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Rafea, Ahmed Mohammed. "Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.
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Cheng, Sze-chiu, and 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.
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Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.
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Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.
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This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
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Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.
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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher.
Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently.
Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship.
Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Haindongo, Nyeuvo-Saima. "Environmental education in Namibia : a case study of the biology teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80173.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools.
AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE. Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik. Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.
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Lo, Tang Yim-man, and 羅鄧艷文. "A study of the dissemination activities used in a centralized education system: the case of the new 1989certificate level geography curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955824.
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Brooks, Steven K. "Canadian History 1201, a case study in senior high social studies curriculum development in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34167.pdf.
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Yuen, Suk-kwan, and 袁淑筠. "School-based curriculum development: a case study in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35520383.
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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.
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Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.
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In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts.
Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers.
Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions.
The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences.
Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation.
The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.
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Wilkinson, Warren George. "Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schools." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003470.
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The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
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Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.
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This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
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Xie, Shaohua. "Links between devolution and changes in curriculum policy : a case study of year 8-10 social studies curriculum in Western Australia since 1987." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/975.
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This study investigates the links between devolution and Year 8-10 Society and Environment (SAE) curriculum policy in Western Australia (WA) since 1987. It explores whether changes to the structure within which SAE resides, the process through which curriculum decision making occurs, and the content of SAE are consistent with the principles and practice of devolution. An attempt is made in the study to determine whether these changes would have occurred anyway, even if devolution had not been introduced. The investigation is based on a radical humanist model of social inquiry, As such, it uses a critical theory conceptual framework to inform a qualitative research paradigm. Two sources provide qualitative data for the study, namely, interviews and documentary material. The interview material comes from discussions with twenty six senior education officers, school staff, academics and other stakeholders. The documentary material includes key system-wide policy documents, Year 8-10 curriculum frameworks, guidelines and syllabi, and relevant school level publications. Generally, the analysis of data gained from those two sources support the claims made by critical theorists about the impact of devolution upon curriculum policy. More specifically, the findings show that in WA, since 1987, state curriculum development has contributed to a reinforcement of social control, a widening of social inequality and an intensification of the school's role as an agent of narrowly defined economic interests. These links are shown to be consistent with the critical theory argument that devolution is underpinned by corporate managerialism and that it involves not only a decentralisation of responsibility but also a recentralization of power. The study concludes by suggesting that the implications of WA's experience of devolution for China depend largely on whether China's context and needs are examined in terms of a consensus model or a critical theory model of society.
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So, Fong-mei, and 蘇芳美. "The development of a school-based curriculum project in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963511.
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Rowan, Andre. "Teachers as curriculum developers : a case study of natural sciences teachers in a school district." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2566.
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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.
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Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
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Thesis (PhD (Education)--University of Stellenbosch, 2006.287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
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Tundzi, Kenneth Simphiwe Vuyisa. "An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003524.
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With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
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Weems, Cathy Jo. "Site-based Curricular Decision Making : A Case Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277991/.
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Garnett, Pamela J. "Science laboratory investigations in year 9: Instruction and assessment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/983.
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The purpose of this research was to develop, implement and evaluate science investigation work based on a cognitive apprenticeship model of instruction and 'linked' to different assessment procedures. Data were gathered to evaluate the effects of the instruction and approaches to assessment on teachers and students, and on the development of students' investigation competency. Year 9 students performed six science investigations in which they examined a relationship between variables. Groups of three students worked together to choose the independent variable, plan their investigation, collect and analyse their data, and to evaluate their findings. The cognitive apprenticeship model of instruction included teacher modelling, coaching, scaffolding and fading, articulating and involving students in self-reflective and metacognitive practices. The three classes which participated in the study (n = 66) experienced different assessment regimes, teacher assessed and norm referenced, teacher assessed and criterion referenced and student assessed and criterion referenced assessment. The study was a naturalistic inquiry and data were collected from numerous sources including a pre and pastiest pencil and paper Test of Science Investigation Skills, pre and post test investigations in which students were assessed from their written responses on an Investigation Planning and Report Sheet, student questionnaires, teacher and student group interviews, and audio and video data. The qualitative data were summarised and interpreted as 76 assertions relating to the themes of the research; investigation competencies, the cognitive apprenticeship model of instruction and the assessment regimes. Sixteen general assertions which were considered to be more genera research findings were then formulated. Students' investigation competencies improved significantly as determined by their pre and post test performances on the Test of Science Investigation Skills, and by their performances on the Investigation Planning and Report Sheet. In addition to improving specific investigation competencies such as planning and conducting investigations, processing data and evaluating investigations, students also perceived that they improved social and workplace skills including working cooperatively, attending to detail, managing time and being organised. Difficulties students experienced in performing investigations were also identified. Based on improved students' performance, the cognitive apprenticeship model of instruction could be deemed as effective in teaching and learning science investigation competencies. As implemented in the study, weaknesses in the implementation of teacher modelling were exposed and it was suggested that modelling would be more beneficial if it were to occur in response to requests from students rather than at the behest of the teacher as an introduction to a learning activity. Classes experiencing teacher assessment, both norm referenced and criterion referenced, achieved similar gains in investigation competencies and the feedback to students following these assessments was similar in quality and quantity. Students in the student assessed criterion referenced class made more modest improvements in Planning investigations and Conducting investigations. These students lacked opportunities for high quality teacher feedback. Clearly these data need to be interpreted with caution because other factors in the learning milieu were not controlled. The implications arising from the research for classroom practice addressed factors contributing to science investigation competency, the cognitive apprenticeship model of instruction and the assessment of science investigations.
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Wan, Wai-po Eunice, and 溫慧寶. "Perceptions of curriculum leadership in a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203359.
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Amukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.
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This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
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Lui, Man-ho Joseph, and 雷文浩. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195733X.
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Neaman, Evelyn. "Effects of a cultural curriculum in changing children's inter-ethnic attitudes." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26890.
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Multicultural education is a nebulous term steeped in
cultural assumptions and perhaps political rhetoric. Over time, it has been repeatedly addressed through policy statements and learning materials. In order to move beyond mere rhetoric, the awareness generated from studies and research must be effectively implemented through carefully designed educational programs.
Such programs may assume a variety of approaches, however the literature suggests appreciation for cultural diversity is most likely to be achieved through presentation of cultural similarities, insider perspectives, primary materials and cross cultural contact.
To this end, Spotlight On Jewish Canadians was designed to foster cross cultural communication and to generate appreciation for living in a multicultural society. The purpose of the study was to evaluate the effectiveness of a curriculum premised on the afore-mentioned principles and to report on its findings.
A quasi-experimental research design involving four teachers and ninety-six students was developed and implemented. Four methods were used to collect data. Two pencil and paper tests, classroom observations and teacher evaluations were analyzed to see what effect, if any, the unit had on the students involved.
The results of the pencil and paper tests indicated that there was as a significant increase in students pride in heritage as a result of the unit, but no significant increase in students preference for to social diversity was evident. It should be noted that the unit focussed on Jewish Canadians but the measure assessed acceptance of social diversity in general. However classroom observations and teacher evaluations contradicted the findings of the preference for social diversity measure. In general the teachers found the unit to be helpful in making their students more accepting of social diversity as well as increasing pride towards students own cultures.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.
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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.Microsoft� Word 2010
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Coe, Karen Lee. "The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3984.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research.
AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.
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Wolthers, Timothy James. "A case study of one special interest group moulding student attitudes through its school program : salmonids in the classroom." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28311.
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In public education, it is not possible to present school programs that will satisfy all the external groups from society. When an outside interest group perceives a need that is lacking in the schools' curriculum, it may petition the ministry of education or the local school board to include its need into the curricula. Another method to influence or insert its point of view is for the interest group to produce its own curriculum for a school program. This study investigated the impact of one outside interest group as it attempts to modify students' attitudes through its school program, Salmonids in the Classroom. Werner's description of editorial criticism permitted examination with a political perspective, of the resource package, Salmonids in the Classroom. The methodology of this analysis permitted a view of the goals and values espoused and hidden in a school program and how those goals and values were modified as they are passed from the program sponsors through the developers to the teachers. To determine the effects of the Salmonids in the Classroom Program upon student attitudes toward the salmonid resource, a Likert-type instrument using a slide show was used. To understand children's beliefs and attitudes about the salmonid resource, student interviews were conducted with some students after they were exposed to the Salmonids in the Classroom Program. This study confirms that a special interest group can sponsor a school program and modify student attitudes to be more supportive of the interest group's programs and goals. This study may be useful not only to teachers to assist in clarifying their role with the special interest group's school program, but it may also be useful to special interest groups who may be planning ways to influence the public through the school system.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Swart, Claudia. "An analysis of the tourism curriculum at Boland College : what the tourism industry in Stellenbosch requires from entry level college employees." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85827.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes.
AFRIKAANSE OPSOMMING: Studente ontvang ‘n kwalifikasie in Toerisme nadat hulle die Nasionale Sertifikate N4 – N6 in Toerisme voltooi het. Ek werk die afgelope 12 jaar as toerismedosent by Boland Kollege Stellenbosch Kampus. Gedurende die afgelope paar jaar het ek gevind dat studente sukkel om werk te kry in die toerismebedryf nadat hulle hul studies voltooi het. Die nasionale toerisme-kurrikulum wat by VOO Kolleges aangebied word, is in 1995 geïmplementeer en die laaste keer in 2001 hernu en boonop slegs in sekere vakke. Die toerismebedryf is egter ‘n lewendige, vinnig-veranderende industrie in direkte teenstelling met die statiese, onveranderde kurrikulum wat oënskynlik nie sensitief genoeg is vir die behoeftes van die toerismebedryf nie. Die doel van hierdie studie was om vas te stel in watter mate die huidige nasionale toerisme-kurrikulum ooreenstem, of nie ooreenstem nie, met wat die toerismebedryf in Stellenbosch verwag van intreevlak-werknemers in terme van verwagte vaardighede, kennis en houdings. Kwalitatiewe metodes is gebruik om data te genereer en onderhoude is gevoer met werkgewers wat die toerismebedryf in Stellenbosch verteenwoordig asook gegradueerdes en dosente van Boland Kollege. Daar is hoofsaaklik gebruik gemaak van semi-gestruktueerde onderhoude. Die data-analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n genoteerde Excel-ontledingstaat. Die resultate van die studie dui op spesifieke aspekte van die nasionale toerisme kurrikulum wat nie ooreenstem met die verwagtinge en behoeftes wat die toerisme-industrie in Stellenbosch het van intreevlak werknemers in terme van vaardighede, kennis en houdings nie.
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Songqwaru, Nonyameko Zintle. "Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006842.
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In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
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Asino, Tomas. "An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.
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The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
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Wilmot, Pamela Dianne. "Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003677.
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The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
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王鳳影. "教師進行課程統整改革之個案研究 : 以大學與小學合作下的常識科為例." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2323037.
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Awoshakin, Olatokunbo A. "Higher Education, Citizens Engagement and Economic Development Work at the Grassroots: A Case Study of Dayton, Southwest Ohio." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366824546.
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Mvula-Jamela, Lungiswa Gwen. "Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008376.
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The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
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Kruger, Richard Alfred. "Beginsels en kriteria vir kurrikulumontwerp." Thesis, 2014. http://hdl.handle.net/10210/11816.
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D.Ed. (Didactic Education)This study is primarily concerned with the notion that curricula can generally be made more viable. Research into the problematic of viable curricula has brought the author to the conclusion that viability of teaching programmes can be traced back to definite PRINCIPLES for curriculum design. The first of the principles which has received prominent attention is that of SITUATION ANALYSIS. It is pointed out that an analysis of all the determinants of a given situation for which a curriculum is to be designed gives a clear indication of what AIMS, GOALS or OBJECTIVES are to be pursued, provided such an analysis cuts to the bone. The aims, in turn point to CONTENTS that are to be handled in the course of the operations. There is a very intimate relationship between aims and content; in the teaching-learning context.
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"Decision discourse as politics of control a case study of the school-based curriculum tailoring scheme catering for student learning (China)." 2002. http://library.cuhk.edu.hk/record=b6073480.
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"July 2002."Thesis (Ph.D.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (p. 420-466).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
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"中國大陸課程政策實施研究: 以制度理論視角探討"研究性學習"政策在A市的實施狀況." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074695.
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Finally, by basing its analysis on theories of institutional change, this study provides explanation for two phenomena that emerge from the process of curriculum implementation: formalism in the implementation strategies that attempt to cope with policy requirements and the lack of change in the curriculum deal to difficulties encountered. In light of the aforesaid phenomena, policy recommendations are given for the advancement of curriculum reform.Secondly, the said pattern of behavior can be explained by institutional factors that have played a substantial role in the implementation process. Guided by a theoretical framework proposed by Scott (2001), this study uses its concepts and propositions to illustrate the institutional resources that are present in the practices of sampled schools and illuminates the institutional mechanisms that are at work.
Since 2001, a new round of curriculum reform was initiated in the Chinese Mainland. In the process of implementation, the reform endeavor has encountered a lot of difficulties. For those scholars who are interested in the reform of Chinese education, achieving an understanding of these difficulties has become their common pursuit.
Thirdly, the nature of the institution that influences the implementation of school curriculum is constituted by the interaction of stakeholders, namely, schools, government, higher institutions, parents, and the media. Through interaction, these stakeholders reach compromises in an "organization field" which in turn contribute to the formation of the institution.
This study approaches education reform from the perspective of policy implementation. It adopts the theoretical lens of neo-institutionalism and examines the implementation of "research based learning" in the schools of District A. As a new form of learning, "research based learning" is heralded as one of the major theme of the new school curriculum. Through the analysis of data collected through interviews and field observation, this study yields results that are presented in the paragraphs below.
To begin with, research has unearthed an obvious "isomorphism" in the reform practices in different schools. The study finds that there is a stable pattern of behavior that is discernible in the implementation process of curriculum reform. This pattern of behavior is commonly shared by different schools engaged in the reform process.
柯政.
Advisers: Leslie Lo; Wing-kwong Tsang.
Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1903.
Thesis (doctoral)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 243-261).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Ke Zheng.
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"Pre-service EFL teacher education in Mainland China: case studies of BA/TEFL curriculum development." Thesis, 2005. http://library.cuhk.edu.hk/record=b6073952.
Full textAbstract:
Following a constructivist paradigm, the research employed a case study approach combining qualitative and quantitative research methods to explore the process of curriculum development of two BA/TEFL programs in Mainland China. Research data sources included questionnaire responses, interview data, university archives and documents, and field notes from case-site visits. The questionnaire survey was completed by 137 graduating student teachers and 86 past graduates teaching in secondary schools, from both programs. Altogether 54 stakeholders in the programs, i.e. program heads, teacher educators, student teachers, past graduates and employers, were interviewed to find out their opinions about strengths and weaknesses of the programs. Content analysis was carried out to identify the salient features of the curriculum planning process, which included decision-making features and degree of involvement by various stakeholders.The research findings shed light on our understanding of the process of curriculum planning and revision of BA/TEFL pre-service teacher education programs in normal universities in China. They have helped raise awareness that curricular decisions directly affect the degree of student teachers' preparedness for their future teaching profession. Therefore, it is very important for curriculum decision-makers to identify and cater for the needs of program recipients in the process of curriculum development.
The results revealed that the curriculum processes at both BA/TEFL programs followed a primarily top-down approach, and the program heads played an essential role throughout the entire process. Teacher educators and student teachers were not very actively involved. Past graduates and schools that employed the graduates were almost never consulted about the curriculum. The findings also revealed that student teachers from the two case sites held different attitudes towards their learning and professional preparation in their respective programs; this was largely due to the variations in the curricula. Factors such as student in-take, the educational backgrounds of the teacher educators and the approaches adopted for the English language enhancement courses may also have contributed to the cultivation of pre-service teacher qualities.
This research focused on the curriculum planning process of BA/TEFL programs at normal universities in Mainland China. It aimed to examine the procedures that each program followed in curriculum improvement, especially with regard to the level of involvement of different stakeholders and other possible factors, which had an impact on the curriculum decisions. This study was conducted because there was a pressing need to improve pre-service teacher education programs in the Chinese educational context, and curriculum development was of primary importance.
This research has implications for the curriculum development of BA/TEFL programs not only in normal universities but also comprehensive universities that have started teacher education practice. It also has indicated that there is a need to develop TEFL professional standards in the Chinese context, which would inform the curriculum improvements of the BA/TEFL programs in terms of the forming and revision of the curriculum goals and objectives.
Wu Zunmin.
"June 2005."
Adviser: Jane Jackson.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (p. 296-312).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
School code: 1307.
39
Van, der Watt Heinrich Collen. "'n Kurrikulum vir beroepsgesondheid en veiligheidsopleiding." Thesis, 2012. http://hdl.handle.net/10210/6054.
Full textAbstract:
M.Ed.The building and construction industry is currently hampered by an unacceptably high number of incidents (accidents) which occur in the industry yearly. This results in huge financial and labour losses. Training of workers in occupational health and safety could address some of the causes of these incidents (accidents). In order to provide relevant and effective training for this industry their training needs regarding occupational health and safety training need to be determined. Based on these needs guidelines could be set to ensure the development of applicable training. In this study the needs of the building and construction industry is determined from which the researcher provides guidelines for curriculum development. The first chapter provides an introductory orientation to the study and provides an overview of incidents (accidents) in the building and construction industry. Chapter two is devoted to a literature study of occupational health and safety. Chapter three consists of a literature study with the aim to provide parameters for the empirical research component in the study. In chapter four the empirical data, collected by means of qualitative research, is analysed. Chapter five relates the findings of the study to the theory of curriculum development. In conclusion chapter six consists of conclusions and recommended guidelines for the development of an occupational health and safety curriculum for the building and construction industry, which forms the product of this study. The value of this study is that the guidelines provided are the result of empirical qualitative research conducted with various role-players in the building and construction industry. Therefore the results are the perceptions and opinions of the role-players in the industry and not the direct assumptions of the researcher.
40
Bu, Nailin. "A synthetic and geocentric model of organizational management applied to curriculum planning for management education in the PRC : the case of MOFERT." Thesis, 1992. http://hdl.handle.net/2429/2915.
Full textAbstract:
This study is an attempt to outline an overall
curriculum plan for the management education programs of the
People’s Republic of China (PRC), which would be adapted to
the needs of the country while drawing on knowledge and
resources from the West. This study also searches for an
analytical tool to facilitate cross-national comparisons in
areas of management.
A need-based curriculum planning process is followed,
which focuses on the discrepancies between the actual and
required managerial capabilities in the PRC. A framework
conceptualizing the nature of management is proposed to
provide an overall structure for examining the needs for
management training.
It is suggested in this framework that national
characteristics affect organizational environments, which in
turn influence the nature of organizational management. It
is further suggested that organizational environments in
various national contexts be examined from two perspectives:
(a) internal vs. external, and (b) technical vs.
institutional. Effective management involves forming and
implementing strategies and tactics which would balance all
aspects of organizational environments within a particular
context.
Based on the framework, the management of PRC’s
enterprises involves reconciling economic with ideological
and social criteria, as well as reconciling the interests of
the state and the community, and of the organizational
members. This perspective on management in the PRC is
partially tested through a questionnaire survey administered
to a sample of PRC managers from the Ministry of Foreign
Economic Relations and Trade (MOFERT). The survey results
support the notion that, to succeed in the PRC, it is
important not only to manage the technical but also the
institutional aspects of organizational environments.
The questionnaire also surveyed MOFERT managers’ self-
reported managerial capabilities to uncover the overall and
the differentiated needs for training among managers from
various backgrounds. As predicted, MOFERT managers recognize
their skill deficiency in all aspects of management
identified. This echoes the widespread recognition of the
urgent need for upgrading managerial skills in the PRC.
The survey results indicate the extent to which
managers’ different backgrounds contribute to their
capabilities of dealing with various aspects of management.
MOFERT managers having tertiary education, contrary to the
prediction, do not report more confidence in fulfilling
managerial tasks which are supposedly highly related to
their specific disciplines of technical and professional
training. On the other hand, managers’ work experience,
connections with government agencies, and/or sympathy with
the official ideology are shown to contribute, in general,
to better capabilities in aspects of management requiring
more behavioral and political as opposed to technical
skills. However, those same managers report no more
confidence than other managers in dealing with aspects of
management which, though still calling for political skills,
are dramatically affected by the current economic reforms in
the PRC.
Based on conceptual and empirical analyses, curriculum
plans are recommended for the various levels of business
administration programs of the PRC. The extent of
transferability of existing Western teaching materials in
various subject areas are also discussed.
While this study focuses primarily on the content issue
of management education in the PRC, the proposed framework
has much broader implications in both topical and
geographical terms. It synthesizes various contemporary
advancements in organizational research, enabling a holistic
view of organizational management. It is also geocentric in
orientation, enabling genuine cross-cultural comparisons and
contrasts. Hopefully, the framework provides a general model
for systematic analyses of cross-national similarities and
differences in organizational management.
41
Sibaya, Duduzile Christinah. "Learners with learning difficulties in mathematics : attitudes, curriculum and methods of teaching mathematics." Thesis, 2012. http://hdl.handle.net/10210/6965.
Full textAbstract:
D.Ed.The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activities and multiracial schools
42
Dyne, Karen Lea. "Integrated curricular programming for art education : a comparative study." Thesis, 1995. http://hdl.handle.net/2429/3947.
Full textAbstract:
This qualitative study compares an "integrated" art program
with a "discipline-oriented" art program at the grade eight
level in two Ontario public schools. Data were collected
through ethnographic interview and observation. The
comparison is based upon the intentional, curricular, structural and evaluative dimensions of schooling as outlined
by Eisner (1991). The study indicates that integrative practices are complex and multi- dimensional. Integrated
outcomes occur and may be cultivated within a discipline-oriented school structure.
43
Mutereko, Sybert. "Policy implementation and street-level bureaucrats' discretion, autonomy and coping mechanisms : a case study of national curriculum statements at a school in Pietermaritzburg." Thesis, 2009. http://hdl.handle.net/10413/638.
Full text
44
"學校課程領導對教師投入新課程改革的影響: 中國內地一所小學的個案研究." Thesis, 2005. http://library.cuhk.edu.hk/record=b6074019.
Full textAbstract:
As called New Curriculum Reform (NCR), a nation-wide curriculum reform has been implemented since the Guidelines for Curriculum Reform of Basic Education (trial version) issued by the Ministry of Education of The People's Republic of China in June 2001. Considering the background of the reform and cultural tradition, the importance of school curriculum leadership and teachers' commitment to the reform was notified. The purpose of the present research is to explore the impact of school curriculum leadership on teachers' commitment to NCR. The following three research questions have been formulated to guide my research: (1) What are the main reasons that influence teachers' commitment to NCR? (2) What strategies and measures do school curriculum leaders adopt in the process of implementation of NCR? (3) What is the impact on teachers' commitment to NCR of such strategies and measures?Qualitative case study methods were adopted in this study. A primary school which started to carry out the reform in September 2001 has been chosen as the case. Three months has been spent in the field. Research methods include conducting participant observation, document collection and in-depth interviews. Grounded theory method was used to code and analyze data. And triangulation and participants checks were used to clarify the validity issue.
The present research shows that primary teacher's commitment to NCR is a strategic selection process with a deep-seated psychological mechanism of identity work. In such a process, teachers have to deal with the more complex working context and social context brought by NCR and the development of society. Only when they are able to cope with both contexts will they commit to NCR. Faced with contradictions and conflicts, school curriculum leadership will turn to impression management as a major strategy. However, there is a conflict between the school curriculum leadership aimed at impression management and teachers' commitment with a deeply psychological mechanism of identity work. Thus the school leadership makes very little positive impact on teachers' commitment to NCR as showing in the case study. On the contrary, some negative impacts have been identified.
The present study deeply analyzed the response of school curriculum leaders and teachers in the process of curriculum reform implementation in Chinese culture. How they interact in the reform also has been discovered and thus made the study significant in both theory and practice. Some knowledge-base for further study was also provided in the study.
于澤元.
論文(哲學博士)--香港中文大學, 2005.
參考文獻(p. 339-382).
Adviser: Wong Hin Wah.
Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2455.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts also in English.
School code: 1307.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005.
Can kao wen xian (p. 339-382).
Yu Zeyuan.
45
Kaphe, Gabriel Kaphe. "Managing curriculum change : a study of six secondary schools in Maseru, Lesotho." Diss., 2017. http://hdl.handle.net/10500/25503.
Full textAbstract:
The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru district. The study is qualitative in nature and employed a case study to investigate principals’ experiences with the LGCSE curriculum change. This study used Kotter’s theory of change management as a theoretical foundation for the analysis of the data. Semi-structured in-depth –interviews and non-participant observations were used to collect data. A total of six principals from urban and rural secondary schools were interviewed and observed. Content analysis was employed to analyse data in this study.
The findings revealed that the secondary school principals in the Maseru district lack skills and knowledge to manage the LGCSE curriculum change. The findings showed that the majority of the principals were not thoroughly trained on how to manage and implement the LGCSE. The principals needed continuous support from the Ministry of Education and Training. There was also a need for relevant and adequate resources to support curriculum changes. This study revealed that most principals delegated the instructional roles to the Head of Departments and the deputy principals to manage lesson plans, selection of teaching and learning materials as well as monitoring lesson presentations. This study found that most principals concentrated on administrative roles. Team work and school based workshops were found to be the strategies that principals used to manage the LGCSE curriculum change.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
46
"中一級中文科新課程課程決定的個案研究." Thesis, 2008. http://library.cuhk.edu.hk/record=b6074558.
Full textAbstract:
Recommendations have been given in the areas of teachers, the subject and the school according to the data collected in the study. Teachers need to change their attitude towards the use of course books, otherwise, a comprehensive degree (i.e., breadth and depth) of curriculum decision making is hard to be developed. The subject team should utilize the common planning period more effectively by designating targets and developing a work routine. It is also crucial to establish a harmonious working relationship within the team while the panel chairperson is required to lead a professional role. Teachers' professional developments should go hand-in-hand with curriculum development and more efforts should be focused on integrating scattered strengths into the team. At school level, more support should be given to curriculum decision making policy and its culture. Moreover, more professional development opportunities should be provided. (Abstract shortened by UMI.)The New Edition of the Chinese Language Curriculum was introduced in all secondary schools in September 2002. Major features of the reform cultivate the migration from a single model passage to a more holistic teaching unit, teaching focus has switched from just reading and writing to comprehensive aspects of speaking, reading, listening and writing. While the role of a teacher has shifted from dominating to facilitating, the role of the students has shifted from a passive receptor to an active learner. The aim of language teaching has changed from imparting language knowledge to cultivating generic skills. As a whole, the New Edition of the Chinese Language Curriculum has extended the work scope of the teachers in their curriculum and teaching decision making. For instance, they are able to adjust the course books according to the circumstances of the school. Adjusting the course books or developing school specific teaching resources is a complicated task which requires co-operation and creative input of the teachers. With this in mind, some schools have started the reform of the Chinese Language subject by allocating a common planning period, making room for the teachers to increase their opportunities in curriculum input and decision making.
The present research started in the second year after the introduction of the New Edition of the Chinese Language Curriculum. By applying qualitative research methods, five schools were chosen as case studies, with the teachers of Secondary One as research target, to explore the state of teachers' participation in the curriculum decision making, to understand how the curriculum decisions were made within a subject team, and to investigate the factors influencing the decision making. The data was collected via interviews, participatory observations and document analysis.
The study has concluded six points. (1) Sparing a common planning period by schools cannot guarantee the quality of curriculum decision making. (2) Teachers' degree of understanding towards the curriculum affects their decision making on curriculum content. (3) Teachers' viewpoints on course books will affect their decision making on curriculum content too. (4) The sense of co-operation determines the degree of contribution and involvement by the teacher in the curriculum decision making. (5) The leadership and co-ordination of a panel chairperson is crucial to cultivate a harmonious working relationship between team members. (6) The factors affecting a school are inter-related.
The study reveals that at present, schools have not carried out any restructuring because of individual subject reforms. The common planning period in certain schools is merely the subject policy, not a unified policy in the school. While it has contributed to the significant opportunity for teachers to participate in curriculum decision making, the policy cannot guarantee the quality of the decisions. There are a few fundamental issues which determine whether a curriculum decision making can be developed to a profound and extensive degree. The teachers must be well prepared for the new curriculum by having participated in the pilot program organized by the Education and Manpower Bureau at the time; the subject team must use the common planning period effectively by developing a work routine, and by distributing responsibilities among teachers in the team to make sure that they are engaged and able to contribute; the subject teaching attribution should focus on and reflect the needs of the students as well as the implementation of changes in the curriculum to improve teaching; and lastly, in addition to providing teachers with a common planning period, the school also needs to allocate more resources in the theme of policy making, such as flexible timetables and on-going professional development opportunities. If these factors are missing in the academic subject, teachers will rely heavily on course books and when dealing with curriculum content decision making, they will seldom consider other elements, such as teaching methodology and teaching activities, in a curriculum.
高慕蓮.
Adviser: Lee Chi Kin.
Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0787.
Thesis (doctoral)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (p. 489-508).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Gao Mulian.
47
Kyahurwa, Oliva. "The challenges faced by primary school principals in curriculum management : a case of Region C in Gauteng Province." Diss., 2013. http://hdl.handle.net/10500/10626.
Full textAbstract:
Post-1994 South Africa adopted a new education system that would break the past practices of the apartheid education system. The immense disparity in the provision of education for the vast majority of South Africans was the main reason for educational transformation. Curriculum change emerged as key focus in restructuring the educational system and strong emphasis was placed on effective management and leadership of curriculum in schools. The changes in curriculum meant that school principals had to operate within new paradigms of management and leadership of curriculum; this potentially brought about many challenges.
A qualitative research design was employed to answer the research questions which would be integrated with the aim of the study in a logical way. The aim of the study was to explore the challenges faced by primary school principals in curriculum management. Data was generated by means of open-ended interview questions and non-participative observation to provide a rich description and explanation of what challenges principals face in managing the curriculum in their particular contexts.
The literature review revealed that principals do face many challenges in the quest to effectively manage the curriculum to achieve the desired goals. As curriculum leaders, they have an important role to play in setting the tone to provide direction, executing their roles as both curriculum leaders and managers, and building democratic schools. To keep up and cope effectively with the constant and rapid educational change, principals are also urged to be supportive, demonstrate supporting leadership and professionalism, and acquire new learning and thinking skills to manage the curriculum. Therefore, by developing a better understanding of the curriculum, the principal will be able to give effective direction and empower his staff, by guiding and supporting them in curriculum practices.
Ironically, leadership skills are essential for providing effective leadership; the leader must possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they know when to be directive and when to act within a collaborative framework. The research findings indicated that principals try to fulfil their roles and responsibilities as curriculum leaders but face some challenges such as lack of knowledge, resources, low motivation of educators and a large workload, among others. The study concludes by pointing out that although principals try to perform their roles and responsibilities as curriculum leaders, they still require training and ongoing support to execute certain aspects of their duties.Educational Leadership and Management
M. Ed. (Education Management)
48
"中國大陸統整課程的教師信念: 兩所學校的個案研究." Thesis, 2007. http://library.cuhk.edu.hk/record=b6074177.
Full textAbstract:
Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities.The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes?
The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system.
This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs.
張爽.
呈交日期: 2006年11月.
論文(哲學博士)--香港中文大學, 2007.
參考文獻(p. 369-384).
Cheng jiao ri qi: 2006 nian 11 yue.
Adviser: Lam Chi Chung.
Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007.
Can kao wen xian (p. 369-384).
Zhang Shuang.
49
"中國大陸新課程改革背景下教師實踐反思的個案研究." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074305.
Full textAbstract:
Furthermore, whether they have the conscious and courage to break through the restraint which is given by the educational bureau and the school or not, they could be divided into two categories: the dependent inner-control empowerment and the transcendent inner-control empowerment. For example, if teachers confine their reflection within the existing value norm, we describe it as dependent inner-control empowerment. As for the LATQ teachers, they possess outer-control empowerment which makes teachers analyze and judge their own teaching practice from others' standards. (Abstract shortened by UMI.)Lastly, in terms of how practical reflections influence teachers' professional development, the reflections of HTQ and LATQ teachers share a common characteristic. That is, they are both an active learning process of the teachers, even though the reflections are the results of outside forces. And the differences among the two groups of teachers are as follows: (a) the HTQ teachers look at their own professional experiences as the important basis reflection. (b) In terms of the process of reflection, the outcomes of the point by point summarizing process lead to the incremental change in teaching style while the outcome of systematic inquiry is the fundamental change in the renovation of espoused theories and theory-in-use. (c) As for the HTQ teachers, the ability of understanding, controlling and creating practice from reflections has given them inner-control empowerment.
Secondly, practical reflection results from the interaction between teachers' habitus and school field. The main factors in teachers' habitus that influence teachers' practical reflection are the attitudes and motivations of teachers' professional development, educational beliefs, the time of reflection and the competence of inquiry. The main factors in school field that influence teachers' practical reflection include principals' assumption of teachers' learning motivation (compelling), the need of school image management (performance), freedom for teachers' professional development (freedom), the concept of teaching and learning (focus on student learning) and teachers' culture (learning & communication).
The great demands of creative talents in knowledge economy and the pursuit of better humanistic teaching and learning challenge teachers' professional competency. Teachers are expected to be more adaptive and creative in curriculum implementation. Theoretically, teachers' practical reflection is the process of curriculum deliberation and creation. In this context, the inquiry into practical reflection has important theoretical contributions on how to advance curriculum implementation and teacher professional development.
The main research findings are as follows: Firstly, there are intrinsic differences in contents, levels and process of practical reflection between HTQ and LATQ teachers.
The present study addresses the following three questions. (1) What practical reflection has been done in curriculum implementation? (2) Which factors influence teachers' practical reflection? (3) How practical reflection affects teachers' professional development?
趙明仁.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 261-272).
Adviser: Hin Wah Wong.
Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0869.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 261-272).
Zhao Mingren.
50
Kashora, Phoebe. "Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College." Thesis, 2015. http://hdl.handle.net/10500/19666.
Full textAbstract:
The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed.
The major finding revealed that a lack of recognition of the adult education programme by
superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be
attributable to the absence of any national lifelong learning policy, ZSC policy framework,
institutional structural conditions, and non–participatory curriculum development process and
also to other associated barriers. The non-existence of the national and local policies on adult
education was found to be negatively affecting not only participation but also the quality of the
content provision because a lifelong learning policy framework is supposed to be informing
design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the
country and adult education programmes at ZCS are to be removed.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)