Dissertations / Theses on the topic 'Curriculum planning Victoria History'
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Lui, Man-ho Joseph. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3195733X.
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Lui, Man-ho Joseph. "A study of the implementation of the S.I - S. III local history curriculum in three schools /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832748.
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Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.
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This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways.
The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies.
Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards.
The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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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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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.
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Mgandela, Luthando Loveth. "An evaluation of the implementation of the new history curriculum." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1031.
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The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
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Cowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.
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The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then after revision, it was fully implemented. A handout was developed and used to familiarize the students with the architectural concepts. A guide for teachers was developed to assist others in the use or adaptation of this unit to other communities.Department of Architecture
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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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Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.
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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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Tang, Chun-keung Teddy. "A study of the implementation of the guidelines on civic education through the F.1 - F.5 history curriculum." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/HKUTO/record/B38627024.
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Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.
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Ebrahim, Radya. "Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15988.
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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.
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Munywoki, Mathenge. "An Historical Review of Higher Education in Kenya Since 1975, with an Emphasis on Curriculum Development." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331862/.
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This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I of the study is the introduction. The history of higher education is in Chapter II. Chapter III discusses the impact of Western education in Kenya. Chapter IV deals with development, politics, and Kenyan higher education. Chapter V contains the summary, a discussion, and conclusions based on the facts presented in Chapters I through IV. Since 1975, higher education in Kenya has emphasized vocational and technical education, African culture, natural sciences, and rural development.
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Huffer, Jeremy L. "What Are Our 17-Year Olds Taught? World History Education in Scholarship, Curriculum and Textbooks, 1890-2002." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1256927283.
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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.
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Master of ArtsDepartment of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.
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Schiöler, Katarina. "Kurskonstruktörer i ett målstyrt system : En studie av hur två lärare planerar en gymnasiekurs i historia." Licentiate thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12138.
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The focus of this study is planning for the school subject History in the Swedish upper secondary school. In a goal-oriented educational system teachers have – to some extent – the possibility to interpret and decide how the formal curriculum should be realized in practice. The starting point of this study is the claim that planning is a complex process and that more knowledge is needed about its implementation in today´s school. The planning of the History syllabus, as planned and performed by two teachers in upper secondary schools has been studied during one term with special emphasis on the teachers´ planning related to the national documents. Starting from the teachers´ description of their planning, a model that seems to be a relevant tool to help describe and analyse central aspects of planning, has been used. Their planning has also been described by the help of various concepts and perspectives. The study includes, among other things: the teachers´ selection of story and organizing principle, the measure of intention when planning for the goals in the formal curriculum, the selection of various analytical tools, the teaching for resonance, the planning for transparency and progression of the assessment, the selection of assessment tools and the basis for assessment. The study has also included the issue of whether the goals in the formal curriculum have primarily been interpreted in a general manner or related to the special school subject History, and to what extent the goals in the formal curriculum have been integrated in the didactic decisions made in order to plan teaching and evaluation.Baksidestext Beskrivningen av planeringsuppdraget i ett målstyrt system handlar ofta om hur uppdraget är tänkt att utföras och mer sällan om hur uppdraget genomförs i praktiken. Med tanke på att det är lärare och elever som i sista hand beslutar om hur undervisningen och bedömningen ska utformas så är det praktiska genomförandet intressant att studera och diskutera. Den här studien har som mål att med praktiknära utgångspunkter analysera frågan om vad planeringsarbetet för en kurs i historia kan handla om. I undersökningen har två lärares beskrivning av sin planering av undervisning och bedömning följts under en termin. I studien har det visat sig att planering av en kurs i historia handlar om en mängd olika beslut som kan beskrivas med olika begrepp och perspektiv. Som exempel kan nämnas: val av kursens berättelse och organisationsprincip samt val av olika redskap som eleverna ska få. Med utgångspunkt i lärarnas beskrivning av sin planering har undersökningen lyft fram en planeringsmodell som framstår som ett relevant verktyg för att beskriva och analysera centrala aspekter av planeringsarbetet. Studien har uppmärksammat frågan om i vilken grad som kursplanens mål tolkats generellt eller ämnesspecifikt samt frågan om i vilken grad som kursplanens mål integrerats i de didaktiska beslut som tagits för att utforma undervisning och bedömning. Förhoppningen är att begreppen och perspektiven kan underlätta diskussion och reflektion vid praktiskt planeringsarbete.
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Murakami, Charlotte Victoria Trudy. "Language awareness & knowledge about language : a history of a curriculum reform movement under the Conservatives, 1979-1997." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14539.
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England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.
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Brand, A. B. "Voorbereiding van die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys in die algemene onderwys- en opleidingsfase." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50226.
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Thesis (MPhil)-- Stellenbosch University, 2004.ENGLISH ABSTRACT: Today, educators in South Africa must be capable of successfully designing and implementing an outcomes-based curriculum that prepares learners for the world of work. The aim of this study is to determine what kind of groundwork has to be done by history educators to prepare themselves for outcomes-based education and the General Education and Training Phase. The Revised National Curriculum Statement will have far-reaching implications on curriculum development. A thorough knowledge of the principles and theoretical foundation of the process of curriculum development and outcomesbased education is essential to the successful implementation of the directives contained in this document. Dynamic curriculum development is founded on the quality of a thorough design. Educators - the people who use the curriculum - must be closely involved in the content and planning thereof. By implementing the proposed structure and procedures educators will be able to ensure quality control with regard to the successful preparation, implementation and assessment of outcomes-based education. This will also provide continuity in outcomes-based curriculum development. Once the newly designed curriculum has been established, existing school and classroom practices cannot be retained. Appropriate preparation is essential for the comprehensive changes that are taking place. Good management at all levels will prevent a climate of dissatisfaction and resistance from arising during the preparation phase of the curriculum. The real success of curriculum design depends on how it is implemented in the school and the classroom. In this study the emphasis falls on the modular approach to curriculum, with the learning area history as an example. The implementation of the designed curriculum must be continuously assessed. Through curriculum or quality assessment of their operations, services and learning programmes, schools must strive towards applying quality management to the benefit of the educators as well as the learners. It is vital that all educators, also history educators, will offer quality services that are globally competitive. In the final analysis curriculum development is about the learners and the way in which they will benefit from the process. The learners deserve to have a first-rate curriculum. After all, it is the stated aim of outcomes-based education to encourage learners to be successful.
AFRIKAANSE OPSOMMING: Tans moet opvoeders in Suid-Afrika in staat wees om 'n uitkomsgebaseerde kurrikulum, wat leerders voorberei vir die wêreld van werk, suksesvol te ontwerp en te implementeer. Hierdie studie het ten doelom vas te stel watter voorbereiding nodig is om die geskiedenis-opvoeder vir uitkomsgebaseerde onderwys en die Algemene Onderwys- en Opleidingsfase voor te berei. Die Hersiene Nasionale Kurrikulumverklaring gaan verreikende implikasies hê. Om die voorskrifte wat daarin vervat is suksesvol te implementeer, verg 'n deeglike kennis van die beginsels en teoretiese basis van die proses van kurrikulumontwikkeling en uitkomsgebaseerde onderwys. Dinamiese kurrikulumontwikkeling berus op die kwaliteit van 'n deeglike ontwerp. Die inhoud en beplanning van die kurrikulumontwerp mag nie vir kurrikulumgebruikers verlore gaan nie. Deur die voorgestelde struktuur en voorskrifte te implementeer, kan kwaliteitbeheer t.o.v. die latere suksesvolle gereedmaking, implementering en assessering van uitkomsgebaseerde onderwys moontlik gemaak word. Dit verleen ook kontinuïteit aan uitkomsgebaseerde kurrikulumontwikkeling. Ná die nuut-ontwerpe kurrikulum daargestel is, kan bestaande skool- en klaskamerbestuurspraktyke nie bly handhaaf word nie. Behoorlike gereedmaking vir hierdie omvattende veranderinge is nodig. Goeie bestuur op alle vlakke verhoed dat 'n klimaat van ontevredenheid en weerstand tydens die gereedmaking van die kurrikulum ontstaan. Die werklike sukses van kurrikulumontwerp berus op die praktiese implementering daarvan in die skool en klaskamer. Daar word in hierdie studie op die modulêre kurrikulumbenadering gefokus, met geskiedenis as voorbeeld. Die implementering van die ontwerpte kurrikulum moet deurlopend geassesseer word. Deur kurrikulum- of kwaliteitsassessering van hul bedryf, dienste en leerprogramme, moet skole daarna streef om kwaliteitsbestuur tot voordeel van die opvoeders en leerders aan te wend. Dit is belangrik dat alle opvoeders, ook geskiedenis-opvoeders, in skole kwaliteitdienste wat globaal mededingend is lewer. Die leerders is uiteindelik die begin- en eindpunt van kurrikulumontwikkeling. Die leerders verdien 'n kwaliteitkurrikulum. UGO wil leerders immers aanmoedig om suksesvol te wees.
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Tang, Chun-keung Teddy, and 鄧振強. "A study of the implementation of the guidelines on civic education through the F.1 - F.5 history curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B38627024.
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Witt, Joyce Arlene McBride Lawrence W. "A humanities approach to the study of the Holocaust a curriculum for grades 7-12 /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995671.
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Thesis (D.A.)--Illinois State University, 2000.Title from title page screen, viewed May 2, 2006. Dissertation Committee: Lawrence McBride (chair), Donald E. Davis, Niles Holt, Alvin Goldfarb. Includes bibliographical references (leaves 291-296) and abstract. Also available in print.
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Paim, Aida Rotava. "Uma historia da proposta curricular de Santa Catarina 1988-1991 : politicas e textos." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251850.
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Orientador: Maria do Carmo MartinsTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-09T23:05:57Z (GMT). No. of bitstreams: 1 Paim_AidaRotava_D.pdf: 17124520 bytes, checksum: 17bf1ef9c4797798d8178e5601d6f6bb (MD5) Previous issue date: 2007
Resumo: Este trabalho trata da construção da Proposta Curricular de Santa Catarina nos anos de 1988 a 1991. Fundamenta-se na história social do currículo (GOODSON, 1997) na qual procuro perceber os mecanismos criados para elaboração da Proposta Curricular. Questiono a importância das estratégias de governo, ao construir uma Proposta Curricular pautada nos princípios democráticos e participativos da comunidade escolar para a redemocratização da sociedade catarinense. Procurando por respostas, estabeleci os seguintes objetivos: 1) Entender a Proposta Curricular como uma ação vinculada ao sistema político administrativo do Estado de Santa Catarina na busca da participação; 2) Visualizar, no cenário catarinense, as políticas educacionais como elementos de política de governo no que tange à redemocratização; 3) Perceber os movimentos de permanência e de mudança no currículo proposto no interior do documento da Proposta Curricular; 4) Diagnosticar os mecanismos no texto da Proposta Curricular que regulamentam e normatizam a ação dos professores. O trabalho consiste em uma análise documental dos textos que regularam e normatizaram a reorganização curricular no período. Procurei situar os acontecimentos históricos, políticos, sociais e econômicos concomitantes à narrativa da história da produção da proposta curricular
Abstract: This work is about the Santa Catarina¿s Curricular Propose (Proposta Curricular de Santa Catarina), construction, from 1988 to 1991. It bases itself in the curriculum social history (GOODSON, 1997), in which I try to realize the mechanism created to elaborate the Curricular Propose. I questionate the importance of the government strategies, by constructing a curricular propose based in the democratic and participative principles in the school community to redemocratizate the catarinense society. Trying to find the answers I did these objectives: 1) Understand the Curricular propose as an action linked with the politic administrative system of Santa Catarina state, looking for the participation. 2) Visualize, in catarinense scenery, the educational policies as elements of the redemocratization government policy. 3) Realize the movements of stay and change in the proposal curriculum inside the Curricular Propose. 4) Diagnose the mechanisms in the Curricular Propose text that rules and made the rules in the curriculum reorganization I the period. I tried to situate the historic, politic, social and economic events that happened at the same time of the history narrative of the curricular propose production
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Bennett, Scott Lyle. "Progressive education and high school social studies in Alberta in the 1940's." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38523.pdf.
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Coetzee, Annas Jacob. "Kurrikulum 2005: 'n ontleding van opvoeders se motivering." Thesis, Cape Technikon, 2002. http://hdl.handle.net/20.500.11838/961.
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Thesis (MTech(Management))-- Cape Technikon, 2002Outcomes-based Education was introduced to the South African education system in 1996 with the implementation of Curriculum 2005. The first post-apartheid Minister of Education, Professor Sibusiso Bhengu, set himself the task of radically reforming the education system and of eliminating everything which had emanated from the apartheid regime. This work has been continued by the present Minister of Education, Mc Kadar Asmal. The reformation of the education system and the implementation of Curriculum 2005 by the government was based on the advice of international experts. This advice was garnered at a premium in costs, but there is a general view that South African circumstances were not always taken into consideration. In many instances there is a feeling that Curriculum 2005 was forced upon the educators. This study focuses on education in South Africa, past and present, as well as the perceptions of Curriculum 2005 by educators, and whether educators are really motivated by it. This study also focuses on certain problematic areas in Curriculum 2005 and suggests possible solutions.
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Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.
Full textAbstract:
The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.
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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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Bertram, Carol Anne. "Curriculum recontextualisation : a case study of the South African high school history curriculum." Thesis, 2008. http://hdl.handle.net/10413/229.
Full textAbstract:
This thesis aims to answer the question: How is history knowledge contextualised into
pedagogic communication? Empirically, it takes place at a specific point in the
curriculum change process in South Africa, namely the period when the new curriculum
for the Further Education and Training (FET) band was implemented in Grade 10
classrooms in 2006.
The study is theoretically informed by a sociological lens and is specifically informed by
the theories of Basil Bernstein, particularly his concepts of the pedagogic device,
pedagogic discourse, pedagogic practice and vertical and horizontal knowledge
structures. It is premised on the assumption that the official policy message changes and
recontextualises as it moves across the levels of the pedagogic device. It tracks the
recontextualisation of the history curriculum from the writers of the curriculum document
to the actual document itself, to the training of teachers and the writing of textbooks and
finally to three Grade 10 classrooms where the curriculum was implemented in 2006.
The empirical work takes the form of a case study of the FET history curriculum. Data
were collected from a range of different participants at different levels of the pedagogic
device. It was not possible to interrogate all the sets of data with the same level of detail.
As one moves up and down and pedagogic device, certain things come into focus, while
other things move out of focus. Data were collected through interviews with the writers
of the history curriculum, with publishers and writers of selected Grade 10 history
textbooks and through participant observation of a workshop held by the provincial
education department to induct teachers in the requirements of the new FET history
curriculum. Data were collected in the Grade 10 history classrooms of three secondary
schools in 2005 and 2006. The school fieldwork comprised video recording five
consecutive lessons (ten lessons over two years) in each of the three Grade 10
classrooms, interviewing the history teachers and selected learners, collecting the test
papers and assignment tasks and assessment portfolios from selected learners. The study uses the pedagogic device as both a theoretical tool, and a literary device for
the organization of the thesis. Within the field of production, the study examines what is
the discipline of history from the perspective of historians and of the sociologists of
knowledge. History is a horizontal knowledge structure that finds its specialisation in its
procedures. However, an historical gaze demands both a substantive knowledge base and
the specialised procedures of the discipline.
Within the Official Recontextualising Field, the study examines the history curriculum
document and the writing of this document. The NCS presents knowledge in a more
integrated way. The knowledge is structured using key historical themes such as power
alignments, human rights, issues of civil society and globalisation. There is a move away
from a Eurocentric position to a focus on Africa in the world. Pedagogically, the focus is
on learning doing history, through engaging with sources.
Within the Pedagogic Recontextualising Field, the major focus of the teacher training
workshop was on working with the outcomes and assessment standards within the
‘history-as-enquiry’ framework. Textbook writers and publishers work closely with the
DoE Guidelines and focus on covering the correct content and the learning outcomes and
assessment standards. The three teachers within the field of reproduction taught and
interpreted the curriculum in different ways, but the nature of the testing (focused
primarily on sources) was similar as there are strong DoE guidelines in this regard.
For Bernstein, evaluation condenses the meaning of the whole pedagogic device. This is
even more so when the curriculum is outcomes-based. The assessment tasks that Grade
10 learners in this study were required to do had the appearance of being source-based,
but they seldom required learners to think like historians, nor did they require them to
have a substantial and a coherent knowledge base. The FET history curriculum is in
danger of losing its substantive knowledge dimension as the procedural dimension,
buoyed up by the overwhelming logic of outcomes-based education and the strongly
externally framed Departmental assessment regulations, becomes paramount.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Sproston, Carlyn. "When students negotiate an action research case study of a year 8 english class in a Catholic secondary college in regional Victoria /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.
Full textAbstract:
Thesis (EdD) -- Australian Catholic University, 2005.Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
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Sodonis, Mary Anne. "Discourse and politics of Canadian history curriculum documents used in Ontario secondary schools, 1945-2004 /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370778&T=F.
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Mashiyi, L. N. "Can old history textbooks be used to promote the new democratic ideals in the curriculum 2005?" Thesis, 2014.
Find full textAbstract:
Can old history text books (written in the Apartheid Era) be used to promote the new
democratic ideals in Curriculum 2005? This investigation addresses this question
through an analysis of selected chapters of two history text books presently used in
Katlehong schools. The analysis deploys an instrument developed at the University of
Belgrade by members of the Democracy Education Project, in conjunction with the
project team from the University of the Witwatersrand. Through the instrument, the
democratic content of the textbooks was analysed and assessed. The analysis focus
on declarative, elaborated and implied democratic content.
The conceptual framework for the investigation draws from recent philosophical and
sociological work on democracy. Amy Gutmann’s principles of non-repression and nondiscrimination,
for example, provide the main argument for the necessity of equal and
critical education in South Africa. The analysis and discussion show both text as
deeply floored regarding the availability and nature of the democratic concepts.
However, if used by critical teachers both texts are suitable for promoting democracy
in South Africa.
35
O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
Full textAbstract:
This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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"政治與課程: 中、港兩地中史課程比較硏究 = Politics and curriculum : a comparative study of Chinese history curricula in China and Hong Kong." 1998. http://library.cuhk.edu.hk/record=b5896274.
Full textAbstract:
陳淑雯.論文(哲學碩士)--香港中文大學, 1998.
參考文獻: leaves 199-215.
中英文摘要.
Chen Shuwen.
Chapter 第一章 --- 導言 --- p.1
Chapter 1.1 --- 前言 --- p.1
Chapter 1.2 --- 研究背´景´ؤؤ政治與課程 --- p.2
Chapter 1.3 --- 研究立足´點´ؤؤ課程社會學的觀點 --- p.5
Chapter 1.4 --- 研究意義 --- p.7
Chapter 第二章 --- 研究理論 --- p.8
Chapter 2.1 --- 政治與課程 --- p.8
Chapter 2.2 --- 共產政權的認受性與課程 --- p.19
Chapter 2.3 --- 殖民政權的認受性與課程 --- p.31
Chapter 第三章 --- 研究設計 --- p.44
Chapter 3.1 --- 研究問題 --- p.44
Chapter 3.2 --- 研究對象 --- p.44
Chapter 3.3 --- 研究方´法´ؤؤ定性研究法 --- p.48
Chapter 3.4 --- 分析主題 --- p.51
Chapter 3.5 --- 研究限制 --- p.53
Chapter 第四章 --- 中、港課程的意識型´態´ؤؤ歷史觀 --- p.54
Chapter 4.1 --- 歷史的進´程´ؤؤ線性與循環史觀 --- p.54
Chapter 4.2 --- 推動歷史發展的原動力 --- p.61
Chapter 4.3 --- 歷史論述的價値基準 --- p.68
Chapter 4.4 --- 中、港課程的歷史觀與政權管治的意識型態 --- p.73
Chapter 第五章 --- 中、港課程的意識型´態´ؤؤ民族與國家感情 --- p.76
Chapter 5.1 --- 民族感情 --- p.76
Chapter 5.2 --- 國家感情 --- p.90
Chapter 5.3 --- 中、港課程的民族、國家感情與政權管治的意識型態 --- p.97
Chapter 第六章 --- 中、港課程的意識型´態´ؤؤ「優良」的品德 --- p.103
Chapter 6.1 --- 品德敎育的形式 --- p.103
Chapter 6.2 --- 品德敎育的内容 --- p.107
Chapter 6.3 --- 中、港課程的品德敎育與政權管治的意識型態 --- p.117
Chapter 第七章 --- 中、港課程意識型態控制的機制 --- p.122
Chapter 7.1 --- 制度層´面´ؤؤ由《課程綱要》編訂到敎科書審定 --- p.123
Chapter 7.2 --- 人的層面 --- p.135
Chapter 7.3 --- 小結 --- p.140
Chapter 第八章 --- 中、港課程的政治社會化特色 --- p.142
Chapter 8.1 --- 政治與課´程´ؤؤ不同政權的政治社會化的特色 --- p.142
Chapter 8.2 --- 未完的討論 --- p.148
Chapter 8.3 --- 對歷史課程改革的啓示 --- p.150
附表 --- p.153
附錄中文參考書目 --- p.199
英文參考書目 --- p.209
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Full textAbstract:
This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
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Samuels, Kinsa Gita. "Perceptions and knowledge regarding indigenous knowledge and environmental education in the Natural Science curriculum." Thesis, 2003. http://hdl.handle.net/10500/1792.
Full textAbstract:
Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere.
The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago.
While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems.
This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities.
A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded.
Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic.Educational Studies
Thesis (D. Ed.)
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Naguran, Chinnapen Amatchi. "A critical study of aspects of the political, constitutional, administrative and professional development of Indian teacher education in South Africa with particular reference to the period 1965 to 1984." Thesis, 1985. http://hdl.handle.net/10413/3237.
Full textAbstract:
This study deals with the administrative and curricular development of
Indian teacher education in South Africa for the period 1860 - 1984. It
is set against the background of developments in the education system
for Indians in this country. Historical and political events which
have a direct bearing on Indian education are touched upon merely
cursorily to give the reader the necessary background for a fuller
appreciation of the Indian community's struggle for education in the
country of their adoption.
The study is divided into three parts. Part one comprising the first
two chapters, provides a brief historical perspective of Indian education
from 1860 to 1965. Chapter One deals with a brief review of the coming
of the Indians to Natal and the origins and early development of education
for the Indians. Chapter Two carries on the historical review with the
emphasis on the early development of Indian teacher education.
Part Two comprising four chapters deals with aspects of Indian education
after it was transferred from provincial control to central State control
in 1966. The Indian Education Act of 1965 (No. 61 of 1965) is taken as
a point of departure.
Chapter Three begins with a very brief discussion of the principles
underlying the nationalisation of education in South Africa. The de
Lange Report and the Government's reaction to its recommendations are
considered against the new political dispensation. Chapter Four deals
with such aspects as control and administration, involvement of Indians
in the control of their education, school accommodation, growth in pupil
enrolment and the school curricula are examined to assess growth and
progress. Chapter Five is concerned with the control and administration
of Indian teacher education after nationalisation of Indian education.
Within the framework of this chapter recent developments such as
the recommendations of the Gericke Commission leading to the National
Education Policy Amendment Act (No. 75 of 1969) and the van Wyke de
Vries Commission's recommendations for a closer co-operation with
universities in respect of teacher education, are examined with a view
to tracing their influence on Indian teacher education. Chapter Six
attempts to examine demographic aspects which influence the demand for
and supply of teachers in Indian education.
Part Three comprising four chapters, examines contemporary issues and
perspectives in Indian teacher education. Chapters Seven and Eight
examine critically the teachers' courses at the Colleges of Education
and the University of Durban-Westville respectively. Chapter Nine
examines on a comparative basis structural changes and new developments
in methodological skills in teacher education. Finally, in Chapter
Ten proposals and recommendations are formulated with a view to
achieving a properly structured institutional arrangement such as the
college council and college senate to facilitate Indian teacher education.Thesis (Ph.D.) - University of Natal, Pietermaritzburg, 1985.
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Chipps-Sawyer, Allis Pakki. "Standing on the edge of yesterday: A dilemma of oral knowledge in a West Coast family." Thesis, 2007. http://hdl.handle.net/1828/234.
Full textAbstract:
ABSTRACT
The Nitinaht language and traditional knowledge that was usually transmitted from the older to the younger family members is on the verge of being lost forever. As a member of a Nitinaht family, I have concentrated on finding the Elders in our family, who are spread all over Vancouver Island, in an attempt to try to find a way to preserve this invaluable knowledge and to pass it on to future generations.
This information was recorded and will be presented through interactive multimedia, which allows for the transmission of oral information such as stories, photographs, interviews, family trees, history, language and anecdotes. Since modern technology and traditional knowledge seem at the opposite ends of the spectrum, the research also looked into the acceptability of this method of transmission.
Much traditional knowledge is confidential, and thus is not part of the written dissertation; however, much information is included without disrespect for our beliefs as ideas for future research. The written documentation includes a history of our family, discussion of the beauty and uniqueness of the Diitidaht (Nitinaht) language, a narration of our last Puku’u basket weaver, and a description of the “Family First” interactive multimedia program.
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Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
Full textAbstract:
This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
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Pfaffe, Joachim Friedrich. "Contextual pedagogy : the didactics of pedagogical emancipation within the context of disempowered and marginalised societies." Thesis, 1996. http://hdl.handle.net/10500/15764.
Full textAbstract:
The thesis deals with the theoretic concept of Contextual Pedagogy and its application in the context of a disempowered and marginalized society, the Ju/'hoansi ("Bushmen") of Nyae Nyae in North Eastern Namibia.
Contextual Pedagogy derives from the notion of Contextual Theology and is thus initially based on a pedagogical analysis of the KAI ROS-Document, whereby its sociopolitical content and its inherent methodology are being transferred into a context of pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, Conditional Fields are being identified in a first analysis which determine
and explain the pedagogical situation in a colonial context of Apartheid South Africa. During a three-year qualitative field research, central aspects of Contextual Pedagogy are being applied within the framework of the development of a post-colonial and community-based school programme in Nyae Nyae, the Village Schools Project. This school programme comprises a curriculum for a teacher training course as well as a curriculum for Grade 1-3 learners in five selected villages of Nyae Nyae, and is based on the dynamic processes between the communities, the Student Teachers and the author as their Teacher Trainer and Village Schools Co-ordinator. A further theoretical evaluation and reflexion of the field research gives rise to a pedagogical superstructure of Contextual Pedagogy, which also investigates the notions of power, empowerment and over-empowerment within a context of development work. By doing so, the previous Conditional Fields of pedagogic work within a theoretical framework of Contextual Pedagogy become extended in relevance for a pedagogical context of a post-colonial society with special reference to marginalized subjects. In conclusion, the finalization of the research project and its subsequent handing-over process to the Namibian government analyzes the paralyzing effects of an excessive bureaucracy, and the resurgence of conservative and colonial thought in the young and fragile democracy of Namibia.Educational Studies
D.Ed.(Didactics)
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Baloyi, Colonel Rex. "Interpretations of academic freedom :." Diss., 1998. http://hdl.handle.net/10500/18051.
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