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1
Bay, Jennifer M. „Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.
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2
Channon, David. „Exploring the dynamics of higher education curriculum change in Myanmar : a case study of internationalisation in an English department“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052077/.
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The thesis problematises the rationales for international and regional engagement in Myanmar’s higher education sector, with a particular focus on the curriculum, through Critical Discourse Analysis (CDA) of key documents related to the beginning of reform process in 2010 through to 2015. Two reports on Higher Education produced under the umbrella of the Comprehensive Education Sector Review (CESR) were analysed as well as a 2014 conference report on higher education in Myanmar. Interviews were carried out with development partners involved in the HE sector to determine their priorities for engagement. The analyses found evidence of a complex set of overlapping and competing policy discourses and rationales for the future of higher education in Myanmar related to economic growth, quality, autonomy, and regionalisation. A case study exemplifies competing rationales in the context of internationalisation. A small scale action research initiative, aimed at redesigning a strand of undergraduate curriculum at the English department of Yangon University was supported as part of a British Council led strategy aimed at establishing a nationwide teacher-training programme. Whilst the English department sought academic modernisation the international agency’s motives were predominantly political.
3
Morrison, Eddie Michael. „Integration of knowledge of systematics in the teaching of population studies and biodiversity to grade 11 Life Sciences learners“. Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24766.
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The implementation of the National Curriculum Statement in 2006 saw the name of the subject known as Biology change to Life Sciences accompanied by changes in subject content. The curriculum committee excluded systematics as a separate unit from the new outcomes-based Life Sciences curriculum for grades 10 to 12 that was implemented in 2006. Educators had to include aspects of systematics in teaching these concepts without guidance from the curriculum. This posed the question whether mastery of population dynamics and biodiversity is dependent on content of systematics in the context of the new curriculum. The New Content Framework for Life Sciences implemented in 2009 reintroduced systematics as a single unit. This raised the question why systematics has been reintroduced in the Life Sciences curriculum. This study aims to determine the influence the exclusion of systematics as a separate unit from the Life Sciences curriculum, implemented in 2006, had on the teaching of population studies and biodiversity. Data was gathered by evaluating and analysing the relevant curriculum statements, work schedules and content frameworks. Semi-structured interviews were conducted, first in 2008 when systematics was excluded from the curriculum and then in 2009 after the reintroduction. The first interviews dealt with the exclusion of systematics and the second interviews queried the reintroduction of systematics in the New Content Framework. Interviews were conducted with grade 11 Life Sciences educators at two secondary schools and two curriculum developers involved in compiling the Life Sciences curriculum. An expert in systematics and another in ecology were interviewed about the exclusion of systematics. The workbooks of some grade 11 learners were studied. Classroom observations were conducted when the relevant topics were being covered in class. A number of reasons for the exclusion of systematics from the NCS were advanced. These included: there was no population dynamics expert in the curriculum development team, emphasis was placed on outcomes and not content, the academic background of the members of the curriculum team and the difficulty of teaching systematics, perceived to be uninteresting. There was disagreement whether systematics is essential for understanding population dynamics but there is consensus that the study of systematics influences biodiversity and its exclusion left a regrettable void. However, systematics should be taught in a more interesting way. Prior knowledge is important for understanding of certain processes and concepts as well as for the application of practical skills like problem-solving and scientific inquiry. The curriculum does not provide detailed guidance on the content and practical activities to be covered and educators are encouraged to develop their own curriculum and activities. Experienced educators with strong academic backgrounds in animal and plant sciences referred to or used knowledge of systematics in some lessons. In 2009, systematics was reintroduced in the Life Sciences curriculum to ensure that learners understand biodiversity and evolution through natural selection. It provides learners a better foundation to understand similarities and differences in the structure and function of different organisms and body plans and ensures that they use higher-order thinking skills when doing problem-solving and scientific inquiry activities.Dissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
unrestricted
4
Abba, S. B. „Some aspects of the dynamics of the curriculum changes in geography with special reference to the secondary school geography in Borno state in Nigeria“. Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381216.
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5
Thiessen, Dennis. „Curriculum change constructs and orientations“. Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291535.
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6
Fullerton, Lindsay K. Barton Matthew. „Curriculum & program change manual“. [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/FullertonLindsay.pdf.
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Thesis (M.S.)--Southern Utah University, 2009.Title from PDF title page. "March 12, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone project presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew Barton, Thesis Supervisor Includes bibliographical references (p. 95-98).
7
Molapo, Moyahabo Rodgers. „How educators implement curriculum change“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.
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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS.
Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data.
The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Roseborough, LaKisha B. „The Change Process: Curriculum Change from the Teacher's Perspective“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.
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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process.
Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teachers as they relate to Fullan’s Change Theory with initiation, implementation, and institutionalizing the change and The Concerns Based Adoption Model.
9
Laws, Christopher John. „Physical education, curriculum change and individualism“. Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.
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10
Priestley, Mark. „The social practices of curriculum making“. Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/255.
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This thesis is concerned with the ‘problem’ of change in education, an issue characterised in much of the literature as a paradox of innovation without change. The thesis draws upon school-based empirical research, undertaken in the context of the reactions by Geography, History and Modern Studies teachers to the notion of teaching integrated social subjects, set against the wider framework of the Scottish Executive’s curriculum policy. The thesis first sets the topic in its Scottish and wider context, before undertaking a comprehensive review of the themes that emerge from the worldwide literature on educational change. These include the paradox of innovation without change, teacher mediation of change initiatives, departmental and school cultures, the subject centredness of schooling and factors that have been noted to underpin successful change initiatives. The thesis sets out a theoretical position that draws upon the critical realist social theory of Margaret Archer. This approach posits a centrist approach to the contentious structure/agency debate, suggesting a complex relationship between social structures, cultural forms and individual agency, whereby social reproduction and transformation are played out through continual social interaction. From this foundation of theory, I develop a practical methodology for researching change in school settings. My empirical work consists of a questionnaire sent to 100 schools, and two linked case studies, where data was collected through semi-structured interviews, observations and analysis of school documents. The research identifies trends in school provision and, through the case studies, the processes of curriculum making are investigated using the aforementioned methodology. The thesis concludes that such processes are ineluctably social practices, and that those seeking to innovate in schools should pay attention to the social dimensions of change – the engagement of people with ideas and the social structures that impede, distort or promote change. The thesis concludes by presenting a set of general principles that might serve to facilitate change promoted by future initiatives.
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Castro, Angela Federica. „Making sense of curriculum change : teachers' perspectives“. Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13102.
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This piece of research describes an exploratory case study designed to investigate the perceptions and attitudes of a group of thirteen English as a Foreign Language (EFL) teachers towards the implementation of a new Communicative English Language Curriculum at a university in the Dominican Republic (D.R.). This exploration focused on teachers’ experiences of the proposed change, the kinds of meanings they construe as they teach and learn, and the personal ways in which they interpret the worlds in which they live (Connelly & Clandinin, 1988). Three constructs were particularly relevant for the present study, namely: teachers’ understandings of curricular change, teachers’ attitudes towards curricular change, and the training and professional development opportunities required to support teachers throughout the implementation phase in a curricular change. Data were gathered through focus groups and individual semi-structured interviews. Analyses of the data were done in such a way as to capture the common themes across individuals, as well as comments that were unique to individual participants (Lasky, 2005). Additionally, constant comparison of the data and member validation were used to confirm or adjust my own interpretations. The results indicate that to explore teachers’ perceptions of a change process is both important and necessary, especially because the exploration of a particular need for a change is an influential factor in the success of any educational change (Iemjinda, 2007). They also indicate the importance of acknowledging that curriculum change is a multi-faceted and highly complex process (Carl, 2009) that, as such, takes time and that teachers understand this process and adopt it at different paces, as well as that some might never succeed in adopting the demands required by the change. Although these results provide no definite solutions to implementation problems, they do help clarify some of the critical issues and the many constraints that possibly limit curriculum development, which must be addressed in resolving those problems (Guskey, 1988; Kelly, 2009). Recommendations for curricular change implementation are offered and areas for future research are suggested.
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Buttle, Joseph Walter. „Educational projects : theory, practice and curriculum change“. Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.
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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Holt, M. „Practical and moral aspects of curriculum change“. Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372573.
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14
Forrest, M. St J. „Classics teachers, comprehensive reorganisation and curriculum change“. Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234556.
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15
Matsumoto, Masumi. „Teacher perceptions on curriculum change in Japan“. Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687680.
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Education reform is a topic in which almost everyone has an opinion. Education affects everyone in a "knowledge-based" society, and is the foundation on which a modern economy runs. Politicians and pundits often propose policies that claim to focus on the needs of pupils, by listening to the voices of concerned parents and gauging academic achievement. However, it is important to recognize that these are not the only concerned parties in education. Arguably the most important part of the system of education is the teachers, since it is the teachers that are responsible for implementing a curriculum, yet they are often overlooked when discussing education reform. Japan currently has a system of regularly reviewing and reforming national education policy. The Central Council for Education (CCE), a part of the Ministry of Education, Culture, Sports, Science and Technology (MEXT), prepares a report for the Japanese government approximately every '10 years that makes suggestions for the future direction of education policy. This dissertation examines the result of the latest reform, the new lkiru-chikara ("Zest for living") curriculum, both in the context of previous Japanese education reforms as well as from the perspective of frontline teachers that are implementing the curriculum. To accomplish this, I used an in-depth, multi-method approach of interviews and ' questionnaires to solicit data from 111 teachers working at 37 primary schools across the city of Naha, Okinawa, Japan. I was also able to talk candidly about my findings with the superintendent of the Naha city board of education, giving some insights about the views of decision makers. To analyse this large collection of data, I utilized both thematic network analysis and statistical analysis on qualitative and quantitative data respectively. The themes developed were used to answer five research questions on the implementation of the new curriculum, the support provided for teachers, giving feedback on the new curriculum, overcoming difficulties in implementation and finally, future strategies for implementing reforms. From this analysis, I have found that many of the issues that teachers perceived as significant were caused by factors outside of the current reforms. Even excluding issues such as funding for new equipment and staff, I identified several areas for improvement such as making more use of mentoring to improve teacher training, more strict management of "community events", and assigning appropriate facilities for school counsellors as support staff. Based on these findings, I propose a "three arrows" strategy to enable future reforms to tackle the issues raised by frontline teachers. The suggestions are in three key areas: improved teaching quality through professional development opportunities, improved teaching environment by reviewing non-teaching workload and support staff, and improved support for teachers by actively soliciting teacher feedback and encouraging more communication. I believe by targeting these structural issues, more public discussion will put pressure on the government for future reforms.
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net, cresdee@cresdee, und Michelle Cresdee. „Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change“. Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.
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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms.
The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population.
A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Cresdee, Michelle. „Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /“. Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.
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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms.
The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population.
A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Bromage, Adrian. „Technology-led curriculum change : from anticipation to performance“. Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275669.
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Childs, Margaret Mary. „Teacher adaptation of a curriculum during implementation“. Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/377.
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The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS.
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Blien, Uwe, und Helge Sanner. „Structural change and regional employment dynamics“. Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1442/.
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A casual look at regional unemployment rates reveals that there are vast differences, which cannot be explained by different institutional settings. Our paper attempts to trace these differences in the labor market performance back to the regions' specialization in products that are more or less advanced in their product cycle. The model we develop shows how individual profit and utility maximization endogenously yields higher employment levels in the beginning. In later phases, however, employment decreases in the presence of process innovation. Our model suggests that the only way to escape from this vicious circle is to specialize in products that are at the beginning of their "economic life". The model is based on an interaction of demand and supply side forces.
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Squires, Graham. „Understanding the dynamics of neighbourhood change“. Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/understanding-the-dynamics-of-neighbourhood-change(682a6f75-22e4-4698-b8c3-fb0323e9d98b).html.
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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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Koosimile, Anthony Tsatsing. „Science curriculum implementation in Botswana“. Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.
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Callahan, Cory Saye John W. „Educative curriculum materials“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.
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Mokua, Beauty. „An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua“. Thesis, North-West University, 2010. http://hdl.handle.net/10394/4863.
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Curriculum development and change poses a range of challenges with regard to curriculum role teachers are to play when such a change takes place. The purpose of this study was to investigate the curriculum development role of teachers as key agents in curriculum change. In evaluating the curriculum development role of teachers as key agents of change, it was imperative to look at the curriculum development role with regard to the development phases and the seven roles as outlined in the Revised National Curriculum Statement and it became evident that there was a need to make certain as to whether teachers were empowered for their curriculum development role by looking at their level of empowerment. This investigation was prompted by school teachers who were and are de–motivated and lack direction as to what their actual role is in curriculum development for the changing curriculum in South Africa is. The literature study established the importance of teacher development in the South African context. Curriculum development or change as variously defined, relates to teachers' knowledge, skills, attitudes and values in reaching the aim of teaching and learning. In investigating the problem at hand, it was imperative to look at the methodology that would best suit the problem. A qualitative approach was selected where focus group interviews were administered at four schools in the district. It was established that the role which teachers play as curriculum developers in the changing curriculum of South Africa is pivotal and that change cannot be successfully attained if teachers' roles are not clear and if teachers' development is not initiated before and during change process and curriculum development. This research therefore draws a conclusion that teacher involvement and development in curriculum development is imperative if South Africa is to realize its education goals.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
26
Verhovsek, Ester L. „Radiography Curriculum Change Update: American Society of Radiologic Technologists“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2591.
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Verhovsek, Ester L. „Curriculum Change: Implementation of Complementary and Alternative Medicine (CAM)“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2592.
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Morton, David Robert. „Changing the rules : staff reactions to planned curriculum change“. Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021521/.
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This study is an action research project concerned with the effect of a change initiative on primary teachers' behaviour. It involves trying out a change approach and then refining and testing that approach in a consciously conducted change experiment. The study has two investigative strands. Both of these build on previous research into change that I conducted at a school in which I was working in 1986. The 1986 research described difficulties I had in conducting school self evaluation and the development of a revised approach to change. The product of the 1986 study was a change model. One strand of this study is an investigation into the effectiveness of that model in supporting teachers moving along the path to change. The second investigative strand of the study is concerned with the wider effect of implementing the change model on staff relationships in primary schools. The phrase 'changing the rules' in the title of the study harks back to an article by Helen Simons (1987) in which she suggests that activities such as self evaluation are 'against the rules of schools as institutions'. One element of this second strand of the study is an investigation into the rules governing staff relationships. It examines whether the closed behaviours that initially undermined the 1986 initiative are more widely prevalent in primary schools. The 1986 change initiative appeared to leave a residual effect of increased openness and collaboration between staff. A further element of this strand of the study is therefore an examination of whether implementing the change model affects staff relationships in other primary schools. The study examines the extent to which the change model acts to dismantle closed patterns of interaction between staff and replace them with more open ones. During the time that has elapsed between setting out and concluding this research there has been a growing focus on staff relationships in schools. Reviewing research into school culture Fullan (1991) suggests that "we have not yet made much head way in how to establish collaborative cultures in schools". This study is an investigation into a possible process by which the rules of schools I have known as a teacher, deputy headteacher and headteacher might be changed.
29
Jennings, Megan Marguerite. „Success for all : the hidden curriculum“. Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.
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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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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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Chong, Linda Willene. „Teachers' perceptions of innovations in the family management curriculum“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30425.
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The purpose of this study was to gain an understanding of teachers' perceptions of innovations in a curriculum. The study examined three teachers' perceptions of the integrative approach and ecological perspective in the Family Management curriculum document in British Columbia. Two interviews, sixty to one hundred and twenty minutes in length, were conducted with each teacher. During the interviews, each teacher was asked to submit documents that illustrated the meaning the innovations had for their teaching. Through subsequent transcript and document analysis, descriptions of the teachers' perceptions were developed.
For none of the teachers were the innovations immediately meaningful. However, they were able to give meaning to both concepts. Two teachers perceived the integrative approach as relating topics and concepts through discussions and work sheets. The third teacher used assignments that related topics and concepts although she did not perceive this as integrative. Teachers had similar perceptions of the ecological perspective: the interrelationship among the individual and family with the school, peers, and the local community. Teacher perceptions were influenced by multiple factors: lack of need for the innovations, the lack of pedagogical and conceptual clarity in the innovations, complexity of the innovations, time, inservice, peer meetings, teaching experience and students.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Chan, Ping-kwan Walter. „Evaluation of the tailoring scheme in Chinese language : a case study /“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17599271.
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Nicholson, Yim-wan Annie. „A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /“. Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.
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Mishra, Tapas K. „Dynamics of demographic change and economic development /“. Louvain-la-Neuve : Univ. Catholique de Louvain, 2006. http://www.gbv.de/dms/zbw/543458008.pdf.
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Dixon, Suzanne. „Social dynamics and long-run urban change“. Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494100.
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Policies aimed at increasing urban integration are currently amongst the most important priorities for the UK government. However, there is little evidence that policy attempts to induce mixing have been successful in the long run. Hence, the thesis addresses the following four questions. First, how do patterns of segregation arise? Second, why do they persist? Third, can they be changed by policy? Fourth, can we solve the methodological problems associated with modelling neighbourhood change? The thesis argues that population patterns - including levels of deprivation and segregation arise from the interactions between housing market choice, labour markets and neighbourhood status.
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Mandzy, Herring Luba T. „Vegetation dynamics and emvironmental change in Mongolia“. Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496582.
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Mele, Valentina. „Dynamics of policy change : three Italian cases“. Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/953/.
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The common research interest of this thesis’s chapters is the dynamics of policy change in the context of the Italian governmental system. The collection of three published papers each included as a chapter in the core of the thesis is preceded by an introduction explaining the theoretical approach and research strategy. The chapters are consistent in following a middle-range processual theory of the politics of public policy decisions in a country case, an event-centric approach to explaining policy choice and an elite-interviewing approach to data collection. The first two chapters, respectively entitled “Government Innovation Policy in Italy (1993-2002): Understanding the Invention and Persistence of a Public Management Reform” and “Dynamics of Electronic Government Policies: The case of Italy (1992-2003)”, examine the dynamics of public management policy change in Italy over the period of a decade, employing the case of the Policy for Government Innovation and the case of the Electronic-Government Policy. The analysis of these two newly reported cases of enduring public management reform is suited to question the argument set by previous literature; that the country’s legalistic administrative culture inevitably suppresses meaningful reform. In particular, the chapters set forth two significant reservations about this argument, namely that the outcomes of public management reform initiatives are more varied than the current literature shows and the theoretical approach in the established literature attributes exagerate causal influence to the governmental system’s legalistic traditions. The third chapter, entitled “Explaining the Unexpected Success of the Smoking Ban in Italy: Political Strategy and Transition to Practice”, analyzes the episode that unfolds in a domain that addresses a general interest reform, very visible to public opinion, unlike public management reform. The chapter follows the issue beyond the pre-decisional stage, uncovering the dynamics of transition to practice: a phase between the formal passage and the full application of a law. A concluding section compares the three chapters, explores the interactions between analytically significant features of the Italian context and the policy cycle, and distils analytical refinements to the notion of policy entrepreneurship.
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Merrill, Adeline Burroughs. „Organizational and environmental factors that influence curriculum reform : a case study in school district improvement /“. Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809454.
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Sahin, Asu. „Manifestations Of Curriculum Change On Organizational Culture: Teachers'“. Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614303/index.pdf.
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The purpose of this study was to examine the manifestations of curriculum change on organizational culture of a primary school, with a specific focus on the culture of teachers. In this study, phenomenological design was used to investigate what meanings teachers attached to the changing nature and structure of their work, through the examination of the organizational culture of one primary school located in Ankara. Data were collected through face-to-face semi-structured teacher interviews aiming to find out the meaning of curriculum change and its manifestations on teacher culture for them. Findings revealed that although teachers perceived the change as a threat at the initiation process due to their experiencing lack of choice, they later expressed approval of the values and beliefs of the constructivist curriculum. However, when their meanings and perceptions regarding implementation are examined, it seems that the constraints regarding implementation are more decisive than these values and beliefs. Besides, it was found that teachers mostly defined factors outside them as constraints to their implementation of the curriculum, such as physical limitations or insufficient in-service training. Finally, findings showed that the working lives of teachers outside the classroom manifested change especially in aspects like lesson planning and preparation, and cooperation among teachers.
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Davis, Heather C. „Curriculum Improvement: The Teacher Perspective on Change in the Classroom“. The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10022009-140421/.
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This study explored the curriculum change experiences of five social studies teachers, from three high schools within one school district located in a western Montana city, integrating an economics curriculum in their eleventh grade U.S. history classrooms for the first time. A review of the related literature on this topic revealed several areas of consideration regarding teachers' curriculum change experiences which guided the data collection and analysis process: commitment, workload, capacity, collaboration, and perception of the teaching profession. This qualitative, within case study was designed to add to the body of quantitative research on curriculum change. Data collection sources include: pre and post interviews, observations, electronic journals, field notes, and document analysis. Five themes emerged from the data analysis of the participants' curriculum change experiences: support, time, motivation, adaptation, and student learning. A skyscraper depicts a visual model of the complex and inter-dependent relationship of themes in the curriculum change process as determined in this study. Each of the themes is presented in narrative format as a vignette giving voice to the teachers' curriculum change experiences. Overall, teachers are positive about curriculum change and look at it as an on-going process to improve curriculum in an effort to increase student learning. The conclusion offers several suggestions to ease the curriculum change process for teachers. Teachers need the support of the community, administrators, colleagues, and outside agencies for continued, successful curriculum change. Teachers need time and space for collaboration, planning, curriculum development, and knowledge building. Teachers need to be able to easily adapt curriculum materials to their own teaching styles and district curriculum guidelines. Teachers are motivated by what interests them and so are students. Curriculum developers and planners need to keep the interests of teachers and students in mind when creating curriculum materials and professional development. Students and teachers demand relevant, current, local examples to increase their understanding and reach the ultimate goal of curriculum change in the classroom: curriculum improvement and increased student learning.
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King, Susan. „A national curriculum for art : supporting change to primary practice“. Thesis, University of York, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242165.
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Drummond, Siobhan. „Learning across communities: volunteering for change in the tourism curriculum“. Thesis, Lancaster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.716378.
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This research reviews the concept of volunteering in relation to learning and workplace experience in the vocational field of Tourism and Event Management, a relative newcomer to the university sector. It examines the ways in which volunteering is perceived and practised and evaluates its connections with a range of different communities - the academy, the case study institution and wider society. The study considers the potential for learning through volunteering practice to enhance the student experience, while creating and strengthening links across different environments. The local setting for the research is a modem university that has grown rapidly, still adapting to substantial internal changes against a dynamic external background. The literature illustrates that narrow definitions can restrict practices and sometimes prevent learning from crossing existing boundaries. It introduces new ways of viewing volunteering that move the activity into new places, with the potential to transform the student learning experience. Primary data is gathered from undergraduate students on Tourism and Event Management degrees and a range of academic and support staff across the university. Artefacts are used to draw on their volunteering experiences and explore the connections with learning in different environments. Issues around learning as belonging, doing, as experience and becoming are explored in the volunteer workplace and the university, using an established social practice framework. The findings indicate that change is instrumental in learning, creating new opportunities and presenting challenges at the same time. In this case study, barriers to learning are often the unintentional consequences of agentic and structural practices, preventing engagement between different communities, restricting opportunities to transform learning by engaging more with volunteering in the workplace. Changes in identity, pedagogy and structure emerge as key factors for student and staff learning. Reflection on these aspects is recommended to inform future design of the Tourism and Event Management curriculum, where learning can be co-produced in the university and the workplace through volunteering, with the potential to result in positive change for a range of communities of practice.
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Tam, Fook-kei. „Views of secondary school teachers on curriculum change after the reunion“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B3196123X.
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Fox, Thomas B. Rich Beverly Susan. „Teacher change during the first-year implementation of a reform calculus curriculum in a small, rural high school a case study /“. Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804931.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 12, 2006. Dissertation Committee: Beverly S. Rich (chair), Roger Day, John Dossey, George Padavil, Michael Plantholt. Includes bibliographical references (leaves 318-324) and abstract. Also available in print.
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Lombard, Jeffrey J. „Arts and culture teachers' experiences of and responses to curriculum change“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71700.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic dispensation in 1994. One initiative since 1998 was the implementation of a new curriculum for South African public schools, C2005 as it was then called. This curriculum was later revised and streamlined as the NCS. There was a mixed reception to this new curriculum. Some perceived it as a progressive initiative by the Ministry of Education, while others argued that it was ambitious and that it undermined the conditions and context of South African schools. Essentially the curriculum policy implementation was intended to change the entire system and introduce new ways of doing in all sectors of education. This links strongly to processes of systemic change and that is the considered policy backdrop to this research. In this study I work from an interpretive perspective and draw on the cognitive sense-making framework to develop in-depth, understanding of teachers’ roles as interpreters and enactors of education policy change in South Africa related to the implementation of the NCS. More specifically, the study examines the ways in which six Arts and Culture school teachers in six diverse South African educational contexts experienced and responded to the implementation of the NCS. Data from the study indicates that teachers found it difficult to adjust to the more complex and demanding teaching methodologies, which took up a great deal of time and required very different roles in the classrooms. Data from the study also suggests that the way teachers come to understand and enact policy or reform initiatives is influenced by their prior knowledge, the social context within which they work, and the nature of their connections to the policy or reform message. The study further suggests that teachers adapt a curriculum rather than adopt it as it is, and that their prior understandings and beliefs about knowledge, beliefs and experiences combined with their contexts in which they work frame their classroom practices explaining why policy is not enacted as intended. Conceptualising the problem of policy implementation in this way focuses attention on how implementing agents construct the meaning of a policy message and their own behaviour, and how this process leads, or does not lead, to a change in how they view their own practice, potentially leading to changes in both understanding and behaviour.
AFRIKAANSE OPSOMMING: Die voorsiening van kwaliteit-opvoeding vir alle Suid-Afrikaanse leerders was ʼnsentrale besorgdheid na die totstandkoming van die nuwe demoktratiese bestel in 1994. ʼnInisiatief was die implementering van ʼn nuwe kurrikulum vir Suid-Afrikaanse openbare skole sedert 1998, die C2005 of NKV soos dit tans bekend staan. Die instelling van hierdie kurrikulum was op verskeie maniere ontvang. Sommige het dit as ’n progressiewe inisiatief van die Ministerie van Onderwys beskou, terwyl ander verskillende perspektiewe het en geargumenteer het dat dit ambisieus is en die toestande en konteks van SA skole ondermyn. Vir onderwysers was die resultaat na die oorgang van meer komplekse en veeleiesende onderrigmetdologie moeilik, omdat dit baie tyd geverg het en swaar gerus het om hulle rolle in die klaskamer te verklaar. Wat belangrik was, is dat die doel van hierdie kurrikulum beleidsveranderinge daarop gemik was om die totale skolestelsel te transformeer tot ’n vernuwende manier van hoe dinge in alle sektore van die onderwysstelse egter behoort gedoen te word. Dit sluit sterk aan by prosesse van sistemiese veranderinge en hierdie is die oorwegende beleidsagtergrond van hierdie navorsing. Die doel van die studie was om maniere te ondersoek hoe ses Kuns en Kultuur onderwysers in verskillende onderwyskontekste die NKV ervaar en hoe hulle daarop reageer, veral in die Kuns en Kultuur leerarea omgewing. Die studie was meer spesifiek daarop gemik om te eksamineer hoe onderwysers die KK leer-area in die klaskamer aanneem, aanpas en implementeer. Die studie openbaar, deur die kognitiewe raamwerk te gebruik, dat die wyse waarop onderwysers die beleid of hervormings-inisiatiewe verstaan en begryp, beïnvloed word deur hulle bestaande kennis, die konteks waarin hulle werk en die aard van hulle verbintenis tot die beleid of hervormings boodskap. Die studie suggereer verder dat onderwysers ’n kurrikulum aanneem soos wat dit is en dat hulle bestaande begrippe en opvattings in verband met kennis en opvattings en ervaringe gekombineer word met die kontekste waarin hulle werk en dat dit hulle klaskamer praktyke vorm en hierdeur word verduidelik waarom beleid nie kan plaasvind soos wat dit beplan is nie.
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Harricharan, Romila. „Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008618.
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Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
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黎歐陽汝穎 und Auyeung Yu-wing Winnie Lai. „The Chinese language curriculum in the People's Republic of China from1978 to 1986: curriculum change, diversityand complexity“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234215.
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Wei, Bing, und 魏冰. „A case study of curriculum change in China: the junior secondary school chemistry curriculum, 1978 to 2001“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244877.
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Leung, Kwok-wing. „Exploring curriculum leadership : a case study of school-based curriculum development in a local primary school /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?
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