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Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.
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Callahan, Cory Saye John W. "Educative curriculum materials." Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.
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Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.
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For decades curriculum materials have been used as a means to reform the manner in which mathematics is taught. In an attempt to better understand what impact curriculum materials have on the teaching and learning of mathematics, researchers have begun to analyze the process in which teachers transform curriculum materials into instruction. Given that many of these studies have been broad in nature, I sought to study the specific decisions that three teachers made when planning lesson on geometric transformation and their reasoning for those decisions. In this study I found that while the participants in this study ignored the curriculum material I gave them as well as their district adopted materials in planning instruction, they made a wide variety of decisions with regards to other curriculum. In an attempt to describe this variety of decisions I expanded the previous methods of describing curriculum use decisions adding a self-create category as well as differentiating between the different types of adaptations teachers make. I also found that although teachers used different curriculum materials, they made similar decisions in how they planned the mathematics content of geometric transformations that seem problematic.
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Li, Mei-har Chris, and 李美霞. "Development of the curriculum resources on earth sciences in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4977069X.
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In Hong Kong, Earth Sciences are not a regular subject of the secondary school education. The aim of this project is to build up the students’ curiosity, prompting them to explore, investigate and learning more about Earth Science, ultimately attaining a more detailed understanding of where they live: the Earth. .To this end, a set of curriculum supporting materials, including fieldtrip planning, supplementary materials pack and learning outcomes, has been designed in consult with science curriculum co-ordinators, to facilitate both student learning and teaching of Earth Science-related Hong Kong Diploma of Secondary Education (HKDSE) science subjects.
Hong Kong Geopark represents a fantastic resource as a “natural science laboratory”, it is an ideal place for students to observe the real processes which are related to the current curriculums in their studies in secondary schools. Ma Shi Chau, one of the geo-sites in the Geopark, was selected as a destination of the fieldwork route in this project,as it provides an easily accessible opportunity to directly observe part of the Geopark’s superb geological landforms, and discover how their formation relates to fundamental principles of Physics, Chemistry and Biology, learned in the Science curriculum of the HKDSE.
The set of the curriculum supporting materials was targeted especially for senior secondary students who are studying for the HKDSE in any Hong Kong traditional schools.published_or_final_version
Applied Geosciences
Master
Master of Science
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Lyons, Reneé C. "Creating Cross-Curricular Resources: A Book Talk for The Revival of Banned Dances: A Worldwide Study." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2392.
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Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.
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The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled in a course that used OER in the fall semester, 2014. There was a 23% response rate with 80 completed surveys.
Independent-samples t tests were used to determine if significant differences existed between 5 of the 6 independent variables (the number of credit hours taken was tested using a different method) and each OER perception dimension mean. A Pearson product-moment correlation was used to determine whether there were significant relationships among the 6 dependent OER perception dimension means and the number of credit hours taken. The level of significance used was < .05.
The findings of the independent-samples t tests revealed that there were no significant differences between the independent variables and the 6 OER perception dimension means. The motivation to learn perception mean was highest at 3.97 on a 5-point Likert-type scale; the value of OER had the lowest perception dimension mean of 3.37. The Pearson product-moment correlation determined that there was a significant weak negative relationship between the number of credit hours taken and the level of perceived cognitive learning dimension. All other correlations were found to have no significant relationships.
It can be concluded from the findings of the study that students are highly motivated to learn. From the perception rating of 3.37 for the value of OER, it can be concluded that student perceptions of the value of OER are slightly positive. It can also be concluded that as the number of credit hours in which a student is enrolled increases they have a lower perception of their level of cognitive learning.
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Lambert, Stephen. "The challenges and resolutions of moving middle curriculum managers on to principalship." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:14003.
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Frearson (2003), Clancy (2005) and Colinson and Colinson (2006) all argue that there is a chronic shortage of suitably experienced candidates pursuing principalship, a situation which is being made worse by an ageing workforce amongst currently serving principals. Hargreaves and Fink (2005) suggest that this is a result of the principals’ role becoming increasingly complex and demanding which has deterred potential candidates from pursuing principalship. At the same time Hargreaves and Fink (2005) and Davies (2009) argue that sustainable leadership offers a viable mechanism for developing individuals and organisational capacity resulting in a greater pool of suitably experienced and skilled candidates. This research reviews current literature on sustainable leadership and argues for an alternative framework for further education colleges. It also considers the current challenges faced by principals and middle curriculum managers and the resolutions which need to be put into place in order to develop individuals capable of becoming the next generation of principals. The research was achieved through a three phase design: phase one was a questionnaire to principals of all general further education colleges in the south east of England, including London; phase two was a series of interviews with principals and phase three were focus groups with middle curriculum managers. The research demonstrates that the role of the modern principal encompassed three main elements: public; internal private and internal public, all of which need to be balanced by incumbents in order to fulfil their duties effectively to both stakeholders and spectators. The research also suggests that the development of future principals should take place prior to commencing the post and rather than focusing on knowledge as per existing approaches, there is overwhelming support from participants for an evidence based approach.
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Garcia, George Alexander. "The teaching of English in the national curriculum : a study of selected schools in Gibraltar." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:8367.
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This study examines the implementation of national curriculum English in three schools in Gibraltar. The schools in question, St Paul's First School, Bishop Fitzgerald Middle School and Bayside Comprehensive School together encompass the full national curriculum age-range. To set the above in context, the study first traces the development of English as a subject since 1904 and the advent of the national curriculum. Furthermore, it provides a historical perspective through the examination of the forging of links between the Gibraltar and English systems of education. It then goes on to trace the evolution of English teaching on the Rock leading to the decision to adopt the national curriculum there. The main body of research deals with the strategies for implementation of the English Orders employed by the three schools which form the basis of this study. Significantly different approaches were observed with St Paul's School being more advanced in its strategies, something that can be attributed to the decision by the school to pilot the national curriculum two years before it was required of them. Bishop Fitzgerald School whilst displaying features of good practice, was found to be working to an out-dated syllabus. Bayside School, for its part was found to be basing teaching in years 8 and 9 on the GCSE syllabuses for years 10 and 11. The study highlights the strengths and weaknesses of the English programmes adopted by the three schools and concludes that they are in a 2 fair position to react to changes in the English Orders once the current moratorium on changes draws to a close in the year 2000.
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Khan, Huda. "The central role of adaptation for curriculum enactment: Designing educational software for adaptation of curriculum using digital library resources." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315840.
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Thibeault, Nancy. "Sinclair Curriculum eXchange (SCX) Sharing Learning Resources to Improve Part-Time Instruction." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/880.
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The dissertation effort focused upon improving the quality and consistency of instruction across multiple course sections taught by full -time and part-time faculty. Sinclair Curriculum eXchange (SCX), an online repository of learning objects (LOs) was designed, implemented, and used to deliver a consistent set of teaching materials to introductory Computer Information Systems (CIS) students. Experienced CIS faculty documented successful learning activities along with instructions for using those activities in the classroom. The SCX system was used to assemble the materials for three LOs and one lesson, and then the SCX system was used to share the materials with all faculty teaching the course.
The quality and consistency of instruction were measured by a faculty survey and the analysis of student quiz scores. Overall, the faculty agreed that the materials were effective, they liked the teaching approach, and the materials made it easier to teach. Student quiz scores were compared across instructors, course sections, and instructor status. Statistical analysis revealed no significant differences on three of the four quizzes or on all quizzes combined.
The results of the faculty survey and analysis of student quiz scores suggest that the SCX system has the potential to increase the quality and consistency of instruction across multiple course sections. It is therefore recommended that a complete course be developed in SCX and the system be re-evaluated. Two major issues surfaced during this study. Faculty participation was problematic in the development of course materials. The fine granularity level used required the creation of a prohibitive number of files.
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Pyykonen, Amanda. "For the creation of character: Pedagogical approach in Ontario's character development education resources." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27784.
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This thesis addresses Ontario's current state of transition into mandated character development education that began with the onset of the Character Development Initiative at the beginning of the 2007/2008 school-year. The history of moral and character development educational efforts in Ontario, and in the broader North American context, is presented with specific attention paid to the development of pedagogies for character development and moral growth. By examining the pedagogical approaches suggested in three readily available resources published in the recent past and in use by teachers in Ontario data on what kinds of pedagogical approaches pre-date the Initiative was gathered. Data was collected from the introductions of each resource initially in order to establish the suggested or intended pedagogical approach by assessing statements of philosophical positioning. This was followed by a careful reading of the activities presented in the resource for teacher directives. The concept of pedagogical continuity was central to the analysis of these documents, and this extended to consistency of the resource's treatment of critical engagement. Commonalities were observed in the techniques and strategies suggested in the resources, especially where cooperative education is concerned. The common use of cooperative education in the documents was observed with a high level of internal continuity in the documents, and external continuity with the expectations of the Character Development Initiative was also seen. Levels of critical engagement in the resources varied, yet no document singled out that characteristic as being of high importance. This research adds to the knowledge base on pedagogy in the Ontario context as it relates to character development and opens the door for further studies of this nature.
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Archer, Arlene Hillary. "Access to academic practices in an engineering curriculum : drawing on students' representational resources through a multimodal pedagogy." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/23682.
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Stopper, Michael John. "General studies and pastoral guidance as elements of curriculum enrichment in sixth form colleges : a cross-case study." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:10692.
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Furey, Douglas John. "A learning resources teacher's guide to the production of Internet multimedia curriculum units." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36122.pdf.
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Bradford, Vance Tasker. "Homeschooling Parents' Perceptions of Resources for Curriculu Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5610.
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Homeschooling families in the state of Texas face challenges when developing their children's learning curriculum as they attempt to address state mandates with only limited guidelines for developing effective curricula and evaluation strategies to measure student learning. The resulting problem is that homeschooling parents are left to develop their curricula with little guidance. The absence of such guidance may create undue pressure for both the homeschooling parent and their child, while simultaneously creating the possibility of limiting student achievement. The purpose of the project study was to explore the challenges parents face in developing their homeschool curriculum in the state of Texas. Using the theoretical framework provided by Bronfenbrenner's process-person-context-time model, 10 homeschooling parents from 10 different families shared their experiences to address the guiding research question, which explored motivational factors in the design of homeschool curricula, including the use and sharing of resources. Through the use of a qualitative case study that employed semistructured interviews and field notes as sources of data, 5 themes emerged following a narrative analysis process to code the data: (a) time with family, (b) safe learning environment, (c) practical and meaningful lessons, (d) socialization, and (e) biblical training. The findings were developed into a white paper to provide parents with strategies to embed these 5 themes into a useful, quality homeschool curriculum. This project study has implications for positive social change by providing homeschooling parents in the state of Texas with curriculum design guidance from fellow homeschooling parents that can provide a basis for developing quality curricula that reflects common core values within their community.
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Mougharbel, Fouad Taha. "An empirical evaluation of the art education curriculum in primary schools in the city of Al-Madina in Saudi Arabia." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:11562.
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This is an empirical evaluation study of the art education curriculum in Saudi Arabian primary school with special reference to primary schools in Al-Madena City. The study aims to explore the current art education curriculum in relation to classroom observation, teachers' attitudes, parents' opinions and children's work. The study sample covers 20 schools for classroom observations, 114 schools for a survey of teacher attitudes, 20 parents and 50 randomly selected children's art works. The design of the study instruments was based on the literature, and the researcher's experience. Literature was reviewed on all aspects of art education, including its principles, art education's function and art in schools, with particular focus on art in the school curriculum, curriculum and culture, curriculum contents and evaluation. A pilot study was conducted in some Hull primary schools to test the validity of the instruments. The outcomes led to refinement of the instruments before the field implementation. The findings indicate that the parents have no proper link with the school, especially with art education as an integrated part of the school curriculum, which may reflect the social tradition that underestimates art in general and art education in particular. The teachers' attitudes indicated that the general and ambiguous curriculum guidance is responsible for their inability to use their potential in the teaching-learning process. The findings also shed light on the responses of teachers to the social tradition which makes them less interested and less motivated, as revealed throughout the observation process. The pupils' works, in the estimation of the evaluators, reflected a low level of learning, consistent with the low value given to art and aesthetic sensitivity. This can be attributed to both teachers' methods of teaching and the curriculum construction. The study's findings were interpreted in relation to the research questions. The research achieved its objectives, opening new horizons to the researcher and others to take into consideration within the socio-cultural tradition, the curriculum components and teachers' initial and in-service training in art education.
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Tempa, Tshering. "Teaching wildlife biology in Bhutan development of wildlife biology curriculum and teaching modules /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-10212008-220358/.
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Amyes, Dorothy Mary Gregory. "Influencing a curriculum : an analysis of the historical evolution of farming resources and their impact on the 5-14 Environmental Studies curriculum." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/23062.
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This thesis addresses the historical dimensions of farming in relation to the Scottish education system and the curriculum. Within the theoretical concerns of curriculum context and change, this work explores the role of culture and the selection of knowledge to provide an understanding of current economic and social role of farming. It delineates the key Scottish agricultural organisations involved in curriculum developments and it examines the relative influence of these groups, particularly during periods of intense involvement by the State in curriculum change. It will be seen that at various occasions throughout this period leading players from the agricultural and landowning interests, either individually or as groups, recognised the importance of formal education systems for furthering their causes. Initially, it will be argued they attempted to use the education system to retain their positions of power and control in the existing rural hegemony. During the 20th century the power of the farmer and landowner diminished considerably due to social, political and economic reasons. Today, they seek to use the education system, and the curricula in particular, to help the urban population to gain an understanding of countryside matters and, thus, to influence both the political debate and the decision making process. In this thesis it is argued that the present curriculum, Curriculum and Assessment in Scotland National Guidelines 5-14, is open to outside influences and the views of interest groups such as the farming lobby, on a new and unprecedented scale. By the application of questionnaires and interviews, this thesis demonstrates that certain groups with interests in rural matters have grasped the opportunities to influence the curriculum. However, it is found that nationally the Scottish agricultural community has been unable to respond to the challenges presented to them by the 5-14 Guidelines, on a scale equal to that of other organisations with countryside interests. Indeed, it is concluded that, while those from the countryside are demanding a greater understanding of the issues affecting them, and the curriculum provides opportunities for children to gain an understanding of farming and the management of the countryside, these opportunities are in danger of being lost by the persistent changes in educational policy and direction of the Scottish agricultural community.
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Nsubuga, Yvonne Nakalo. "The integration of natural resource management into the curriculum of rural under-resourced schools : a Bernsteinian analysis." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007157.
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This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.
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Ochurub, Michael. "Developing and implementing the senior secondary curriculum in Namibia post-independence." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369981.
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Dasari, Bhoomiah Dharmiah. "An evaluation of the development of clinical reasoning skills in a cohort of occupational therapy students in Hong Kong : implications for curriculum design." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5674.
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The aim of the study was to evaluate how Hong Kong Occupational Therapy students develop their clinical reasoning abilities and progress through the stages of their undergraduate curriculum. The study examines a range of factors that may affect their development of clinical reasoning. The student cohort was composed of a class of 80 BSc (Honours) occupational therapy students at the Hong Kong Polytechnic University. The study was predominantly quantitative; however, focus group interviews were included among a range of methodologies. Validated test instruments were administered during the four instances of pre- and post-clinical education intervention. The Study Process Questionnaire (Biggs, 1987c) assessed approaches to learning. The Moore & Fitch Inventory of Leaming Preferences (cited in Woods, 1994) was administered to determine whether or not changes in students' learning preferences and attitudes affected clinical reasoning skills. The Self-Assessment of Clinical Reflection and Reasoning (Royeen et al, 1994) was administered as a pre- and post-clinical education intervention to evaluate students' level of clinical reflection and reasoning skills. A focus group interview was designed to probe students' understanding and application of clinical reasoning processes. The study's findings enhance our understanding of the progressive development of students' clinical reasoning skills through novice to expert continuum. Extrapolating into the undergraduate domain, this study highlighted the difficulties students face when trying to reason through, integrate and synthesize their theoretical learning in both academic and clinical education settings. An outcome of this study identified that clinical reasoning is multifaceted and complex in its application. The major conclusions suggest ways in which the development of Hong Kong students' clinical reasoning skills could be enhanced by taking account of their culturally influenced learning styles. As clinical reasoning does not occur in isolation, students need to develop these skills, establish the connection between theory and practice, and apply these skills in client intervention.
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Abangma, Patience. "A comparative study of the secondary school curriculum in England and Wales and the Republic of Cameroon : issues of breadth, balance and relevance." Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:7018.
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The question of breadth, balance and relevance of curriculum as a major concern of educational issues today, has provoked the investigation of their existence within the secondary school curriculum in England and Wales and in Cameroon. Arguments invoking the concept of subject-mindedness and integration in favour of specialisation or of breadth, are considered to be incomplete. Alternatively, arguments in favour of breadth, balance and relevance based on consideration of intrinsic and instrumental values of curriculum activities are considered. But some of the claims made on instrumental grounds for the importance of certain subjects as elements in the curriculum are be questionable. Like all other concepts, that of breadth, balance and relevance have been placed in the study within a certain context to bring out their meaning. In this thesis, the concepts are discussed in relation to the secondary school curriculum in both countries under study. This therefore led to a re-examination of the educational systems and curricula in both countries, and some curricula models with a view to answering our research question which is: "To what extent does the secondary school curriculum in England and Wales and in Cameroon reflect the principles of breadth, balance and relevance?". For the purpose of this thesis, breadth has been related to the range of activities within the school and pupils response; balance in terms of the different values which the curriculum attaches to the various activities and the extent to which these activities are related to minimum teacher competence; while relevance is related to meaningful activities, satisfying needs of the child and values in the community and constantly evaluated to determine the extent to which it has achieved its goals. The relativity of these concepts makes it necessary to find an organising conceptual framework within which these concepts can be made more practical. After much scanning through curricula models, and the purpose for which they are developed, it emerged from the study that Lawton's cultural analysis model which incorporates elements of Barnes (1976) view of objectives, values and experience of both pupils and teacher could be a much more practical model. An important aspect of a broad, balance and relevant curriculum is the ordering of priorities which on the one hand will depend on socio-economic and cultural context in which the curriculum is to operate and on the other hand, the perception of the whole notion of a curriculum. An analysis of the literature and empirical findings from England and Wales has revealed that, their priority of socio-economic and cultural values are enhanced as a result of a much broader notion of the curriculum which is not only limited to traditional subjects taken at the examination. In which case, according priority to literacy, communication skills, personality and development skills, and attitudes related to the concepts of every day life which gives opportunities for pupils to excel and gain positions of high status in society. In contrast, the literature and findings from Cameroon have revealed that though socio-economic and cultural values are claimed to be a priority, the narrow interpretation of the concept of curriculum which limits it only to traditional subjects at the examination may fulfil the principles of breadth and balance but not relevance. Consequently, a much broader notion of a curriculum will enable the principles of breadth, balance and relevance to be more practical. In this light, a curriculum tailored to the Cameroonian context, must therefore attempt to broaden the scope and perception of curricula and education offered in schools.
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Al-Buraidi, Jarallah Abdulaziz. "An empirical study of the perceptions of male teachers and students of the Islamic education curriculum in secondary schools in the Kingdom of Saudi Arabia." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5653.
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The Islamic education curriculum (IEC) is very important for Saudi society. Weaknesses of IEC have undermined its influence on Saudi students in Secondary schools, and many institutes and individuals have called for its renewal. This study investigates the extent of the influence of Islamic education curriculum on secondary school students and examines the background to the problems, the current situation and the possibilities of solving them. The study is in two main parts. The first part is a theoretical study of the main characteristics and factors affecting Islamic education and its teaching methods. Literature general curriculum and IEC in particular are reviewed examine the effectiveness of the IEC especially since 2001, to determine the nature of the problems to be investigated. This part of this study provides the foundation for the second part. The second part is an empirical study of views on the current curriculum. A questionnaire was constructed based on the literature with some development and updating in the pilot study, and was distributed to teachers and students in four cities: Riyadh, Makkah, Jeddah and Buraydah. Valid responses were received from 248 teachers, and 348 students. Interviews were conducted with 20 teachers and 20 students, to obtain explanations and support for the questionnaire finding. The responses revealed weak influence of the IEC on students' behaviours which undermined motivation to study IE. Respondents thought the IEC does not meet students' needs, contains unsuitable topics for students' age. These problems came from a lack of fulfilment of curricular aims and objectives by the IEC and teachers. Most teachers used traditional methods such as the lecture during teaching, and there was a lack of use of modern teaching aids due to lack of availability. There were few school activities, and only written exams were used to assess students. Problems were attributed to shortage of time, unsuitable buildings, lack of teacher training, and lack of teacher participation in developing the curriculum. Based on the findings of the study, recommendations have been drawn up for developing the IEC, in order to help the decision-makers in Saudi Arabia.
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Al-Othaim, Abdullah Abdulkareem. "Developing the Arabic language curriculum for Saudi intermediate and secondary schools : an empirical study involving views of practitioners and specialists in the city of Riyadh." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:12459.
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The evident weaknesses of Saudi students in Intermediate and Secondary schools in the field of Arabic language have raised concerns about the current Arabic language curriculum. This study examines the background to the problems, the current situation and the possibilities of solving them. The study consisted of two main parts. The first part was a documentary study, which identified the main characteristics of the Arabic language and its historical pedagogy and examined the current situation of the Arabic language in Saudi Arabia. Literature on acquiring and learning language was reviewed, as was the curriculum-related literature, to find an appropriate model for developing the Arabic language curriculum. This first part of the study provided the basis for the second, empirical part. To clarify the nature and extent of the problem and obtain some opinions about how it can be rectified, 24 interviews were conducted with some educational supervisors, Arabic language specialists and the most responsible personnel involved with the Arabic language curriculum in Saudi Arabia, which revealed the need to develop the curriculum and some suggested requirements for achieving this. Based on both the documentary study and the exploratory interviews, a questionnaire was constructed, piloted and administered amongst all Arabic language intermediate and secondary teachers and educational supervisors in the city of Riyadh in addition to 50% of AI-Imam and King Saud University lecturers. Valid responses were received from 200 Intermediate teachers, 70 Secondary teachers, 18 educational supervisors and 45 University lecturers. The main findings led to identification of four lists of requirements covering the four components of the curriculum: the curriculum objectives, content, teaching methods and resources and evaluation. Other findings included the lack of training amongst teachers, the lack of experience amongst teachers and educational supervisors and the lack of recognition among samples of the importance of students' participation in the educational process. Based on the findings of the study, recommendations have been drawn up, which include a suggested framework for developing the curriculum, in addition to a model believed helpful for the decision-makers in Saudi Arabia.
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Watt, Michael G., and n/a. "The Role of curriculum resources in three countries: the impact of national curriculum reforms in the United Kingdom, the United States of America, and Australia." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050720.113739.
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This project examines the impact of standards-based and curriculum
reforms on the role of materials in educational systems in the United
Kingdom, the United States of America, and Australia. The project focused
on identifying activities undertaken by publishing companies and in
educational systems to develop, select and use materials in the context of
standards-based and curriculum reforms by investigating: (1) research
literature about the publishing industry, the policies controlling the
adoption of materials, and the patterns influencing the use of materials in
schools in the United States; (2) the perceptions of educational publishers
about the impact of these reforms on the new materials developed by their
companies to meet the needs of schools in implementing these reforms; (3)
the impact of national curriculum reforms in the United Kingdom on the
materials� marketplace; (4) the impact of the national standards movement
in the United States on the materials� marketplace; (5) the impact of state
standards in the United States on various aspects relating to materials
designed to support these reforms; (6) the impact of national curriculum
collaboration in Australia on the materials� marketplace; and (7) the impact
of state and territory curricula in Australia on various aspects relating to
materials designed to support these reforms. The report concludes by
applying categories defined in a typology to classify various activities
relating to the development, selection and use of materials identified in
educational publishing and educational systems in the United Kingdom, the
United States and Australia. Samples and questionnaires relating to surveys
and a bibliography are appended.
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Glassman, Rodney Britz. "Interactive Agricultural Experiences of 4th Grade Students in the Arid Southwest: An Examination of the Impact of Hands-On Learning Experiences as a Component of Agriculture in the Classroom Curriculum." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1302%5F1%5Fm.pdf&type=application/pdf.
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Rosenberger, Patricia Jo. "No School Left Behind: A Multiple Case Study of High-Performing Third-Grade Reading Programs in Low-Income Rural Schools in Southern Illinois." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/496.
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AN ABSTRACT OF THE DISSERTATION OF PATRICIA J. ROSENBERGER, for the Doctor of Philosophy degree in EDUCATION presented on FEBRUARY 2, 2012, at Southern Illinois University Carbondale. TITLE: NO SCHOOL LEFT BEHIND: A MULTIPLE CASE STUDY OF HIGH-PERFORMING THIRD-GRADE READING PROGRAMS IN LOW-INCOME, RURAL SCHOOLS IN SOUTHERN ILLINOIS MAJOR PROFESSOR: Dr. Lynn C. Smith Since the 2008 implementation of Response to Intervention (RtI) plans in Illinois, rural schools in southern Illinois with a high percentage of low-income students have been compelled to implement school-wide reforms of their reading programs. Often, limited funding makes it difficult to sustain growth trends in Adequate Yearly Progress (AYP). Nonetheless, Adequate Yearly Progress has become the accountability tool by which the public and politicians perceive the success or failure of the public school system. Bauch (2001) articulated the importance of giving consideration to the uniqueness of rural schools, such as those included in this study. Taylor, Pearson, Clark, and Walpole (2000) stressed the need for relevant research that meets the needs of poor children to increase academic achievement and educational opportunity. Currently, there is limited research that describes high-performing reading programs in low-income, rural southern Illinois schools that would guide comprehensive reform of reading programs in these schools. Both of the schools in the study were representative of rural schools with a high percentage of low-income students in southern Illinois and had achieved three years' growth of third-grade Illinois Standards Achievement Test (ISAT) reading scores. Third-grade programs were the focus of the study because the students did not have previous ISAT experience. Using case study design, within-case studies of two rural, high-performing third-grade reading programs focusing on the areas of resource allocation, decision-making models, curriculum and instructional methods, and teacher beliefs and attitudes were undertaken to provide descriptions of the third-grade reading programs at each of the participant schools. Data was collected during a one-week onsite visit to each school and included pre-observation surveys, interviews with administrators, faculty and staff, and field notes collected from classroom observations. Through a comparison of common themes from each school, eight overarching themes became the basis for cross-case analysis. These overarching themes can serve as a foundation for further research, guiding comprehensive reform of reading programs in poor, rural schools.
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Charles, Joan T. "Teacher-directed student use of the Internet for curricular activities: Profiles of frequent and infrequent use." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3095/.
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The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students and schools and feelings about designing lessons that included the Internet or technology. Within the infrequent use group, significant correlations were found between comparative Internet skill levels and (a) hours of technology-related professional development and (b) willingness to use the Internet for professional development. Further study should be given to the question of how these differences and correlations may affect the amount of teacher-directed student use of the Internet. The profiles developed in this study provide a starting point to assist regional, district, and school-level personnel in assessing local needs and focusing resources on developing strategies to increase teacher-directed student use of the Internet.
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Nolan, Karin. "American Elementary Music Programs: Current Instructional Methods, Goals, Resources, and Content Standards by Geographic Region and Grade Level." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194200.
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The purpose of this investigation was to identify current instructional practices, goals, and content standards addressed in American elementary music programs. Participants (N = 963) were sampled from elementary music teachers across the United States and administered a survey addressing music classes offered to each elementary grade level, average music instructional time, use of state standards and district music curricula, use of published materials, music integration, program goals, and perceived importance of various content standards by grade level. The three most frequently indicated music classes offered to elementary students were general music (84.57%), Orff (5.36%), and band (3.12%). Instrumental options and choir were typically only offered to older elementary students. Most elementary students received music instruction for an average of 31 to 60 minutes per week. Older students, however, tended to receive longer amounts of music instructional time. Over 81% of teachers regularly used their states’ standards when developing lessons. Slightly over two-thirds of all participants were provided a music curriculum to follow, although only 38.53% of total participants almost always followed it. Almost 48% sometimes used and over 36% almost always used published materials; Silver Burdett/Ginn and MacMillan/McGraw-Hill published the most popular series among elementary music teachers. Participants primarily used Essential Elements 2000 for band and orchestra. Nationally, 82.24% of participants indicated they regularly integrated music with other academic areas during lessons. On average, elementary music teachers integrated between three and four different subjects with music. Among the prominent areas reinforced through music were language arts (77.31%), mathematics (66.03%), social studies (55.77%), science (39.87%), and history (33.21%). The most commonly indicated music program goals were to foster students’: lifelong love of music; music appreciation; music foundation skills; and music reading skills. Participants also rated by grade level the perceived importance of various behavioral objectives separated into three content areas: pitch, rhythm, and musicality/history/timbre. After collecting all data and evaluating national trends, the researcher compared responses by geographic region - divided into the six MENC regions - and grade level, when appropriate. In each survey item where the researcher conducted tests of significance, significant (p ≤ .05) main effect differences were found.
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Al-Agla, Ali. "Introducing computer supported co-operative learning to the curriculum of Islamic studies and Arabic language in Arabic Language Institute for non-Arabic speakers : teachers' perceptions, students' responses and administrators' views." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5402.
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The Saudi education system is facing a climate of change and interest in exploiting new technology and educational approaches to improve teaching and learning. In this climate, the present study explores the feasibility of introducing computer assisted cooperative learning at the Language Institute of Umm Al-Qura University, in terms of teacher attitudes to computers and their experience with/attitudes towards co-operative learning; administrative support for such innovation; and students' responses to a cooperative learning environment. A four-part Likert-type questionnaire was administered to 148 teachers of Arabic and Islamic Studies from four universities, to investigate their positive and negative attitudes to computers, feelings about computers' usefulness, and intimidation about using computers. At Umm Al-Qura University, views on co-operative learning were obtained from 35 teachers of Arabic and Islamic Studies, by means of interviews. Interviews were carried out with five senior administrators at the university, regarding development in curricula and teaching methods, including training and staff development needs and funding issues. Twenty-two students of elementary Arabic from the University's Language Institute took part in computer assisted cooperative learning sessions, using software developed by the researcher and were observed and interviewed. Teachers, irrespective of personal and professional characteristics, generally had positive attitudes to computers, while administrators claimed that efforts to provide computer access and training to teaching staff were underway. Teachers also had generally positive attitudes to cooperative learning, and some sceptics were won over by the sight of their students participating actively and with enjoyment in the sessions conducted by the researcher. There was however evidence of reluctance by teachers to give students responsibility for their learning. Teachers and administrators blamed each other for what they saw as stagnation in educational approaches, but both groups favoured change. The researcher concludes that the introduction of computer-assisted cooperative learning supported by appropriate training could benefit both students and teachers and offers recommendations for its implementation.
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Ahl, Linda. "Approaching Curriculum Resources : Examining the potential of textbooks and teacher guides to support mathematics learning and teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25816.
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The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. The first is a study on how teachers use teacher guides. The results of this study could be seen as one piece in the building of a theoretical understanding of how teachers use their tools in planning and enacting teaching. The data for Study I were collected through semi-structured interviews with five early-years mathematics teachers. In advance, the teachers were asked to copy the pages from the teacher guide they had used the week before the interview. The analysis of the interviews shows that less experienced teachers desire a wider scope of content in their teacher guide. More experienced teachers desire support from teaching activities, in the design of teaching in classroom practice. Another interesting result was that all teachers in our study, regardless of prior experience, knowledge, beliefs, etc., want the teacher guide to offer connections between theory and practice. The second study investigates what content is represented in Swedish textbooks. The results of this study map the terrain over how the most commonly used textbooks in Sweden construct the topic of proportion and proportional reasoning. My choice of textbooks is based on a questionnaire among all compulsory school mathematics teachers in the sixth largest municipality in Sweden, revealing that two curriculum resources together covered 97% of the classrooms in Grades 7-9. The study provides insights into the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights when making decisions about how to use their textbooks, and to possibly reconsider how to organize the enactment of the national curriculum in order to develop deep understanding. The analyses could provide authors of teacher guides and textbooks with valuable information to consider regarding structure and design.
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Ye, Lei. "Integrating Technology, Curriculum, and Online Resources: A Multilevel Model Study of Impacts on Science Teachers and Students." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1701.
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This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers’ attitudes, beliefs, and practices and on students’ achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S.
To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers’ awareness of other earth science teachers’ practices and teachers’ frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to “District,” “Training condition”(whether or not teachers received CCS training) appeared to predict teachers’ attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts.
To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students’ engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth’s Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own curiosity. Students did not appear to change their self-reported engagement level after the intervention. Additionally, three multiple regression models were developed. Factors from the district, teacher, and student levels were identified to predict student post-knowledge assessments and their engagement with science learning. The results provide information to both the research community and practitioners.
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Mutheiwana, Pertunia. "A cultural-historical analysis of Grade 9 History curriculum and its pedagogical resources for learners' conceptual development." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33893.
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This study examines the extent to which the South African Grade 9 History Curriculum Assessment Policy Statement (CAPS) document and its supplementary teaching resources (learners' textbooks and teachers' guides) outline knowledge focused on concept development in learners. The development of concepts requires learners' mediation in the Zone of Proximal Development (ZPD) where consideration and subsequent linkage of three knowledge forms namely: scientific concepts, everyday concepts and procedural knowledge is necessary. In light of this, a topic titled ‘National Party and apartheid' is analysed across the CAPS document and its teaching resources to examine the extent to which they outline these knowledge forms for concept development. Vygotsky's cultural-historical theory and the work of Neo-Vygotskians are used as the theoretical framework for the analysis of data in this study. The findings show that the CAPS document offer guidance to teaching resources on the necessary knowledge forms required to afford learners with full development of historical concepts outlined under the ‘National Party and apartheid' topic of the CAPS document. This is because a curriculum document is only designed to offer guidance and not to elaborate on content. As a result, teaching resources should elaborate on the contents of the curriculum and add sufficient knowledge forms. According to Vygotsky and Neo-Vygotskians, full concept development can only be possible if scientific concepts are made visible, sufficiently, and explicitly defined, linked to everyday concepts and procedural knowledge. This study shows that teaching resources failed to implement this fully. This study concludes that for teaching resources to afford learners with conceptual development, all three knowledge forms should be sufficiently and explicitly outlined and the necessary linkage between them made. This will, in turn, provide the teachers with sufficient and explicit pedagogy in the ZPD thereby affording learners with conceptual development. The development of concepts is necessary for South Africa because it helps to reduce social inequalities created in the past as well as granting learners the opportunity to live and work in a globalised environment. It is recommended that teaching resources prioritise the aims of the CAPS document by outlining knowledge forms for concept development.
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Matthews, Linda Jan. "An elementary habitat curriculum for the Santa Rosa Plateau Ecological Reserve." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2870.
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This place-based curriculum, developed to address the alienation that children often feel from the natural environment around them, is an inquiry-based, hands-on teaching module for third and fourth grade children. It is designed around a one-day field trip to vernal pool habitat at the Santa Rosa Plateau Ecological Reserve. Three pre-visit and three post-visit lessons are included. The lessons enable students to acquire required California academic content standards, and also incorporate education principles stated in California's Education and the Environment Initiative.
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Shommo, Mahasin Ibrahim. "A review of the role of problem solving and other critical thinking skills in the secondary home economics curriculum of the Sudan with an empirical study of the in-service training of teachers." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3806.
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Chapter I summarises the development of the Critical Thinking (CT) movement and previous studies of developing Critical Thinking Skills (CTSs), with particular focus on the methods used in teaching them in the Home Economics (HE) context. One method, Problem-Solving (PS)o was chosen to teach CTSs in Sudanese secondary schools for girls. A four-day in-service training course in teaching PS was conducted with all the HE teachers of Omdurman.To investigate the effect of teaching PS on students' learning in HE lessons, achievement tests were developed on 3 HE topics and were conducted on 234 students. Tests on the first two topics were conducted before and after the in-service course. T-test analysis was conducted on the mean scores of the results obtained, to compare students' learning of HE on the two occasions. it was found that the differences between the mean scores of the tests conducted prior to the in-service course and those carried out after it, were very highly significant, in favour of teaching PS-style lessons. A test on the third topic was conducted on all groups of students to investigate differences between classes.To show how trained teachers implemented the PS techniques acquired during the In-service course, a diary study was conducted on the three topics taught.Questionnaires were developed and administered to the teachers who participated in the In-service course to find out their opinions about the experience of teaching PS, both in the in-service course and In their own classes. Teachers' views were also obtained by means of semi-structured interviews.The findings of the study support the use of PS method in teaching HE. Some implications of the findings for the development of initial and in-service teacher training, as well as curriculum modification In Sudanese secondary HE education are highlighted, and suggestions made for further research.
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Njabili, Agnes Fellicia Elimankinga. "An analysis of some aspects of the role and performance of an "O"-level biology examination as an instrument for curriculum evaluation : a case study of the 1983 "O"-level biology examinations in Tanzania." Thesis, University of Hull, 1985. http://hydra.hull.ac.uk/resources/hull:11221.
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An analysis of the Tanzanian O-level biology curriculum and the 1983 O-level biology examinations has been carried out in order to identify problem areas. The topics on which candidates performed worst were also among the topics that candidates and their teachers perceived as being difficult. Item analysis showed a wide variation 1n the facility and discrimination indices across the items of the Theory and Practical examinations. Topic facility indices and ability facility indices were low. The estimates of internal consistency reliability revealed that the reliabilities of both the Theory and Practical examinations were within acceptable ranges. Importance of objectives as both course objectives and examination objectives was studied, and the abilities concerned with scientific method were accorded highest priority by both teachers and panel members responsible for the general oversight of the curriculum and examinations. The classification of the questions according to the ability areas and topic areas tested by the examinations showed that all the ability areas and topic areas were examined, although to differing degrees. The priority listing of the aims of Practical examinations in biology in Tanzania were similar to priority listings of practical aims reported elsewhere. By factor analysis, it was revealed that the constructs underlying performance were related both to topic areas dealt with by the items, and to curriculum objectives tested. Some evidence was found that a 'Theoretical' mode of performance, a 'Practical' mode of performance, and a 'Continuous assessment' mode of performance constituted separate constructs. A comparison of the performance by different sexes in the different ability areas tested by the examinations showed an overall girls' superiority. There was no indication of sex superiority with regard to performance in the different topic areas tested; or in performance in Continuous assessment. Both sexes performed better in Continuous assessment than in the Final examination. Overall, the examinations seem to have been more suited for the selection of the candidates for entry into the limited places in higher educational institutions and for selected careers placement, than for evaluating the effectiveness of the course.
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Yusoff, Nuraini. "An empirical study of the teaching and learning of speaking and listening skills in relation to work place needs with reference to the National Curriculum, in some secondary schools in the County of Humberside." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:11171.
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One broad question addressed in this research is "What are the links between the learning of speaking and listening skills in secondary school, and the future use of speaking and listening in the work place?" To facilitate the answer to the above question, this study also seek to answer the following question: "What is the present situation in teaching and learning speaking and listening skills in secondary school after the introduction of the National Curriculum in 1989?" In order to answer the above questions this research adopted a multi-method approach known as triangulation technique. The techniques used were interviews, observations and questionnaire. The sample consisted of 1105 Year 11 students, 14 heads of English Department, 5 English teachers, 1 moderator, 2 careers officers and 2 employers. The data was analysed quantitatively and qualitatively. The findings show that there is no explicit link between the learning of Speaking and Listening in Humberside secondary schools, and future use of Speaking and Listening in the work place. Whatever links the school has with work places are more for the students' future plans: further education or employment; the duration for work experience is too short and the development of Speaking and Listening at work place is not one of its purposes. It was found that The HoDs and the teachers based their teaching on English in the National Curriculum. It was observed that some activities were set up by teachers but little teaching of Speaking and Listening was based on them. The opportunity for the students to be involved actively in Speaking and Listening activities was limited and there was minimal use of technology to promote Speaking and Listening. Speaking and Listening were used as tools to achieve other learning, especially literature and writing. The teacher still dominated the class and reading and writing still dominated the integration of skills. Listening has been badly neglected. Based on the two answers it can be deduced that at the secondary school level in the County of Humberside, even after the introduction of the National Curriculum, there is no planned link between schools' teaching and learning of Speaking and Listening skills with their future use at work place. It was also found an aspect of the teaching and learning of Speaking and Listening has been neglected. Based upon the findings, certain recommendations for actions and future research were made. It was recommended for the HoDs and the teachers to attend in-service training and to be part of the national networks that could promote Speaking and Listening. In addition all teachers are recommended to carry out action research. Apart from that there should be equivalent awareness-raising programmes for persons outside school who will meet the school leavers. Future research is needed in evaluating the effectiveness of in-service training and school and industry partnership in bringing positive changes to Speaking and Listening of students and school leavers. Research is also needed to determine whether school leavers who possess the recommended Speaking and Listening skills are in fact more effective than those who do not meet the requirements of work place.
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Gansereit, Jake Nathan. "Cougar swing: A web site model curriculum devoted toward improving hitting productivity for varsity baseball competition." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1913.
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Rucker, Randall W. "Religious education and curriculum for the mentally disabled adult in the local church especially for churches with limited resources /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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McCoshan, Andrew. "Resources, unit costs and the curriculum : an analysis of changing priorities in local education authority secondary schools in England." Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1159/.
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There are major variations in education provision between areas yet their analysis remains undeveloped. This thesis examines variations in resources and the curriculum in English education in the early 1980s. It argues that these variations are one of the major outcomes of the relationships between actors in the education service established in the post-war era. Despite their importance, the patterns of provision have been subject to little previous systematic empirical assessment. The first part of the thesis develops a framework for analysis of the relationships between actors in education: central government, local authority and school. This framework provides the structure for the empirical analyses which follow. A hierarchical research design is adopted which facilitates the examination of the effect of each level on the distribution of resources and their translation into curricula. Four contrasted case studies were selected for analysis. The results of original surveys are drawn upon to examine the management context. The second part of the thesis presents an original analysis of the impact of changes to the system of central grants to local authorities. National data sources are used to examine in detail the impact of these changes on secondary education expenditure. The focus then shifts to examine the distribution of resources within the four case study areas and their relationship to the socio-economic characteristics of school catchments and 'technical' factors such as size. Having established the patterns of resource distribution, the thesis moves to an original examination of the translation of these resources into curricula. The curriculum profiles of the case study authorities are compared, and, for two areas, changes over time are analysed. In the final section, the thesis examines variations in the curriculum between schools, examining their relationship to school background factors and resource levels.
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Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.
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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
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Shefchik, Michael James. "Effectively incorporating web tools into the community college composition curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2435.
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This project shows how web tools can be effectively integrated into the community college composition curriculum through staff development. It shows the need for adaptation of materials designed for K-12 education to the community college level and the development of grade-appropriate materials using web resources. The need for authentic assessment is explored and the means to prove it were supplied. Examples of web tools, sites for developing web tools and resources for accessing and applying authentic assessment tools were given.
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Daly, Kelly Sue. "A web page of curricular resources for the computer literacy class: Grades 7 - 9." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1959.
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This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.
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Messer, Doug. "Review of current multicultural education resources and curriculum, with special attention given to their relevance to Christian education in the church." Theological Research Exchange Network (TREN) Access this title online, 2001. http://www.tren.com/search.cfm?p068-0259.
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Blanchard, Fran Snow. "The development, implementation, and formative evaluation of a programmatic framework and curriculum for a residential graduate program in Natural Resources/Environmental Education /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Blanchard.pdf.
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Thesis (M.S.)--University of Wisconsin--Stevens Point.Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources Environmental Education/Interpretation, College of Natural Resources. Includes bibliographical references (leaves 109-111).
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Parrott, Deborah Johns, Joanna Anderson, and Renee Lyons. "Power Up the Connection: Multimedia Resources to Engage All Readers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/392.
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Attendees will learn free, specific multimedia resources to entice children to read as well as to improve fluency in vocabulary and comprehension. The majority of young readers are captivated by mobile devices and the Internet. Why not use this to our advantage in reading instruction. Join us to discover games, websites, and apps that engage children and improve phonemic awareness, spelling, vocabulary development, and comprehension.
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Firnges, Beth Anne. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Tutoring Guidelines" and "Designing an Overall Plan for a Course"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2993.
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A team of graduate students from Brigham Young University under the supervision of the main author, Dr. Henrichsen, collaborated on creating a book with an accompanying website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL). The entire program consists of 10 main sections with nearly 50 units addressing topics that novice teachers can choose from to help them prepare to teach English to non-native speakers. The BTRTESOL program answers the need for material designed for novice teachers, material that will help them to be better prepared in a minimalistic, non-overwhelming way. The goal of this program is that novice teachers will be more prepared to face the challenges and responsibilities that teaching English to speakers of other languages (TESOL) brings. Each member of the BTRTESOL team created two units of the program. Each unit summarizes the information about each topic into a few pages of text that provides the minimum amount of information novices should know. The units then direct them to other sources in order to learn more. The program is still under development and is anticipated to be completed within the next few years with other TESOL MA students and Dr. Henrichsen completing subsequent units. This selected project details the making of two units of the BTRTESOL program, one in section one, "Basic Concepts," titled "Tutoring Guidelines," and one in section two, "Designing Programs and Lessons," titled "Designing an Overall Plan for a Course." The tutoring unit describes some guidelines for novice tutors, whether or not they have taught larger classes before. The course design unit describes the basics of creating a course curriculum. Novice tutors and teachers are frequently expected to plan everything for the tutoring sessions or courses as soon as they start their assignments. These units are designed to give them a starting point. In addition to an opening scenario, explanatory text, and resource connections, both of these units provide activities (i.e., a video clip or case studies) for visualization, analysis, reflection, and practical application.
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Patterson, Randy Earl. "Career workshop curriculum for the Church of Jesus Christ of Latter Day Saints Employment Resource Services." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2451.
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The purpose of this project was to develop a career workshop curriculum for the Church of Jesus Christ of Latter Day Saints - Welfare Services in the Inland Empire Area. The major steps involved in job search will be covered including: goal setting, networking, resumes and cover letters, interviewing, salary negotiations, and follow-up.
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Lotz, Heila Betrie. "The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project." Thesis, Stellenbosch : Stellenbosch University, 1996. http://hdl.handle.net/10019.1/55264.
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Thesis (PhD)--Stellenbosch University, 1996.One copy microfiche.
ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research question in the assumptions and ideals of the critical inquiry paradigm and socially critical environmental education. This research represents an atlemptto clarifY the assumptions and orientations of socially critical environmental education as a possible 'tangible alternative' to modernist models of environmental education and educational change in a South African context. Through this project environmental education materials development emerged as a reflexive and responsive process of change in which I was able to work with teachers with in local contexts to develop resource materials which may contribute to the development of quality education and the transformation of the junior primary school phase. The emerging central thesis of this report is an ongoing questioning of the notion of participation, and a realisation of the complexities of establishing conditions for authentic participation in materials development, curriculum development and research contexts, Phase one of this research report describes a journey of inquiry toward" socially critical environmental education. This phase portrays a growing understanding of environmental education and is focused on the development of a participatory orientation to materials development. Phase two of this research journey illustrates a critical and reflexive stance to the 'weaknesses' identified in the first phase of the project. The interdependence of curriculum development, materials development and in service teacher education is explored. This phase of the research is presented as a journey with in socially critical environmental education and reflects ongoing praxis and engagement with in the assumptions of critical theory and socially critical environmental education. In phase two and three, the development of a critically reflexive stance to the assumptions guiding this study is described, and a shift in possible research orientations is highlighted. Further possibilities for research journeys beyond socially critical environmental education are presented in phase three through a tentative critique of the first two phases of this research project. This research report offers a brief insight into some of the complexities of change in the formal education sector. It demonstrates that confronting the challenges and complexities of change in realistic and meaningful ways is possibly one of the most daunting realities facing South Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a history of mis-education and poor education, decades of social separation and increasing socioecological degradation and risk.
AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling, gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar. Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling, kurrikulumontwikkeling en navorsingsverbande. Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling, materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek. Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van 'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n tentatiewe kritiek op die eerste twee fases van die navorsingsprojek. Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding, dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.
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Ritzman, Matthew Elwood. "Human Resource Professionals and Workplace Bullying: A Systems Approach to Performance Improvement Intervention in Criminal Justice Agencies." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1415354439.
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