Dissertations / Theses: 'Curricular supports'

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Pinkney, Christopher, and Christopher Pinkney. "The Student-Guided Supports Curriculum." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12548.

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This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed.

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Brock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.

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Akin, Jeanne Ellen. "Site principals' leadership strategies for changing high school staff cultures to support successful restructuring of curriculum and instruction." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2587.

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While the process of changing educational systems is yet unclear, the relationship between teacher and learner places teachers at the focal point of change. The social/psychological organization of their workplaces known as staff culture is among the many issues effecting lasting reform. This study investigated the manner in which principals worked with this key variable in bringing about meaningful change. Students are not learning at the levels required to be productive citizens in the 21st century. In order to reverse this situation, most teachers need to change their manner of teaching. Despite years of reform efforts, many continue to resist change, particularly at the secondary level. This resistance is rooted in their professional norms, i.e., their education philosophy and beliefs. Most teacher have not been convinced of the need for change of their curriculum and instruction. Even though educational researchers find positive site culture to be key to reform of instruction, few school administrators have the understanding of site culture or training in interpersonal relation that is necessary to shape a culture which will accept and maintain change. A qualitative investigation was made of case studies of restructured high schools and interviews with principals who had brought about restructuring at their sites. Teachers were also surveyed. Data was gathered through content analysis of the studies, interviews and survey questionnaires in the areas of teacher attitudes, status of curriculum before and after the projects, and action of principals throughout the process of change. It was found that successful principals take action in common which fall into eight mutually exclusive categories. They also bring about change in a step by step priority process: (1) establish a clean campus and strong student discipline/attendance policies and develop University and business partnerships, (2) facilitate professional development opportunities for teachers through research based programs and provide them with human and material resources; focus on improving staff morale, (3) provide opportunities for collaboration, innovation and shared decision-making, (4) work to improve instruction. The information developed through this study can be used to guide and encourage school administrators in creating effective change in their schools.

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Lee, Walter Curtis. "Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51680.

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In response to the student retention and diversity issues that have been persistent in undergraduate engineering education, many colleges have developed Engineering Student Support Centers (ESSCs) such as Minority Engineering Programs (MEPs) and Women in Engineering Programs (WEPs). ESSCs provide underrepresented students with co-curricular support using student interventions in the form of programs, activities, and services. However, ESSCs have a relatively short history and there are gaps in our knowledge about these support systems. While the practice of providing students with co-curricular support has been evaluated, theories of co-curricular support have not been as thoroughly investigated; we know very little about how co-curricular support functions alongside engineering curricula. In an effort to help close the gaps in current literature, the purpose of my study was to explore how the student interventions offered alongside engineering curricula influence the undergraduate experience. To address this purpose, I used a multi-case study design to explore the particulars of six ESSCs housed at four institutions. I focused on the ESSC administrators (those who provide support) and undergraduate students (those who receive support) using multiple qualitative data collection methods. The primary result of this study was the Model of Co-curricular Support (MCCS), which is a version of Tinto's Model of Institutional Departure that I repurposed to demonstrate the breadth of co-curricular assistance required to comprehensively support undergraduate engineering students. The MCCS illustrates how a student's interaction with the academic, social, and professional systems within a college–as well as the university system surrounding the college–could influence the success he or she has in an undergraduate engineering program. More specifically, the MCCS is a conceptual model for constructing and evaluating support systems and individual student interventions that prioritize undergraduate engineering students. Within my study, I also identified several classifications of ESSCs and highlighted some pros and cons associated with various classifications and configurations. Ultimately, this research combines student-retention theory with student-support practice in a way that could facilitate future collaborations among educational researchers and student-support practitioners.
Ph. D.

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McConnell, Chelsea M. "Social-Emotional Learning and Literacy: A Literacy Curriculum Designed to Support Children's Self-Awareness Skills." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1619555796381852.

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Rock, Terryl. "How edTPA Supports TEAM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3265.

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Coria, Jose Calderon. "Curriculum modules in support of tabletop cybersecurity games." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37604.

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Approved for public release; distribution is unlimited
The number of bachelor degrees in computer science has continued to decline over the past decade. These trends similarly affect cyber security sub-discipline of computer science. The non-digital computer security board game [d0x3d!] aims to teach cyber security concepts to a young, non-CS audience, to increase interest in the subject, and have a positive effect on computer science education. We develop curriculum modules in the form of lesson plans to complement this game. This demonstrates how the game can be used in an academic setting to scaffold instruction that introduces security concepts to K-12 audiences, more formally.

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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.

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Caselli, Ashley. "Sistema di supporto all'analisi di genere nei curriculum vitae." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/11002/.

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Il sistema presentato all'interno di questo documento di tesi ha come obiettivo quello di essere un supporto all'analisi di genere, che risulta fondamentale per la risoluzione delle situazioni laddove il genere ancora rappresenta condizione di differenza. Attraverso l’utilizzo di un dizionario dati, costruito per contenere parole chiave su cui l’analisi si basa, è possibile effettuare lo studio dei contenuti di documenti strutturati. Il sistema è stato sviluppato mediante l'utilizzo di Nova Framework, jQuery, Bootstrap e Morris.js. Per quanto riguarda la gestione e memorizzazione dei dati sono stati utilizzati un database relazionale MySQL ed un insieme di file XML e JSON.

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de, Lachica Jordan Marie. "Widowhood and grief support| Gerontology curriculum for older adults." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586172.

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Although older adults are more susceptible to loss, there are more support groups aimed towards helping young widowed persons than those ages 65 and over (Cox, 2010). The purpose of this project was to develop a curriculum for an eight-week grief support class for New Hope Grief Support Community in Long Beach, California. This curriculum will allow older adults who have lost a spouse or partner to learn how to cope with their loss while also learning to rely on new relationships as their main point of support. The curriculum is based on James William Worden's four tasks of mourning and New Hope's grief education format.

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Krist, Nicole. "Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing." Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.

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This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system’s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky’s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.

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Ruth, David A. Haslam Elizabeth L. "An investigation into the need for co-curricular student services for distance education students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/499.

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Hess, Carolyn. "The Responsive Parenting Program| A parenting support curriculum for vulnerable families." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105278.

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The Responsive Parenting Program curriculum combines recent developments in neuroscience, mindfulness, child development and positive parenting to provide vulnerable families with information, guidance and a group experience designed to support them in adopting a responsive approach to parenting. Parents who have experienced adverse conditions in childhood and continue to experience difficulty in getting their needs met as adults, often have adopted a survival approach to living. It is especially important to support these parents in making sense of their own experience so that they may build the capacity to better understand, nurture and protect their own children.

It is intended that all of the materials for this curriculum will exist in the public domain. In addition to the curriculum handbook, this includes links to recommended video segments, information sheets related to child growth and development, and suggestions for supportive practices to nurture healthy development and relationships.

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Lamb, Janeen Therese. "Implementing mandated curriculum reform: Sources of support for teacher-meaning making." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/6580225afdc617a1186d2c7fb3dbe729d90f7a0b32402f589cf45d3dbbb1787e/2577062/64955_downloaded_stream_180.pdf.

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The impetus for this study was a pragmatic concern for the implementation of the Mathematics Year 1-10 Syllabus (Queensland Studies Authority, 2004) at Hillside Primary School (pseudonym). The researcher's involvement with this school was as the Support Teacher: Learning Difficulties 2002-2004. During this time the researcher assisted teachers by working with students who had difficulty acquiring the necessary mathematical skills which enabled them to keep pace with their peers, and actively participate in their environment. During these collaborations it became evident that the teachers had a general unease with the teaching of mathematics, and this became heightened as draft versions of the reform mathematics syllabus became available. Their concern specifically related to the introduction of a range of new content to the primary school syllabus, including a new strand, Patterns and Algebra, as well as the requirement of an investigative pedagogy. The researcher's interest in how teachers make meaning of this mandated curriculum reform was heightened by these concerns. This led the researcher to seek a more informed and sophisticated understanding of how the teachers at Hillside Primary School make sense of, and respond to, mandated curriculum reform. To this end this research study is situated within the research paradigm of constructivism, and informed by the research methodology of symbolic interactionism. This methodology requires the adoption of two distinct stages within the study: 'exploration' and 'inspection' (Blumer, 1998, p. 40). The exploration stage is a familarisation stage, which initially involved interviewing both the school's Principal and Head of Curriculum. From these interviews an instrument was developed and administered to all teachers.;Analysis of these data led to the inspection stage of the study where individual interviews were conducted with all teachers as a way to isolate significant elements within this research site. In this way, this study relied on a mixed methods approach. Analysis of these data led to a series of theoretical perspectives being proposed, which in turn led to the generation of this study's recommendations. Engagement in this two-stage inquiry process has drawn attention to the importance of collaboration between the Principal and teachers in a professional learning community as they make meaning of mandated curriculum reform

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Brey, Eric T. "Academic publishing support curriculum content outline and perceptions of program acceptance /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003breye.pdf.

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Miscovich, Niki. "Workshop to support vertical articulation at Discovery Canyon campus." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:124.

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Ross, Esther Jane, and Gary McMane. "A constructivist study of university curricular attributes and faculty leadership in support of environmental sustainability." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1175.

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Rock, Terryl, and Norma Hogan. "Improving Performance on Task Three Assessment: Strategies and Supports." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3261.

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In this session presenters will demonstrate specific strategies and supports that have helped our teacher candidatesimprove their performance on Task Three: Assessment. Topics include helping teacher candidates: Identify and state objectives clearly and effectively. Align standards/objectives, instruction, and assessment. Develop deeper understandings of evaluative criteria, cognitive feedback, and helping their students to use feedback. Organize and display assessment data. Conduct meaningful analysis of assessment data Use assessment data to modify instruction and to plan next steps Examples of strategies/activities/supports, as well as guidance for others to develop their own will be provided.

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Burgess, Roger W. "Supporting educational development in schools : the evaluation of an LEA's INSET policy and practice (1989-91)." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320245.

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Lo, Brenda Yim Man. "Who's supporting who? : learning to become curriculum leaders together in the context of curriculum support services in Hong Kong." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439860.

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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.

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Hull, Linda Susan Hudson. "Teachers' mathematical understanding of proportionality : links to curriculum, professional development, and support /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004293.

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Villalobos, Cindy. "Teacher Support and Professional Development in Urban Title 1 Schools." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977797.

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The topic of this study is teacher support and professional development offered at urban Title 1 schools. This study compares the teacher support and professional development provided at an urban Title 1 traditional public school to the support and professional development provided at an urban Title 1 charter school. The purpose is to compare the schools and find out from a teachers’ perspective which school supports its teachers better. Teachers were interviewed in order to receive the data necessary to determine which school is more effective at supporting its teachers. The other significant purpose of this study was to suggest improvements that ether or both schools can implement. The results indicate that the traditional school teachers felt better supported and satisfied with their professional development, than the charter school teachers. The findings also present knowledge that can help improve both schools and other schools similar to them.

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Howard, Larissa Ann. "Comparing the Accept Identify Move Curriculum to Typical Classroom Behavior Management Strategies." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2507.

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Schools implement school-wide positive behavior support systems to enforce rules, shape maladaptive behaviors, and promote positive climate where students’ wellbeing can improve. A way to reduce disruptive behaviors is with Accept. Identify. Move (AIM) curriculum with reinforcement system and social-emotional components. Statistical t-test of between group of Intervention Classroom and Control Classroom, within Intervention Classroom group, and within Control Classroom group to evaluate changes in psychological flexibility changes after students received the AIM intervention and control classroom intervention. The between group and within Intervention Classroom group t-test produced statistically significant results, and the within Control Classroom group produced no statically significant results. An ABA design was used to evaluate the effectiveness of the two classrooms receiving separate interventions. This study suggests that the AIM intervention can help students develop physiological flexibility skills and decrease disruptive behaviors in the classroom setting.

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Moran, Renee Rice, Huili Hong, Karin Keith, Aurdra L. Gray, and Edward J. Dwyer. "Reasons for Rimes: Providing Support for Developing Word Identification Strategies." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/983.

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Excerpt: The teaching of phonics, the relationship of sounds to letters in an alphabetic language like English, is vitally important for success in learning to identify words, read fluently, and, consequently, comprehend what is read.

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Guttinger, Donald Gordon. "Empirical support for the food budget management strategies in the consumer education curriculum." Gainesville, FL, 1986. http://www.archive.org/details/empiricalsupport00gutt.

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Drew, Claudine Paula. "Developmental instructional strategies support and assist academically-challenged students in allied dental curriculum /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11624644.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables. Typescript; issued also on microfilm. Sponsor: Lee Knefelkamp. Dissertation Committee: Harvey Kaye. Includes bibliographical references (leaves 384-407).

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Yilmaz, Arif. "Facilitating literacy support partnership for literacy curriculum improvement in a Head Start program." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297943.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0870. Adviser: Mary B. McMullen.

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Ribeiro, Bruno B. R. "Reshaping Visual Communication Design Curriculum to Support Collaboration with Computer Science and Engineering." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337915762.

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Tshidaho, Manyage. "Curriculum assessment policy statement support programme for Vhembe rural- based primary schools educators." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1665.

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A thesis submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018
The Curriculum Assessment Policy Statement (CAPS) was adopted based on the principles of the Revised National Curriculum Statement (RNCS) to improve the quality of education in both rural and urban areas since the change-over from apartheid education in 1994. The new curriculum was also introduced in order to shift from content to outcomes-based education which experienced marked implementation challenges. The main aim of this study was to investigate challenges facing educators in schools in the rural areas in the implementation of CAPS and develop a support programme for them to promote the quality of teaching and learning in these rural schools. This quantitative study used simple random sampling using a self-administered questionnaire to collect data from five hundred rural based educators. The instrument was shaped and enriched by consulting a wide range of literature on the subject to ensure its validity. Quantitative data was analysed using Statistical Package for Social Science 18 (SPSS 18) and Chi- square statistics. Results established challenges that educators are facing through lack of support programmes in the process of implementing CAPS in rural schools. It was also revealed that the majority of rural educators are not effective in implementing CAPS as they are not given support programmes. The findings of this study should assist in developing a support programme for rural based educators towards implementing the Curriculum Assessment Policy Statement in a manner that it would promote quality teaching and learning. The study concludes that rural educators need to be supported for the implementation of Curriculum Assessment Policy Statement. The study recommends the implementation of the support programme to rural educators for the effective implementation of CAPS. Further research into the development of support programme in South African rural educators should be undertaken.
National Research Foundation of South Africa (Grant Number: CPT160513164973 and 105246).

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Hans, Garelda Nicolette. "Addressing the needs of underachieving students in an extended curriculum programme." University of the Western Cape, 2014. http://hdl.handle.net/11394/5120.

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Magister Educationis - MEd
The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.

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Hogan, Norma, and Terryl Rock. "edTPA: Strategies and Supports for Teacher Candidates in Secondary Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3262.

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First, Norma Hogan and Terryl Rock will briefly review the challenges of working with teacher candidates in secondary education. Then, we will discuss the strategies and supports we have developed to meet our teacher candidate’s needs, provide examples of strategies and supports we have found effective with this group, and involve participants in sharing their ideas and lessons learned. A few examples of strategies include offering special workshops on lesson planning, developing assignments that mirror edTPA tasks, and changing our academic language to match edTPA terminology. A few examples of supports include a revised lesson plan template and providing models, sentence frames, and annotations for edTPA responses. We will also involve participants through questioning and small group discussion in sharing their experiences and what has/has not worked.

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Moran, Renee Rice. "How Do I Support My Struggling Readers?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3621.

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Tang, Mei-sin, and 鄧薇先. "An action research on the introduction of the use of authentic tasks in assessment to support a new integrated curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958850.

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Ledwaba, Raesetja Gloria. "Teacher training guidelines for curriculum differentiation in a Foundation Phase programme." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65439.

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Schools globally are characterised by an increasingly diverse learner population in terms of age, gender, language, socio-economic background, cultural practices and learning abilities. The diverse needs of learners in schools have implications for teacher training, as it demands a shift from the traditional “one-size-fits-all” approach to a more inclusive approach. Because teachers play a significant role in addressing diversity among all learners, several teacher-training programmes have been implemented worldwide since the inception of inclusive education. The main purpose of these programmes is to ensure that teachers acquire the relevant knowledge and skills to meet the learning needs of all learners in schools. One of these skills pertains to curriculum differentiation for making the curriculum accessible to all learners irrespective of their abilities. This research investigation was rooted in Bronfenbrenner’s ecological model. Situated in the interpretative paradigm, the study adopted a qualitative approach. A multiple case study research design was employed to investigate nine Foundation Phase teachers from rural, township, and former Model C full-service schools. All of them had completed the BEd (Hons) in Learning Support programme at one of South Africa’s major universities. Semi-structured face-to-face individual interviews were conducted, and a document analysis was used to explore participants’ understanding and implementation of curriculum differentiation. The analysis of the study revealed that teachers who had completed the BEd (Hons) in Learning Support programme had the necessary theoretical knowledge of the concept of curriculum differentiation. However, most of them faced difficulties regarding the understanding and implementation of curriculum differentiation. The study also showed that teachers did not make use of official documents that guide and explain the differentiation of school curriculum to meet the diverse needs of learners in full-service schools. In the light of these findings, five sets of recommendations were made in ensuring the effective implementation of curriculum differentiation in schools in order to make the curriculum accessible to all learners.
Thesis (PhD)--University of Pretoria, 2017.
Early Childhood Education
PhD
Unrestricted

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Pennell, Beverley. "English K-6 syllabus and support document (1994) : imperilled by politics and paradigm shifts /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.091646/index.html.

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Hall, Katherine C., Sandy Diffenderfer, April Stidham, and Christine M. Mullins. "Using Technology-Based Rapid Cycle Quality Improvement in Preceptorships to Support Curricular Change in BSN-to-DNP Programs." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8294.

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Horvitz, Brian S. "Using case comparison to support the development of instructional design problem-solving strategies." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223058.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
"Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2123. Adviser: Barbara A. Bichelmeyer.

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Ponder, Jennifer Marie. "From quicksand to solid ground building support for beginning teachers through mentoring /." [Bloomington, Ind.] : Indiana University, 2006. 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:3204311.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0083. Adviser: Terrence C. Mason. "Title from dissertation home page (viewed on Feb. 8, 2007)."

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Schulz, Jonathan Edward. "Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29707.

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This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the design, development, and pilot testing of a web site intended to serve as a professional development resource for teachers. The purpose of this exploratory study was to evaluate the web siteâ s potential for promoting elementary mathematics teachersâ understanding of teaching as a design activity and for supporting teachers in engaging in teaching as design. A team of four second grade teachers tested the web site during a two-week pilot unit on introducing the concepts of multiplication and division. Qualitative data were collected from these teachers through a planning and teaching log, a post-unit questionnaire, and a post-unit focus group interview. The findings indicated that the web site had the potential to promote teachersâ understanding of teaching as design, but that the web siteâ s potential as a stand-alone resource for supporting teachers in engaging in teaching as design was limited. Two specific features of the web site, the Unit Checklist and the videos addressing the related mathematics content, were identified as potentially valuable resources that could be incorporated into an ongoing professional development experience. Suggestions for revisions to the web site are discussed along with recommendations for further study.
Ed. D.

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Bennett, Douglas Shields. "Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in a rural school jurisdiction in southern Alberta. Through a qualitative analysis, this study shared teachers' perceptions as they described the role professional development plays in enhancing teacher efficacy and changing teaching practices in the implementation of new curriculum. Data were collected during face-to-face, semi-structured interviews, and the analysis of data revealed six topics: the need for change, professional development and curriculum implementation, professional development and teaching practices, professional development and teacher efficacy, professional development and student learning and motivation. Major findings from this study concluded that teacher participants recognize PD as the common thread that motivates teachers, improves their sense of efficacy, assists them in successful curriculum implementation, heightens their awareness of the need to improve teaching practices and the need to become student-centered and improve student learning. Principal participants concurred with teacher participants, and recognize the role leaders play in motivating teachers to become actively engaged in professional learning activities. Professional development plays a key role in providing teachers with knowledge and skills to hone their teaching practices, to rejuvenate them, and to improve student learning. It also assists teachers in successfully implementing new curricula. As teachers become aware of the need to change teaching practices in order to improve teacher efficacy, professional development provides opportunities to gain confidence and heighten their sense of personal efficacy.

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Bennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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Buda, Sharon Liddell. "Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.

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Green, James T. "The Relationship Between Technology Support and Extent of Technology Integration Into College-Level Foreign Language Curricula." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3547.

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Although computer use has become widespread throughout foreign language (FL) education, availability of computers alone is not sufficient for increasing their use. Integration requires rich and varied technology support, which includes instructional as well as technical support. To date, in the field of adult FL learning no quantitative examination of the relationship between the different aspects of technology support and computer integration into the curricula has been attempted. This study explores the direction and strength of the relationships among the different types of technology support and the integration of computers into the curricula of college and university FL programs. The investigation was conducted by means of an online survey instrument developed and pilot tested by the researcher and disseminated nationwide to teachers in U.S. college and university foreign language departments. It probes the extent and nature of computer integration within FL curricula as well as the extent and nature of the technology support available. It also examines the relationships between the different types of technology support and the extent and nature of integration to determine which, if any, were the strongest. The study found that technology support in the form of professional development that enables teachers to understand and create ways to seamlessly integrate computers into their teaching is needed more than any other type of technology support, including the provision of new, updated, stat-of-the art computers. The findings provide a broader understanding of technology support and its role in increased technology integration among college-level foreign language teachers. Further, the findings potentially provide guidelines for FL program directors as to the areas of technology support in which their expenditure of resources will best benefit their institute.

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Roberts-Schneider, Michelle Renee. "How Educators Use Dogs to Support Children's Social, Emotional, and Behavioral Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2757.

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Children's undeveloped social, emotional, and behavioral skills have long been a concern in early childhood classrooms. Numerous studies have illuminated how therapy dogs in pedagogical settings support children's holistic development, yet there is scant data on the integration of therapy dogs into the early childhood classroom. This study was guided by the progressive education theory and the concept of the human-animal bond, which collectively lay the foundation for how young children develop critical life skills in the presence of a therapy dog. A qualitative collective case study was used to examine how 3 early childhood educators used therapy dogs and viewed the support these dogs provide for the social, emotional, and behavioral development of children. Two educators from three Indiana public schools and 1 educator from an Indiana independent early education program participated in semi-structured interviews on their use of therapy animals in early childhood classrooms. Classroom observations, children's artifacts, and researcher field notes were used to triangulate the data. A within-case analysis was conducted for each site, followed by a cross-case analysis for comparisons and generalizations. Three themes resulted: a therapy dog (a) is an innovative teaching tool; (b) supports children's social, emotional, and behavioral development; and (c) enhances children's experiences. It is expected that these findings may give program administrators and early childhood educators the mechanics of effective therapy dog practices. Knowing the mechanics of therapy dog usage in the classroom and understanding the potential outcomes for young children, administrators and educators could build on this process, develop a more effective plan for their own program, or opt out of a therapy dog program entirely.

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Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.

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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.

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Read, Sean David. "Protecting the Home-Front: An Educational Curriculum for Service Providers in Support of Stable Housing for Female Veterans." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56971.

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Female veterans have increased risks for housing instability and homelessness linked to predictors such as housing affordability challenges, abuse and trauma experiences, education and employment barriers, mental health and substance use conditions, and social support deficiencies. Social service providers specializing in services to veterans benefit from specialized training in these areas to support female veterans seeking their services. This project evaluates the effectiveness of the Protecting the Home-Front curriculum designed to inform social service providers serving veterans about these risk factors, service strategies, and resources available to support stable housing for female veterans. Through analysis of pre- to post-program knowledge of material, results suggest that service providers displayed significant increases in knowledge of presented material, service strategies, and available resources to support female veterans. These findings provide a model for a synthesized training curriculum for service providers to become equipped in providing supportive services to unstably housed and homeless female veterans within their communities.
Master of Science

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Rock, Terryl. "Strategies to Support Secondary Ed and MAT Candidates." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3263.

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McAlister, Clare M. "Is cooperative learning an appropriate pedagogy to support the four capacities of Curriculum for Excellence?" Connect to e-thesis, 2009. http://theses.gla.ac.uk/885/.

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Thesis (MPhil(R)) - University of Glasgow, 2009.
MPhil(R) thesis submitted to the Faculty of Education, University of Glasgow, 2009. Includes bibliographical references. Print version also available.

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Slater, Charles. "Medical students' recognition of core knowledge in a supported problem-based learning curriculum." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11215.

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Includes bibliographical references (leaves 82-86).
This study aims to achieve insight into how students identify core knowledge in a supported problem-based learning (PBL) medical curriculum. Self-directed learning and an emphasis on the clinical relevance of core knowledge are features of this curriculum.

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Dissertations / Theses on the topic 'Curricular supports'

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