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Callahan, Cory Saye John W. "Educative curriculum materials." Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.
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Heathcote, G. "Curriculum adaptation as a strategy for curriculum development." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.
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Starks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.
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In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and two different elementary schools using EnVision Mathematics, across an eight-year timeline. The dependent variable was represented by the students' scores on the mathematics portion of the standardized required state test, the Missouri Assessment Program. Student scores from 2006-2013 were collected for the four public schools in the St. Louis Metropolitan area. The schools chosen were matched to control for socio-economic level, ethnicity mix, departmentalization of content areas, extent of teacher experience, and class sizes. The four schools represented two school districts. Each district uniformly used one of the mathematics programs examined in this study, over the eight years. Results of this study could not show that either mathematics program was significantly better, as measured by student test scores on mathematics topics. Unfortunately, results also showed no overall increase in mathematics learning at these four schools over the eight year period. The study concluded that curriculum materials choice, alone, is not sufficient to insure increased fifth-grade student learning of mathematics. Variables such as the extent of teacher professional development, teacher specialization, and curriculum launch practices at schools were discussed as possible influences on the results of the study.
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Vandiver, Robert J. "A self-esteem seminar curriculum materials and outcome assessment /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Grant, Carl L. "Sunday school curriculum materials development blending theory and technology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Broderick, Jane Tingle. "Exploring Materials." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4225.
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Lee, Ho-yee, and 李可儀. "The effects of resource materials on curriculum implementation in geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956130.
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Lee, Ho-yee. "The effects of resource materials on curriculum implementation in geography." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906951.
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Broderick, Jane Tingle, Maura Bishop, B. Huber, and L. Barrett. "Reggio Materials Lab." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4223.
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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4210.
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De, Vore Philip Steven. "Use of state recommended curriculum materials by Ohio secondary vocational teachers /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951595500598.
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Broderick, Jane Tingle. "The Power of Materials." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4236.
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Broderick, Jane Tingle. "Documentation, Materials, & Environment." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4243.
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Elzinga, Laura Jo. "The Relationship Between the Use of Curriculum Materials and Inquiry-Based Pedagogy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8905.
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Little change has resulted from decades of attempts at reforming the teaching of mathematics (Davis et al., 1990). This study involved approximately 43 teachers who had completed an inquiry-based professional development program prior to being provided with a new mathematics curriculum designed to support inquiry-based teaching. It analyzed the relationships between their implementation of the inquiry-based teaching and their use of the curriculum materials. A series of bivariate correlations were run to investigate the relationships between the professional development and aspects related to the implementation of the new curriculum. The factors being so inter-related, it was hypothesized that relationships would exist between all of the factors, but only some of the expected relationships materialized. Like others before, this study supports the idea that merely providing professional development and new curriculum will not always result in a change in teaching. While the teachers in this study were not necessarily resistant to change, a lack of time to implement new teaching does seem to have affected the level of change in teaching. Future research is needed related to methods and timing related to the implementation of new teaching practices and curriculum and their relationship to teacher change.
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Behm, Stephanie Lee. "Preservice Elementary Teachers' Learning with Mathematics Curriculum Materials During Preservice Teacher Education." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28328.
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Following the release of the Curriculum and Evaluation Standards for School Mathematics, (NCTM, 1989) substantial federal funding in the 1990s supported the development of curriculum materials intended to help teachers enact new visions of mathematics teaching and learning. Although a great deal of research about the â Standards-basedâ curriculum materials has focused on student achievement, an equally important body of research has investigated teachersâ experiences with these materials. While this research about teacher-curriculum interactions continues to mature and offer insights into teachersâ curriculum use, we face a critical shortage of information about preservice teachersâ use of mathematics curriculum materials.
To address this gap, I conducted two separate but related qualitative studies focused on preservice teachersâ interactions with mathematics curriculum materials. The first study examined a teacher education activity in which 23 preservice elementary teachers analyzed sections of different mathematics curriculum materials and textbooks. The second study focused on three student teachersâ uses of mathematics curriculum materials and textbooks during their student-teaching internships. The overall purpose of these studies was to examine the views and experiences that appear to influence preservice teachersâ initial interpretations of Standards-based curriculum materials and to document preservice teachersâ experiences using Standards-based and other instructional resources during student teaching. I also aimed to explore how mathematics curriculum materials might be more carefully positioned to play a more critical role in preservice teacher learning throughout typical teacher education opportunities and also in teachersâ future use and learning with Standards-based curriculum materials and other instructional resources.
Results of this manuscript dissertation indicated that preservice teachers found themselves immersed in professional development with mathematics curriculum materials, textbooks, and state curriculum guides during coursework and fieldwork experiences. They had the opportunity to develop an understanding of the variety of mathematics instructional resources available to them that were different from what they were used to, and also had opportunities to consider the unexpectedly complex nature of many of the materials. The preservice teachers found themselves negotiating balance between university coursework and fieldwork expectations as they evaluated, adapted and supplemented materials during coursework and fieldwork. The results from these chapters not only illustrate teacher learning with and about curriculum materials, but also point out opportunities within teacher education for preservice teachers to question well-established beliefs and practices regarding mathematics teaching and mathematics instructional resources as they encountered disequilibrium in multiple contexts. Overall results also highlight possible missed opportunities for learning and the importance of human resources within teacher education as it relates to preservice teachersâ encounters with mathematics curriculum materials and instructional resources.Ed. D.
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Sandall, Barbara R. Fisher Robert L. "Designing a research-based, standards-based staff development process for the selection of K-8 science curriculum materials." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942649.
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Thesis (Ed. D.)--Illinois State University, 1999.Title from title page screen, viewed July 26, 2006. Dissertation Committee: Robert L. Fisher (chair), Penny Kolloff, Anthony Lorshbach, Mary Anne Moffitt, Rex Morrow. Includes bibliographical references (leaves 261-278) and abstract. Also available in print.
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Holland, Grace. "Which way theological education by extension study materials for a changing Africa?" Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Sigurgeirsson, Ingvar. "The role, use and impact of curriculum materials in intermediate level Icelandic classrooms." Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307781.
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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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Farmer, Charles E. Saye John W. "An examination of factors affecting the acceptance of innovative social studies curriculum materials." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Farmer_Charles_38.pdf.
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Gunckel, Kristin L. "Preservice elementary teachers learning to use curriculum materials to plan and teach science." Diss., Connect to online resource - MSU authorized users, 2008.
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Broderick, Jane Tingle. "The Power of Materials in Learning." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4247.
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Albedaiwi, Sultan Abdulaziz. "EFL materials in public school classrooms in Saudi Arabia : an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5502/.
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This study aims to investigate the ways in which EFL teachers in Saudi Arabia use, design, and evaluate their teaching materials, in a context where teachers are expected to use only the prescribed textbooks inside the classroom. The extent to which teachers supplement and adapt the set textbook is used as an indicator of their willingness and ability to adapt their teaching in response to the needs of the learners in their classrooms. Saudi teachers’ willingness and ability to take control of their personal teaching and learning in this way is investigated using Huang’s framework of autonomy. The study explores the different responses of the teachers in the study to the policy of the Ministry of Education regarding the use of the prescribed textbook and the extent to which through their use, design and evaluation of teaching materials, teachers are able to enhance their professionalism. Data was collected using classroom observations and semi-structured interviews of 6 male EFL (English as a Foreign Language) teachers in Saudi public schools and analysed using Narrative and Grounded theory approaches. The hybrid approach adopted for this study proved useful in uncovering much rich information about teachers’ perceptions about and use of the textbook and the implications of the extent to which they engaged in materials development in response to the needs of their students. The study revealed different perceptions and degrees of responsiveness to the need to adapt materials for the learners in the classroom. In some instances, whilst teachers described themselves as exercising autonomy the observation of classroom practice was not entirely consistent with such a perception. Conversely, some teachers were more proactive in the classroom than responses in interviews might suggest. The study builds on previous work into the trend for learners in EFL classrooms in Saudi Arabia to exercise more learner autonomy and the relationship between learner demands, the capacity of teachers to engage in materials development and teacher professionalism is examined. The study concludes that more research into providing scope for adaptation and variation in the use of textbooks in EFL in classrooms in Saudi Arabia could shed light on how institutional and personal constraints on teacher autonomy could be mediated without jeopardising the quality and consistency of learning and teaching.
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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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Rodrigues, Losada Ricardo J. "Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71846.
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Thesis (MEd)--Stellenbosch University, 2012Includes bibliography
ENGLISH ABSTRACT: The use of information and communications technologies (ICTs) in the form of spreadsheet algebra programmes (SAPs) is important in the professional development of high school mathematics teachers. This is in line with The Namibian government‟s Vision 2030 in which ICT skills and competencies are regarded as core elements of living and participating in the 21st century. ICTs are also considered to be fundamental to the development of a dynamic knowledge-based economy (KBE) through the Education and Training Sector Improvement Program (ETSIP). ETSIP‟s aim is to embed ICT at all levels of the education system. It also aims to integrate the use of ICTs as tools in the delivery of curriculum and learning and in so doing, lead to a marked improvement in the quality of the learning and teaching process across all levels. Education has a key role in achieving Vision 2030. The aim of this research was to investigate mathematics teachers‟ perceptions of SAPs as curriculum materials in selected Namibian secondary (high) schools. This research adopted a qualitative methodology, which in this instance was a case study. The sample population consisted of five teachers from Okamu (pseudonym) secondary school in the Ohangwena Region of Namibia. Four of them had been teaching mathematics at different levels in the mentioned school for a period of four years, and one of them was teaching physical science. Three methods of data collection were used. The first two were semi-structured interviews and focus group interviews based on teachers‟ experiences using SAPs. The third method was an audio taped observation of a lesson taught by one of the teachers,. This research provides evidence about teachers‟ perceptions regarding time concerns and constraints with regards to the SAPs and the use of the SAPs. The teachers showed willingness and enthusiasm to use SAPs on linear and quadratic functions in their teaching. Some of the teachers became more aware of the epistemic dimensions associated with mathematical and algebraic symbols. Interview data reveal that the teachers had not considered these dimensions when teaching with the usual paper-and-pen format. The research also provides evidence of a teacher‟s early vision about the use of spreadsheets as an instrument to teach linear functions. This teacher did not consider any epistemic value for the instrumented spreadsheets techniques, or that they might contribute to a deeper understanding of the linear functions. His concern was focused more on getting the learners to acquire computer skills, such as learning how to use spreadsheets. It is recommended that in-service professional development about ICT integration into mathematics teaching be offered. This might help teachers to learn how their knowledge and skills could be used in the classroom more effectively in order to save time. It is also suggested that professional development programmes be designed to stimulate and promote teachers‟ willingness to develop an understanding of the characteristics of ICTs such as SAPs and their uses. Lastly, it is recommended that new SAPs be designed in order to deepen the understanding of algebra at the secondary level.
AFRIKAANSE OPSOMMING: Die gebruik van inligting- en kommunikasietegnologieë (IKT's) in die vorm van sigblad-algebra-programme (SAP's) is belangrik vir die professionele ontwikkeling van hoërskoolwiskunde-onderwysers. Dit is in pas met die Namibiese regering se visie vir 2030, Vision 2030, waarin IKT-vaardighede en -bevoegdhede beskou word as kernelemente van die lewe in en deelname aan die 21ste eeu. IKT's word ook beskou as grondliggend aan die ontwikkeling van ‟n dinamiese kennisekonomie (KE) deur middel van die Verbeteringsprogram vir die Onderwys- en Opleidingsektore (ETSIP). ETSIP het as oogmerk om IKT op alle vlakke van die onderwysstelsel vas te lê. Dit het ook ten doel om die gebruik van IKT's as hulpmiddele te integreer in die lewering van kurrikulum en leer en sodoende ‟n duidelike verbetering in die gehalte van die onderrig-en-leerproses oor alle vlakke heen tot gevolg te hê. Onderwys het ‟n sleutelrol te speel by die bereiking van Vision 2030. Die doel van hierdie navorsing was om wiskundeonderwysers se persepsies van SAP's as kurrikulummateriaal in geselekteerde Namibiese sekondêre (hoër-) skole te ondersoek. Hierdie navorsing het ‟n kwalitatiewe metode gevolg, in hierdie geval ‟n gevallestudie. Die proefgroep het bestaan uit vyf onderwysers van die sekondêre skool Okamu (skuilnaam) in die Ohangwena-streek van Namibië. Vier van hulle het reeds vier jaar lank wiskunde op verskillende vlakke in die betrokke skool gegee en een van hulle het fisiese wetenskap gegee. Drie metodes is ingespan om data in te samel. Die eerste twee was semigestruktureerde onderhoude en fokusgroeponderhoude gebaseer op onderwysers se ervaringe ten opsigte van die gebruik van SAP's. Die derde metode was ‟n klankopname van ‟n waarnemingsessie van ‟n les wat deur een van die onderwysers gegee is. Hierdie navorsing getuig van onderwysers se persepsies ten opsigte van tydskwessies en -beperkinge met betrekking tot die SAP's en die gebruik van die SAP's. Die onderwysers het ‟n gewilligheid en geesdrif geopenbaar om by lineêre en kwadratiese funksies SAP's in hul onderrig te gebruik. Party onderwysers het meer bewus geraak van die epistemiese dimensies in verband met wiskundige en algebraïese simbole. Onderhouddata onthul dat die onderwysers nie hierdie dimensies in ag geneem het toe hulle met die gewone papier-en-pen-formaat klasgegee het nie. Die navorsing bevestig ook ‟n onderwyser se aanvanklike insig oor die gebruik van sigblaaie as 'n instrument om lineêre funksies te onderrig. Hierdie onderwyser het nie die epistemiese waarde vir die geïnstrumenteerde sigbladtegnieke in ag geneem nie, of dat hulle sou kon bydra tot ‟n grondiger begrip van die lineêre funksies nie. Sy belangstelling was eerder daarop gefokus om die leerders sover te kry om rekenaarvaardighede, soos om sigblaaie te kan gebruik, te verwerf. Daar word aanbeveel dat indiens- professionele ontwikkeling oor IKT-integrasie in wiskundeonderrig aangebied word. Dit sal onderwysers moontlik help om te leer hoe hulle kennis en vaardighede meer doeltreffend in die klaskamer gebruik kan word om tyd te bespaar. Daar word ook voorgestel dat professionele ontwikkelingsprogramme ontwerp word, ter stimulering en bevordering van onderwysers se bereidwilligheid om ‟n begrip te ontwikkel van die kenmerke en gebruike van IKT's soos SAP's. Laastens word daar aanbeveel dat nuwe SAP's ontwerp word om die verstaan van algebra op sekondêre vlak te verdiep.
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Neves, Daniela da Costa. "Reorientação curricular na RME-SP: a utilização dos cadernos de apoio e aprendizagem por alunos e professores do ciclo I - análise da integração entre mídia e currículo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9628.
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Previous issue date: 2011-12-06This research started from seeking the need for actions by the Secretaria Municipal de Educação de São Paulo that would give subsidies to teaching materials and also to the process of training of teachers of elementary school with different skills (Ensino Fundamental I), in view of needing for materials that were aligned with the curriculum reorientation implemented in 2008 and the difficulties presented by students in results of external evaluations conducted from 2007. The plot of this research were the Cadernos de apoio e aprendizagem, produced by the Secretaria Municipal de Educação in partnership with Padre Anchieta Foundation, whose use by teachers and students from public schools began in 2010. This material consists of teacher`s and students books and videos that integrate the activities proposed in the printed material. Our goal was to demonstrate if the Cadernos de apoio e aprendizagem subsidized the educational practices and how they did it, highlighting the contributions and challenges perceived by elementary school students and teachers in their work integrating media and curriculum. Twenty eight teachers and a hundred students from five schools belonging to the Departaments of educational of Butantã, Campo Limpo and Penha from elementary school were interviewed. The techniques for data collection were questionnaires with structured and semi-structured questions and class observations. For the data analysis the option was for the qualitative approach, extracting the central idea of the issues and the cluster of categories by convergences. Analysis and interpretation of data demonstrated that the use of Cadernos de apoio e aprendizagem facilitated the preparation of the syllabus by the teacher, aroused to the interest of the student to learn both graphical format for printed material and by integration with the videos, made the teaching / learning process more meaningful by addressing issues related to the daily lives of students and to São Paulo city and favored a more effective dynamic range and methodological strategies. Among the challenges faced by teachers are the adequacy of school time, overcoming the setbacks caused by delays in delivery of materials, the video display, for lack of sufficient equipment in some schools and carry out the suitability of the material to students with difficulties and learning disabilities. In the end the conclusion was that the Cadernos de apoio e aprendizagem subsidized educational practices, providing an integrated curriculum among the public schools and with the use of media in education
Esta pesquisa partiu da constatação da necessidade de ações por parte da Secretaria Municipal de Educação de São Paulo que dessem subsídios materiais ao trabalho docente e também ao processo de formação contínua dos professores polivalentes do Ensino Fundamental I, tendo em vista a necessidade de materiais que estivessem alinhados com a reorientação curricular implementada em 2008 e as dificuldades apresentadas pelos alunos nos resultados das avaliações externas realizadas a partir de 2007. Foram objetos desta pesquisa os Cadernos de apoio e aprendizagem, produzidos pela Secretaria Municipal de Educação em parceria com a Fundação Padre Anchieta, cuja utilização pelos professores e alunos das escolas da Rede teve início em 2010. Este material é composto por cadernos para o professor, cadernos para o aluno e vídeos que se integram às atividades propostas no material impresso. Nosso objetivo foi demonstrar se os Cadernos de apoio e aprendizagem subsidiaram as práticas educacionais e como o fizeram, explicitando as contribuições e desafios percebidos por alunos e professores do ciclo I no desenvolvimento do trabalho integrando mídia e currículo. Os sujeitos investigados foram vinte e oito professores e cem alunos do Ciclo I, de cinco escolas pertencentes às Diretorias Regionais do Butantã, Campo Limpo e Penha. As técnicas para recolha dos dados foram questionários com questões estruturadas e semi-estruturadas e observações de aulas. Para a análise dos dados optou-se pela abordagem qualitativa, extraindo-se a idéia central das questões e agrupando por convergências em categorias. A análise e interpretação dos dados demonstraram que a utilização dos Cadernos de apoio e aprendizagem facilitaram a elaboração do plano de ensino pelo professor, despertaram o interesse do aluno para a aprendizagem tanto pela formatação gráfica do material impresso quanto pela integração com os vídeos, tornaram o processo de ensino/aprendizagem mais significativo por abordar temas relacionados ao cotidiano dos alunos e à Cidade de São Paulo e favoreceram uma variação mais eficaz das dinâmicas e estratégias metodológicas. Entre os desafios enfrentados pelos professores estão a adequação do tempo escolar, superando os desarranjos provocados pelos atrasos na entrega dos materiais, a exibição do vídeo, por carências de equipamento em número suficiente em algumas escolas e realizar a adequação do material aos alunos com dificuldades de aprendizagem e com deficiência. Concluiu-se que os Cadernos de apoio e aprendizagem subsidiaram as práticas educativas, propiciando um trabalho integrado com a proposta curricular da Rede e com o uso das mídias na educação
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Ashe, Colin Alexander. "Interactive online simulations and curriculum for teaching and learning fundamental concepts in molecular science at the undergraduate level." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59212.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 2010.Includes bibliographical references (p. 213-218).
The number of research disciplines that focus, at least in part, on the atomic or molecular level is rapidly increasing. As a result, the concepts that describe the behavior of atoms and molecules, known collectively as "Molecular Science", are becoming an educational necessity for an expanding fraction of college and university students. Unfortunately, these concepts are challenging for students to learn. Because of the growing importance of these concepts and their difficulty, a project was undertaken with the goal of helping students to understand these concepts using simplified, interactive models. Students in their first year of undergraduate study were targeted. The primary goal of the project was to help students understand the so-called "energy landscape", also known as the "potential energy surface". This concept is central to Molecular Science because it contains information about both equilibrium and kinetic properties of a system. It is also widely used in textbooks and by experts for reasoning qualitatively. Interactive simulations, along with related curriculum, were created in order to help students understand the energy landscape and explore its implications. The simulations visualize simplified models, which were chosen for their analogic connection to chemical systems as well as their similarity to things with which students could intuitively relate. The primary models used were two- and three-dimensional cardboard boxes, as well as a series of platforms covered with balls. The models were simulated and visualized in Java applets. Curriculum sequences consisting of applets, exercises, and explanations were carefully constructed to present concepts in a logical order. The materials were made available online at MatDL.org, the materials pathway of the National Science Digital Library. The curriculum sequences were used as a supplemental exercise by students at Kent State University, Carnegie Mellon University (CMU), and the Massachusetts Institute of Technology (MIT). Two large assessments of student learning were conducted: one at CMU and one at MIT, involving over 400 total students. Assessment results demonstrated that using the project materials improved students' performance on the assessment tests with a greater than 99.9% degree of confidence. Free response comments indicated that students found the exercises helpful and interesting.
by Colin Alexander Ashe.
Ph.D.
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Broderick, Jane Tingle. "Using Materials with Intention in Developmentally Appropriate Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4233.
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Tarawhiti, Nancy Waireana. "The Development of a Certified Nursing Assistant English for Specific Purposes Curriculum: Teaching Materials and Methods." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd967.pdf.
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Lindvall, Jannika. "Supporting instructional improvement at scale : The role of teacher professional development programs and mathematics curriculum materials." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31441.
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We are currently witnessing an increase of international interest in mathematics education, fueled partly by the growing concerns of students’ declining results, but also by changed perceptions of what mathematics students should master. In response, many initiatives have appeared in order to move away from traditional to more inquiry based approaches to teaching. Though several small-scale studies have contributed much to our understanding on how to support teachers in this work, there is still a lack of research conducted on a larger scale. Therefore, the aim of this thesis is to add to our knowledge of how to support instructional improvement at scale. This is done by focusing on two common approaches to support mathematics teachers’ development of reform based practices: teacher professional development [PD] programs and curriculum materials. The thesis builds on four papers which are all connected to a project aiming at improving the mathematics instruction in a large Swedish municipality. The project includes a PD-program for almost 400 elementary teachers and the mathematics curriculum materials that teachers are using play a central role in the program. The first two papers focus on curriculum materials either by using surveys to compare teachers’ views of the support offered in the materials and their reported mathematics instruction, or by conducting textbook analyses to characterize how some commonly used materials communicate about, for example, goals of lessons. The results demonstrate that teachers using different materials experience different levels of support from them and also show variations in their reported instruction. These differences are further reflected in the textbook analyses which show that the materials offer teachers various support, for example regarding how they communicate about goals. The last two papers focus on teacher PD-programs either by comparing the effects of two programs on student achievement, or by using surveys to examine teachers’ views of one of the programs and its impact on their reported instruction. The results indicate that the two PD-programs have affected students’ achievement in different ways, demonstrating both decline and improvement. Even within the programs differences are revealed between students at the primary and secondary levels. These variations are further present in the teacher surveys, where the results show differences between teachers from different grade-levels. By drawing on the literature review and the results of the papers, the thesis ends with a discussion of possible elaborations of a widely used core conceptual framework for studying teacher PD.
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Broderick, Jane Tingle, and Seong Bock Hong. "Weaving Ideas and Materials Through Threads of Emergent Inquiry." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4219.
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NASCIMENTO, Michelle de Cássia Barros. "Materiais didáticos em cursos do PROEJA: concepção e utilização pelos professores do Campus São Luís/Maracanã - IFMA." Universidade Federal do Maranhão, 2017. http://tedebc.ufma.br:8080/jspui/handle/tede/1927.
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The present Master Thesis is part of the Research Group "School, Curriculum, Training and Teaching Work" of the Post-Graduation Program in Education of the Federal University of Maranhão. We analyze the relationship between the teaching materials adopted by teachers in the teaching and learning process of the technical courses of the National Integration Program of Vocational Education with Basic Education in the modality of Youth and Adults Education (PROEJA) and the guiding principles of this program. The methodological approach that guides this study is qualitative, because it allows an interpretative analysis, involving the multiple determinations of the investigated phenomenon and to allow the understanding of the phenomena from the perception of the investigated subjects, supported by Richardson et al (2007) and Lessard-Hérbert et al (1990). The techniques and instruments of data collection applied were the semi-structured interview for teachers and pedagogical coordinator and the questionnaire for the students. The sample of this research was composed of ten teachers, one coordinator and ten percent of the students, corresponding to eighteen students, enrolled in PROEJA technical courses at Campus São Luís/Maracanã - IFMA and the categories of analysis were: Teaching materials, PROEJA and Curriculum. The theoretical basis that support us regarding curriculum and teaching materials were the works of Barbosa (2005), Bittencourt (1993), Choppin (2004), Mello (2010), Munakata (2012), Rangel (2006), Ramos (2001; 2005), Silva (2005) and Young (2013) and in the field of EJA, Arroyo (2001; 2011), Beisiegel (2004), Brasil (2000; 2007), Fávero (2008), Freire (1987, 2011), Haddad (2000; 2014) Jardilino and Araújo (2014) and Paiva (1973), among other scholars of these topics, in addition to analyzing documents such as the Law of Guidelines and Bases 9394/96, Curriculum Guidelines for Basic Education, Curriculum Guidelines for Youth and Adult Education, the PROEJA Basis Document, the Pedagogical Political Project of Campus São Luís/Maracanã, the Course Plans, Resolutions and Policy adopted internally at IFMA. The research results allowed us to conclude that the teaching material is present in the teachers’ pedagogical practice of Campus São Luís/Maracanã and they are essential elements for a good performance of teaching. Both students and teachers emphasized the importance of these elements for the learning process. Revealing that the lack of continuous training has prevented or at least limited the performance of teachers who showed an interest in developing a work focused on the real needs of the subjects served by PROEJA. The relevant place that teaching material still have in teaching only reinforces the need to broaden the research on this subject, especially in the EJA.
A presente Dissertação de Mestrado integra o Grupo de Pesquisa “Escola, Currículo, Formação e Trabalho Docente”, do Programa de Pós-Graduação em Educação da Universidade Federal do Maranhão. Analisamos a relação entre os materiais didáticos adotados pelos (as) professores (as), no processo de ensino e aprendizagem dos cursos técnicos do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (PROEJA) e as diretrizes orientadoras desse programa. A abordagem metodológica que orienta este estudo é a qualitativa, por possibilitar uma análise interpretativa, envolvendo as múltiplas determinações do fenômeno investigado e permitir a compreensão dos fenômenos a partir da percepção dos sujeitos investigados, apoiando-nos em Richardson et al (2007) e Lessard-Hérbert et al (1990). As técnicas e instrumentos de coleta de dados aplicados foram a entrevista semiestruturada para docentes e coordenador pedagógico e o questionário para os discentes. A amostra desta pesquisa foi composta por dez docentes, um coordenador e dez por cento dos discentes, que corresponde a dezoito alunos, matriculados em cursos técnicos do PROEJA no Campus São Luís/Maracanã – IFMA e as categorias de análise foram: Materiais Didáticos, PROEJA e Currículo. A fundamentação teórica e em que nos sustentamos no campo do currículo e dos materiais didáticos foram os trabalhos de Barbosa (2005), Bittencourt (1993), Choppin (2004), Mello (2010), Munakata (2012), Rangel (2006), Ramos (2001; 2005), Silva (2005) e Young (2013)e no campo da EJA, Arroyo (2001; 2011), Beisiegel (2004), Brasil (2000; 2007), Fávero (2008), Freire (1987, 2011), Haddad (2000; 2014) Jardilino e Araújo (2014) e Paiva (1973), entre outros estudiosos das referidas temáticas, além de analisarmos documentos como a Lei de Diretrizes e Bases nº 9394/96, Diretrizes Curriculares para Educação Básica, Diretrizes Curriculares para Educação de Jovens e Adultos, o Documento Base do PROEJA, o Projeto Político Pedagógico do Campus São Luís Maracanã, os Planos de Cursos, Resoluções e Normas adotadas internamente no IFMA. Os resultados da pesquisa nos permitiram concluir que o material didático está presente na prática pedagógica dos professores do Campus São Luís/Maracanã e que são concebidos como elementos essenciais para uma boa execução da atividade docente. Tanto alunos quanto professores destacaram a importância destes elementos para o processo de aprendizagem. Revelam que a falta de formação continuada tem impossibilitado, ou pelo menos limitado, a atuação dos(as) professores(as) que demonstraram interesse em desenvolver um trabalho voltado para as reais necessidades dos sujeitos atendidos no PROEJA. O lugar relevante que o material didático ainda ocupa na atividade docente só reforça a necessidade de ampliarmos as pesquisas sobre este objeto, sobretudo na EJA.
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Moeller, Robin Ann. ""No thanks, those are boy books" a feminist cultural analysis of graphic novels as curricular materials /." [Bloomington, Ind.] : Indiana University, 2008. 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:3331264.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.Title from home page (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4231. Advisers: David Flinders; Marilyn Irwin.
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Lin, Pei-Ying. "Development of curriculum materials to teach American children about the culture of Taiwan through Taiwanese children's songs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4315.
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Thesis (M.A.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 10, 2006) Includes bibliographical references.
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Arthur, Linda Faustina Clare. "An analysis of the nature and implementation of policies concerning cultural and racial bias in curriculum materials." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29140.pdf.
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Simmons, Susan Florence. "Investigating the use of audio materials to support mathematical learning : from curriculum access to reflective reciprocal learning." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410455.
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I was motivated to undertake this research by concerns that arose from my professional and personal experiences in education. I was concerned that students with visual impairment were not being offered equality of access to the mathematics curriculum. Some schools cited high visual content as a reason for withdrawing students from mainstream classrooms. The study set out to pursue the thesis that students' experiences in mathematics education could be enhanced and extended through using audio recordings as complementary means of learning. It was carried out, in a variety of settings, with students of upper primary and secondary age. The value of applying a multi-method approach became evident over three years of fieldwork. I supplemented Soft Systems Methodology (Checkland and Scholes, 1990) with principles from other methodologies in response to feedback on use and production of audio materials. Students made invaluable, constructive contributions in their roles as co-researchers. An action-research approach evolved as most appropriate for the study. A complex interplay of factors was found to affect the extent to which audio recordings could be facilitative of inclusion. As well as analysing these factors and considering their wider implications, this account describes how my original formulation of the research in terms of issues of access became reconceived in terms of reflective, reciprocal learning. The study opened up sources of information that, seemingly, were being unexplored, under used, under valued and under researched, namely the resources that students themselves possessed. The study drew on case study material relating to the learning experienced by individual students to explore an emerging concept of reciprocal learning, both as a pedagogic relationship facilitative of inclusion and as a method for practitioner research. It is recommended that further exploration of the potential value of a reciprocal learning approach should form the basis of future research.
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El-Murabet, Onaiba Abdulhamid Mustafa. "Investigating the washback effect of a revised EFL public examination on teachers' instructional practices, materials and curriculum." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28561.
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The phenomenon of how tests influence teaching and learning is commonly described in language education as "washback". The purpose of this study was to investigate how English teachers in Libyan schools were influenced by introducing a reformed EFL public examination, called the Basic Education Certificate Examination (BECE), in terms of their instructional practices—the how; and teaching materials and curriculum—the what. The study also sought to examine the effect of any other teacher and context-dependent variables on washback. Three main aspects were studied: teachers’ perception of the exam (perception washback); classroom teaching and testing practices (methodology washback); and teachers’ choice, selection and use of teaching materials (curriculum washback). To address these issues, a mixed methods approach was utilized. Descriptive and inferential statistics were used to analyse quantitative data obtained from surveying 100 teachers. Content analysis was then conducted to interpret qualitative data elicited from documents, observations of two teachers and interviews with 11 teachers and 7 inspectors. The study found that teachers expressed negative rather than positive views towards the exam. Findings indicated that the introduced exam did exert washback on teachers’ instructional practices. However, washback was noticed in issues related to classroom testing practices rather than in teaching practices. As the new BECE did not represent the current curriculum, negative washback was observed on the content of the curriculum: some teachers tended to rely on the “hidden syllabus”, while others narrowed the syllabus to meet the content of the exam. While some desired aims were achieved through the exam, others were not. The intensity and direction of washback was shown to be influenced by mediating variables such as the teacher and the context: the data indicated differences between veteran and novice teachers, and their level of education also affected their response to the exam. Gender was irrelevant. The grade level and class size taught was also associated with impact. The findings of the study indicate how examination reform can be used as leverage of pedagogical change and to dictate the how and the what of teaching, but to different degrees. The study made it crystal clear that washback does exist, but that it operates in a complex manner associated with other variables besides the exam per se. Thus the study suggests that washback cannot be a theory because it seemed not to have predictive power. This study also suggests guidance for future policies for improvement of the examination system in Libyan schools, arguing for alignment of examinations and the English curriculum, with some recommendations as to how this may be achieved.
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Kelley, Patricia M. "Issues for literacy materials development in a monolingual Amazonian culture : the Waodani of Ecuador." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28081.
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The purpose of this study was to describe and analyze literacy materials development in the recently written language of the monolingual Waodani in Ecuador's Amazonia. This group of approximately 750 members was characterized by physical and linguistic isolation until the late 1950's. Since that time, many of them have become literate in their own language and are also learning Spanish. (One hundred percent of the people speak Waodani.) The researcher was the developer of the materials used by Waodani instructors and students. This endeavour was not a part of a national mass literacy program.
The description and analysis were guided by three questions:
1. What was the context of the materials development?
2. What changes were made in the materials during their development?
3. What questions and issues concerning literacy materials development emerge from an examination of the changes and reasons for changes?
The study sketched briefly the cultural context and then examined in detail the various drafts of materials developed from 1972 - 1982. Content, sequence and format changes that occurred in the materials from their early drafts to their present form were examined in terms of the linguistic, pedagogical, cultural and other reasons for those changes.
The analysis identified various issues for literacy materials development among small and isolated groups. These issues in the Waodani case concerned the interaction among materials development participants within a cultural context using a particular literacy model. The questions that were raised about the context, model and participants go beyond this case and its language specific materials to literacy development among other small and monolingual groups. Although the study was not intended as prescriptive, its findings and issues may be used by developers of materials in similar settings in order to clarify what is meant by literacy materials development in their particular context.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation, National Association for the Education of Young Children." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4221.
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Englehart, Deirdre. "AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2520.
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Research indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine how educative materials impact pre-service teacher's content knowledge in science and their pedagogical content knowledge related to inquiry methods. Three pre-service early childhood teachers participated in this research. The teachers were initially interviewed about teaching science based upon three instruments: Views of Science Inquiry, Views of the Nature of Science and the Science Teachers Efficacy Beliefs Inventory. Each subject was observed teaching science in their internship site: the first lessons taught were guided or approved by their teachers and the next lessons were conducted using the support of educative curriculum materials. Finally, the initial instruments were once again administered along with an interview to obtain changes in teacher's knowledge, beliefs and understandings of science and science teaching. Results from this research indicate that educative curriculum was supportive of teachers in a variety of ways. Most importantly, this curriculum helped teachers to target more aspects of scientific inquiry during their science lessons than lessons without the use of educative curriculum. The important considerations regarding the effectiveness of the educative curriculum for these pre-service teachers were their underlying beliefs about how science should be taught, their uses of the curriculum materials and reflective practices regarding their own teaching. Results specifically related to early childhood educators include the level of inquiry implemented with young children and how children communicate their findings. Young children need support in their participation of inquiry learning. Successful implementation of guided inquiry practices occurred in this research. Also, the teachers in this research found insightful ways that directly supported young children in their communication of ideas. Implications for further research are also discussed. Educative materials could further support pre-service early childhood teachers if additional supports were used including accessible curricular rationales, support in classroom management and the specific use of guided inquiry.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Turner, Elisabeth. "Factors in the development of early childhood distance education curriculum materials for language and literacy in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1079.
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Many factors influence the changing nature of education: family structures, cultural diversity, rapid technological change, social conditions. In response to these changes the Curriculum Framework for Western Australian schools has been developed to establish the learning outcomes expected of all students from K-12. Students in isolated and distance education settings are supplied curriculum materials designed to meet their diverse educational needs. This study presents one snapshot of an ongoing research project in which new language and literacy curriculum materials for early childhood distance education learners were developed, trialled and further developed. Some factors that appear to be important in the development of early childhood distance education curriculum materials for language and literacy in Western Australia were identified through the use of grounded theory and explored through the development of draft and final curriculum materials for K-3 students in distance education. These factors include; state government mandated Curricufrm1 Framework and Outcomes and Standards Framework, federal government initiatives, the impact of information and communication technologies, the needs of home tutors, the diversity of students enrolled in distance education and factors related to early childhood language an literacy needs identified through the literature review. The implications highlight the need to continue to seek feedback from all stakeholders, especially home tutors and the need for frequent reviews and rewriting of curriculum materials, taking into account current literature, technologies and pedagogical change.
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Lima, Silvana Ferreira de. "Relações entre professores e materiais curriculares no ensino de números naturais e sistema de numeração decimal." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10995.
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Previous issue date: 2014-05-20This research aims to analyze how teachers working in the first years of elementary school at the State Network Paulista interpret and put into practice the different types of teaching guidelines, presented in curriculum materials to support the teacher and understand how to use these materials extend the numerical knowledge of their students. Given this goal, we turn our discussion to the curriculum proposed changes to the discipline of mathematics in the first years of elementary school, implemented by the Secretary of Education of São Paulo under the Project in Mathematics Education in Early Years ( EMAI ), started in 2012. This is a qualitative research based on the analysis of questionnaires, interviews and audio recordings of lessons four teachers, two teachers of the 3rd year and two in the 5th year in the first years of elementary school. We were able to identify the occurrence of different types of material usage by teachers, listed by Brown (2009 ), adaptation, reproduction and creation. To some extent, at different moments of the performance, they now reproduce, adapt and pray more rarely " create ". We consider the adaptation was more frequent use during practices observed being motivated by beliefs and conceptions that teachers have regarding the content and teaching of this discipline. The objectives in relation to learning of natural numbers and the decimal system were achieved with greater and lesser success according to knowledge of each to articulate/exploit the resources of material. The results show that it is not enough to recognize the existence of the relationship or the elements that shape, but it is necessary to emphasize that the material should be object/feature of these professionals, deepening both the mathematical content involved as didactic knowledge to thereto
A presente pesquisa tem como objetivo analisar como os professores que atuam nos Anos Iniciais do Ensino Fundamental da Rede Estadual Paulista interpretam e colocam em prática os diferentes tipos de orientações didáticas, apresentados nos materiais curriculares de apoio ao professor e entender, como utilizam esses materiais para ampliar os conhecimentos numéricos de seus alunos. Diante deste objetivo, voltamos nossas discussões às mudanças curriculares propostas para a disciplina de Matemática dos Anos Iniciais do Ensino Fundamental, implementadas pela Secretaria da Educação de São Paulo no âmbito do Projeto de Educação Matemática nos Anos Iniciais (EMAI), iniciado em 2012. Trata-se de uma pesquisa qualitativa, fundamentada na análise de questionários, depoimentos e áudio gravações de aulas de quatro professoras, sendo duas professoras do 3º ano e duas do 5º ano dos Anos Iniciais do Ensino Fundamental. Pudemos identificar a ocorrência de diferentes tipos de uso do material pelas professoras, elencados por Brown (2009), a adaptação, a reprodução e a criação. Em certa medida, em diferentes momentos da atuação, elas ora reproduzem, ora adaptam e mais raramente criam . Consideramos que a adaptação foi o uso mais frequente durante as práticas observadas sendo motivadas pelas crenças e concepções que as professoras possuem em relação ao conteúdo e ao ensino desta disciplina. Os objetivos em relação à aprendizagem dos números naturais e do sistema de númeração decimal foram alcançados com maior e menor êxito de acordo com conhecimentos de cada uma para articular/explorar os recursos do material. Os resultados apontam que, não basta reconhecer a existência da relação ou os elementos que a configuram, mas é necessário destacar que o material deve ser objeto/recurso de formação desses profissionais, aprofundando-se tanto os conteúdos matemáticos envolvidos como os conhecimentos didáticos a eles referentes
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Akker, Dale L. "An experiment to determine the effectiveness of the use of audio-visual aids in the teaching of church school curriculum." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Pissaia, Vitor Hugo [UNESP]. "Municípios de pequeno porte do Estado de São Paulo: relações entre indicadores de desempenho e material curricular." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144339.
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Dentre as diversas questões educacionais relacionadas ao processo de Descentralização / Municipalização do Ensino Fundamental – como questões pertinentes à transferência de responsabilidades e de recursos financeiros (FUNDEF/FUNDEB) e de ações de gestão educacional de âmbito municipal para atender aos dispositivos legais e à demanda potencial, no contexto de município de pequeno porte – questões inerentes à implementação de material curricular e o desempenho escolar tornam-se imprescindíveis nesse processo. Se de um lado, o ente federado tem garantido em lei a gestão autônoma municipal, como, por exemplo, a postura de adoção de material curricular (quantidade e tipo), de outro, independentemente de sua condição incipiente e restrita de estrutura de gestão educacional, depara-se com um arcabouço de implementação de sistema de avaliação e de índices de desempenho – de forma verticalizada e impositiva, desconsiderando a condição peculiar desses municípios. Num primeiro momento, procuramos contextualizar os antecedentes históricos da avaliação externa no Brasil à luz da implementação das reformas educacionais da década de 1990 sob a ótica do IDEB. Noutro, procuramos contextualizar a implementação das políticas públicas para o currículo escolar. O objetivo desta pesquisa foi investigar se existe relação entre os indicadores de desempenho (IDEB) e o material curricular adotado por municípios de pequeno porte do estado de São Paulo. Buscou-se compreender enquanto categorias de análise: a) principais aspectos qualitativos observados e o grau de importância elencado pelos dirigentes municipais de educação dos municípios de pequeno porte relacionados, em especial, ao(s) material(is) didático-pedagógico(s) adotado(s) em suas redes municipais de ensino e aos indicadores de desempenho (IDEB); b) comparação entre as metas dos Idebs atingidas entre os anos de 2005 e o ano de 2013 nos anos iniciais e anos finais do ensino fundamental; c) comparação entre as metas atingidas e as metas projetadas dos Idebs em 2013 nos anos iniciais e anos finais do ensino fundamental. A coleta de dados e informações envolveu 23 municípios de pequeno porte paulistas que municipalizaram todo o ensino fundamental até de 2002 e que obtiveram seus IDEBs aferidos entre 2005 e 2013. Foram utilizados como instrumentos de coleta de dados: questionários com questões semiestruturadas. Observou-se, de modo geral, que, primeiro, sob a percepção dos Dirigentes Municipais de Educação: o material curricular não representa o principal fator na melhoria do desempenho escolar (IDEB); de forma contraditória, o material curricular Privado foi o que obteve o maior percentual de dirigentes que mencionou ser mais adequado e menos adequado e; tanto o material curricular como a avaliação do rendimento escolar, apesar de serem identificados importantes, em comparação com outros quesitos (formação docente e valorização do magistério), foram de menor relevância; segundo, quanto às metas atingidas em 2013, comparando-se com 2005, verificou-se a evolução do IDEB e não constatou a relação entre o material curricular e o desempenho escolar (IDEB) e , por último, quanto às metas projetadas atingidas no ano de 2013, com exceção da quantidade de utilização de material curricular, que não verificou alguma relação deste com o desempenho escolar (IDEB), quanto ao material curricular especificamente (PNLD, SEESP, Próprio e Privado) e, por grupos de parcerias Público, Misto (Público e Privado) e Privado, por sua vez, constatouse, em termos, a relação entre o material curricular e o desempenho escolar. Esta tese de doutorado foi orientada pelo professor Carlos da Fonseca Brandão, na linha de pesquisa Políticas Educacionais, Gestão de Sistemas e Organizações, Trabalho e Movimentos Sociais, do Programa de Pós-Graduação em Educação da UNESP – Marília - SP.
Among the various educational issues connected to the Decentralization / Municipalization of Elementar School – as issues relevant to the transfer of responsibilities and financial resources (FUNDEF / FUNDEB) and educational management actions at the municipal sphere to answer to legal requirements and potential demand in the context of the small towns – intrinsic issues to the implementation of curriculum materials and to school performance become indispensable in this process. If on the one hand, the federal being has guaranteed in law to municipal self-management, for example, the posture of the adoption of curriculum materials (quantity and type), for another, independently his incipient and restricted condition of educational management structure, he comes across a framework of evaluation system implementation and performance indexes verticalized and imposing form, disregarding the peculiar condition of these towns. At first, we tried to contextualize the historical background of the assessment in Brazil in the light of the implementation of educational reforms of the 1990s from the perspective of IDEB. In another, we try to contextualize the implementation of public policies for the school curriculum. The objective of this research was to investigate whether there is a relationship between performance indicators (IDEB) and curricular materials adopted by small towns in São Paulo state. We seek to understand as analysis categories: a) main qualitative aspects observed and the degree of importance part listed by municipal leaders of education of small towns associated, in particular, the teaching-learning materials adopted in their municipal school systems and performance indicators (IDEB); b) comparison between the goals of IDEBs achieved between the years 2005 and 2013 in the early years and later years of elementary school; c) comparison between the goals of IDEBs achieved and the goals of IDEBs projected in 2013 in the early years and later years of elementary school. Data and information collection involved 23 small town of São Paulo that municipalized all elementary school until 2002 and obtained their IDEBs measured between 2005 and 2013. They were used as data collection instruments: questionnaires with semistructured questions. We observe, in general, that, first, in the perception of Municipal Education Officers: curriculum materials do not represent the main factor in improving school performance (IDEB); contradictorily, curriculum material Private was what got the highest percentage of leaders who mentioned to be more suitable and less suitable and; both the curriculum material as assessment of school performance, although they are important identified, compared to other issues (teacher training and upgrading of teaching), were less relevant; second, on goals achieved in 2013, compared with 2005, we checked the evolution of IDEB and we have not found the relationship between the curriculum materials and school performance (IDEB) and, finally, on goals projected achieved in 2013, except for the amount of use of curriculum materials, which did not see any relation with school performance (IDEB), as the specific curriculum materials (PNLD, SEESP, Self and private) and by groups of public partnerships, Mixed (Public and Private) and Private, in turn, we found, in terms, the relationship between curriculum materials and school performance. This doctoral dissertation was supervised by Professor Carlos da Fonseca Brandão, in the line of research Educational Policy, Systems Management and Organizations, Labour and Social Movements, the Graduate Program in Education at UNESP - Marília - SP.
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Broderick, Jane Tingle, and Seong Bock Hong. "Discovering the Properties, Aesthetics, and Concepts Related to Setting up Materials for Exploration." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4197.
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Bueno, Simone. "Uso dos materiais curriculares por professores de Matemática." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20033.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this research, at the doctoral level, we aim to investigate how the curricular materials are used by teachers of Mathematics. The work is characterized by qualitative research. The data were collected from the fieldwork, the material of analysis and observation of the classes of four teachers of Mathematics, in a public school, focusing on the posture of the teacher when using the curricular materials. In order to understand the relationship between teachers and curricular materials, we use the Brown (2009) study, which highlights the resources on each side of the relationship and points out the different types of use: reproduction, adaptation and creation. Complementing our referential, we seek authors who talk about curriculum, Pires (2004, 2008, 2011, 2012), Shulman (1986) and Sacristán (2000). Regarding the factors that influenced teachers in the use of curricular materials, we consider that training, participation in courses after graduation, trust in content, pedagogical knowledge of the subject and collaboration are factors that may have contributed to the way That teachers differed in the use of their materials. In the interactions of the teachers with the curricular materials, we could perceive that in some moments the teachers reproduced, in others they adapted and in the same class improvised. We consider that the results of this research can join to others and contribute to understand what use the teacher makes of the curricular materials and what impacts these materials have in their practice when working in mathematical learning situations
Nesta pesquisa, no nível de doutorado, temos por objetivo investigar de que modo os materiais curriculares são utilizados por professores de Matemática. O trabalho caracteriza-se por pesquisa qualitativa. Os dados foram coletados a partir do trabalho de campo, do material de análise e observação das aulas de quatro professores de Matemática, em uma escola pública, com foco na postura do professor ao utilizar os materiais curriculares. Para compreender a relação das professoras com os materiais curriculares, nos baseamos nos estudos que destacam os recursos de cada lado da relação e apontam os diferentes tipos de uso: a reprodução, adaptação e criação. Complementando nosso referencial, buscamos autores que discorrem sobre currículo. Com relação aos fatores que influenciaram os professores no uso dos materiais curriculares, consideramos que a formação, a participação em cursos após a graduação, a confiança no conteúdo, o conhecimento pedagógico do assunto e a colaboração, são fatores que podem ter contribuído com o modo que os professores diferiram na utilização de seus materiais. Nas interações dos professores com os materiais curriculares, pudemos perceber que em alguns momentos os professores reproduziam, em outros adaptavam e em uma mesma aula improvisavam. Consideramos que os resultados dessa pesquisa possam juntar-se a outras e contribuir para entender que uso o docente faz dos materiais curriculares e que impactos estes materiais têm na sua prática ao trabalhar situações de aprendizagem matemática
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Mattsson, Anna. "Stämmer det överens? : Läroboksanalyser i religionskunskap kopplat till ett specifikt centralt innehåll." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52794.
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Abstract Title: Is it in line? – Textbook analysis in religious studies liked to a specific core content The purpose of this study is to find out how the core content "How different life issues, such as the meaning of life, relationships, love, and sexuality is portrayed in popular culture” (Skolverket, 2011) is handled in three different textbooks within the subject of religion. The textbooks examined are PRIO Religion Stadiebok, Religion och liv 7-9 and Utkik Religion 7-9. These textbooks are published by distinguished publishers and they are common in the Swedish school teaching of religion. The selected textbooks are published after 2011, when the new curriculum in Lgr11 was introduced. The study uses a content analysis as a method. In this case, textbooks linked to the core content of the school subject religion are analyzed. The research questions for this study are: How is the central content "How different life issues, such as the meaning of life, relationships, love, and sexuality is portrayed in popular culture" in the school's religious topic, handled in the textbooks PRIO Religion Stadiebok, Religion och liv 7-9 and Utkik Religion 7-9? How do these three textbooks differ. What consequences may the usage of different textbooks have for different schools? What values are conveyed in the parts that deal with the specified key content? Do the values of the books agree with the school values? The conclusion of this study is that textbooks focus more on some parts then others and they also differ in how they treat the central content.
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Cherbow, Kevin. "Exploring the Teacher-Storyline Relationship: Curricular Design and Enactment for Coherence from the Student Perspective." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109069.
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Thesis advisor: Katherine L. McNeillRecent K-12 science reforms necessitate a shift in curriculum and instruction to support coherence from the students’ perspective. This coherence emerges when students see their science work as addressing and making progress on their questions and problems. Storyline curricular units afford student coherence, but teachers need support to craft coherent instruction from storyline materials. This three-paper dissertation involved research into one teacher’s storyline design work. The first empirical paper explores how one expert teacher interpreted the storyline materials as he planned for enactment. I used interaction and thematic analysis to identify key sources of tension that the teacher engaged with as he made sense of the storyline materials for epistemic agency. Three key sources of tension were: curricular coherence and student coherence-seeking; equitable participation and incremental building of science ideas; and singular or different forms of epistemic agency in discussions. Over time, the teacher grappled more deeply with these tensions and learned to leverage them to share epistemic agency with students. The second empirical paper documents how the same expert teacher designed instruction during enactment as students’ sensemaking diverged from the storyline plans. I engaged in interaction analysis to identify and describe particular episodes of storyline activity where the teacher shared epistemic agency with students in these divergences. The teacher engaged in principled improvisation related to the students’ interactive role, the science ideas they raised, and the experimental errors they experienced. Each episode involved the teacher’s efforts to work with students' divergences with an eye toward leveraging the storyline designs to share epistemic agency. The third paper, which is conceptual, provides an initial image of the Teacher-Storyline relationship. This relationship involves the teacher’s use of storyline materials to design and enact instruction with the goal to be coherent for students. The relationship concerns the teacher, the storyline materials, the participatory interactions between the two, and the subsequent planned and enacted storyline that is an outgrowth of this relationship. It has implications for ‘opening up’ curricular materials and for designing curriculum-based professional learning
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Broderick, Jane Tingle, and Seong Bock Hong. "Phases of Discovery with Materials Exploration: Properties, Aesthetics, Conceptual Links and More." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4214.
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Lotz, Heila Betrie. "The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project." Thesis, Stellenbosch : Stellenbosch University, 1996. http://hdl.handle.net/10019.1/55264.
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Thesis (PhD)--Stellenbosch University, 1996.One copy microfiche.
ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research question in the assumptions and ideals of the critical inquiry paradigm and socially critical environmental education. This research represents an atlemptto clarifY the assumptions and orientations of socially critical environmental education as a possible 'tangible alternative' to modernist models of environmental education and educational change in a South African context. Through this project environmental education materials development emerged as a reflexive and responsive process of change in which I was able to work with teachers with in local contexts to develop resource materials which may contribute to the development of quality education and the transformation of the junior primary school phase. The emerging central thesis of this report is an ongoing questioning of the notion of participation, and a realisation of the complexities of establishing conditions for authentic participation in materials development, curriculum development and research contexts, Phase one of this research report describes a journey of inquiry toward" socially critical environmental education. This phase portrays a growing understanding of environmental education and is focused on the development of a participatory orientation to materials development. Phase two of this research journey illustrates a critical and reflexive stance to the 'weaknesses' identified in the first phase of the project. The interdependence of curriculum development, materials development and in service teacher education is explored. This phase of the research is presented as a journey with in socially critical environmental education and reflects ongoing praxis and engagement with in the assumptions of critical theory and socially critical environmental education. In phase two and three, the development of a critically reflexive stance to the assumptions guiding this study is described, and a shift in possible research orientations is highlighted. Further possibilities for research journeys beyond socially critical environmental education are presented in phase three through a tentative critique of the first two phases of this research project. This research report offers a brief insight into some of the complexities of change in the formal education sector. It demonstrates that confronting the challenges and complexities of change in realistic and meaningful ways is possibly one of the most daunting realities facing South Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a history of mis-education and poor education, decades of social separation and increasing socioecological degradation and risk.
AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling, gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar. Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling, kurrikulumontwikkeling en navorsingsverbande. Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling, materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek. Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van 'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n tentatiewe kritiek op die eerste twee fases van die navorsingsprojek. Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding, dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.