Dissertations / Theses on the topic 'Curriculum planning Victoria Decision making'

In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++
the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

The Queensland Education Department is presently committed to fostering genuine partnerships between schools, and the parents and communities they serve. Part of this commitment has involved inviting parents to participate in collaborative decision-making regarding curriculum issues at the school level. This thesis is a case study of a School Community Consultative Committee engaging in collaborative decision-making about a school Human Relationships Education program. The committee, involving parents and teachers, was guided by the departmental document entitled Policy and Guidelines Statement for Human Relationships Education in Queensland Schools [Qld Education Dept 1988]. Using qualitative research methods, this study investigates the participation and collaboration occurring on this committee, through the recollections of serving members. The analysis of the interview transcripts, aided by use of the NUD.IST. computer software program, revealed that evidence of parent participation on such a committee need not indicate that a truly collaborative decision-making process is occurring. Many issues were identified as able to 1mpmge upon the scope and depth of collaboration. In this case, teachers and parents having differing levels of knowledge, applicable to the committees' work, was a salient issue. This knowledge was identified as pertaining to the organisational culture of schools. The knowledge differential, combined with the pressures of time, resulted in the scope of the parents' participative role being limited, and therefore the collaboration occurring also being limited. This study suggests that successful collaboration needs to include an expectation for participation that correlates, to a degree, with the parents' knowledge of the organisational culture of schools, and the teachers' knowledge of implementing participative and collaborative mechanisms. It is recommended that each of these elements be developed, so that expectations for high levels of participation coincide with high levels of knowledge in the other two areas. This constitutes an attempt to avoid frustration and dissatisfaction disrupting present and future efforts at collaborative decision-making in schools.

Bibliography: pages 91-96.
The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.

The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.

With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the study with high personal concerns, signifying that the minimal efforts made by the data coaches to resolve concerns were not successful. This study's small sample gave the research paradigm of data-based decision making an in-depth glimpse into the process of implementing data-based instructional decision making and the Data Coach position on three middle school campuses in one large northeast Texas district.

Effective curriculum planning and decision making process is key to the success of educational programs. The problem with centralized educational systems is that, at the curriculum planning level, the system does not have sufficient data about the needs of the learner, teachers, and the expectations of the society at large for effective curriculum planning to take place. At the implementation level, the system does not give teachers the needed flexibility to implement the curriculum. The major purpose of this study was to investigate curriculum decision making process in Malawi. The research procedures used in this study consisted of systematic document analysis and interviews with selected educators. In addition, a survey of opinions of students, parents, teachers, and heads of schools was conducted. The findings of the study confirmed that the curriculum planning and decision making process in Malawi is centralized. It also found that curriculum planning and development process for the secondary school curriculum was not fully systematised. At the school level, heads of schools and teachers had very little say about the curriculum. The implementation of the curriculum was, therefore, not flexible enough to allow the curriculum to be modified to suit local conditions while at the same time meeting the nationally developed objectives. The following were some of the recommendations the study made: (1) Decisions about the curriculum should be broadly based. (2) The responsibility for national curriculum development should be vested in the hands of the Malawi Institute of Education. (3) The Ministry of Education and Culture should gradually institute a school-based management strategy in order to improve the effectiveness of schools. (4) Lines of communication between the school and the Ministry headquarters should be improved. (5) In order to encourage the application of knowledge and skills into practice, there is need to continue refining performance based assessment techniques for appraising student performance and for placement. It is hoped that the decentralization process now taking place within the education sector, will take into consideration the above recommendations in order to improve the quality of secondary education in Malawi.

Since 1994, South Africa has experienced a focus on transformation. The National Department of Education has refocused the vision and direction of the South African education system through a series of policy initiatives. As a result of new legislation in South Africa, considerably more authority and responsibility for decision-making has been devolved to the school level than was the previously the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher involvement in decision-making in finance and curriculum matters in 16 selected rural schools in Maphumulo circuit. . The study sought to investigate the extent to which teachers’ actual and desired involvement in decision-making in Finance matters and Curriculum. Through the interpretive paradigm of the situation quantitative and qualitative approaches were used to provide rich and picture. The study utilized a questionnaire and focus group interviews to investigate the finance area in eight issues: budgeting, purchasing, record keeping, financial reporting, fundraising, monitoring, auditing and accounting. The second area was curriculum with seven issues: selection of books, year plans, work schedules and lesson plans, assessment (tests and projects) time tabling, language policy and instructional methods. Findings show that in both decision-making areas teachers tend to experience less decisional involvement than they desire. However, teachers do not necessarily desire to be involved in every aspect of the selected areas. I therefore conclude that school leaders need to invest in understanding what teachers desire to be involved in and what they do not.
Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

Prior to the present era, participation in curriculum decision-making at a school level has been very limited in South Africa. The decisions made at schools could be described as implementation as these were influenced to a large extent by the decisions that were made at a higher level. The education system was thus correctly described as very authoritarian and highly centralised at the hands of the authorities in the Department of National Education (NEPI: 1992; King & van den Berg (1991); Christie (1989); Kallaway (1984). The proposals of recent policy documents, such as NEPI (1992) and a Policy Framework for Education and Training (1994), tried to change the above scenario by proposing a broader participation by major stakeholders in schools like parents, learners and educators in curriculum decision-making of the schools. These policy documents culminated in the enactment of the South African Schools Act No.84 of 1996 which officially gave powers to major stakeholders in schools. Governing bodies consisting of learners, parents and educators became the most powerful structure in a school responsible for the governance of the schools. The governing bodies thus assumed powers and duties that they had never had or had little to do with in the past. Parents and learners were now expected to play a major role in the process of making curriculum decisions. This study aims at investigating what curriculum decisions schools make, who makes these and how this is done with an aim to determine the extent to which the major stakeholders (parents, learners and educators including the principal and other promotion post holders) in a school do participate in making major curriculum decisions in their schools. The study was conducted in two secondary schools in Amanzimtoti Circuit which falls under Umbumbulu district of the Durban South Region of the KwaZulu-Natal Province in the Republic of South Africa. A written questionnaire and a semi-structured interview were used to gather data from the respondents in the two secondary schools. To choose respondents from the two schools, a stratified random sample was used but, in a case where only one person occupied a post in that level, that occupant automatically became part ofthe sample. The main findings of the study were :- • Stakeholders interviewed (educators, learners and parents) do take part in cuniculum decision-making in the two secondary schools but, this happens differently for different levels. • Whilst many of the stakeholders interviewed are eager to take part personally in the curriculum decision-making process of their schools, not all of them have the confidence and the ability to do this. • Trust and confidence, by some of the respondents, in the principals and educators tend to make these respondents to lean back and relax, which then makes the principals and educators to be more prominent during the curriculum decision-making process. • All respondents have confidence and hope that the prospects for an all-inclusive and a participative curriculum decision-making approach are bright and promising for the future. The recommendations made include continued assistance to be given to schools in the form of in-service training and workshops for both parents, educators and learners, including the principals of schools, to equip all of them with the necessary skills for effective participation in curriculum decision-making in schools.
Thesis (M.Ed.) - University of Natal, Durban, 2001

Curricular decision making is foundational to teachers’ practice—every facet of the instructional process is the result of teachers’ decisions. For new teachers, learning to make curricular decisions that will satisfy institutional, public, and professional demands and facilitate learning in their classrooms can be especially challenging given today’s standards-based educational climate. In the primary grades, teachers find themselves having to manage competing demands of accountability and their own beliefs about effective instruction for young children. Despite the field’s renewed interest in studying teachers’ thinking as it relates to post-NCLB curricular decision making, few studies examine curricular decision making among beginning primary grade teachers who share the same accountability issues as their more experienced colleagues. Utilizing case study methodology, this investigation explored how five novice primary grade teachers approached curricular decision making for the core content areas within accountability-driven Texas public schools. Data included classroom observations, interviews and post-observation conversations, lesson planning think-alouds, and curricular documents. Cross-case analyses indicate that participants' curricular decision making was characterized by professional judgment in response to various dilemmas they encountered while attempting to address personal, professional, administrative, and organizational expectations. In many ways, the standards-based contexts in which participants taught made teaching especially difficult for these teachers who were only beginning to accumulate the wisdom of practice. Findings also suggest that participants' curricular decisions were informed by a combination of internal and external influences. Most significantly, curricular decisions were deeply rooted in who teachers are and who they hope to become as professional educators. Professional identity permeated all five teachers' approaches to curricular decision making, from the types of decisions they chose to address to the actual decisions they made in the classroom. Concomitantly, these teachers' conceptions of the teaching profession helped shape the nature of their curricular decisions. The study also reveals that professional colleagues played a strong role in guiding curricular decisions among the participants, although not all support offered to novices was necessarily beneficial for their development as effective decision makers. Finally, the study raises questions about incongruities between teacher preparation programs and the expectations graduates will face as beginning teachers.
text

"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.

沈健明.
論文(碩士) -- 香港中文大學硏究院敎育學部,1995.
參考文獻: leaves 159-170.
Shen Jianming.
前言 --- p.1
Chapter 第一章 --- 研究的意義與目的，範圍和問題
Chapter 1.1 --- 研究的意義與目的 --- p.2
Chapter 1.2 --- 硏究範圍 --- p.3
Chapter 1.3 --- 研究問題 --- p.5
Chapter 第二章 --- TOC的本質
Chapter 2.1 --- TOC計劃出現的背景 --- p.6
Chapter 2.2 --- 政府方面的態度和教育界的反應 --- p.7
Chapter 2.3 --- TOC 實施的牽涉範圍 --- p.9
Chapter 2.4 --- TOC的課程架構 --- p.13
Chapter 2.5 --- TOC的理論基礎 --- p.15
Chapter 2.6 --- 有關TOC本質的探討 --- p.18
Chapter 2.6.1 --- 目標帶動的課程發展的一些特色 --- p.18
Chapter 2.6.2 --- T0C的課程取向 --- p.24
Chapter 2.7 --- 總結 --- p.32
Chapter 第三章 --- 教師課程決策的本質
Chapter 3.1 --- 課程的定義 --- p.35
Chapter 3.2 --- 課程與教師的關係 --- p.38
Chapter 3.3 --- 決策的概念 --- p.41
Chapter 3.4 --- 教師課程決策文獻回顧 --- p.46
Chapter 3.5 --- 教師課程決策的一些理念模式 --- p.56
Chapter 第四章 --- 研究設計
Chapter 4.1 --- 硏究方法 --- p.63
Chapter 4.1.1 --- 搜集資料 --- p.63
Chapter 4.1.2 --- 研究取樣 --- p.65
Chapter 4.1.3 --- 研究步驟 --- p.67
Chapter 4.2 --- 硏究設計 --- p.69
Chapter 4.3 --- 研究信度和效度 --- p.70
Chapter 4.4 --- 研究限制 --- p.71
Chapter 第五章 --- 資料整理與分析
Chapter 5.1 --- 受訪學校背景資料 --- p.72
Chapter 5.1.1 --- 學校背景資料 --- p.72
Chapter 5.1.2 --- 受訪學校簡介 --- p.72
Chapter 5.2. --- 受訪教師背景資料 --- p.74
Chapter 5.2.1 --- 資歷方面 --- p.74
Chapter 5.2.2 --- 培訓方面 --- p.75
Chapter 5.2.3 --- 參與態度方面 --- p.76
Chapter 5.3 --- 研究資料的整理及分析架構 --- p.78
Chapter 5.4 --- 有關課程內容的編訂 --- p.79
Chapter 5.4.1 --- 課程內容的決定 --- p.79
Chapter 5.4.2 --- 編定課程時的參考資料 --- p.82
Chapter 5.4.3 --- 教師在決定課程 --- p.83
Chapter 5.4.4 --- 受訪學校的實際課程編排 --- p.86
Chapter 5.4.5. --- 小結 --- p.87
Chapter 5.5 --- 有關教學計劃的編寫 --- p.88
Chapter 5.5.1 --- 教署建議的教學計劃編寫模式 --- p.88
Chapter 5.5.2 --- 受訪教師編寫教學計劃的模式 --- p.91
Chapter 5.5.3 --- 小结 --- p.97
Chapter 5.6 --- 有關學習課業及練習的設計 --- p.100
Chapter 5.6.1 --- 教署對有關學習課業及練習的闡釋 --- p.101
Chapter 5.6.2 --- 受訪教師編排學習課業及練習的取向 --- p.104
Chapter 5.6.3 --- 小结 --- p.108
Chapter 5.7 --- 有關施教與學習的形式 --- p.109
Chapter 5.7.1 --- 教署就施教與學習的建議 --- p.109
Chapter 5.7.2 --- 受訪教師採取的施教方式 --- p.109
Chapter 5.7.3 --- 小結 --- p.115
Chapter 5.8 --- 有關評估的方式 --- p.116
Chapter 5.8.1 --- 教署對評估方式的建議 --- p.116
Chapter 5.8.2 --- 受訪教師採取的評估方式 --- p.118
Chapter 5.8.3 --- 小结 --- p.120
Chapter 5.9 --- 綜合各受訪教師的課程決策模式 --- p.122
Chapter 5.10 --- 有關「教師課程決策共通模式」的结論與其他 有關類似硏究的比較 --- p.131
Chapter 第六章 --- 總結
Chapter 6.1 --- 有關硏究問題的答案 --- p.137
Chapter 6.2 --- 結語 --- p.142
附錄一 TTRA課程架構 --- p.145
附錄二TOC課程架構 --- p.146
附錄三本硏究採用補充問卷 --- p.147
附錄四課堂計劃表格 --- p.150
附錄五本研究搜集資料重點 --- p.151
附錄六T0C英文科教學計劃示例 --- p.153
附錄七T0C中國語文科教學計劃示例 --- p.154
附錄八T0C數學科教學計劃示例 --- p.155
附錄九本文採用英文名詞對照表 --- p.156
附錄十本文採用縮寫語對照表 --- p.157
參考書目 --- p.158

許健文.
論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.
參考文獻: leaves 80-89.
Xu Jianwen.
Chapter 第一章 --- 引言 --- p.1
Chapter 第二章 --- 課程的概念 --- p.5
Chapter 2.1 --- 課程的定義
Chapter 2.2 --- 課程的層次
Chapter 2.3 --- 課程的組成元素
Chapter 2.4 --- 小結
Chapter 第三章 --- 決策的概念 --- p.12
Chapter 3.1 --- 決策的種類
Chapter 3.2 --- 决策過程
Chapter 3.3 --- 權力理論
Chapter 3.4 --- 認知理論
Chapter 3.5 --- 社羣相倚取向
Chapter 3.6 --- 印象理論
Chapter 3.7 --- 對敎師課程決策研究的義意
Chapter 第四章 --- 敎師課程决策的文獻評述 --- p.20
Chapter 4.1 --- 敎師參與課程決策
Chapter 4.2 --- 敎師課程決策一描述性為 主的研究
Chapter 4.3 --- 敎師課程決策的一些理念模式
Chapter 4.4 --- 主流學校和特殊學校課程決策
Chapter 第五章 --- 研究範圍、問題、假設和意義 --- p.34
Chapter 5.1 --- 研究範圍
Chapter 5.2 --- 操作性定義
Chapter 5.3 --- 研究問題
Chapter 5.4 --- 研究假設
Chapter 5.5 --- 研究的意義
Chapter 第六章 --- 研究設計 --- p.41
Chapter 6.1 --- 研究的取樣
Chapter 6.2 --- 工具
Chapter 6.3 --- 研究步驟
Chapter 6.4 --- 資料分析
Chapter 6.5 --- 研究的限制
Chapter 第七章 --- 研究結果 --- p.45
Chapter 7.1 --- 參與課程工作的意願、原因和經驗
Chapter 7. 2 --- 參與校内課程決策的範圍和程度
Chapter 7.3 --- 課程決策的因素
Chapter 第八章 --- 討論和總結 --- p.65
Chapter 8.1 --- 參與課程工作的意願、原因和經驗
Chapter 8.2 --- 參與校内課程決策的範圍和程度
Chapter 8.3 --- 課程决策因素
Chapter 8.4 --- 總結
參考書目 --- p.80
附錄一問卷 --- p.93

Recent Policy documents, such as the ANC Draft Framework on Education and Training of 1994, the White Paper on Education and Training of 1995 and the Curriculum Framework for General and Further Education and Training of 1996 have proposed broad participation by major stakeholders, in particular teachers, in the process of curriculum planning and decision-making. This represents a major shift from past practices which limited teacher decision-making to the classroom. These proposals are made against the background that South African education is undergoing a period of transition from a system which was driven by apartheid policies to a more progressive and democratic system. This study sought to investigate the responses of teachers in Clermont, a semi-urban black settlement in Durban, to the policy proposals which state that their participation in curriculum planning and development should be extended. It also aimed to explore their thinking concerning the implications such proposals may have for them. A non-proportional random stratified sample of teachers in promotion and non-promotion posts was drawn to survey teacher responses to these proposals. A mailed "self administered" questionnaire was used as the research instrument for this study. The major findings which emerged from the survey are: Teachers in Clermont believe that they have a major role to play and that role should not be limited to the classroom. They regard decisions made about curriculum as directly affecting them. Despite their support for extended participation in curriculum planning and development they feel they are not adequately prepared for that role. They regard themselves as having inadequate knowledge of the theory and practice of curriculum. In particular, they think they lack skills in designing and planning curricula because they were not adequately prepared during their teacher training, as well as the fact that they were not given such opportunities in the past. Teachers expressed the view that participation in curriculum development could facilitate their professional development. Teachers also acknowledge the importance of the contribution of other stakeholders such as parents and pupils in making curriculum decisions. In the light of the major findings the study recommends the following: A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum and curriculum development through seminars and workshops. In the context of the implementation of a new curriculum which is outcomes-based, workshops and seminars could facilitate the process of introducing the new curriculum and also enabling teachers to be critical of their practice. In order to create a favourable climate for teacher development, teacher development must be integrated with whole school development through, for example, in-service training which is school-focused. To facilitate whole school development the creation of forums, such as teacher forums where teachers could discuss current debates, and learning forums involving teachers, pupils and parents where problems facing schools would be explored are recommended. In the longer term pre-service teacher education should be restructured to include training in curriculum development in order to adequately prepare student teachers in curriculum planning and development. To bridge the gap between schools and colleges of education, universities and the communities, partnerships between schools, universities, colleges of education, and non-governmental organisations, as well as partnerships between schools, communities and the Department of Education at provincial level should be created.
Thesis (M.Ed.) - University of Natal, 1997

The decade of the nineties has ushered in a period of socio-political transformation in South Africa. Demands for the democratisation of education imply that teachers will be expected to assume a more significant professional role, particularly with regard to curriculum decision-making. As a result of authoritarian curriculum policies and practices of the past, teachers have not had the same opportunities to participate in curriculum decision-making as their colleagues in many other countries (HSRC: 1981). This means that teachers in this country have, in the main, been forced to operate as 'restricted' professionals and will need to move towards a greater 'extended' professionality (Hoyle: 1980). However, the extent to which teachers are able to become more "extended" professionals will depend on the identification and removal of constraints on their further professional development in this regard. The primary aim of this study, therefore, was to investigate constraints on the further professional development of teachers as curriculum decision-makers within Indian secondary schools in the Greater Durban area. A stratified random sample, proportionally representing the three sub-populations of teachers (viz. Classroom Practitioners, Heads of Departments and Principals / Senior Deputy Principals / Deputy Principals), was drawn and a mailed questionnaire was used to survey attitudes and opinions pertinent to this study. The main findings that emerged from the survey were: 1. Whilst teachers themselves are desirous of becoming involved in curriculum decision-making at all levels, in most instances they are deprived of opportunities to participate in decision-making even at the micro-level of the school. 2. Whilst some principals tend to profess a very liberal and progressive view with regard to teacher participation in curriculum decision-making, in reality they adopt a very prescriptive and authoritarian style of management. 3. Pre-service and in-service education programmes for teachers do not adequately focus on teacher participation in curriculum decision-making. 4. Within-school constraints are exacerbated by a lack of clarity about the education department's stance on the matter of teacher participation in curriculum decision-making. The recommendations emanating from these findings were made principally with the House of Delegates' Department of Education and Culture in mind, but are likely to be applicable to all other existing departments of education in the country.
Thesis (M.Ed.) - University of Natal, Durban, 1991.

Considering the characteristics of research questions, The study adopted qualitative approach and case study strategy. Six teachers from two elementary schools in a district of Shanghai were chosen as cases. Data was collected through observations, interviews and documents, and then coded and analyzed them by Nvivc8.
Shanghai launched its curriculum reform since the late 1980s, which was followed by the second round curriculum reform started in 1998. Owing to those constantly wheeling processes of reform, curriculum materials, teaching methods, curriculum evaluation, curriculum organization, accountability and people's conception of curriculum experienced a big change. These changes challenged teachers' traditional understandings of curriculum and teaching as well as their ways of acting. The practice of teaching becomes more and more complicated, and there are a lot of conflicts and uncertainties in it. Rather than choosing between the right and wrong, teachers make their decisions through negotiations with many elements in the dynamic field. Based on these considerartions, this research focuses on the content of decisions teachers make at the level of classroom along with analysis of these processes which are framed in a perspective of negotiation.
The findings of this research indicate that: (1) The content of teachers' curriculum decision-makings at the level of classroom concentrated on teaching goals, content and process, while emphasizing evaluations after classroom instead of instantaneous evaluations in teaching. (2) Thenegotiation with situation factors was the main avenue teachers took to decide teaching goals and contents. When conflicts emerged between teachers' beliefs and situation factors, most of teachers were inclined to step back and make compromise with situation factors. (3) Teachers' negotiation with other people provided accesses for teachers to getting emerging curriculum ideas, learning processes and methods of teaching. People who have authority in experience of teaching, professional knowledge and administrative power were important evidences for teachers' decision-making. (4) Along with accumulation of experience in teaching, teachers' decisions mainly depended on their negotiations with themselves. (5) Teachers' final decisions were co-products of their negotiations with situation, other people and themselves, while each of these three elements played different role in this process.
Through analyzing content and process of decision-makings of teachers in elementary school in Shanghai, this research summed up the characteristics of negotiation embodied in the Chinese teachers' decision-making at the level of classroom. Those findings will shed some light on the improvement of curriculum reform in Chinese basic education as well as on teacher development domain.
杨兰.
Adviser: Pingkwan Fok.
Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 345-362).
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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Yang Lan.

This study contributes to the understanding of the pedagogical choice of secondary school middle years teachers. The findings support the past research which has reported adolescents having specific pedagogical needs and the difficulty schools have in changing established teaching and learning practices to meet those needs. Exploration of social processes and structural influences from this study reveal previously unacknowledged elements. These elements illuminate the enabling and inhibiting factors of pedagogical change and point to the school structures which can be developed to support successful change processes.

黃素蘭.
論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997.
參考文獻: leaves 195-202.
Huang Sulan.
論文摘要 --- p.i
鳴謝 --- p.ii
目錄 --- p.iii-iv
圖表目錄 --- p.v
Chapter 第一章 --- 緒論 --- p.1
Chapter 1.1 --- 研究背景 --- p.1-3
Chapter 1.2 --- 研究目的 --- p.3-4
Chapter 1.3 --- 研究的重要性 --- p.4
Chapter 1.4 --- 名詞定義 --- p.5-6
Chapter 第二章 --- 香港小學美勞科課程發展及課程規劃的探討 --- p.7
Chapter 2.1 --- 香港課程發展的特色 --- p.8-13
Chapter 2.2 --- 香港小學美勞科的發展 --- p.14-16
Chapter 2.3 --- 香港校本課程發展與小學美勞課程發展的關係 --- p.17-20
Chapter 2.4 --- 香港小學美勞科新舊課程綱要的課程規劃與設計 --- p.21-26
Chapter 第三章 --- 教師課程決策的探討 --- p.27
Chapter 3.1 --- 課程的定義 --- p.28-30
Chapter 3.2 --- 課程決策的層次 --- p.31-36
Chapter 3.3 --- 教師規劃的層次與角色 --- p.37-39
Chapter 3.4 --- 教師規劃的考慮範疇 --- p.40-42
Chapter 3.5 --- 教師規劃的思考因素 --- p.43-45
Chapter 第四章 --- 研究設計與實施 --- p.46
Chapter 4.1 --- 研究問題 --- p.47
Chapter 4.2 --- 研究性質一質的研究 --- p.47-48
Chapter 4.3 --- 研究策略一個案研究 --- p.48-50
Chapter 4.4 --- 研究方法 --- p.50-52
Chapter 4.5 --- 內容分析 --- p.52-53
Chapter 4.6 --- 預試訪問 --- p.53-54
Chapter 4.7 --- 晤談問題的構思 --- p.54-55
Chapter 4.8 --- 晤談對象的選擇 --- p.55-60
Chapter 4.9 --- 研究程序 --- p.60-61
Chapter 4.10 --- 研究限制 --- p.61
Chapter 第五章 --- 美勞科教學計劃的決策概況 --- p.62
Chapter 5.1 --- 學校美勞科教學計劃的課程元素 --- p.63-71
Chapter 5.2 --- 美勞科教學計劃的特點 --- p.72-76
Chapter 5.3 --- 美勞科教學計劃的分析原則 --- p.77-84
Chapter 5.4 --- 美勞科教學計劃的分析 --- p.85-94
Chapter 5.5 --- 總結 --- p.95-96
Chapter 第六章 --- 影響美勞科主任課程決策的因素 --- p.97
Chapter 6.1 --- 校內美勞科教學計劃的規劃概況 --- p.98-106
Chapter 6.2 --- 美勞科主任在編訂教學計劃時考慮的範疇 --- p.107-123
Chapter 6.3 --- 美勞科主任在編訂教學計劃時的思考因素 --- p.124-150
Chapter 第七章 --- 結論與建議 --- p.151
Chapter 7.1 --- 美勞科主任如何感知中央文件課程及規劃全年教學計劃 --- p.152-157
Chapter 7.2 --- 情境因素與個人因素如何影響美勞科主任的課程決策 --- p.158-162
Chapter 7.3 --- 研究建議 --- p.162-165
註釋 --- p.166-172
附錄
Chapter 附件4.1 --- 學校及個人資料(問卷) --- p.173
Chapter 附件5.1 --- 美勞科教學計劃與課程綱要對照表（學校A四年級) --- p.174-179
Chapter 附件5.2 --- 美勞科教學計劃與課程綱要對照表（學校D五年級) --- p.180-187
Chapter 附件5.3 --- 美勞科教學計劃在「教材分配比例」方面的對照表 --- p.188-194
美勞科教學計劃在「教學重點」方面的對照表
美勞科教學計劃在「教學活動」方面的對照表
美勞科教學計劃「綜合美術欣賞與創作活動」的對照表
參考資料 --- p.195-202

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.

D.Ed. (Teaching Studies)
The traditional method of lesson presentation has in recent years come under scrutiny from various education quarters concerned with approaches to teaching and learning. The reason for this being the changing swing of thoughts concerning knowledge and learning, the new integrated lifelong learning approach for general and further education (NQF:1995a) and the shift of emphasis in teaching strategies. The realization has dawned on educationalists that presentation lessons should perhaps not be "the one skill to which most attention is directed during [in-service] training" (Ashman & Conway, 1993:61), but one of many skills that should receive undue attention by all lesson presenters. The aim has not been to eradicate the process of lesson presentation in its present format but rather to oscillate the emphasis due to the growing interest in the manner in which learning matter is presented (Durniny & Sohnge, 1986:98). Learning activities should be "planned in such as way that most [all] of the learners are involved in [thinking] activities at all times of the lesson and not excluded as commonly appears to be the case" (Elston, 1992:71). Unfortunately initiative, creativity and other teacher input is not a prerequisite for lesson and content presentation as is proven when examining policies brought about by education departments regarding requirements for the planning and presentation of lessons. It must however be mentioned that these are changing drastically and we, as educators in so doing have to adapt (Osborne, 1993:2). Hardy (1992:56) believes that there should always be a prototype [lesson plan] according to which all instructional activities should take place. Obviously some structure or guidelines are essential, especially pertaining to new, inexperienced teachers, but has one not been "too reliant for too long on hierarchical and sanction ridden modes of 'instructional supervision'" (Smyth, 1991:81) which includes lesson presentation...

楊鑫.
"2013年9月".
"2013 nian 9 yue".
Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 334-362).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in Chinese and Englisha.
Yang Xin.

陳霜叶.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 258-270).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 258-270).
Chen Shuangye.