Dissertationen: „Curriculum planning“

1

Regular, Melvin M. „A theoretical model of curriculum planning“. Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5776.

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2

Broderick, Jane Tingle, und Seong Bock Hong. „Planning Inquiry Based Early Childhood Curriculum“. Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4211.

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3

Labane, Nokubonga. „Planning and managing curriculum implementation in rural schools: an investigation“. Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.

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Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.

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4

Cheng, Sze-chiu. „The school-based curriculum tailoring scheme : a case study of curriculum formation and transformation /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185104.

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5

Reid, Mark Joseph. „Curriculum deliberations of a teacher planning group /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008428.

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6

Larney, Dennis Patrick. „A curriculum guide for teaching business planning“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2722.

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The purpose of the project is two-fold. First, to design a curriculum guideline for career and technical educators to teach the elements of business planning to a new population of graduates that need the material to manage their vocation successfully. Secondly, it can be used as a very practical way of integrating academic and occupational training program.

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7

Vijayakumar, Rajarajan. „Automating curriculum management tasks /“. Connect to unofficial online version of: Automating curriculum management tasks, 2006. http://minds.wisconsin.edu/bitstream/1793/18743/1/VijayakumarRaj.pdf.

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8

Langa, Phakama Perry Macmillan. „Assessment of the implementation of the National Certificate (Vocational) plant production modules“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.

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9

Tyilo, Nomakula. „Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.

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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.

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Lui, Man-ho Joseph. „A study of the implementation of the S.I - S.III local history curriculum in three schools“. Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3195733X.

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11

Lui, Man-ho Joseph. „A study of the implementation of the S.I - S. III local history curriculum in three schools /“. [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832748.

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12

Kanjee, A., Y. Sayed und D. Rodriguez. „Curriculum planning and reform in sub-Saharan Africa“. SouthernAfrican Review of Education, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001173.

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Using exemplars from selected countries in sub-Saharan Africa, this article considers trends in curriculum reform and the related policy challenges. Particular attention is paid to aspects of the curriculum that affect quality. These include aims and objectives, moves towards outcomes-based education, new areas of concentration in response to social changes, the balance between subject-disciplinary- and learning-area-based approaches, the challenges of effective pedagogy, the move towards assessment for learning, curricular interventions that affect inclusion and equity positively, and the centrality of teachers in improving learning.

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13

Bezuidenhout, Daniel M. „Situasie-analise as 'n komponent van kurrikulumontwikkeling van technikonkursusse“. Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23156.

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14

Lo, Yiu-chun. „A study of the implementation of the school-based curriculum project scheme in Hong Kong /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14804244.

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15

Lo, Tang Yim-man. „A study of the dissemination activities used in a centralized education system : the case of the new 1989 certificate level geography curriculum /“. Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035462.

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16

Smith, Eugene Arlington. „Development of sustainability within a university curriculum“. Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28100.

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17

Dyer, Suzanne. „Rhetoric to reality : service user involvement in curriculum planning“. Thesis, University of Brighton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413093.

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18

Mbita, Allan Kalapa. „Contextualising the dental curriculum : a model for a systematic and comprehensive approach to curriculum planning“. Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/55822/.

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The significance of curriculum in formal education is undisputable. In dental education, the curriculum has received renewed attention in the last 15 years as a means of addressing student educational needs and perceived inequalities in access to dental care. Based on a case study of the Welsh Dental School 2001 restructured undergraduate curriculum and the General Dental Council 2002 curriculum framework, this study explores factors informing contemporary dental curriculum. The findings from the study indicate that, although it is commonly claimed that the main driver of curriculum change is to facilitate and enhance the students' learning experience, dental educators are paying attention to the need for socially responsive dental education. However, although a number of curriculum models are available, they suffer from one deficiency: they tend to put emphasis on prevailing education thinking and neglect to situate the curriculum in its wider social context. The net result is production dental graduates who are scientifically informed and technically competent but socio-culturally insensitive. This thesis contributes toward a systematic and holistic approach to dental curriculum by developing a hybrid theoretical framework, which combines Bernstein's concepts of Collection and Integrated curriculum, Dreyfus and Dreyfus' Novice-Expert continuum and Bruner's Spiral curriculum. In addition, based on findings from the case study, the concept of 'total education and socio-cultural environment' (TESE) is introduced as an organising principle for systematically contextualising the curriculum in its wider socio- cultural environment. Taking Zambia as an example, the various elements of the TESE are identified and this forms the basis for developing a hybrid dental curriculum model. The model offers a systematic and comprehensive approaching curriculum planning. It also helps to moves curriculum planning from a narrowly conceived academic exercise to a socially responsive project.

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Bin, Salamah Mansour A. M. „An investigation of the relationship between Saudi teachers' curriculum perspectives and their preference of curriculum development models“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1858.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 253 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 226-240).

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Maudlin, Julie Garten. „Teaching bodies curriculum and corporeality /“. Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/julie%5Fg%5Fmaudlin/maudlin%5Fjulie%5Fg%5F200601%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 141-156)

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21

Shing, Yuk-ngor, und 成玉娥. „The curriculum development council and the reform of the school curriculum: does restructuring really solvethe problem?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966330.

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22

Weldon, Gail. „A comparative study of the construction of memory and identity in the curriculum in societies emerging from conflict Rwanda and South Africa /“. Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-234215.

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23

Alexander, Wallace Martin. „Making the transition to curriculum integration : a curriculum design in middle level schools /“. Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.

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24

Mukute, Mutizwa. „An evaluative case study of curriculum development and implementation in PELUM College“. Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1007423.

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This evaluative study examined the development and implementation of a multi-disciplinary agroecology and community development curriculum by PELUM College Zimbabwe, The college, which emerged to implement the curriculum, comprises of non-govemmental organisations, university departments and government agencies coordinated by PELUM Association, PELUM supports participalory ecological land-use management and the curriculum was aimed at community development workers, The curriculum's four pillars were: community development facilitation; natural resources management; sustainable crop and animal production; and organisational management. The study explored the conceptual integrity of the socially-critical oriented curriculum, focusing on the written curriculum; resource material development; participation; praxis; assessment and accreditation; as well as project planning and implementation by trainees, The methodology was essentially interpretive, with a participatory and praxiological orientation inspired by the socially critical framework of the curriculum, I gathered data over two years, analysing documents covering a period of nine years, and involving about 75 participants in the research through questionnaires, in-depth semi-slructured interviews and focus group discussions, My key findings were that the curriculum and the participatory process in which it had been developed and implemented had potential to address pedagogical and developmental shortcomings of more conventional curricula, The major weaknesses in the curriculum and its development arose from the under-utilisation of the curriculum framework that should have guided participation and decision-making, I examined tensions in the curriculum implementation, finding them similar to those experienced in other environmental education programmes in the reg ion, In keeping with the praxiological and formative orientation to the evaluation, I conclude with recommendations specific to the case under study,

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Rafea, Ahmed Mohammed. „Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.

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26

Rushing, Patricia Humphrey Kennedy Larry DeWitt. „Police ethics a curriculum intervention /“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633401.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 17, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Ione Garcia, Kenneth Strand. Includes bibliographical references (leaves 106-115) and abstract. Also available in print.

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Fergusson, Andrew L., und n/a. „The analysis of curriculum structure and its application to curriculum planning and improvement in secondary schools“. University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060710.103028.

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The aim of this thesis is to develop a model for the analysis of curriculum structure and organisation in Australian secondary schools and to apply a computer formulation of the model to two case studies. The model proposes the construction of indicators of curriculum provision and teacher workload using the raw data provided by school timetables and class lists. This in turn leads to the idea of standardising curriculum structure in a way that will enable comparisons to be made between different schools, the same school with different timetables or between school substructures such as year groups. Limitations and advantages of this approach are explored through an analysis of the concepts of modelling, information and organisation. It is proposed that this view of curriculum implies an evaluation perspective that focusses on school improvement as a process of informed criticism and collective decision-making. Several applications of curriculum analysis are suggested including the setting of specific goals for school improvement programmes, industrial applications in the area of workloads and a scheme for the classification and standardised description of curriculum plans.

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Saud, Muhammad Sukri. „Proposed guidelines for the implementation of the invention and design course at the Univeristy [sic] of Technology, Malaysia“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998saudm.pdf.

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29

Robertson, Laura, Eric Dunlap, Ryan A. Nivens und Kelli Barnett. „Sailing into Integration: Planning and Implementing Integrated 5E Learning Cycles“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5924.

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Robertson et al detail a 5E learning cycle integrating science and mathematics challenges and engages second-grade students in designing sail cars to solve an engineering problem. Students create and use line plots to organize their data to evaluate the strengths and weakness of their design solutions. Three strategies were used to plan for successful integration in a 5E learning cycle. Integrating the STEM fields can increase student interest and learning, and our experiences with this integrated project support this finding.

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Kelwon, Isaiah K. (Isaiah Kiprop). „Curriculum implementation : a study in two secondary schools in Kenya“. Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.

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The purpose of this study was to investigate how the biological science curriculum was being implemented at the secondary school level in Kenya under the 8-4-4 system of education. In this study, the case method was used to investigate implementation in two secondary schools in Baringo district, Kenya. Data were collected using observation, interviews, questionnaires, and audio recordings.
Implementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were too few. Moreover, the textbooks were reported as being shallow and sketchy. In addition, the content of some topics was too difficult especially at the lower secondary (Forms I and II) level. The syllabus was also too wide for satisfactory coverage in the four-year duration of secondary education.
An additional problem found was that there were no inservice courses for the biology teachers. It was also found that the head teachers played a limited role as instructional supervisors because most of their time was spent on administrative duties.

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Reichenberger, James Richard. „Applicability of educational reconstruction theory in present day curriculum planning“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005reichenbergerj.pdf.

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32

Broderick, Jane Tingle. „Provocation and Planning for Emergent Curriculum Through Observation and Inquiry“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4245.

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33

Salleh, Norani M. „Curriculum planning for special education programs, National University of Malaysia“. Thesis, Boston University, 1988. https://hdl.handle.net/2144/38096.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This work is essentially a planning document. Issues discussed in this document include: the special education services available in Malaysia; views by critical constituencies of special education and its future prospects in Malaysia; teacher training programs for special educators; special education programs in selected other countries; three proposed special education programs for the National University of Malaysia; the feasibility of establishing the proposed programs; and, plans for implementing the special education programs. Using a qualitative approach a sample of thirty-one people including parents, educators, professionals, administrators and the public were interviewed in order to explore the current situation of the special populations, teacher training for special educators and educational provisions for special populations in Malaysia. Participants agreed that not all special needs children are being helped; that only certain groups or categories of special needs children are served in Malaysian schools; that more special education provisions must be provided; that more special educators should be trained for the Malaysian schools; that the Specialist Teachers' Training Institute is the only teacher training college for training special educators; that no Malaysian universities are directly involved in undergraduate degree programs for special education personnel; and, that special education is not just for children with specific disabilities but for the entire gamut of children having special needs. The participants viewed the proposed special education programs by the National University of Malaysia as timely. They also believed that training programs should not be confined to teachers but offered also to administrators, school inspectors, supervisors and parents. This survey Malaysia on the constituencies curriculum for and analysis of special education in basis of the expressed enabled the researcher the Special Education views of important to propose a Programs at the National University of Malaysia.
2031-01-01

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Weaver, Patricia A. (Patricia Ann). „Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.

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In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts. Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers. Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions. The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences. Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation. The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.

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Obi, Uloma Nkpurunma. „Stakeholders' participation in curriculum development in four secondary schools in Fort Beaufort education district, Eastern cape province: towards a participatory curriculum model“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5840.

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The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.

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Broderick, Jane Tingle. „Divergent Planning“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4238.

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Lau, Fung-yee Rebecca. „Planning education : the changing needs of the profession in Hong Kong /“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19131239.

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38

Ho, Yam Leung, und 何蔭良. „Target oriented curriculum: An analysis of the making of education policy in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965519.

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39

Cross, Kelly L. „Perceived impact of curriculum management audit recommendations on increased student achievement /“. ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=990300801&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed. D.)--Boise State University, 2005.
Includes abstract and vita. Includes bibliographical references (leaves 188-193). Also available online via the ProQuest Digital Dissertations database.

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Sorensen, Kathryn Hassell. „The influence of curriculum structure on retention of science majors /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008449.

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41

Smithson, Alan. „Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985“. Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)

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Seto, Mei-yee. „Preparation and implementation of teaching integrated language skills in the reforming senior secondary Chinese curriculum from 2005 to 2007 Xianggang ke cheng gai ge xia gao zhong Zhong wen zong he neng li jiao xue de pei bei he shi shi (2005-2007) /“. Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43953001.

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So, Fong-mei. „The development of a school-based curriculum project in a secondary school“. Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.

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Patrick, Katharine Anne. „Teaching and learning : the construction of an object of study /“. Connect to thesis, 1998. http://eprints.unimelb.edu.au/archive/00000293.

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Leung, Wai-kwan. „Curriculum decision-making within the hierarchy of aided secondary schools during a period of curriculum change the case of advanced supplementary level in Hong Kong /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23457156.

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Shing, Yuk-ngor. „The curriculum development council and the reform of the school curriculum : does restructuring really solve the problem? /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22053359.

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Li, Wei-oi. „School based curriculum development in Hong Kong : problems and difficulties /“. Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037598.

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Casey, Beverley. „The role of the curriculum co-ordinator in selected independent girls' schools /“. Connect to thesis, 1994. http://eprints.unimelb.edu.au/archive/00000712.

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Shahar, Naama. „Computerised environment as an impetus for encouraging reflective thinking : action research with nursery school teachers“. Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251571.

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DeLaney, Rebecca. „Parent participation in district-level curriculum decision making : a year in the life of a school district /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7740.

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