Dissertations / Theses on the topic 'Curriculum innovation'
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1
Leung, Chit-wan, and 梁哲雲. "The new sixth form curriculum (1992): an issue of implementing innovation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959556.
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Thorsteinsson, G., H. Denton, T. Page, and E. Yokoyama. "Innovation Education within the Technology Curriculum in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.
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Rahman, Azizah Abdul. "Curriculum innovation in Malaysia : the case of KBSR." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019124/.
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This study of KBSR, the New Primary School Curriculum in Malaysia, Is based on the proposition that- as a response to the Cabinet Committee Report (1979) recommendation for 'overall development' - it Is an Innovation which seeks to replace the traditional with a more child-centred curriculum. It is argued that such a change is fundamental, involving not only classroom practices but also the philosophical-pedagogical assumptions underlying them. Further it is suggested that conditions in Malaysia are not conducive to such a change and that consequently KBSR Is most likely to meet with difficulties. The research was conducted within a broadly ethnographic or interpretive tradition. On the whole, the findings of this study confirm much of what is already known about the problems of curriculum innovation and implementation generally. However, this research underlines the importance of recognizing that many of the conceptual apparatuses of child-centred education and their implications for classroom practices are foreign to the Malaysian educational establishment: there need to be a greater concern for their adaptability and compatibility with local context. The centrality of the teacher, who Interprets the curriculum and Implements or rejects it as the case may/fe, is underscored by this research. It is concluded that the path to improving the quality of primary education in Malaysia realistically begins with raising the level of training and professionalism of the teachers.
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Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.
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Williams, William Bryant Jr. "Middle school innovation: Interpretation and assessment." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618631.
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The purposes of this study were to present a historical interpretation and explanation of the middle school innovation and to examine the characteristics of model middle schools. In light of the available body of knowledge is the middle school a reasonable innovation to sustain and implement? A subsidiary purpose was to determine if there were any consensually agreed upon characteristics. The main research question is:;A comprehensive review of the literature was completed to provide the history of middle level education. Beginning with an explanation of the work of the Committee of Ten in 1893, the study provided a report on the current status of the middle school movement and established the rationality and reasonableness of the program in meeting the intent established by the Committee of Ten. The educational, social, and political issues that affected the development of the middle school movement were also examined.;The second part of the study included an examination of the literature on middle level education for the past quarter of a century to determine the essential characteristics of good middle schools. The rationale for implementing teacher training, flexible scheduling, and a core and exploratory curriculum was also examined as they relate to the middle school program.;It was concluded that the middle school is a reasonable innovation to sustain and implement in light of the available body of knowledge. The middle school itself is now being presented as a distinct unit in the educational system that provides a transitional program between the elementary school and high school. The literature and research of middle level education also indicated that highly successful middle schools have very similar programs.;Further study is needed to determine what types of teaming arrangements are most appropriate for the various middle grades, the strengths and weaknesses of various middle school daily schedules, and the effects of the interdisciplinary approach used in the middle school.
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Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools." Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.
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The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines the negotiations between the innovators and the various reality definers. Value conflicts which surround the idea of educational change are often treated superficially. This research examines some of the conflicts engendered by innovation at a personal and ideological level. The style of the research was in an anthropological and phenomenological mode. An open-ended illuminative stance allowed issues immediate to the life of the schools to be explored. The researcher adopted an observer role. In one school, the GYSL Project was seen as a pathfinder for curriculum development. For some staff in the other school, the Project was perceived as reactionary, resulting in a process/content debate becoming the central issue. The research indicated that while senior management within a school can encourage curricular initiatives and provide a supportive framework, micro-politics and above all the personal philosophy and values of teachers, are the major determinants of a school's response to change in the curriculum.
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Sikoyo, Leah Namarome. "Primary teachers' recontextualization of a curriculum innovation in Uganda." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8219.
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Includes bibliographical references (p. 280-295).This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.
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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.
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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed since coming to a charter school? This study found that in comparison to teachers' previous position, (1) Teachers had not changed how they taught; and (2) Most teachers had the same amount of classroom autonomy. Additionally: (3) Teachers felt their primary motivation for innovating within their classroom was themselves, their time, and their energy; (4) Teachers did not think teaching in a charter school affected their innovativeness; (5) Teachers did not mention autonomy as a factor influencing their classroom innovativeness; (6) Teachers believed they had more autonomy regarding hiring and budgeting decisions; (7) There were no significant differences in the innovativeness between the teachers of the start-up or conversion schools; the conversion school had the most and the least innovative teachers; (8) The start-up charter school was slightly more innovative overall than the conversion charter school; (9) The two charter schools had more in common than they had differences; (10) New consensus-based, teacher-led decision-making at both schools intensified the micro-politics and burdens placed upon teachers' time, impacting their classroom performance. Unique to the start-up: (11) New operational paradigms required teachers to take on additional support services resulting in less planning time, teachers' feeling overwhelmed, and concern with keeping staff; (12) Parents and students influenced teachers to change back to less innovative practices; and (13) A small campus, faculty, and number of students appeared to create a family-like atmosphere. Based on the findings of this study, two underpinnings of the charter school movement, creating innovative classrooms and increasing teacher autonomy behind the classroom doors were problematic at these charter schools.
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Syed, Zin Sharifah Maimunah. "Curriculum innovation - case studies of man and the environment in the Malaysian primary school curriculum." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236385.
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Curtis, Karena M. "Improving student attitudes : a study of a mathematics curriculum innovation." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.
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Gatt, Isabelle. "Challenging policy, changing practice : introducing drama as a curriculum innovation." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434359.
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Gugushe, Tshepo Sipho. "Perceptions of curriculum innovation among educators in South African dental schools - an explorative study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2047.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009.Curriculum changes that have occurred in most South African dental schools have been influenced by several factors such as organizational outlook (the dental school as a learning organization), legislative frameworks that have had an influence on higher education in South Africa and epistemological interpretations of these changes by educators within dental schools. Very little is known about how medical and dental educators experience curricular change or innovations that in effect may contest their established pedagogical views. They themselves (especially those who have been teaching for many years) are products of a teacher-centred approach to learning. This, therefore, means they may have a product orientation rather than a process orientation to curriculum development. What may have been overlooked is that challenges and successes of curricular reform or revision may also be influenced by challenges to the established identity and role of teachers involved, and that some teachers’ perceptions about teaching may be in conflict with the recommended changes or innovations. The purpose of this study therefore, was to explore the influence (if any) on South African dental educators’ perceptions towards curriculum change or innovation which has occurred in the dental schools and to assess their orientation to modern pedagogic practice. The objectives of the study were twofold. Firstly to determine the South African dental educators’ perceptions and pedagogic practices to the following trends in health sciences education viz. curriculum organization, education for capability, community orientation, self-directed learning, problem-based learning, evidence-based health sciences education, communication and information technology and service learning. The second objective was to determine the influence of socio-demographic variables to the dental educators’ perceptions and pedagogic practices. Data was collected through a questionnaire which was sent to all educators at dental schools. At the time of conducting this study there were 220 educators; 168 educators responded to the questionnaire. There was a 76% response rate to the questionnaire. The data was processed utilizing responses and coding them into a computerized data set. It was coded, edited and checked using the procedures provided by the Statistical Analysis System (SAS) in order to work out the various calculations relevant to the study. The SAS FREQ procedure was used to calculate the descriptive statistics needed. The study indicated that the teacher-centred paradigm is still predominant, even though the educators claimed to be using some aspects of modern pedagogic practice. One socio-demographic variable that had a significant influence (p<0,05) on community orientation was the age of the educator. Another variable that had a significant influence on evidence-based health sciences education was number of years in academic dentistry.
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Holliday, Adrian. "Dealing with tissue rejection in EFL projects : the role of an ethnographic means analysis." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278339.
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Leung, Chit-wan. "The new sixth form curriculum (1992) : an issue of implementing innovation /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811747.
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Horrell, Andrew Brian. "Pragmatic innovation in curriculum development : a study of physical education teachers' interpretation and enactment of a new curriculum framework." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21005.
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There is an assumption that the ways in which teachers engage with policy are known, yet there is very little evidence to demonstrate how teachers engage with new policies and how this engagement patterns their approach to curriculum development (Kulinna, Brusseau, Cothran, & Tudor-Locke, 2012). Previous research has not clearly distinguished between teachers’ understanding of policy discourses and their subsequent enactment of curriculum. An opportunity to do so arose with the introduction in Scotland of a new curriculum. This new curriculum, Curriculum for Excellence (CfE), intended to provide a framework within which teachers would exercise professional judgment and engage in School Based Curriculum Development (SCBD). The Scottish Government determined the overarching policy for education and Local Authorities were responsible for overseeing the development of the curriculum. CfE intended to empower teachers by encouraging innovation with the proviso that key experiences deemed to be central for pupil learning were addressed. This study aimed to provide insights into the process of SBCD in physical education as teachers prepared for the first year of teaching CfE. The research questions therefore focused on developing an understanding of how the lead teachers tasked with designing the physical education curriculum, within a newly formed curriculum area of health and wellbeing, had engaged with policy and enacted the curriculum. In order to gain a fine-grained understanding of curriculum leaders’ experiences of SBCD, this study drew its sample from a single local authority. The study adopted a research design of repeated interviews with nine teachers who led curriculum development in their respective schools. Two related orders of SBCD as reported and experienced by curriculum leaders emerge from the study: first order SBCD pertains to the process of engagement with policy discourses; and second order refers to the activities associated with the enactment of the curriculum. The findings reported in this thesis showed that events organised by the local authority to support teachers led to the development of a professional learning community which facilitated teachers' active engagement in SBCD. This active engagement required careful tailoring of new developments to the constraints and affordances of their individual schools. First order SBCD was a complex process of engagement/active interpretation and reinterpretation of policy as teachers considered the context for SBCD. These processes led to teachers viewing the broad aims of CfE as a reinforcement of existing practice and curricula. Discourses of accountability appear to have had the most influence in curriculum design decisions, overshadowing the discourses of health and wellbeing within CfE. Teachers’ professional judgements were influenced by regimes of accountability at national and local levels which patterned but did not determine schools’ and teachers’ responses. This is because second order SBCD reflected teachers’ perceptions that a wholescale transformation of physical education was not required or possible within the constraints of their contexts. Curriculum leaders concentrated their efforts on covering the broad aims of CfE and the ‘experiences and outcomes’ outlined in CfE through focusing on their approach to teaching and learning the existing physical education curricula. Thus, they saw health and wellbeing as only one element of physical education rather than as the key focus of their enactment of the curriculum. Teachers’ collective efforts at curriculum enactment were therefore depicted as pragmatic innovation as this encapsulates their responses to policy discourses as they developed a curriculum that would in their view effectively address the broad aims and purposes of CfE while taking account of the constraints of their local context. In contrast to preceding work, a more nuanced account of teacher agency is revealed; teachers were neither wholly the subject of policy discourse nor were they wholly free agents. It follows that if policymakers are seeking transformational change in physical education and an orientation of the subject towards health and wellbeing, there is a need not only for mechanisms to support professional learning, but also for regimes of accountability such as the inspection framework to reflect the policy aims of health and wellbeing more closely.
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Davis, Julie Margaret, and n/a. "Innovation Through Action Research in Environmental Education: From Project to Praxis." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.110511.
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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.
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Davis, Julie Margaret. "Innovation Through Action Research in Environmental Education: From Project to Praxis." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366052.
Full textAbstract:
This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
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Battle, Sandra. "A study of curriculum innovation in district nurse education and training." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/2143/.
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Gray, Craig. "A study of factors affecting a curriculum innovation in university chemistry." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360097.
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Tsai, Ching-Tien. "Approaches to curriculum development : case studies of innovation in the social studies curriculum in the UK and Taiwan." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309938.
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There are ten chapters in this thesis. Chapter One introduces the context of the research, with particular reference to national spirit education and the social studies curriculum in Taiwan and raises the general research questions on the basis of a preliminary study of the field. Chapter Two deals with methodological issues in a contemporary historical inquiry into cases of curriculum development in social studies in the UK and Taiwan. This involves a discussion of contemporary history, of case study of curriculum development, of cross-site analysis, of curriculum scholarship, and of the process of cross-cultural understanding. Chapters Three to Eight present six cases of social studies curriculum development in Taiwan and UK: the Chou-shan Model, Pan-chiao Model, and Nan-hai Model in Taiwan; the Humanities Curriculum Project, the dissemination of Man:A Course of Study in the UK, and the subject of History in the National Curriculum in England. They describe the background of the individual projects and their approaches to curriculum planning, change, processes of curriculum development, dissemination and evaluation. Chapter Nine is a cross-site analysis based on the six cases. This focuses on issues to do with the notion of cultural selection, curriculum control, social values, curriculum material, pedagogical method, the role of teachers in the process of curriculum development, the professional culture of teachers, teachers as subverters, the involvement of teacher training in dissemination, and the contribution of evaluation. Chapter Ten sets out a number of conclusions, in which it is recognised that curriculum projects in social studies, as cultural developments located in particular historical, social cultural settings, need to be understood in their contexts. Nevertheless, the cross-site analysis of these six cases appears to support certain retrospectively derived principles for curriculum development which appear to cross the cultural borders of the UK and Taiwan.
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Mork, Noralf. "The fate of innovation : a social history of creativity and curriculum control." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491099.
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Wang, Wanying, and 王婉莹. "The Yuanpei program in Peking University: a case study of curriculum innovation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46076773.
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Carless, David. "Curriculum innovation in the primary EFL classroom : case studies of three teachers implementing Hong Kong's target-oriented curriculum (TOC)." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/36390/.
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The central focus of this study is to explore how three primary school teachers were implementing Hong Kong's Target-Oriented Curriculum (TOC) in their lower primary English classrooms. TOC is a task-based, process-oriented innovation, introduced from 1995 onwards. The study involved a case study approach by which teachers' perceptions and behaviours were analysed during the period of a single academic year. Data collection methods for the study comprised mainly classroom observation and interviews. The former involved the study of five or six consecutive English lessons for each teacher in three separate cycles, the latter involved six semi-structured interviews per teacher. The emphasis was on qualitative data and analysis, although quantitative classroom and attitude scale data were also collected. The main findings from the study were as follows. Teacher A was positively oriented towards TOC, had a sound understanding and was implementing TOC principles to a high degree. Teacher B was somewhat neutrally disposed towards the innovation, was only in the process of developing an understanding of it, and was not implementing it as much as teacher A. Teacher C was very positively oriented towards TOC, had a sound understanding of its principles but was only able to implement it to a similar extent to teacher B. The main significance of the study includes: insights into research methodology derived from the execution of the study; confirmation and development of the theory of the management of change; insights into the classroom implementation of the key TOC classroom principles, task-based learning and catering for individual learner differences; and implications on the cultural appropriateness of TOC for the Hong Kong context.
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Mason, Peter. "The Learn to Travel Project : a case study of curriculum innovation in primary schools." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2064.
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This thesis is a case study of curriculum innovation in the primary school at a time of major change during the introduction of the National Curriculum. It involved a small number of primary schools, teachers and children. In particular the processes and impacts of the innovation were investigated. Action research methodology (Carr and Kemmis, 1986 McNiff, 1988) was employed and teachers' plans, classroom activities and children's responses were analysed. The research informs us about the nature and effects of opportunities created and constraints imposed by the National Curriculum. The case study indicates that teachers responded to the innovation as if it were a topic and not a single subject, but they incorporated National Curriculum subjects and themes into it. Geography was the major subject developed, but the teachers tended to view this subject as a body of knowledge, with accompanying skills, rather than a process of learning to be taught and this was related, at least in part, to the nature of the National Curriculum. A number of activities concerned with values and attitudes were developed, despite the lack of obvious links to the National Curriculum. The study shows that these teachers were 'pragmatists' rather than 'progressives' or 'traditionalists' in their use of teaching methods. The research also indicated the problems of the relationships between these teachers and the Project co-ordinator. The case study demonstrated that this Project had local relevance, had significant effects on teachers and children directly involved and reached a wider educational community who gave a generally favourable response, indicating the educational value of introducing work on travel and tourism to the primary curriculum.
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Rivera, Martell David F. "Introducing environmental concerns within an undergraduate engineering curriculum: A case study of innovation in a Mexican university." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250126.
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This thesis has explored the introduction of some environmental education and sustainable development (EESD) matters related to engineering, within an undergraduate engineering curriculum, in the setting of a Mexican university with a positive stance regarding best practice for sustainability. This study was conceived and developed on account of the position that the individual performing this research had in that setting, as part of the engineering faculty. The research design was developed considering the sparse literature available on this topic and the challenge involved in applying general educational techniques to an emerging field of knowledge that is subject to many contextual constraints. Accordingly, at the outset the research strategy focused on conducting a survey based on interviews in some Mexican and British higher education institutions, where EESD concerns were already being pioneered. The survey aimed to collect significant information that could be used later in a case study of action research on learning in the milieu where it was aspired to introduce some curricular changes. By means of a research strategy based on assumed collaboration from the different tiers of academic staff in the setting under consideration, a case study of action research on learning was implemented. The use of a model where the researcher performed the function of lecturer was widely applied at some stages during the action research process. In the course of the case study three elements of innovation were undertaken:the implementation of an innovative course for freshmen incorporating some EESD ideas, the carrying out of a voluntary 'in-service' staff development programme, and the attempts for conducting research on engineering-related environmental issues by some students. Relevant information was collected from these three elements, mainly through questionnaires and participant observation. The following points emerged from the study: The innovative course for freshmen bringing together EESD and engineering issues was put into practice and enhanced through a four-cycles-process of implementation, evaluation and change. This process enabled the involvement of a new faculty during the last cycle. This part of the innovation was secured and only requires regular upgrading as other curriculum courses. The implementation of the in-service staff development programme enabled the identification of some potential faculty-members interested in expanding EESD within other parts of the curriculum. This task however revealed some difficulties entailed in involving faculty in this type educational innovation. The attempts for conducting research on engineering-related EESD issues exposed the length of time and contextual constraints involved in implementing this educational technique notwithstanding its recognized value. Reflection of the outcomes suggests a steady but moderate progress in this area. The advancement of this educational venture calls for skills relating to, interest in, and commitment to EESD by faculty. It is suggested that the acquisition of these features by the academic staff, is a long-term undertaking and entails the contribution of various resources of diverse nature. The implementation and sustaining of an innovation of this kind depends not only on the institution's interest to initiate this type of education. Success in this venture relies significantly upon some contextual factors such as the support provided to the innovator, the status of the innovator within the academic community, and the competing interests in the milieu. Therefore, the EESD tasks implemented are vulnerable to quietly fade away in the day-to-day activities if they are not secured, and call for constant back up and upgrading. This thesis enabled the development of an understanding of the process of change within the setting where the innovation took place. It is suggested that prospects for this type of innovation to pervade through considerable parts of the curriculum are highly conditional upon the flexibility of the social structures prevailing in the institution and the insights gained from a continuing research process.
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Moraes, Leonardo Rodrigues de. "Inovações curriculares: um estudo de caso do curso de Pós-Graduação Lato Sensu MBA gerenciamento de obras, tecnologia e qualidade da construção." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9825.
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Made available in DSpace on 2016-04-27T14:31:31Z (GMT). No. of bitstreams: 1
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Previous issue date: 2014-12-15This research was developed from a case study of the Post Sensu Lato that is offered by the Institute of Graduate Studies (IPOG). The objective of this research was to analyze the possible contributions of curriculum innovation for the postgraduate graduation courses in MBA Construction Management, Construction Technology and Quality, considering the current requirements for continuing qualification of engineers in Brazil, from the contributions of teachers and students of the same course. All research linked to this line of research Educator Training for Higher Education Curriculum Education PUC SP Program. The methodology was qualitative approach, working with the procedures of theoretical research, document analysis, questionnaires and interviews. The results show that the postgraduate graduation courses has a function to form to meet the demands of the market and therefore become Learning Areas. Other important issues that initially was thought to be the PBL curriculum paradigm that would bring to the course, its ability to innovate, but to conduct the search, especially fieldwork, hearing students and teachers, we believe it is just one of the PBL models can cause curricular innovations. We understand the birthing responses of students and teachers, there is a deep nexus of real possibilities for curricular innovations that can be perfectly applied in the course of MBA Construction Management, Construction Technology and Quality. Considering the central problem and the answers obtained, we concluded the research in affirming that it is perfectly possible to apply the course curriculum innovations in the study, either by PBL or another model. This application will bring, in our view, significant improvements in the curriculum and in their ability to innovate
Esta pesquisa foi desenvolvida a partir de um estudo de caso do Curso de Pós- Graduação Lato Sensu que é ofertado pelo Instituto de Pós-Graduação(IPOG). O objetivo desta pesquisa foi analisar possíveis contribuições de inovação curricular para o curso de pós-graduação lato sensu em MBA Gerenciamento de Obras, Tecnologia e Qualidade da Construção, considerando as exigências atuais de qualificação continuada de engenheiros no Brasil, partir das contribuições de professores e alunos do mesmo curso. Toda a pesquisa esta vinculada a linha de pesquisa Formação de Educadores para o Ensino Superior do Programa Educação Currículo da PUC SP. A metodologia empregada foi a abordagem qualitativa, trabalhando com os procedimentos de pesquisa teórica, análise de documentos, questionários e entrevistas. Os resultados obtidos mostram que os cursos de pós-graduação lato sensu tem uma função de formar para atender as exigências do mercado e por isso, se tornaram espaços de profissionalização. Outra questões importante foi que inicialmente pensamos o PBL como sendo o paradigma curricular que traria ao curso, sua possibilidade de inovação, porém ao realizar a pesquisa, especialmente a pesquisa de campo, ouvindo alunos e professores, entendemos ser o PBL apenas um dos modelos que podem provocar inovações curriculares. Entendemos a parir das respostas dos alunos e professores, existir um profundo nexo de possibilidades reais de inovações curriculares que podem ser perfeitamente aplicadas no curso de MBA Gerenciamento de Obras, Tecnologia e Qualidade da Construção. Considerando o problema central e as respostas conseguidas, concluímos a pesquisa no sentido de afirmar que é perfeitamente possível aplicar no curso em estudo inovações curriculares, seja pelo PBL ou por outro modelo. Esta aplicação poderá trazer, a nosso ver, significativas melhorias no currículo e em sua capacidade de inovação
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Donmez, Ozge. "Implementation Of The New Eighth Grade English Language Curriculum From The Perspectives Of Teachers And Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612264/index.pdf.
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This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatli town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews with the English language teachers and focus group interviews with the 8th grade students. The data were analyzed through utilizing Nvivo 8, qualitative data analysis software. The results indicated that the participants had negative views about some aspects of the new English language curriculum due to the challenges and/or problems that they encountered during the implementation. It was found out that the teachers did not implement the suggested alternative assessment and evaluation techniques and learner-centered instructional methods and strategies in their classes. The challenges and/or problems hindering the effective
implementation of the new English language curriculum were revealed as lack of necessary materials and equipments, large class size, insufficient class hours, lack of gradual implementation of the NEC, lack of guidance and support for the teachers in implementing the NEC and Level Determination Exam (SBS).
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Davies, David. "Managing change through curriculum innovation : building a Network of Learning : beyond the boundary." Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/6466/.
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It must be conceded that this 'project' represents work in progress as both an intellectual challenge and as an intervention in practice and provision within a higher education institution undergoing a fundamental transition. The term 'project' refers to the full range of activities and developments described and analysed in this project report. The project itself is on-going and not subject to academic /closure'. The term 'explication' when used in the report refers to the narrative and sequence of elements within the project. The explication itself attempts to reach a conclusion in phase 3 where 'outputs and products' are described. Where necessary the explication provides a self-conscious commentary on the project, especially where theoretical issues are involved. It tells a partial story only, but one which it is hoped yields valid lessons and understanding. The real life focus of the project is Westhill College of Higher Education which, in the period dealt with, was faced with major institutional challenges to its academic and financial viability due to its size and recent history. On joining the college in September 1997 both the new Principal and Deputy Principal had believed in the academic and financial viability of the institution as a continuing independent and autonomous entity. Such was the stated position, when both senior staff took up post, and in all fairness to past and present college members the college had never returned a deficit budget on the recurrent accounts. Furthermore, there were (and remain) long term resources invested by the college trustees on behalf of Westhill. However, within a period of three months of the new management team taking office it became clear that the long term prospects for a completely independent and diversified higher education college such as Westhill were pessimistic if it had to continue to rely on public funding bodies for practically all of its income whilst its student numbers were capped at less than 1000 FTEs. By late 1997 the College's funding bodies (HEFCE and TTA) were unable and unwilling to guarantee growth in student numbers for Westhill. Furthermore, it was becoming clear that the quality of student life and experience was suffering in comparison to that available to much larger neighbouring universities. Faced with such prospects the senior management, the Governors and the Trustees of Westhill sought a radical option! (see Appendix 1 - document 1). A twin track of developmental change was proposed involving the generation of new approaches to learning and provision (embodied in the creation of a Centre for Lifelong Learning) and, almost simultaneously, the creation of a strategic alliance. This alliance eventually turned out to be with the University of Birmingham, of which Westhill historically was an accredited and affiliated institution. The narrative of this project is, however, not primarily concerned with the alliance. Rather, the alliance should be viewed as a 'framing' reality and continuing context for the development of learning opportunities which are the main menu detailed here. Curriculum driven institutional change, the development of sites of learning and the evolution of a network of learning are the nodal points of Westhill's developing contribution to the alliance and are the main focus of work developed in this project. This arena of professional work, involving discourse, dialogue, negotiation, innovation and managing institutional change, involved above all what Winter and Maisch (1998) refer to as "authoritative involvement" in testing out new formulations of knowledge and new (for Westhill) methods and opportunities for learning. It is hoped that these concerns find expression in the explication that follows and for which the author carries the major institutional responsibility in the process analysed below.
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Kushins, Jodi E. "Brave new basics case portraits of innovation in undergraduate studio art foundations curriculum /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190075439.
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Read, Julia Elizabeth. "Innovation in Indonesian language teaching an evaluation of the TIFL tertiary curriculum materials /." Access electronically, 2002. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041006.110804/index.html.
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Li, Ying. "Curriculum innovation and listening comprehension within the national English teaching reform in China." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/12313/.
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The ‘National English Teaching Reform’ at university level, also known as the Reform of College English, was initiated in China in 2003. The new mode of English teaching was a combination of classroom teaching and student self-access learning via CWISs (Campus-Wide Information System). The emphasis of the Reform was on developing the students' all-round ability, especially the ability of listening and speaking. The purpose of this study was to research the implementation of this curriculum innovation in a specific university. The research applied both quantitative and qualitative methods, namely, questionnaires, interviews, listening comprehension classroom observations, and document review. According to the data collected, multi-media facilities were more widely used than before but individual self-access facilities were insufficient for every student to get access when needed. At the same time, full advantage of the facilities was not being taken of. With regard to English Listening Comprehension, students spent more time in practising, but rather than being motivated by a wish to improve their all-round ability, many of them regarded it as necessary primarily for the purpose of passing the nationwide College English Test (CET), a qualification highly regarded by employers. A general finding was that autonomous study had not yet been realised in the university. Various reasons for this are explored, among them the fact that teachers did not provide a bridge between classroom instruction and self-access learning. Teachers' own difficulties in coping with the technology are also considered. Four series of English Listening Comprehension textbooks were designed for the Reform and were recommended by the Ministry of Education. However, the researched University used another textbook package because it was evaluated to be more suitable for students.
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Jess, Michael Chalmers. "Curriculum innovation from a complex ecological perspective : a developmental physical education case study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8190.
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With recent developments in Scottish education characterised by less prescriptive curriculum guidance, educators, and teachers in particular, are being presented with the opportunity to become more active participants in the curriculum innovation process (Scottish Executive, 2004). This thesis argues, however, that a more participatory curriculum innovation approach contrasts with the centrally-driven top-down curriculum projects that have held currency over the last 30 years; as such, the experiences of most teachers, and their managers, have not helped build the capacity to cope with and influence the curriculum innovation process. Following on, it is suggested there is an urgent need to develop curriculum innovation approaches that specifically set out to help educators construct these innovation-related capacities. The thesis proposes that a more participatory curriculum innovation approach may be achieved by extending concepts from current educational ‘change knowledge’ (Fullan, 1993) to include key principles from complexity-oriented theories (Biesta, 2010; Morrison, 2010). A complex ecological approach (CEA) is presented in which curriculum innovation efforts are portrayed as complex, self organising, emergent, non-linear and ambiguously bounded phenomena influenced by the ongoing interaction of contextual factors and personal capacities. The applicability of this complex ecological approach is explored by means of a case study focused on my personal curriculum innovation efforts in primary physical education (PE) over a twenty-four year period from 1987-2011 in two countries: England and Scotland. I provide a detailed retrospective analysis of the ‘Developmental Physical Education Project’ (DPEP) to explore the extent to which the macro, meso and micro contexts in which I worked and my personal capacities have influenced my curriculum innovation efforts over this twenty-four year period. In particular, the nature of my developmental PE innovation efforts, characterised as complex, self-organising, emergent, non-linear and ambiguously bounded is explored. Analysis reveals the important influence of different contextual factors on the nature of these innovation efforts, particularly the prevailing policy-making and policy-dissemination processes and the support of micro-level management. However, the most significant finding is the central role played by my personal capacities in shaping innovation efforts that, over time, are self-organising, emergent, ambiguously bounded and non-linear. In particular, the analysis highlights how six key capacities; reflection, inquiry, emotions, vision, knowledge and relationships, all played a key role in helping me cope with and influence the innovation process. Given these findings, the thesis concludes by proposing ways in which the CEA may help educators, and teachers in particular, better understand, negotiate and influence future curriculum innovation agendas.
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Ratnavadivel, Nagendralingan. "The management of innovation : an evaluation of curriculum change in Malaysian teacher education." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296932.
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Gutteridge, Keith Geoffrey. "Microcomputers in the primary sector : a study of the management of curriculum innovation." Thesis, University of Newcastle Upon Tyne, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293676.
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McMullen, L. "Innovation and development of the post-primary home economics curriculum in Northern Ireland." Thesis, University of Ulster, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234144.
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Ward, E. "Processes involved in an examination linked, teacher based curriculum innovation in secondary education." Thesis, Open University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372183.
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net, cresdee@cresdee, and Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.
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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms.
The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population.
A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Lyons, Reneé C. "Magical Realism Fosters Creativity to Innovation." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2368.
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Do you hope to promote, encourage and foster critical thinking and creativity in your library? Visit this session to discover reader response, literature-based, and interdisciplinary activities appropriate to selected works of magical realism (grades 4-7).
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McGraw, Kelli. "Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/16459.
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The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.
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Alshammari, Bandar S. "The Developmental Stages of Concern of Teachers Toward the Implementation of the Information Technology Curriculum in Kuwait." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2662/.
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Change is best carried out by individual teachers, and, thus, identifying and resolving teachers concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals peak concerns revealed that the majority of the respondents were adopters of the innovation. The analysis of the first highest and second highest concerns among teachers revealed the development of three patterns of concerns: self concerns, mixed concerns, and impact concerns. Results indicated that the majority of teachers were at the mixed-concern level. With more years of experience, teachers concerns shifted from self to task and finally to impact concerns. The results of concern analysis are consistent with Fullers theory of concern development. MANOVA revealed significant differences in means between females and males at management and refocusing stages. Females had higher concerns about management; males had higher refocusing concern. However, no significant relationship was found between experience and the reported stages of concern. For successful implementation, the concerns of teachers must be resolved. The CBAM including the SoCQ is recommended to KISITP coordinators as a diagnostic tool to facilitate change and to provide appropriate staff development. Suggestions were made for future research to continue validation of the SoCQ in Arabic cultures.
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Juárez, Beto III (José R. ). "Building innovation-based entrepreneurial communities : an assessment of practitioners' interactions with academically driven curriculum." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81624.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 39-41).
A growing interest in innovation-based entrepreneurship has surfaced in much of world, producing a large body of related research and capturing the attention of those aiming to direct and improve the economic impact of "practitioners'" home regions. With growing research and limited examples of newly created and successful entrepreneurial communities formed, a dear gap has emerged between what the literature describes and suggests for the creation of entrepreneurial communities, and what practitioners are able to achieve. This thesis assesses how the MIT Regional Entrepreneurship Acceleration Program (REAP), a program formed as a way to address these shortfalls, has achieved lasting and meaningful impact for practitioners who have participated in the program.
by Beto Juárez III.
M.B.A.
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Sellwood, Matthew. "An evaluation of immersive virtual tours for curriculum innovation and engagement in higher education." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/29601.
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The COVID-19 pandemic has placed unique pressures on higher education and exposed problems in remote delivery of captivating learning experiences into the future as the sector adapts to a post-pandemic “normal”. Field trips and facility visits have had to take a back seat during this period; as a result, the ability of academics to deliver object-based and visual-spatial learning was compromised. There is a lack of tested, approachable workflows for production of meaningful immersive tools that can temporarily replace and later augment in-person lessons. Virtual reality remains an unconvincing pedagogical tool, though low immersion flat-screen delivered virtual experiences are already considered pedagogically valuable. This thesis evaluates the use of low immersion virtual tours for higher education during the pandemic, primarily in the context of undergraduate biomedical science. A panoramic virtual tour of the Chau Chak Wing Museum was constructed in 3D Vista Virtual Tour Pro software and used to facilitate object-based for first year medical science students (n = 59). Structural equation modelling was used to discern technology acceptance. The tour was edited for a postgraduate business studies cohort and structural equation modelling was again conducted with a larger cohort (n = 163). Additionally, a virtual tour of the National Biocontainment K7b facility at Westmead Hospital was constructed for the purpose of remote education and familiarisation of staff and visitors. Lastly, technologies for creation and annotation/presentation of immersive three-dimensional anatomy and physiology models are assessed. We compare polygonal modelling, photogrammetry, and medical image segmentation in generation of geometry, and virtual tours, game engines and online tools for presentation of geometry. We found that virtual tours are a highly approachable, affordable, and adaptable solution for delivery of immersive learning experiences. Reception from students and academics alike was highly positive. Significant utility of virtually delivered object-based learning experiences is presented. Ultimately, we identify virtual tours as a means for provision of purposeful immersive learning that is complementary to in-person experiences. Innovation and implementation of virtual experiences will continue into the post-pandemic period, to facilitate useful “pre-work” tasks that maximise the benefit of in-person lessons.
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Branco, Isabel Murta. "The role of teachers' initiative in building a culture of innovation : an ethnographic case study." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268404.
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McGraw, Kelli. "Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems." Thesis, University of Sydney, 2010. https://eprints.qut.edu.au/114957/1/114957.pdf.
Full textAbstract:
The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.
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Nicholson, Yim-wan Annie. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.
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Porteus, Kimberley Ann. "Exploring pedagogical innovation in core curriculum serving first year students in a South African University." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006254.
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This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa serving a student population with little access to educational advantage. The emerging critique was located at the interface of institutional practice, student learning activity and the meaning making processes mediating the two domains. This critique gave birth to the pedagogical innovation at the centre of this study. The pedagogical innovation took the form of an activity system, with three sets of pedagogical tools mediating the system: tools to expand the learning practice of students, symbolic tools to expand the critical meaning making toolkit available, and tools designed to build a new learning community better aligned with interactive learning activity. This study is an intervention case study, theoretically grounded in the work of activity and socio-cultural theorists. The pedagogy was embedded within a semester long credit-bearing core course for entering first year students. The study follows the experience of the 652 students participating in the 2010 pilot experience. Upwards of 70% of students suggest that their reading (76%) and writing (71%) practice had changed by the end of the course. Over 80% indicated that the course made them better readers (85%) and writers (84%.) Students suggest that they read and write more and enjoy reading and writing more. They suggest that as motive expanded, activity of reading and writing expanded, complimentary activity expanded (e.g. expression and critical engagement), and participation across a number of domains expanded. Students with less historical access to educational advantage made stronger claims about the pedagogical toolkit than students with more access to educational advantage. This study suggests that under the right conditions, critical pedagogy focusing on student learning activity and meaning making can expand learning practice and meaning making of first year undergraduate students, contributing to an expanding claim on learning agency. It tentatively suggests that this type of learning architecture is well aligned for appropriation of students with less access to historical socio-educational learning privilege, but remains sensitive to the situated nature of historic disadvantage (for example, in campus sites.) The study points to the specific potential of three toolkits: toolkits to mediate expanded learning activity, toolkits to expand meaning making, and toolkits designed to directly reconstitute the learning community itself. The study concludes by extracting some lessons for critical pedagogical innovation serving first year studies into the future. It points to the importance of the domain of learning activity and meaning making, and suggests the kind of changes within the culture of higher education required to better unleash innovation in this area. It points to the generative potential of methods that better combine students and lecturers within pedagogical innovation processes. The study concludes by pointing to the relatively unoccupied area of critical research, whereby the work to expand the learning activity of first year students is aligned to the potential of students to elaborate the structure of higher education itself over time. The study points to three specific research areas: research building stronger pedagogical tools for first year students; research to better understand the critical meaning making project of students; and research to better understand the transformation of the pedagogical inheritance within higher education.
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Lap, Trinh Quoc. "Stimulating learner autonomy in English language education a curriculum innovation study in a Vietnamese context /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2005. http://dare.uva.nl/document/79528.
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Wah, Lee Kean. "ESL teacher professional development & curriculum innovation : the case of the Malaysian Smart School project." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507420.
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This thesis reports on an investigation into the role of the ESL component of a teacher professional development (PO) system in a national-level curriculum innovation initiative - the Malaysian Smart School Curriculum (SSC) project. The central aim of the study was to attempt to carry out an in-depth investigation of the functioning of a PD system occurring in a context which is currently under-represented in research and theorising, with a view to contributing thereby to the further development of understanding about such systems and their overall conceptualisation. The study employed a mixed-method design, consisting of an initial "horizontal" dimension and a subsequent ''vertical'' one. The former took the form of a survey of ESL teachers and ESL "managers" in a single state within Malaysia, aimed at eliciting information and views about the functioning of the SSC PO system. The latter consisted of a case study, based on a single SSC secondary school in the same state. Interviews, field notes and documentary analysis were used to elicit data, with a similar focus to that obtained in the first part of the study, from the school's ESL teachers, management team and the wider related network of SSC PO personnel. The findings were analysed in terms of the "state-of-the-art" model of PO presented in Adey (2004). In overall terms, a number of major discrepancies were found between the two systems. In the main, the SSC PO system was found to have an overall "Skills and Knowledge Transmission" orientation, i.e., to focus mainly on the provision of "input" about the SSC via off-site training courses with relatively little on-site follow-up, in contrast to the additional presence in Adey's model of an important linked "Community of Practice"-oriented PO element. The SSC PO system was also seen, by and large, not to have brought about the desired understanding at the classroom level of how to put SSC-related teaching and learning techniques into practice. However, these outcomes were not viewed as implying that PD systems such as the SSC one should simply be redeveloped to conform to the "prestige" model. Rather, it is argued that there needs to be greater appreciation of the way the design of PO systems is influenced by socio-cultural factors, and of the importance of attempting to remedy any shortcomings in them in a culturally-appropriate manner.
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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.
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Haji, Bungsu Hajah Jabaidah. "Investigating threshold concepts in the learning of agriculture : gearing towards quality and relevant curriculum innovation." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2761.
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Agricultural education in Brunei Darussalam is torn between apparently conflicting patterns. There seems to be an economic agenda where policy makers attempt to make educational outcomes match national priorities. Worldwide, agriculture is being confronted by a globalised economy and market reforms. However, agriculture as a subject in schools is also confronting the issues of quality education. Quality education is the number one goal of Brunei’s national education system; but how do we address quality in learning, in a prescribed curriculum? In pursuit of that quality, this study explores what concepts in agriculture learning lead to higher levels of understanding, is there progression, and how do students arrive at their understanding? This multicase study draws on data from secondary education students studying agriculture during 2009 – 2010. It uses the threshold concepts framework as an analytical tool for understanding students’ learning and for exploring their personal experiences (and insights into their phenomenological reflections) based on interview data (n=7) and questionnaires (N=19), corroborated/triangulated by teachers’ data (questionnaires n=14, interviews n=2) and other documents to inform future curriculum innovation. The methodological approach is phenomenological, interpretive, descriptive and qualitative, using four stages of Interpretative Phenomenological Analysis (IPA) supplemented with some quantitative analysis. The threshold concept constituents that were discovered are very diverse, ranging from skills, science, business, research and management; but planting is the key. Eleven super-ordinate themes illuminated two stages of threshold understanding: planting and plant science at the crop production level; and research, business and management at the commercial level. The findings showed the importance of phenomenological experiences: feelings associated with sweat, yields and money generation, emanated from a sense of agency and affective labour, paving the way to power of purpose towards self and socio-economy. Understanding the importance and merits of their learning activities made students reflected their meaning and positive feelings about themselves and self-worth. This motivated them to achieve further learning goals. iii Agricultural learning transformation seems to come through a combination of knowledge-based understanding in plants, and how they grow, alongside the experience of planting and growing crops successfully. Importantly, it is not just the knowledge about planting that the students get from the experience, but it is the feelings (emotion) that seemed to emerge from their words of sweating under the sun that helps to consolidate that knowledge into something which becomes part of their identity. This study’s findings about lower level agriculture learning seem to leverage on experiences to create bigger learning outcomes prior to mastery in the discipline. Transformative learning occurred when learners studied through situated contextual experiential activities, providing affective embodiment and thinking like agriculturists. Thus agricultural understanding and transformation was triggered by experiential threshold concepts whose foundations arise from integration of personal, emotional affective feelings and everyday experiences with ideas from discipline. Emotional feelings (associated with phenomenal experiences) provide an added dimension to the ‘basic threshold concept’ work by Davies and Mangan (2008:39), ‘where newly met concepts some of which transform understanding of everyday experience through integration of personal experience with ideas from discipline’. These results reveal a new perspective on threshold concepts work, particularly relevant to disciplines involving process skills and experiences, especially for agriculture. The findings serve as key indicators to progression and quality learning outcomes. They also offer useful implications for a quality curriculum in agriculture which fosters personal identity transformation, so more students become future agriculturists and thereby will help the economy. Of foremost importance is to include, in the curriculum, the key threshold concepts capable of transforming understanding and how to teach these concepts through meaningful/engaging experiences (via practicality and doing project-evidence/outcome-based learning), and provision of connections and relationships. The key to quality in the agriculture curriculum is therefore, how to translate and teach these concepts into meaningful affective learning experiences.