C., and Mares, C. 2003. Adapting classroom materials. In Developing materials for language teaching, ed. B. Tomlinson (pp. 86–100). Great Britain Trowbridge, Wiltshire: Cromwell Press.
   Google Scholar
• Jaffer, S. 2001. Mathematics, pedagogy and textbooks: A study of textbook use in grade 7 mathematics classroom. Unpublished MEd dissertation, University of Cape Town, Cape Town.
   Google Scholar
• Jansen, J. 1999. Why outcomes-based education will fail: An elaboration. In Changing curriculum, eds. J.D. Jansen and P. Christie (pp. 145–156). Cape Town: Juta.
   Google Scholar
• Jansen, J. 2001. The race for education policy after apartheid. In Implementing education policies: The South African experiences, eds. J. Sayed and J.D. Jansen (pp. 12–24). South Africa, Cape Town: University of Cape Town Press.
   Google Scholar
• Johnstone, H., Nkosi, D., Schreuder, B., Sherwood, R., and Ter-Morshuizen, K. 2006. Technology Today grade 9. Cape Town: Maskew Miller Longman.
   Google Scholar
• Julie, C. 2006. Teachers’ preferred contexts for mathematics literacy as possible initiators for mathematics for action. Journal of Research in Mathematics, Science and Technology Education 10(2): 49–58.
   Google Scholar
• Kameenui, E.J., and Carnine, D.W. 1998. Effective teaching strategies that accommodate diverse learners. Columbus, OH: Merrill-Prentice Hall.
   Google Scholar
• Kelly, K. 2006. From encounter to text: Collecting data in qualitative research. In Research in practice: Applied methods for the social sciences, eds. M. Terre Blanche, K. Durrheim, and D. Painter (pp. 33–59). Cape Town: University of Cape Town Press.
   Google Scholar
• Lam, C., and Lidstone, J. 2007. Teachers’ cultural differences: Case studies of geography teachers in Brisbane, Changchun and Hong Kong. Asia Pacific Education Review 8(2): 178–193. 10.1007/BF03029254
   Web of Science ®Google Scholar
• Lambert, D. 1999. Teaching through a lens: The role of subject expertise in the teaching of geography. In Subject teaching and teacher education in the new century: Research and innovation, eds. I.Y. Cheng, K.T. Tsui, K.W. Chow, and M.M. Chiy (pp. 318–349). The Netherlands: Kluwer Academic.
   Google Scholar
• Lemmer, M., Edwards, J., and Rapule, S. 2008. Educators’ selection and evaluation of natural science textbooks. South African Journal of Education 28: 175–187.
   Web of Science ®Google Scholar
• Libarkin, J.C., and Kurdziel, J.P. 2002. Research methodologies in Science Education: The qualitative-quantitative debate. Journal of Geoscience Education 50(1): 78–86.
   Google Scholar
• Lubben, F., Campbell, B., Kasanda, C., Kapenda, H., Gaoseb, N., and Kandjeo-Marenga, U. 2003. Teachers’ use of textbooks: Practice in Namibian science classrooms. Educational Studies 26(2/3): 109–125. 10.1080/03055690303276
   Web of Science ®Google Scholar
• McIntyre, L.R. 2008. A cross-cultural collaborative: Creating textbooks and learning materials and a sustainable partnership for African children. Africa Education Review 5: 199–219. 10.1080/18146620802449449
   Google Scholar
• Meacham, S.J. 2001. Vygotsky and the blues: Re-reading cultural connections and conceptual development. Theory into Practice 40: 190–197. 10.1207/s15430421tip4003_7
   Web of Science ®Google Scholar
• Milne, C., Gough, N., and Loving, C. 2002. Textbooks: The flower dissection. In Dilemmas in science and education: Perspectives on problems of practice, eds. J. Wallace and W. Loudon (pp. 115–127). London: Routledge.
   Google Scholar
• Nugrahenny, T.Z. 2005. Teachers’ beliefs about internationally-published materials: A survey of tertiary English teachers in Indonesia. Regional Language Central Journal 36(1): 24–38.
   Google Scholar
• Patton, M.Q. 1990. Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications.
   Google Scholar
• Potenza, E., and Monyokolo, M. 1999. A destination without a map: Premature implementation of Curriculum 2005. In Changing curriculum: Studies on outcomes-based education in South Africa, eds. J.D. Jansen and P. Christie (pp. 231–246). Cape Town: Juta.
   Google Scholar
• Potgieter, C. 2004. The impact of Technology Education on in- service teacher education in South Africa. International Journal of Technology and Design Education 14: 205–218. 10.1007/s10798-004-2270-y
   Web of Science ®Google Scholar
• Pudi, T. 2005. Educator roles for technology education teacher-educators. Africa Education Review 2: 147–167. 10.1080/18146620508566297
   Google Scholar
• Pudi, T. 2006. From OBE to C2005 to RNCS: are we still on track? Africa Education Review 3: 100–112. 10.1080/18146620608540445
   Google Scholar
• Roehrig, G.H., Kruse, R.A., and Kern, A. 2005. Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching 44(7): 883–907. 10.1002/tea.20180
   Web of Science ®Google Scholar
• Schudel, I., Le Roux, C., Lotz-Sisitka, H., Loubser, C., O'Donoghue, R., and Shallcross, T. 2008. Contextualising learning in Advanced Certificate in Education (Environmental Education) courses: Synthesising contexts and experiences. South African Journal of Education 28: 543–559.
   Web of Science ®Google Scholar
• Stears, M., Malcolm, C., and Kowlas, L. 2003. Making use of everyday knowledge in the science classroom. African Journal of Research in Mathematics, Science and Technology Education 7: 109–118.
   Google Scholar
• Stoffels, N.T. 2004. Sir on what page is the answer? Exploring teacher decision-making in the context of complex curriculum reforms ( Unpublished PhD).
   Google Scholar
• Sutherland, R., Winter, J., and Harries, T. 2001. A transnational comparison of primary mathematics textbooks: The case of multiplication [Electronic version]. Research in Mathematics Education 3(1): 155–167. 10.1080/14794800008520090
   Google Scholar
• Taylor, J. 2001. Using practical context to encourage conceptual change: An instructional sequence in bicycle science. School of Science and Mathematics 10: 117–124. 10.1111/j.1949-8594.2001.tb18014.x
   Google Scholar
• Terre Blanche, M., Durrheim, K., and Kelly, K. 2006. First steps in qualitative data analysis. In Research in practice: Applied methods for the social sciences, eds. M. Terre Blanche, K. Durrheim, and D. Painter (pp. 33–59). Cape Town: University of Cape Town Press.
   Google Scholar
• Van der Sandt, S., and Nieuwoudt, H.D. 2005. Geometry content knowledge: Is pre-service training making a difference? African Journal of Research in Mathematics, Science and Technology Education 9(2): 109–120.
   Google Scholar
• Vygotsky, L. 1986. Thought and language. Cambridge, MA: The MIT Press.
   Google Scholar
• Wassenaar, D.R. 2006. Ethical issues in social science research. In Research in practice: Applied methods for the social sciences, eds. M. Terre Blanche, K. Durrheim and D. Painter (pp. 60–79). Cape Town: University of Cape Town Press.
   Google Scholar
• Zahorik, J.A. 1991. Teaching style, and textbooks teaching and teacher education. Teaching and Teacher Education 7(2): 96–185. 10.1016/0742-051X(91)90026-L
   Web of Science ®Google Scholar