Dissertations / Theses: 'Curricula aspects'

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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.

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Chambliss, Virginia Ricci. "Curricula Responses to the Demands of Industrialization and High Technology in the Marketplace." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500717/.

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This study addresses itself to several issues in relation to public education in the United States. First, it examines the basic social philosophies underlying the development of mass education in the United States. Secondly, it asks the question: what is the purpose of public education? Thirdly, it relates the development of public education to a dominant source of social change--industrialization, and examines the relationship between the structure and function of education in the 1800's and early 1900's, and the needs of the marketplace. Fourthly, it examines the relationship between the curricula of education in the 1980's and the needs of high technology in the marketplace.

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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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曾宇新 and Y. S. Tsang. "Ideology and curriculum: a critical analysis of school administrators' discourse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31679353.

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Vickers, Edward. "History as a school subject in Hong Kong: 1960s-2000." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242352.

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Wong, Kai-shung, and 王啓淞. "Evaluating teaching units on science issues in society: a case study in sixth form curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627036.

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Jackey, Lisa. "Understanding the Perceptions and Indications of the Goals and Unique Aspects of the Foundations for Success (FFS) Curriculum Model: A Case Study in a North Texas Private Preschool." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062817/.

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This quantitative and qualitative case study examined the educators' perceptions of both the goals and unique aspects of the foundations for success (FFS) curriculum model. Specifically, this study was designed to explain the experiences of 55 early childhood educators and administrators who all had similar exposure to the FFS curriculum model. This study sought to understand the educators' perceptions of the specific goals of using pertinent curriculum and instruction terminology and the parallel process of content language, connecting the importance of developmentally appropriate practices (DAP) and learning standards and readiness for kindergarten. In the same way, the perceptions of the unique aspects of the value based curriculum, the use of reflective supervision and the use of design thinking were gathered and interpreted. This study looked closely into program successes, challenges and future implications of the FFS curriculum model. This study also considered the extent to which future implementations of the model could change the current interdependent relationship between early childhood education and the primary grades. The researcher analyzed the perceptions, utilizing the Likert-value survey instrument responses, the open-ended survey responses, along with the focus group responses to triangulate the findings. Common themes shared across all data collection were evaluated and described. The most apparent themes derived from the findings included the following: the importance of relationships; the importance of accountability and the role language plays; the necessity of the consideration of children's interest for optimal development; and the recognition of intentional planning, revisiting and reflection to the process of the FFS curriculum model. Overall, the FFS curriculum model was determined to be a curriculum model that takes educators on a continuous journey of thinking and learning. Evidence was gathered for the FFS curriculum model that implicated the possibility for replication of the model in other schools, as well as further research using the model to measure student success.

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Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.

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SHEA, VICTORIA ANNE. "THE PHILOSOPHICAL IMPLICATIONS OF THE CONFLICT BETWEEN SECULAR HUMANISM AND JUDEO-CHRISTIAN TRADITIONALISM IN THE PUBLIC SCHOOLS: AN EXAMINATION OF "FAMILY LIFE" EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188131.

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The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.

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Amdahl-Mason, Ameena AnnaMaria. "The Lived Experience of High School Policy Debate in Oregon." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/531.

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This study seeks to explore the lived experience of competitors in high school level Oregon Style Cross-Examination Policy Debate in the state of Oregon. To elucidate this experience, between fifteen former competitors, graduating between 2003 and 2010, were interviewed in order to find common themes within the interviewees' experiences. The common themes that emerged from the interviews included establishing a knowledge base, the ability to research, effective use of communication skills, the development of confidence, and political awareness.

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Brustolin, Gisela Maria. "Aspectos da educação do corpo no curriculo de pedagogia." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274763.

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Orientador: Silvia Cristina Franco Amaral
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: A educação do corpo nas escolas é entendida, na maioria das vezes, apenas como responsabilidade da disciplina educação física. Contudo, na Educação Infantil e séries iniciais do Ensino Fundamental, o número de horas relativas às aulas de educação física é pouco se comparado ao tempo que a criança permanece na escola. As condutas esperadas, os trajes, a arquitetura, os cuidados com a saúde e higiene, o espaço físico em que o corpo está inserido, a mobília e os utensílios são algumas das muitas maneiras de educá-lo. Assim, o principal objetivo deste estudo é analisar quais aspectos da educação do corpo são encontrados nos currículos dos cursos de pedagogia, que podem influenciar os/as professores/as da Educação Infantil e Ensino Fundamental. As questões que nortearam esta pesquisa foram: como os/as professores/as que passam a maior parte do tempo com as crianças são preparados/as para lidar com o corpo dos/as alunos/as e com seu próprio corpo durante a interação professor (a) /aluno (a)? Quais conteúdos do currículo permitem compreender, dialogar e contribuir com a educação do corpo? Foram analisados os currículos de duas Universidades da Região Metropolitana de Campinas, uma pública estadual e uma privada sem fins lucrativos, considerando os títulos das disciplinas oferecidas, suas ementas e seus planos de aula disponíveis, com a finalidade de responder a esses questionamentos.
Abstract: In the most of time, body education at schools is understood as charge just for physical education classes. However, at preeschool and Primary School the time applied for physical education classes is small, compared to the full time that children spend in school. The expected behaviors, the customs, the architecture, health and hygiene care, the physical space which the body is inserted, furniture and utensils, are some of the many ways to educate the body. Then, the main target of this study is analyzing the aspects of body education found at pedagogy courses programs, which can influence preeschool and Primary School teachers. The questions that guided this study were: How do the teachers, whose spend most of the time with the children in school, are prepared to handle with them own bodies and student's bodies during the interaction between teacher and student? Which do program subjects allow to understand, to dialogue and to improve with the body education? It has been analyzed the programs of two Universities at the Campinas Metropolitan Area: one governmental administration and one private non - profit administration, considering the titles of the courses offered, their menus and their lesson plans available, in order to answer these questions.
Mestrado
Educação Fisica e Sociedade
Mestre em Educação Física

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Hui, She-kwan, and 許書坤. "A study of the environmental education ideologies in the newly implemented Hong Kong Certificate of Education Examination (HKCEE)biology and geography curricula and their expression in textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3013769X.

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Kwong, Mong-ha, and 鄺望霞. "A study of the revised 1995 HKCE chemistry syllabus on the developmentof S4-5 pupils in the awareness of the environmental aspects in theirdaily life." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957912.

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Healey, Norma M., and University of Lethbridge Faculty of Education. "Is curriculum in the closet? Instructors' perceptions about gay and lesbian content in Alberta university gender courses." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/223.

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This study focuses on the nature of university instructors' beliefs and attitudes toward gay and lesbian content in the university Gender course curriculum. It was intended to provide a better understanding of factors such as academic freedom, societal influences, personal opinions, curriculum, and institutional influences that might affect attitudes and thus undermine the inclusion of discussion about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Participants in the study were seven instructors from the faculties of Social Sciences, Faculty of Education, Applied Psychology, and Educational Psychology at the University of Alberta, the University of Calgary, and the University of Lethbridge, in the province of Alberta, Canada. The study revealed that although there was only a slight diversity of beliefs and attitudes about the topic among the participants, a majority of them felt positively toward inclusion of information in the university curricula. the positive attitudes were expressed as a willingness to teach about the subject matter, and a belief that LGBT content should be integrated throughout the general curriculum. The implications and the challenges of incorporating LGBT issues into the curriculum were also discussed. Participants discuss that LGBT issues are not adequately represented in the curriculum, that there is a need for more public awareness and education about homosexuality, a need for greater inclusion of gay and lesbian issues in university programs, a desire for less marginalization of the LGBT topic, and a vow to provide more respect for LGBT persons.
ix, 173 leaves ; 29 cm.

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Celliers, Mariana. "An academic development model for university and technikon students meeting the demands of the 21st century /." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01222007-090523.

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Nascimento, Edinalva Neves [UNESP]. "A fonoaudiologia e os acidentes humanos: aspectos curriculares e opiniões de docentes e discentes." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/91239.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
O objetivo desse estudo foi investigar a formação fonoaudiológica em relação aos acidentes humanos a partir de opiniões de docentes e discentes, além de documentos (matrizes curriculares, ementas e programas das disciplinas e estágios) dos cursos de Fonoaudiologia. Participaram 52 professores e 92 estudantes de três faculdades públicas e três privadas do Estado de São Paulo. Os dados foram coletados com base nos documentos das faculdades e nas respostas dos questionários fornecidos aos participantes. A análise das matrizes curriculares indicou que a carga horária teórica é concentrada nos primeiros anos dos cursos, e os estágios são realizados no final da graduação, o que pode dificultar uma inserção mais prolongada de ações educativas preventivas junto à comunidade. Os programas mostraram a utilização de aulas expositivas como principal método de ensino, além de provas teóricas na avaliação do aprendizado, ao invés de uma participação mais ativa do estudante nas atividades da graduação e do professor como mediador neste processo. As ementas dos cursos apresentaram riqueza de conteúdos sobre aspectos morfológicos e funcionais da cabeça e pescoço, patologias fonoaudiológicas que podem ser causadas por agentes agressores externos, e também conteúdos sobre atenção primária à saúde. Essas questões são relevantes e precisam ser enfatizadas, para que os alunos reconheçam a importância da prevenção de acidentes. Esse estudo evidencia a necessidade de reflexões acerca do modelo atual da formação superior do fonoaudiólogo, para que se possa ampliar e otimizar as oportunidades de atuação educativa/preventiva em relação às demandas sociais que envolvam acidentes humanos.
The purpose of this study was to investigate phonoaudiological education in relation to human accidents based on the opinions of professors and students, and also on Phonoaudiology course documents (curricular matrices, discipline programs and summaries and training periods). The participants were 52 professors and 92 students from three public and three private colleges of the State of Sao Paulo. The data were collected from those documents and the questionnaires answered by the participants. Analysis of the curricular matrices showed that a theoretical schedule load is concentrated in the first-year courses, while training periods are carried out by the end of the graduation program, which may contribute to delay a longer insertion of preventive educational actions into the community. The programs showed the use of lectures as the main education method, as well as theoretical tests for learning evaluation, rather than a more active participation of the student in course activities and the professor as a mediator in this process. The summaries of the courses presented a wealth of contents on the head and neck morphological and functional aspects, phonoaudiological pathologies that can be caused by external aggressive agents, besides contents on primary health attention. These are relevant issues that need to be emphasized, so that the students can recognize the importance of preventing accidents. The present study indicated the necessity to reflect upon the current higher education Phonoaudiology program, so as to extend and optimize the opportunities for educational/preventive performance in relation to the social demands concerning human accidents.

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Fiorillo, Risa Maree. "Music handbook for primary grade teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1739.

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Academic research in the area of music and learning has proven that there is both a deficiency and need for classroom music education commencing at the primary grade levels. The research has shown that by incorporating music education into the academic curriculum the arts can be more effectively taught and other academic subject areas can gain from the diverse teaching strategies the arts bring to education. There are two goals of this project. One is to demonstrate to teachers what primary grade level students should be learning in music. A second goal of this project is to design a music education handbook for primary teachers that can serve as a basis for intergrating music into the curriculum. This handbook takes into consideration the general lack of sufficient teacher training in music instruction, along with teaching time constraints, and potential roadblocks, such as the acquisition of music and instrumental supplies.

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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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Belluigi, Dina Zoe. "Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.

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This report presents the findings of a case study excavating the event of the ‘Critique’ (crit), the formative assessment method within a Fine Art Studio Practice curriculum. Arguments informed by critical postmodernism, education theories and contemporary art criticism are utilised to construct a dialectic of higher education, contemporary art and fine art studio practice. An emphasis is placed on the importance of agency, expressed through intentionality and critical thinking, with a recognition of the relationship between ‘the self’ and ‘the other’. Using critical discourse analysis, the disjunctions between the espoused and practiced curriculum are explored. The researcher analyses how the assessment practices of the case studied are influenced by unexamined agentic factors, such as inter-departmental relations, lecturers’ assumptions and prior learning, and structural determinants, such as the medium-specific Bachelor of Fine Art degree structure and prevailing artistic traditions. The research findings indicate that these are underpinned by tensions between two orientations, the espoused curriculum’s discourse-interest informed by critical theory, and the theory-in-use. The latter is shown to have unexamined modernist leanings towards formalism and a master-apprentice relationship between lecturer and students, which encourages reproduction rather than critical, creative thinking. The dominant discourses in the case studied construct a negative dialectic of the artist-student that can be seen to deny student agency and authorial responsibility. Findings suggest that students experience this as alienating, to the extent that to preserve their sense of self, they adopted surface and strategic approaches to learning. An argument is made for lecturers’ critically reflexive engagement with their teaching practice, and thereby to model ethical relationships between ‘self’ and ‘other’ during ‘crits’. In addition, emphasis is placed on how assessment practices should be more aligned with the espoused curriculum, so that the importance of a reflexive relationship between form and content, process and product, intentionality and interpretation is acknowledged.

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Ilsley, Jeffrey Robert. "Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.

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The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research

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Williamson, John Roxburgh. "Aspects of children's language in National Curriculum English." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.

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No subject in the National Curriculum has been the source of more controversy than English. It has been at the heart of fierce debates in the political arena, amongst the policy makers responsible for the National Curriculum, in the academic world and in the media. Underlying these arguments have been, on the one hand, an agreement that English is a subject of special importance in the curriculum and, on the other, often profound disagreements about what the nature of that subject ought to be. At the same time, there has been a tendency for policy to be made without reference to evidence about the necessity, the feasibility or even the desirability of the proposals being put forward. In the main, the work presented in this submission provides evidence relevant to the National Curriculum for English as it has developed over the last six years.

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Vieira, Cibele Miranda. "CossideraÃÃes sobre alguns aspectos das prÃticas profissionais docentes, em contextos de mudanÃas curriculares - institucionais." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5311.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Esta pesquisa teve como objetivo estudar a prÃtica docente em um contexto de trabalho marcado por uma reforma curricular. Trata-se de um estudo de caso com base etnogrÃfica estruturado em uma pesquisa realizada com professoras do ensino fundamental I em uma escola pÃblica do municÃpio de MaracanaÃ, regiÃo metropolitana da cidade de Fortaleza - CearÃ. Foram realizadas observaÃÃes, principalmente, mas nÃo exclusivamente, nas salas de aula, alÃm de entrevistas com as professoras envolvidas, com gestores da escola e da administraÃÃo central, e anÃlise documental. Os resultados da pesquisa organizam-se em torno de aspectos da prÃtica docente, como o planejamento escolar, o uso do livro didÃtico, as aÃÃes de formaÃÃo, a distribuiÃÃo do horÃrio das disciplinas escolares e as fontes de consulta utilizadas pelos docentes nos momentos de seus planejamentos. As elaboraÃÃes deste estudo permitem afirmar que a postura dos docentes nÃo apresentou mudanÃas significativas que pudessem ser associadas Ã mudanÃa institucional proposta. A anÃlise revela que nem sempre o trabalho docente Ã modificado ou direcionado para o que se espera deles. O trabalho docente parece jÃ ter uma formaÃÃo anterior que parte de princÃpios e experiÃncias adquiridos ao longo dos anos de magistÃrio e que resistem Ãs mudanÃas curriculares e pedagÃgicas. A mudanÃa na prÃtica docente ocorre no momento em que ele sente sentido no que lhe Ã proposto, de modo que, enquanto nÃo houver um sentido para a prÃtica de sala de aula, nada poderÃ chegar Ã escola.
This researchâs objective was to study the teaching practice in a working context permeated by the curricular renovation. It is composed of a case study with an ethnographic basis structured in a research performed by elementary school I teachers from a public school in the township of MaracanaÃ, located at Fortalezaâs metropolitan region in the state of CearÃ. Observations were made mainly, but not exclusively, inside of the classrooms, as well as interviews with the participant teachers, school directors and central administration and documental analysis managers. The researchâs results were organized according to the aspects of the teaching practice, like school planning, textbook use, formation actions, school schedulesâ distribution and the research sources used by teachers in their planning. This studyâs formulations allow the affirmation that the teachersâ position didnât show meaningful changes that could be associated to the institutional change proposed. The analysis reveals that neither the teacherâs work is modified nor is it oriented to what is expected from them. The teaching work seems to already hold a previous formation which grows from the principles and experiences acquired through the teaching years and which resist the curricular and pedagogical changes. The change in teaching practice occurs at the moment in which he feels it is meaningful, in the sense that while thereâs no meaning for it regarding the practice inside of the classroom, none of it will reach the school.

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Rocha, Silvana Heidemann. "Globalização e educação: sobre a reforma curricular brasileira da década de 90." Universidade Estadual de Maringá, 2001. http://repositorio.utfpr.edu.br/jspui/handle/1/1325.

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Este trabalho analisa as tentativas do governo federal brasileiro em redefinir a função da escola pública, como instituição social, após as transformações ocorridas (internacional e nacionalmente) nos meios produtivo, político e cultural, na fase da globalização econômica e da ideologia neoliberal. Esta investigação focaliza o contexto internacional existente entre as décadas de 70 e 90 do século XX, o contexto nacional da atual Reforma Curricular Brasileira, o processo de elaboração dos Parâmetros Curriculares Nacionais e os fundamentos nos quais eles se baseiam, para verificar como as transformações sociais influenciam a redefinição do papel da escola pública, que interesses estão envolvidos nessa tarefa e como esses interesses se manifestam nos novos referenciais curriculares. Dessa busca, foi constatado que redefinir a função da educação escolar não pode ser incumbência de um círculo restritivo de pessoas e que a exeqüibilidade de uma proposta curricular passa por diversos e significativos condicionantes, que não apenas a boa-vontade dos trabalhadores da educação para com a apreensão das novas diretrizes curriculares, como quer fazer acreditar o discurso contido nos Parâmetros Curriculares Nacionais. Assim, uma reforma curricular não pode ser dada como realizada apenas pelo fato de se ter tido nas instâncias governamentais a intenção, real ou retórica, de realizá-la.
This work analyses the Brazilian federal government attempts to redefine the Public Educational System purposes, as a social institution, after the changes happened (international and national levels) in the productive, cultural and political sites, as a result of the economic globalization and the ideology of liberalism which are presented as a concrete reality in the contemporary scenery. This investigation focused the international context of the seventy and ninety decades of the twentieth century; the national environment related to the Brazilian educational curriculum reform; the process of the elaboration of the National curriculum parameters and the backgrounds in which the parameters are based. This research aimed to verify how the social changes influenced the redefinition of the goals of the public educational system. Besides this, it was examined which were the leading concerns linked to this redefinition and how these concerns defined the curriculum references. Through this research it was proved that the redefinition of the public educational system cannot be conveyed through a very restrict group of professional leaders. The community which gives academic and economic support to the public educational system must be involved in order to discuss the process of the redefinition. It was also verified that the accomplishment of the new curriculum proposal is linked to several significant issues that cannot be fulfilled only through the good will of the professionals who were in charge of the execution of the new parameters in the classrooms. The National Curriculum Parameters discourses are easily optimistic, assuming that the implementation of the new proposal will be an easy task for these professionals. Opposed to this optimistic and naïve view, this analyses assumes that a curriculum reform cannot be implemented as a simple result of the good governmental intention, which can be real or rhetorical.

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Shirey, Kim Franklin. "Selected aspects of curricular pacing in introductory nonmajor music classes /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788251991.

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Shum, Siu-ying Isis, and 岑小瑩. "The exploration of the school knowledge in sociological perspectives: a case study of a secondary schoolsubject "social studies"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958977.

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Ramos, Cíntia Acioli da Silva. "Ensino personalizado: o humano, o computador e a função social da educação." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21651.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The currentt study is inserted in the research line - New Technologies in Education of the Postgraduate Program in Education: Curriculum. Its main aim is to reflect on personalized adaptive learning and the use of technological resources (Information Digital and Communication Technologies - IDCT) and how they are associated to certain pedagogical tendencies. The theme is still insuficiently studied by the Brazilian academy, which is why the defined period for the research was from 2006, when we note a growing academic research till 2016. In this interval a clear trend can be observed on the interest of the subject in question. The study was based on authors such as Libâneo, Saviani, Aranha, Gauthier & Tardif, regarding the survey of pedagogical tendencies and their contexts in Brazil, and technologies applied to education, when approached by adaptive and personalized learning. Concerning to the technology approach are highlighted authors such as Almeida, Valente, Barberà & Rochera. The methodology used was the qualitative and exploratory approach, through a literature review, with the purpose of investigating how the subject is presented in the Brazilian academic researches, focusing on the productions that appear in the portal of Coordination for Improvement Personnel of Higher Level ( Capes). After defining the inclusion and exclusion criteria, the literature review resulted in 51 (fifty one) works, from which 10 (ten) of doctorate, 34 (thirty-four) academic masters and 7 (seven) professional masters. The study allowed us to conclude that the use of technologies in adaptive and personalized learning is more aligned with liberal tendencies of education than with progressive tendencies, being therefore, rather a continuation of old pedagogical practices than an innovation in the teaching process of learning
O presente estudo se insere na linha de pesquisa em Novas Tecnologias na Educação, do Programa de Pós-graduação em Educação: Currículo. Tem por objetivo refletir sobre a aprendizagem adaptativa personalizada e o uso de tecnologias digitais da informação e comunicação e de que forma eles se associam a determinadas abordagens pedagógicas. O estudo foi baseado em autores como Libâneo, Saviani, Aranha, Gauthier e Tardif, no que se refere ao levantamento das tendências pedagógicas e de seus contextos no Brasil, e em tecnologias na educação, quando abordada a aprendizagem adaptativa e personalizada. No que diz respeito à abordagem da tecnologia, destacam-se autores como Almeida, Valente, Barberà e Rochera. A metodologia utilizada foi de abordagem qualitativa e exploratória, por meio de revisão de literatura, com a finalidade de investigar como o assunto é apresentado nas pesquisas acadêmicas brasileiras de 2006 a 2016, com foco nas produções que constam do portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Após definir critérios de inclusão e de exclusão, a revisão de literatura resultou em 51 (cinquenta e um) trabalhos, sendo 10 (dez) de doutorado, 34 (trinta e quatro) de mestrado acadêmico e 7 (sete) de mestrado profissional. O estudo permitiu concluir que o uso de tecnologias na aprendizagem adaptativa e personalizada está mais alinhado às tendências liberais de educação do que às tendências progressistas, evidenciando práticas pedagógicas mais tradicionais do que inovadoras no processo de ensino e aprendizagem

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Souza, Ana Carmita Bezerra de. "O currÃculo cultural da sÃrie malhaÃÃo: desvelando aspectos pedagÃgicos endereÃados Ã juventude." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=839.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
O estudo do currÃculo cultural evidencia que a formaÃÃo humana nÃo acontece apenas nas tradicionais instituiÃÃes de educaÃÃo. Desde meados do sÃculo XX a indÃstria cultural participa efetivamente na elaboraÃÃo das identidades e subjetividades, e, assim, soma-se a outras instÃncias sociais (famÃlia, igreja, e escola). TelevisÃo, rÃdio, imprensa, indÃstria fonogrÃfica, publicidade e Internet oferecem artefatos culturais que atuam de maneira incisiva na educaÃÃo dos sujeitos contemporÃneos. Nesta pesquisa objetivei analisar a sÃrie MalhaÃÃo, exibida pela Rede Globo de TelevisÃo hÃ quase 12 anos, considerando-a operadora de um currÃculo cultural, com temÃticas e prÃticas pedagÃgicas que colaboram na constituiÃÃo do habitus juvenil. Verifiquei apresentaÃÃes de sexualidade e gÃnero; demonstraÃÃo de um conceito de beleza humana; caracterizaÃÃo das relaÃÃes Ãtnicas; uso da puniÃÃo como estratÃgia pedagÃgica; e a inserÃÃo do enredo na estrutura social e econÃmica. Adotei um mÃtodo do tipo etnogrÃfico virtual e tomei a praxiologia de Bourdieu como principal referencial â o que implicou fazer emergir da prÃtica dos sujeitos as categorias analÃticas e conceituais. Devido Ã amplitude das temÃticas, adotei uma postura teÃrica multirreferenciada. Para as anÃlises foram utilizadas imagens, falas e fatos da narrativa que colaborassem no esclarecimento dos temas selecionados. Em sÃntese, a MalhaÃÃo, exibe um projeto pedagÃgico velado, que objetiva a formaÃÃo do jovem consumidor, heterossexual, domesticado e que para ser belo necessita ser branco, novo e esbelto â fatos que caracterizam o currÃculo cultural como um caso tÃpico da semiformaÃÃo, que, para Adorno consiste na alienaÃÃo das consciÃncias, provocada pelas mercadorias da indÃstria cultural.

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Rabello, Paula Corradi. "Alguns aspectos da proposta de reforma curricular de Euclides Roxo." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/11005.

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This paper discusses some aspects of the reform movement in mathematics education in Brazil during the first half of the twentieth century. We selected as document for analysis the work A Matemática na Educação Secundária, from Euclides de Medeiros Guimarães Roxo, published in 1937. In the work, the author, responsible for the main guidelines for the reform of mathematics education at the time, justifies his proposals supported by the international discussion started in 1908, with the "V International Congress of Mathematics". The analysis of the document points to an ideological conflict between the international reform proposed by Felix Klein, who Roxo has as his main source of reference, and the brazilian movement of curriculum reform. Our study provides evidence that point to the differences between the two proposals. The progressive school in place in Brazil from 1920 until 1940, seeking an education focused on the transformation of society, differs from the german proposal in their curriculum reform that has as primary goal bringing the teaching of mathematics closer to the industrial and scientific development of Germany during the beginning the twentieth century. This aspect is evidenced in our study of the work of Felix Klein, entitled Elementary Mathematics from an Advanced Standpoint, published in 1945. With this work it was possible to conclud that the influence of Felix Klein became more restricted to speech than to the perception of Roxo on the reform. This would could have happened because, while North America and Brazil had the theoretical foundation based on New School, focusing on the student and on an education capable of reforming society, Germany, with a more stable social situation, sought to leverage industry stimulating the sciences, which would prevent a reproduction of the German reform model in Brazil
Este trabalho discorre sobre alguns aspectos do movimento de reforma do ensino da matemática no Brasil na primeira metade do século XX. Para tanto, selecionamos como documento de análise a obra A Matemática na Educação Secundária, de Euclides de Medeiros Guimarães Roxo, publicada em 1937. Na obra, o autor, responsável pelas principais diretrizes de reforma do ensino de matemática à época, justifica suas propostas apoiando-se sobre a discussão internacional iniciada em 1908, com o V Congresso Internacional de Matemática . A análise do documento aponta para um conflito ideológico entre a proposta de reforma internacional de Felix Klein, que Roxo tem como sua principal fonte de referência, e o movimento de reforma curricular brasileiro. Nosso estudo destaca as diferenças entre as duas propostas. O escolanovismo vigente no Brasil nas décadas de 1920 a 1940, buscando uma educação voltada para a transformação da sociedade, diferencia-se da proposta alemã na medida em que a reforma curricular buscava adequar o ensino da matemática ao desenvolvimento industrial e científico da Alemanha do início do século XX. Tal aspecto é aqui evidenciado em nosso estudo da obra de Felix Klein, intitulada Elementary Mathematics from an Advanced Standpoint, publicada em 1945. Com esse trabalho foi possível concluir que a influência de Felix Klein ficou mais restrita ao discurso do que à percepção de Roxo a respeito da reforma. Isso teria ocorrido, pois, enquanto a América do Norte e o Brasil tinham como embasamento teórico a Escola Nova, com foco no estudante e em uma educação capaz de reformar a sociedade, a Alemanha, com uma situação social mais estável, buscava alavancar a indústria, estimulando as ciências, o que impossibilitaria uma reprodução do modelo de reforma alemã no Brasil

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Apaza, Llanque Julia. "Presencia del modelo curricular socio-crítico en el diseño del proyecto curricular regional de Puno." Master's thesis, Pontificia Universidad Católica del Perú, 2015. http://tesis.pucp.edu.pe/repositorio/handle/123456789/6733.

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El Modelo Curricular Socio-Crítico, que concretiza la Teoría Curricular Crítica para la construcción de un currículo que guía la educación desde el interés emancipador, orientó la construcción del Proyecto Curricular Regional de Puno, documento que tras seis años de su aprobación y generalización, aún no es aplicado en el 100% de instituciones educativas de la región. Lo que motivó la formulación del siguiente problema: ¿De qué manera el Modelo Curricular Socio- Crítico está considerado en el Proyecto Curricular Regional de Puno? Para dar respuesta a la pregunta de investigación, se analizó la presencia de los fundamentos teóricos, la definición y características del currículo socio-crítico y los elementos curriculares desde el Modelo Curricular Socio-Crítico en el Proyecto Curricular Regional de Puno. Este proceso se realizó a través del análisis documental, desde el enfoque cualitativo. La codificación de la información se llevó a cabo mediante el software Atlas Ti y para la reducción y organización de la misma, se utilizaron matrices de análisis individual. Los hallazgos muestran que el Modelo Curricular Socio-Crítico sí se concretiza en el documento analizado cuando en sus fundamentos teóricos se expresa la intención de transformar situaciones de asimetría de poder, de saber y de dominación cultural. En la definición y caracterización del currículo, cuando se plantea la propuesta curricular como construcción social. En los elementos curriculares cuando se configuran los contenidos desde los saberes del contexto para formar estudiantes autónomos, críticos, creativos, justos y solidarios mediante la problematización. Sin embargo, la limitada presencia de la criticidad y del interés emancipador en las diversas categorías de estudio y en los fundamentos de la cosmovisión andina, filosofía andina y del buen vivir, los cuales se encuentran presentes de manera transversal en el Proyecto Curricular Regional de Puno, evidencian que en esta propuesta curricular no solo se halla lo socio-crítico.
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Beck, Fabio de Lima. "Power, pedagogy and control : selected aspects of curriculum in higher education in Brazil." Thesis, Institute of Education (University of London), 1997. http://eprints.ioe.ac.uk/7297/.

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This thesis is focused on the official processes to establish curriculum for undergraduate courses in Brazil. The investigation covers the colonial period to the present. The main argument of the investigation stresses that the formation and development of the processes to establish undergraduate curriculum in Brazil were and are an outcome of an interplay between state, academic and professional interests in curriculum. This interplay has varied over time and has differently affected specific undergraduate curricula, such as pedagogy and agronomy, processes which are illustrated in this thesis. The first chapter is an introduction to the thesis and presents the organizing ideas and the structure of the thesis. The second chapter begins with the colonial period and identifies the main background of curriculum for higher education in Brazil. The third chapter deals with the period 1930-1945, a period during which education became an issue of state and public concerns and the first Brazilian ideas about education and curriculum appeared. The fourth chapter deals with the period 1945- 1964, and on the elaboration of the first national law for Brazilian education and its curricular implications. The fifth chapter investigates the period 1964-1974, a period in which the government promoted a major reform in Brazilian higher education with important curricular consequences. The sixth chapter covers the period 1974-1985 and the transition to democracy which introduced new forces in the disputes over curriculum. The seventh chapter deals with period 1985-1994, a period of return to democracy and to civilian government. The conclusion of the thesis is offered in chapter eight.

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Mnene, Mthetheleli. "Investigating teaching and learning within three Eastern Cape reception year classrooms." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.

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The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.

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Younger, Stephen. "Religious observance and spiritual development within Scotland's 'Curriculum for Excellence'." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8903/.

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This research examines the current requirements and practices of Religious Observance (RO) and spiritual development within Scotland’s ‘Curriculum for Excellence’ (CfE). The research is focussed on the nondenominational school sector - approximately 90% of Scottish schools. The CfE has brought a shift in focus from solely curricular content to greater emphasis on character formation. Four key descriptors, termed “capacities”, are used: responsible citizens, effective contributors, successful learners and confident individuals. A number of supplementary programmes are being promoted to achieve this through schemes such as the ‘Rights Respecting School Award’, ‘Inspire-Aspire’, ‘Peer Mediation’ and ‘Restorative Justice’. The CfE details certain age-appropriate experiences and outcomes which pupils are expected to attain across eight core curricular subjects. In contrast, RO and spiritual development are outlined very differently by six key ‘Sensings’ in the ‘Report of the Religious Observance Review Group’ (2004), referred to in this thesis as the RORG. These Sensings have minimal descriptions, no exact definition and do not have detailed age-appropriate experiences and outcomes. The Sensings are: sensing mystery, sensing values, sensing meaningfulness, sensing a changed quality in awareness, sensing ‘otherness’ and sensing challenge. This thesis addresses a number of questions: defining ‘spirituality’ in a way that can sit comfortably within Scotland’s Curriculum for Excellence (CfE); how RO events and these Sensings are perceived by pupils in particular - their voices are given especial prominence throughout; where RO and spiritual development are perceived as ‘belonging’ or ‘fitting’ within the CfE; how the ‘success’ of Sensing-rich RO events can be assessed and measured; crucially - what the children and young people think of the RO they receive; the validity and ‘completeness’ of the Sensings; how to train school staff and school chaplains in delivering spiritual development. The research involved participant observation and interviews with policymakers (advisors, consultants, Education Scotland staff, Religious Representatives on local Council Education committees, and members of school senior management teams), practitioners (chaplains and youth workers tasked with the actual delivery of RO events), parents of Primary school and Secondary school pupils, and - crucially - pupils (from Primary 3 to Secondary 6). The goal was to record and analyse their principles, practices and lived experience of RO and spiritual development. In total qualitative data was gathered in thirty-four interview sessions from nine policy-makers, eight practitioners, nine parents, seventeen Primary school pupils and thirty-five Secondary school pupils. The practitioners, parents and pupils between them were connected to nondenominational schools covering seven Councils: City of Aberdeen, Dumfries and Galloway, Fife, City of Glasgow, North Lanarkshire, Renfrewshire and South Lanarkshire. The pupils between them came from four different nondenominational Primary schools, three non-denominational Secondary schools, and one independent School (Christian faith-based, fee-paying). This gave a reasonable sample of Scottish schools. The definition of ‘spirituality’ that I developed (p 44) is that “Spirituality is that uniquely human capacity and need for a sense of identity and of integrity, of place and of purpose, which can only be fully satisfied in relationship with others and with a transcendent Other.” A full explanation for this definition is given in the text. The pilot study showed that pupils of all ages did not grasp the language and vocabulary of the Sensings as given in the RORG and in conclusion I offer an alternative “child-friendly” re-titling as follows: sensing mystery (the “Wow!” moments), sensing values (the “Now ...' moments), sensing meaningfulness (the “How ...? ” moments), sensing a changed quality in awareness (the “Aum” moments), sensing ‘otherness’ (the ‘Narnia’ moments) and sensing challenge (the “Ow!” moments) (p 54). Once reworded and explained all pupils were quick to grasp most of the Sensings though ‘a changed quality in awareness’ and ‘otherness’ - perhaps requiring higher order thinking skills - were only accessible to older pupils (though they could not always discern or define the distinctions between them). I found that Policy-makers had a clear perception of how RO fits within CfE but that the actual practitioners (many of them from faith-based backgrounds) frequently struggled to achieve clarity on this point and were often unable to articulate a clear educational purpose to their RO input (p 113). A lack of contextual awareness, of training, of time, and of ability to think beyond their theological frameworks often hampered them. Clear and positive and fruitful metaphors for RO emerge from the research: RO provides an important ‘space’ within CfE (p 119), and a place for ‘exploration’ and for ‘questioning.’ A consistent conclusion from my data reflects on how both practitioners and participants in RO events viewed them and constructed meaning from them: this was frequently done by offering opposed pairs and, almost literally, placing themselves or their RO events at some point on the continuum between two poles (p 124). A whole spectrum of opposed pairs were found: from indoctrination (RO) to education (RME); from collective (RO) to individual (RME); from emotional (RO) to intellectual (RME), though practitioners were frequently at pains to make clear that this did not mean RO was inferior or in any way anti-intellectual or lacking in intellectual rigour; from experiential (RO) to explorative (RME); and from inspirational (RO) to informational (RME). My findings were that practitioners offered a range of measures for assessing the ‘success’ of their RO events (p 139) which are critiqued: “an RO event is successful” - when I think it is, if it was enjoyed, if a school is “happy with it”, if there is pupil engagement, if pupil feedback says it has been, if your chosen quantifier says it has been, and if there are no complaints about it. I follow this with a discussion on the issues of getting RO ‘right’ and ‘wrong’ (p 152). The view of parents on the qualifications for those delivering RO to their children were also explored at this point, with the great majority strongly favouring faith-based practitioners (p 162). A major feature of this research has been to seek and to summarise the first-hand views and the authentic voices of the children and young people within CfE. Their main reactions are summarised (p 172) as “Don’t make it [RO] a policed endurance test”; “Don’t make it so boring”; “Don’t tell us what to think”; “Let us ask our big questions. Help us find some answers”; and “Don’t exclude us. Let us have a say. Let us help you.” In the light of the research two additional Sensings are strongly indicated: Sensing Stillness (p 192) and Sensing Community (p 200). Sensing Community in particular was identified as offering significant potential benefits for RO (p 206): creating a beneficial group identity or ethos for the school community, building pupil capacity as responsible citizens able to take their place in the wider community beyond the school gates, enabling individual and group resilience in the face of crisis, sharing emotional and spiritual experiences that could enrich the lives of all the participants, and the acquisition and exploration of values together in a safe and protected environment. The final section (p 210) explores the creation and use of a tool for teaching practitioners to identify and explore the Sensings: the ‘Spiritual Moments’ box.
In Educating school staff to experience and deliver the sensings (p 223), it merged that the issue is one of helping secular staff in particular to find a spiritual context for exploration and development of the sensings. In training faith representatives to experience and deliver the sensings (p 227) the issue is one of helping faith practitioners to explore and develop the sensings in the secular educational framework.

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Kraus, Junior Werner. "Aspectos do planejamento curricular e da atividade de ensino em Engenharia de Controle e Automação." reponame:Repositório Institucional da UFSC, 1991. http://repositorio.ufsc.br/xmlui/handle/123456789/75783.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro Tecnologico
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A recente implantação do curso de graduação em Engenharia de Controle e Automação na UFSC motivou o estudo de dois problemas relacionados: o desenvolvimento de currículos e as metodologias de ensino a serem utilizadas. Estes problemas são tratados de forma integrada neste trabalho, na medida em que as práticas de ensino são pensadas com respeito aos objetivos e estratégias formulados no planejamento do currículo. Para tanto, utilizou-se um enfoque conceitual de planejamento curricular que acomoda tal preocupação ao relacionar formalmente dois aspectos. Tal enfoque serviu como guia de um processo de análise avaliativa do trabalho até aqui desenvolvido com o currículo do novo curso. Além disso, a preocupação específica com experiências de aprendizagem levou à formulação de uma proposta de ensino assistido por computador, utilizando-se um "laboratório virtual" na parte prática de uma disciplina do curso de Engenharia Elétrica. Inicialmente, discute-se o desenvolvimento deste material instrucional à luz dos objetivos fixados para o currículo. A descrição do software é apresentada, sendo então discutidos tanto o método como os resultados da utilização. Como conclusão, procura-se estabelecer os limites da experiência realizada dentro do processo de implantação do currículo.

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Kemper, Matthew Thomas. "An assessment of curricular methods to reduce communication apprehension among public speaking students." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/674.

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This study investigated curricular methods to reduce communication apprehension among public speaking students. Previous research has found many intervention strategies to be successful in reducing levels of communication apprehension, including both visualization and cognitive restructuring. However, prior research has failed to examine the efficacy of such techniques within the context of teaching a public speaking course that has limited time to devote to these techniques. Consequently, an experiment was conducted which examined whether a one hour instructional unit using cognitive restructuring and visualization can reduce levels of communication apprehension among public speaking students. The results of the study indicate that a one hour instructional unit does not reduce the anxiety of high communication apprehensive students in a public speaking course.

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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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Delhaye, Coralie. "Comparaison des positionnements entre savoirs scientifiques et croyances religieuses à propos des origines du vivant dans les curriculums officiels grec, français et belge." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209167.

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La problématique de recherche étudiée dans le cadre de cette thèse, émerge de diverses réflexions, données empiriques et observations, toutes liées à un constat qui a des implications importantes pour l’enseignement des sciences :le rejet partiel ou total de la théorie de l’évolution aux cours de sciences dispensés à l’école, au nom de croyances créationnistes, dans des sociétés modernes européennes où la science fait autorité.

La littérature scientifique qui traite de cette problématique dans le cadre de l’enseignement scolaire en Europe ,analyse les conceptions d’acteurs de l’enseignement scolaire – enseignants et/ou élèves – sur ce sujet, en étudiant notamment le lien qu’entretiennent ces conceptions avec les représentations que ces mêmes acteurs ont de la science, avec leurs parcours personnels, avec leur formation, etc. Un point aveugle observé dans cette littérature est la rareté des recherches portant sur les directives officiellement adressées aux enseignants. C’est pourquoi nous avons choisi de nous pencher sur le contenu de ces directives.

Cette recherche a, en premier lieu, une visée exploratoire. Elle consiste à construire et utiliser un instrument théorique et méthodologique qui permet, d’une part, d’identifier des représentations du savoir scientifique, de la croyance religieuse et/ou de leurs rapports (ou non rapports) véhiculées par les curriculums prescrits européens et, d’autre part, de déterminer des mécanismes à travers lesquels ces représentations pourraient influencer, d’une façon ou d’une autre, le rejet ou l’acceptation de la théorie de l’évolution au nom de croyances créationnistes ou encore, inversement, le rejet ou l’acceptation de croyances créationnistes au nom de la théorie de l’évolution. Pour repérer les représentations recherchées, nous utilisons la méthode de l’analyse de contenu thématique.

Une autre visée de cette étude est confirmatoire. Il s’agit de confirmer le postulat suivant lequel la nature des éventuelles représentations repérées au sein des curriculums prescrits au moyen de l’instrument susmentionné peut être mise en lien – lien dont la nature sera définie dans le corps de notre dissertation, sur la base de l’analyse de données sociohistoriques rapportées dans la littérature – avec les modalités de gestion de la laïcité mises en place par les politiques éducatives de différents pays européens :la France, la Grèce et la Belgique francophone. Ces pays ont justement été sélectionnés pour leur profil divergent en matière de politiques de gestion de la diversité culturelle. Pour démontrer ce lien, nous nous livrons à une analyse comparative sociétale.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Wallin-Ruschman, Jennifer. "The Moving to the Beat Documentary and Hip-Hop Based Curriculum Guide: Youth Reactions and Resistance." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/192.

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Many of the academic and popular treatments of hip-hop overlook the complexity of the phenomenon. Hip-hop is often portrayed solely as a source of corruption and regressive tendencies or, alternatively, as a sort of savior for otherwise marginalized individuals and source of revolutionary power. This thesis situates hip-hop between these poles and draws out its progressive and regressive aspects for analysis. Considering its vast global influence and a growing body of academic literature, hip-hop has been notably understudied in the field of psychology. Alternatively, educational theorists and practitioners have realized the power of hip-hop in revisualizing an emancipatory education that fosters critical consciousness. This project goes beyond other hip-hop education projects in that it attends more directly to the psychological phenomenon of identity. As youth develop a strong connection to social and political identity and increase their level of critical consciousness (an additional goal of this and most other hip-hop based curriculums) they are more likely to participate and have the tools to be successful at actions aimed at progressive social change. This thesis grew out of a larger project titled Moving to the Beat, a community-based multi-media endeavor that includes both the Moving to the Beat documentary film and curriculum guide. The Moving to the Beat curriculum guide strives toward the goals of emancipatory education. The film and the curriculum guide stay near the experience of hip-hop identified youth while attempting to avoid generalizations and stereotypes. Further, the developments of the film, curriculum guide, and this thesis have been guided by academic literature from a wide range of disciplines, including psychology, sociology, cultural studies, and education. The thesis focuses on two primary questions: (1) How do youth engage the Moving to the Beat curriculum guide and documentary film? (2) Do the Moving to the Beat materials facilitate the development of critical consciousness and/or social identity in youth? Two primary waves of data collection were conducted to answer these questions. At each location, Moving to the Beat was shown and an outside facilitator guided youth through the curriculum discussions and activities that centered on identity. During these workshops, multiple sources of qualitative data were collected, including participant observations, interviews, student produced lyrics, and feedback forms. These sources of data pointed to six primary themes across locations and sources of data: traditional gender roles, "everyone is all equal", "you doing you", the new hip-hop generation, development and maturity, and youth resistance. This thesis represents the first assessment of the Moving to the Beat documentary and curriculum, the results of which will be used to alter the curriculum guide and prepare it for publication.

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Stylianidou, Fani. "Learning about energy and processes of change : an investigation of novel aspects of a curriculum intervention." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006636/.

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A fundamental aspect of scientific thinking is to account for why things happen, and this can be addressed by using ideas from the Second Law of Thermodynamics. These ideas are however traditionally not attended to in lower secondary school science. The present research is an evaluative study of the novel curriculum approach developed by the 'Energy and Change' project. This novel approach introduces 'Second Law thinking' in ways accessible to pupils aged 11 upwards. To accomplish this, the project developed an abstract 'picture language', through which a coherent and systematic account of the fundamental nature of all changes is told. The research was carried out in two phases. The first phase had an exploratory character and was concerned with the development of the research tools. In the second phase, the study examined the user-friendliness of the innovative aspects of the approach for pupils and teachers; the pupils' learning progress from using the innovation; and the merit of the materials for teaching, as well as for teachers' personal development. The focus was on two classes of pupils (aged 11-12 and 12- 13) over a period of eight months using the approach to study a variety of science topics. An intensive investigation of the influence of the new approach on these pupils' understanding of the nature and causes of change was undertaken, based on records of their written work, observational records of lessons and small group taskbased interviews. Moreover, the views of science teachers about the approach were elicited in questionnaires and interviews. The research concludes that the innovative aspects of the new approach were broadly accepted by both the pupils and the teachers who took part in the study. Moroever, it reveals and discusses the difficulties and challenges the pupils met when using the intended thennodynamic ideas in their explanations of change.

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Ogunleye, James. "An investigation of curriculum arrangements conducive to fostering creativity in post-compulsory education and training institutions." Thesis, University of Greenwich, 2002. http://gala.gre.ac.uk/8751/.

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This study aims to investigate curriculum arrangements conducive to fostering creativity in post-16 (further) education institutions and classrooms, to analyse factors promoting or impeding creativity, curriculum content and processes, and also to offer/develop models of good practice for encouraging creativity in a further education context. The study addresses among others the following questions. What are students' perceptions of their creative attributes? What are students' perceptions of their classroom behaviours and practices? What are students' perceptions of teachers' classroom behaviours and practices? What are leaders', managers', teachers' and students' perceptions of creativity? To what extent are colleges' institutional variables, curriculum arrangements and teaching approaches driven or not driven by the leaders', managers' and teachers' conceptions of creativity? What factors impede or promote creativity in a further education context? 10 further education colleges in four of the seven regions of the (former) Further Education Funding Council in England took part in the study. The study adopts an appropriate mixture of quantitative and qualitative methods. 800 students from the four qualification areas of academic, applied vocational, occupational and Access to HE returned a survey-questionnaire, which explored their creative attributes, their classroom behaviours and practices, as well as their perceptions of their teachers' classroom behaviours and practices. Complementary research methods include classroom observations, designed to cross-check or corroborate certain information in the student questionnaire; semi-structured interviews with leaders, managers, teachers and students, explored their conceptions of creativity, constraints to creativity, and the extent to which college institutional variables, curriculum arrangements and teaching approaches were driven or not driven by the leaders', managers' and teachers' conceptions of creativity. To achieve a comparative perspective, two case study institutions - one community college and one high school in the USA - were presented to portray good practice in creativity facilitating curriculum arrangements and delivery. The results showed highly significant differences in students' self-perceived creative attributes. The students' creative attributes and their self-perceived classroom behaviours and practices are found to be significantly related, but the relationship is complex – there is little evidence that students express their creativity in classroom discourse. The study also revealed that teachers in further education currently spend a disproportionate amount of lesson time on subject matter and less on creativity-supporting activities such as motivation, questions, thinking, practical examples and reference to real-world contexts. Leaders, managers, teachers and students in the study showed familiarity with the word creativity and related concepts and their characterisation of creativity as a product, a process, a personality and as a condition of the environment were consistent with the literature themes on creativity; but college institutional variables were found not to be driven by the interviewees' (excluding the students) conceptions of creativity. Several external and internal constraints to creativity were identified. The implications of these findings in terms of post-16 education policy, curriculum arrangements and teaching practices (teacher pedagogy) were highlighted and, in conclusion, a model for fostering student creativity in post-16 (further) education context was developed.

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Martínez, Asís Francisco. "Estudio de una intervención pedagógica para la enseñanza de la pronunciación inglesa en 4º curso de la E.S.O." Doctoral thesis, Universidad de Murcia, 2004. http://hdl.handle.net/10803/10812.

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Con esta investigación se pretende validar la hipótesis de que un tratamiento innovador de la pronunciación inglesa, que incluye enseñanza explícita y práctica de materiales comunicativos, puede ayudar a restablecer un equilibrio entre las destrezas escritas y orales de nuestros alumnos así como mejorar la competencia lingüística global de éstos en lengua inglesa. Para ello se realizó un estudio cuasi-experimental con grupo control y experimental en el 4º nivel de la E.S.O. El grupo experimental recibió el tratamiento innovador de la pronunciación inglesa y el grupo control recibió un tratamiento tradicional de contenidos de pronunciación inglesa según lo establecido en el Programación Didáctica Anual del Centro. Después de nueve meses de tratamiento, los resultados obtenidos mostraron para las destrezas lingüísticas orales una mejora estadísticamente significativa del grupo experimental con respecto del grupo control, sin que esto supusiera ninguna pérdida para el grupo experimental en las destrezas lingüísticas escritas.
This investigation has tried to validate the hypothesis that an innovative teaching course of treatment in English pronunciation, which includes implicit and explicit learning practice of communicative pronunciation materials, can help to restore an equal balance between the oral and written linguistic skills of our secondary education students in Spain, and also help to improve their global linguistic competence in the English language. To achieve this, a quasi-experimental study with a control and an experimental group was undertaken on the 4th level of E.S.O. (Compulsory Secondary Education in Spain). The experimental group received an innovative teaching treatment of English pronunciation, whereas the group control received a traditional treatment of pronunciation contents as established on the school's official educational programme for the subject of English in the 4th level E.S.O. After nine months of pronunciation teaching treatment, the results obtained showed for the two oral linguistic skills (speaking and listening skills) a significant statistical improvement on the part of the experimental group with respect to those of the control group, this not implying any backwardness on the written linguistic skills performance for the experimental group.

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Phiri, Takako. "Intergration of the intercultural aspect in the IGCSE curriculum at Machabeng College in Lesotho." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/33071.

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La façon moderne d'enseigner le français langue étrangère (FLE) a évolué depuis les années 1990 quand l'aspect interculturel était mis au premier plan dans l'enseignement et l'apprentissage des langues étrangères. Cela s'explique par le fait que l'apprentissage d'une compétence interculturelle améliore la façon dont les apprenants interagissent avec la nouvelle langue à travers la communication orale ou écrite. D'abord, l'enseignement de la compétence interculturelle aide les apprenants à apprécier la culture cible en acquérant des connaissances socioculturelles. Par conséquence, ils seront respectueux de la culture de l'autre et ils seront capable à voir les choses de la perspective de l'autrui ayant subi un processus qui mène à l'ouverture d'esprit. À la fois, les apprenants seront sensibilisés au fait que l'apprentissage du FLE n'est pas seulement l'acquisition des savoirs linguistiques mais il y a aussi la compétence interculturelle. Il faut noter que la compétence interculturelle n'est pas innée et c'est pour cette raison qu'il est pertinent en cours du FLE. En fin de compte les apprenants seront capables d'interagir avec les gens d'une autre culture grâce aux savoirs interculturels acquissent. En intégrant la compétence interculturelle l'apprenant sera aussi sensibilisé à la notion de l'ethnocentrisme ainsi que les stéréotypes qui sont nocifs si on souhaite des échanges réussis lors des interactions sociales. Le but de cette recherche est d'explorer l'intégration de la compétence interculturelle dans l'enseignement du FLE dans le syllabus du Certificat Général International d'Education Secondaire (CGIES) en utilisant une approche interculturelle. Les deux objectifs interculturels visés sont la capacité de l'apprenant de se décentrer de sa propre culture et de se mettre à la place des autres. Une attention particulière sera accordée au thème de la vie sociale, centré sur les fêtes et les traditions ainsi que les comportements rituels. Cette recherche a été réalisée par la mise en œuvre cohérente d'objectifs interculturels selon le choix des méthodologiques et théories appropriées pour réaliser un syllabus interculturel. L'outil utilisé pour récolter les résultats était un questionnaire. Le questionnaire avait des questions quantitatives ainsi que qualitatives à des fins d'évaluation du savoir, savoir-faire et attitudes des apprenants. Le questionnaire Les résultats ont montré que d'abord, l'aspect interculturel peut être intégré au syllabus CGIES et puis, les apprenants ont eu des réactions positives face à une approche interculturelle. Ils ont fait preuve de faire un lien entre l'apprentissage d'une langue étrangère et la culture cible grâce à une approche interculturelle d'enseignement. Cette recherche aura plusieurs implications importantes dans le cadre du développement du curriculum CGIES concernant l'aspect interculturel. . Nous espérons que notre projet de recherche servira comme guide pratique aux autres enseignants du FLE qui suivent le curriculum CGIE et les résultats de cette étude auront des implications pour la planification du curriculum CGIES. Pour conclure, il y a des recommandations pour les futurs recherches dans ce domaine du CGIES du fait qu'il n'y a pas des recherches qui explorent ce programme en détail.

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Long, Stanford Staples. "Towards the development of an environmental curriculum for members of the planning professions." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003687.

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In exercising their professional duties professional planners inevitably impact on the environment. In the past, more often than not, this impact has been allowed to occur without sufficient forethought, and usually to the detriment of the environment. In this research it is proposed that this undesirable state of affairs arises from inadequacies within the professional education of the planners, and that greater emphasis on the environmental education of planners is called for. From the perspective of a participative approach to curriculum development, the opinions of professional planners in the Port Elizabeth area were canvassed to establish baseline data in respect of their environmental education needs. To provide further information and a background against which the perceptions of the professional planners could be assessed, the opinions of the learned societies of the planning professions and of key environmentalists were also sought. In all these opinion surveys postal questionnaires formed the basis of the methodology employed. The extent of environmental education presently available to professional planners at tertiary institutions in South Africa and overseas, with particular emphasis on that available in the civil engineering discipline, was also investigated. The surveys revealed a strongly felt need for environmental education within the planning professions. The natural environment, the social environment, environmental ethics and interdisciplinary action all emerged as acceptable themes of the said education. A number of environmental topics to be covered were also identified. Block-release and part-time courses emerged as the most popular format for such environmental education offerings. The limited environmental education practice within the civil engineering discipline at South African tertiary institutions was noted, and the overseas practice in this regard provided useful insights. The data gathered as outlined above, formed the basis from which proposals towards an environmental curriculum for professional planners were made. Although these proposals focused primarily on the civil engineering discipline within the ambit of technikon-based educational programmes, wider multi-disciplinary applications remained an important concern. In the first instance, proposals aimed at expanding the environmental component of the existing first-qualification course were suggested. Secondly, proposals in respect of a post-first qualification, interdisciplinary, environmental study programme leading to a technikon degree were formulated.

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Zan, Dirce Djanira Pacheco e. 1969. "Curriculo em tempos plurais : uma experiencia no ensino medio." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253039.

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Orientador: Olga Rodrigues de Moraes von
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-04T12:05:54Z (GMT). No. of bitstreams: 1 Zan_DirceDjaniraPachecoe_D.pdf: 2105788 bytes, checksum: f3ab2bdd00d38c925a34561a4dec8642 (MD5) Previous issue date: 2005
Resumo: Este trabalho é resultado de pesquisa realizada durante os anos de 2001 e 2002 no ensino médio da Escola Estadual Jardim Amanda II na cidade de Hortolândia (SP), localizada em um bairro populoso e marcado por problemas sociais característicos das periferias dos grandes centros urbanos. O objetivo deste estudo é elucidar o currículo que tem se efetivado no cotidiano dessa instituição, confrontando-o com os documentos curriculares oficiais e com questões contemporâneas tais como as problemáticas do sujeito e da diversidade cultural. O trabalho investigativo fundamentou-se na concepção metodológica da História Oral utilizando diferentes instrumentos de pesquisa tais como: observação; entrevista com professores (3 homens e 4 mulheres), membros da equipe gestora (2 homens ¿ ex-diretor e coordenador ¿ e 3 mulheres ¿ diretora, vice-diretora e coordenadora), uma funcionária, 13 alunos (8 garotos e 5 garotas) e um membro da comunidade; além da aplicação de 45 questionários contemplando todos os docentes do ensino médio daquela escola. Como estratégia de aproximação com os alunos e de apreensão de sua visão acerca da realidade estudada, foi constituído um grupo de 13 jovens que fotografaram livremente a escola trazendo à tona temáticas significativas para a realização deste trabalho. Verificou-se que as atuais políticas curriculares brasileiras estão comprometidas com um projeto conservador de sociedade e que têm, de certo modo, junto à precariedade de condições físicas e materiais da escola e a deficiente formação dos professores, contribuído para reforçar uma situação de simplificação e superficialização do conhecimento científico veiculado na escola. No entanto, apesar das dificuldades e limitações, constatou-se algumas iniciativas de docentes no sentido de superar esse quadro de crise vivido pela instituição pública de ensino, bem como a luta da população em defesa da escola pública e de qualidade
Abstract: This study is the fruit of research into secondary education at Jardim Amanda II state school in the city of Hortolândia (SP) conducted in 2001 and 2002. The school is located in a populous neighborhood marked by the social problems characteristic of the outskirts of major urban centers. The aim was to elucidate the curriculum as implemented in everyday practice at this school in relation to official curriculum documents and contemporary issues such as the question of the subject and cultural diversity. The investigative work was based on the methodological conception of Oral History and the different research instruments used included observation; interviews with teachers (3 men and 4 women) and members of the management team (2 men ¿ a former-principal and a coordinator - and 3 women - principal, vice-principal and coordinator), an employee, 13 pupils (8 boys and 5 girls) and a member of the community. In addition, 45 questionnaires were administered to all the secondary education teachers at the school. As a means of approaching pupils and apprehending their vision of the reality examined here, a group of 13 pupils were asked to photograph the school at will and their images brought up issues of significance for this study. It was found that current Brazilian curriculum policies are committed to a conservative social project and that these policies have in a certain way ? along with precarious physical and material conditions in schools and deficiencies in teacher training ? helped underpin a situation in which scientific knowledge transmitted in school is simplified and becomes superficial. Notwithstanding difficulties and limitations, it was found that some teachers are taking initiatives to address this situation of crisis in public education institutions, and that the community was involved in efforts to defend the quality of education in public schools
Doutorado
Educação, Sociedade, Politica e Cultura
Doutor em Educação

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Westley, Suzanne. "Learning about emotions and relationships in relation to the social and emotional aspects of learing ( seal) curriculum." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507553.

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Bedaiwi, Tawfieq Ibrahim M. "Study of selected aspects of the religious education curriculum and its implementation in Saudi Arabian secondary schools." Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242450.

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Sarrazine, Angela Renee. "Addressing astronomy misconceptions and achieving national science standards utilizing aspects of multiple intelligences theory in the classroom and the planetarium." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3178473.

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Thesis (Ph.D.)--Indiana University, Dept. of Currulum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2093. Adviser: William J. Boone. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Işlek, Önder. "An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7623/.

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This thesis investigated the educational curriculum experienced by students with visual impairments in Turkey. The study made a distinction between the traditional academic curriculum and the concept of an 'Expanded Core Curriculum' (ECC) which includes a range of disability-specific areas (e.g. Mobility, Braille), and aimed to determine the balance of the curriculum experienced by individuals with visual impairments in Turkey. The study specifically examined the barriers to, and enablers for, an appropriate curriculum balance which would develop individuals' independence. The study made use of an exploratory inductive research approach implementing a cross-sectional research design. Mixed method measures were drawn upon to capture the views of twelve young adults with visual impairments and thirteen educators of children and young adults with visual impairments who had a wide range of schooling and teaching experiences across Turkey. The analysis revealed an emphasis on teaching the academic curriculum with relatively little attention given to ECC. As a consequence, it was found that individuals with visual impairments were not fully prepared to be independent and encountered a number of barriers including: remaining dependent on others; isolation; and psychological challenges in their everyday life. A number of barriers to the teaching of ECC were revealed, including: educational policy priorities in Turkey which give little or no remit to teaching a broader curriculum (teachers were fixed upon teaching the inflexible academic curriculum); little resource is given to specialist teaching support in mainstream schools; and specialist teacher training appears not to align to the educational context in which they work. Finally, the research identified other barriers to developing an individual's independence which are beyond the teaching of ECC, including inaccessible environments and equipment, and inadequate accommodations and adjustments.

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Vandenbergh, Stefanie Josepha Emilie. "Towards explaining doctoral success at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85561.

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Thesis (MPhil)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: Limited research in South Africa has been conducted on factors contributing to doctoral success, particularly on how doctoral candidates and graduates experience their studies and the transformation of candidates that can be associated with doctoral studies. This lack of information pertains to the successful completion of a doctoral study within a minimum period of time. It is difficult to predict who will eventually successfully complete their doctoral studies if the prediction is merely based on the results of previous qualifications. Such previous achievements are often insufficient and inadequate to ensure the successful completion of a doctoral study. Knowledge institutions such as universities seem not to pay adequate attention to the transformation of the person of the doctoral candidate and his or her becoming an independent researcher. Often, a narrow concept of the intellect of doctoral candidates is over-emphasised. Knowing, although limited, is transformative as it can often change who candidates are (or become) as graduates. Such transformation and the idea of a doctoral identity has rarely been the focus in doctoral education, as epistemological gain is regarded as being more important. The aim of this study was to establish a basic understanding of doctoral success at Stellenbosch University, mainly directed at exploring the challenges faced by doctoral candidates and thereby possibly contributing to the future support of doctoral candidates at the institution. By using an interpretive reseach paradigm and narrative analysis, a number of characteristics were identified as being useful by contributing to a clearer theoretical and conceptual understanding of doctoral success at Stellenbosch University. In the study a number of factors that facilitated doctoral success were also identified, and factors contributing to such success as indicated by participants themselves were defined. A conceptual framework of understanding that may underscore and justify strategies and actions promoting doctoral success are suggested in the study.
AFRIKAANSE OPSOMMING: Daar bestaan tans beperkte navorsing in Suid-Afrika oor faktore wat tot die sukses van doktorale studies bydra, veral ten opsigte van hoe doktorale kandidate en gegradueerdes hulle studies ervaar en die transformasie van kandidate wat deur doktorale studies meegebring word. Hierdie gebrek aan inligting het ŉ impak op die suksesvolle voltooiing al dan nie van ŉ doktorale studie binne ŉ minimum tydperk. Dit is moeilik om te voorspel wie uiteindelik hulle doktorale studies suksesvol sal voltooi as die voorspelling bloot op die resultate van vorige kwalifikasies gegrond is. Sodanige vorige prestasies is dikwels onvoldoende en ontoereikend om te verseker dat ŉ doktorale studie suksesvol voltooi sal word. Kennisinstellings soos universiteite gee skynbaar nie voldoende aandag aan die transformasie van die doktorale kandidaat as persoon of aan die proses waardeur hy of sy gaan om ŉ onafhanklike navorser te word nie. Dikwels word ŉ eng konsep van die intelligensie van doktorale kandidate oorbeklemtoon. Kennis, selfs al is dit beperk, is transformerend van aard omdat dit dikwels kan verander wie die kandidate as gegradueerdes is (of word). Sodanige transformasie en die konsep van ŉ doktorale identiteit was nog selde die fokuspunt in doktorale studie omdat epistemologiese voordele as belangriker beskou word. Die doel van hierdie studie, wat hoofsaaklik gerig was op ŉ ondersoek van die uitdagings wat doktorale kandidate moet aanspreek, was om ŉ basiese begrip van doktorale sukses aan die Universiteit Stellenbosch te vestig. Dit was dus ŉ poging om by te dra tot die toekomstige ondersteuning van doktorale kandidate aan hierdie instelling. Deur ŉ interpretatiewe navorsingsparadigma en narratiewe ontleding te gebruik, is ŉ aantal waardevolle eienskappe geïdentifiseer wat tot ŉ duideliker teoretiese en konsepsuele begrip van doktorale sukses aan die Universiteit Stellenbosch kan bydra. In die studie is ŉ aantal faktore geïdentifiseer wat doktorale sukses vergemaklik, terwyl ŉ oorsig ook gegee word van faktore wat volgens die deelnemers aan die studie tot sukses sal bydra. Hierdie studie stel ŉ konsepsuele begripsraamwerk voor wat strategieë en optrede wat doktorale sukses sal verhoog, ondersteun en regverdig.

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Chan, Wai-lan Candy, and 陳惠蘭. "Music extra-curricular activities and students' sense of belonging to the school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37604569.

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Dissertations / Theses on the topic 'Curricula aspects'

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