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Fergusson, Andrew L., and n/a. "The analysis of curriculum structure and its application to curriculum planning and improvement in secondary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060710.103028.
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The aim of this thesis is to develop a model for the
analysis of curriculum structure and organisation in
Australian secondary schools and to apply a computer
formulation of the model to two case studies. The model
proposes the construction of indicators of curriculum provision
and teacher workload using the raw data provided by school
timetables and class lists. This in turn leads to the idea of
standardising curriculum structure in a way that will enable
comparisons to be made between different schools, the same
school with different timetables or between school
substructures such as year groups.
Limitations and advantages of this approach are explored
through an analysis of the concepts of modelling, information
and organisation. It is proposed that this view of curriculum
implies an evaluation perspective that focusses on school
improvement as a process of informed criticism and collective
decision-making.
Several applications of curriculum analysis are suggested
including the setting of specific goals for school improvement
programmes, industrial applications in the area of workloads
and a scheme for the classification and standardised
description of curriculum plans.
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Sorensen, Kathryn Hassell. "The influence of curriculum structure on retention of science majors /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008449.
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Cook, Paul Alexander. "Any curriculum will do : structure as a catalyst for adult transformation." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13972.
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This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity is argued to be about other ways of doing and other ways of seeing (Mezirow 2000:21). It proceeds by exploring if curricula employed in education can provide structure and/or the catalyst which allows ‘other’ to be revealed, agency to be regained, and to explicate what contribution curricula might make in transforming adult identities. Drawing upon the disciplines of sociology and psychology it provides holistic interpretations of participant accounts in the contemporary competitive world and explores the interstices in the duality of tensions between the utilitarian, and pragmatic adult, who employs education as a developmental pathway of choice. Interviews with six participants tell individual stories to provide holistic data of their erudition and experiences of cognitive and social change. Data are then employed to essentialise similarities, differences, themes, and congruent essences, and to distil factors which exemplify growth in understanding and expectations of the self. Growth in self-assurance and identity change capability is then contrasted with the fragility of adult identity; whereupon, this thesis critically positions fragility causation amongst the instrumental policies and forces of lifelong learning. Mezirow contends that agency is achieved by elaborating existing frames, learning new frames, transforming habits, and transforming points of view. This thesis moves to discuss the connected nature of these developmental factors and ‘glass ceilings’, and how immanent personal potential is (re) revealed to the adult self. Employing an archaeological hermeneutic research tool which suggests reflection is a central and developing feature in adult’s educational development the thesis finally contends that education is important in the personal delivery of agency over structure, and that curricula of any structurally legitimate form make a significant contribution to allowing persons to both flourish and confront a range of ‘other’ life circumstances and dilemmas.
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Fu, Guopeng. "Physics teachers and China's curriculum reform : the interplay between agency and structure." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50426.
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This study explored how individual and collective agencies among physics teachers in a select high school were enabled and constrained in the context of the on-going curriculum reform in China. Human agency as used in this study was informed by five perspectives: Bandura’s Social Cognitive Theory; Giddens’ Structuration Theory; Giroux’s critical pedagogy; Seixas’ historical consciousness; and Davies’ feminist and poststructuralist perspective.
The study employed autoethnographical methods including observation, interviewing, the researcher’s and teachers’ reflective journaling, and data collection through the researcher’s involvement with various school activities which took place in one high school. The analysis of the data corpus employed portraiture and constant comparative method. The portraits of the researcher and selected teachers depicted their agencies in terms of origin, motivation, shape, and negotiation.
The findings included: 1) individual teacher agency was significantly influenced by history, currency, moral standards, and students; 2) collective agency was shaped by structural changes, leadership and modern technology; and 3) collective teacher agency created the demands for individual teachers’ professional development, a conducive culture for teacher collaboration, and concrete examples that teachers could constantly refer to, reflect upon, and learn from for reform implementation.
These results offer important insights for understanding how physics teacher agency is manifest in the on-going curriculum reform in China. Further, the study offers a clear understanding of the influences underlying physics teachers’ agency deployment as they engage with the curriculum reform process. Finally, this study’s findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in China.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Holsgrove, John V. "Structure strategy use in children's comprehension of expository texts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/398.
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This study reviewed a body of literature largely written between the mid 1970s and 1990s that was concerned with the rhetorical structure of written expository text and its relationship to memory and comprehension. This dissertation follows from an argument that the earlier research often confused memory and comprehension and that it was limited in its attempt to clarify the relationship between text structure and reading comprehension. The current study sought to provide a fuller description of the manner in which schoolchildren of different ages and abilities employ rhetorical structure in the comprehension process. In contrast to the earlier research this study makes a distinction between the top-level structure of a text and the structure of the reader’s meaning. It sought to discover what, if any, was the relationship between the structure of the reader’s comprehension and the top-level structure of the text, the educational stage of the reader, and the reading comprehension ability of the reader. A sample of 229 schoolchildren from Years 5, 7, and 9, and further subdivided by reading ability, was given a task of reading three passages and carrying out an underlining task to identify the seven sentences in each passage that best captured the its overall meaning. The three passages employed were natural passages of text, each approximately 700 words in length, and each with a different top-level structure. Minor adjustments were made in respect of vocabulary and sentence length to match the different age groups within the sample. Each participant’s sentence selections were analysed for a collective structure in an effort to discover any structure employed by the reader in constructing the meaning of the respective text. The effectiveness of structure usage was measured by the degree of coherence captured by the sentence selections. As might be expected, good readers and older children generally performed the task more successfully and effectively than poorer and younger readers. The results indicated, contrary to a common assumption of the earlier research, that the structures employed by the participants reflected two different and distinct categories: content structures which selected information based on association and rhetorical structures based on logical argument. It was subsequently considered that semantic information might be relatively more influential in using content structure whereas syntax might play the more significant role in the use of rhetorical structure. The more able readers generally maximised coherence by combining rhetorical and content structures in the construction of meaning except where a passage was limited to description only. There was a complex relationship between the structure of the text and the structure of the reader’s meaning that reflected a constructivist explanation of reading comprehension. It was found that whilst many children of all ages and ability had a capacity to recognise the various content and rhetorical structures regardless of their relative complexity, that effective use was related to practice. Other factors that might complicate structure strategy use in reading comprehension were identified.
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Moquin, Jaime R. "A comprehensive literature analysis of why the American high school curriculum needs national structure." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008moquinj.pdf.
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Keating, Bevan T. "A choral organizational structure for the developing male singer." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1086095145.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xii, 136 p. : ill. Advisor: Hilary Apfelstadt, School of Music. Includes bibliographical references (p. 102-107).
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BARBOSA, Anderson Felinto. "Uma abordagem para orquestração do conhecimento com suporte ao planejamento e à avaliação curricular em ciência da computação." Universidade Federal de Campina Grande, 2016. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/697.
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Capes
O Currículo Referência (CR) para Cursos de Bacharelado em Ciência da Computação e Engenharia da Computação é um documento desenvolvido pela Sociedade Brasileira de Computação que descreve um conjunto de informações relacionadas ao ensino da computação no Brasil. O corpo do conhecimento, parte do CR descreve o conhecimento que pode ser ensinado ao aluno durante o processo de aprendizagem, pode ser útil para o processo de Planejamento Curricular, porém, diferentemente das estruturas curriculares criadas, o conhecimento descrito no CR apresenta, apenas, relações hierárquicas entre suas partes. Diante disso, neste trabalho, é proposta uma abordagem que visa a orquestrar o conhecimento descrito na granularidade “Matéria” do CR, neste trabalho denominada como “Categoria de Conhecimento”. Para isso, a abordagem baseia-se no princípio bottom-up e identifica as possíveis relações entre as 57 Categorias de Conhecimento a partir das disciplinas e das relações de pré-requisitos presentes em estruturas curriculares dos cursos para, assim, identificar o Grau de Dependência entre Categorias (GDep) e o Grau de Ocorrência da Categoria (GOC) relevantes para o processo de planejamento e avaliação das estruturas curriculares. Como forma de avaliar a abordagem foi realizado um estudo de caso envolvendo dados de 474 disciplinas, de 7 cursos de graduação, no qual foi mensurado do GRel e o GOC das 57 Categorias de Conhecimento. Além disso, também foi verificada a aplicação das métricas identificadas no processo de planejamento e avaliação das estruturas curriculares que, no contexto observado, apresentou resultados que comprovaram o uso de ambas para as finalidades propostas.
The Reference Curriculum for Degree Courses in Computer Science and Computer Engineering (RC) is a document developed by the Brazilian Computer Society that aims to describe a set of information related to computing education in Brazil. The body of knowledge, a part of RC that describles the knowledge that should be teached to a student during the learning Process, can be useful on the Curricular Planning process, however, unlike the curriculum structure created, which describes relations between disciplines, the knowledge described on the Reference Curriculum only shows hierarchical relations between different levels of this knowledge.To this situation, in this dissertation is proposed an approach that aimed orchestrating the knowledge described on granularity “Subject” of RC,called, in this dissertation,“Knowledge Categories”. For this, the approachis based on the bottom-up and identifies possible relationships between the 57 Knowledge Categories induced from the disciplines of graduate courses and their prerequisites relationships, to thereby identify the Dependence Degree Between Categories (GDep) and Category Occurrence Degree (GOc) relevants for the process of curriculum planning and evaluation. For evaluate approach, ion purposes a case study was conducted involving 474 disciplines from 7 under graduate courses. It was possible to observe the measurement of GRel and GOC of the57 Knowledge Categories from RC. In addition, the application were verified of the metrics identified in the planning processand evaluation of curriculum structures that,on the context observe, showed results that confirmed the use of suchmetrics for a imsproposed.
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Grove, Nathaniel P. "A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1209601964.
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Lord-Walker, Janice. "Highly Successful Outcomes| How Teachers at an African-Centered Independent School Structure Mathematics Curriculum and Instruction." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681370.
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Africans and people of African descent have always desired the best for their children and education has been seen as the key to success (Madhubuti & Madhubuti, 1994, p. 4). When conscious African American teachers respect for students' cultural heritage and families are demonstrated in the classroom, and seen as an asset then students' ability to develop self-esteem and self-pride needed to support self in the world that we live in improves (Alim, 2014 & Gay, 2010).
This study focused on how teachers at an African-centered school in East Oakland, California structure curriculum and instruction for pre-school-8 in a way that leads to highly successful outcomes for students especially in mathematics. The following research questions guided this case study of an African-centered school. First, what are the elements of an African-centered education and culturally responsive pedagogy that ensures the academic achievement of African-American students? Second, what occurs in teachers' classrooms where students strive for academic excellence? Third, what are the school practices that contribute to the academic success of all students?
The findings are as follows in this research is that school climate and culture set the tone and expectation for all students. When students and staff are respected and valued each contribute to the success of the students and school programs with strong support inside the school (staff) and outside (family and community). Students need to be able to identify who they are and be empowered to develop agency for themselves.
The start of the school day needs to focus and center students (for example breathing exercise, pouring libation and school pledge). The placement of mathematics at the beginning of the day is vital. The most challenging class is provided to students when most students have the most energy to focus, pay attention and stay on task. It is important for students to have extended time to think critically, to experience guided practice and independent practice.
In addition, teachers who check for understanding frequently throughout the lesson are better prepared to comprehend where students are in the learning cycle (engagement, explore, explanation, elaboration and evaluate). Cooperative learning is a communal process to learn and is beneficial to many students rather than working independently and/or competitively. Next, technology should be used in modern classes to prepare students for the real world. Finally, belonging is an essential part of this school. Students feel as if they are members of a team; the staff is the leader of the team and they ensure that all students feel connected to school through common routines and practices. There is success for all, students, staff, parents and community.
Key words: African-centered education; culturally responsive pedagogy, culturally sustaining pedagogy, mathematics acceleration program; African Americans; urban education, school practices, striving for excellence in education.
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Porter, Gregory Lee. "Inquiry into Introductory Chemistry Lab Group Dynamics: Student Collaborative Behavior Based on Structure of Laboratory Curriculum." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321919.
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Mota, Maria Ã. Braga. "The course pedagogy of URCA, their influence on curriculum structure and pedagogical practice of students who exexcem the teaching profession." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7205.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃThe study is part of the theoretical effort to contribute to the understanding of the field of teacher education. Prioritize goals and analyze the formation in pedagogy courses, their curriculum and pedagogical influences on the students, who already hold a teaching function, during that course, see how is the teacher-student relationship, the organization of work in the classroom, identify the learning and assessment procedures resulting from the initial training. As a working hypothesis that the teacher is influenced by scientific knowledge, leading to profound changes in the making and thinking in their teaching, as in the way of organizing teaching. Considering also that the teaching knowledge, the experience is incorporated in a concrete reality, coupled with the knowledge developed forwarded to it during its formation. The analysis allowed us to compare theory and practice, because this is a qualitative research, with voluntary participation of the actors interviewed. It is pointed out in conclusion, that training in the pedagogy of student teachers is considered by them as important to rethink their practice, influencing and playing from the apprehension and understanding of theories and concepts for teachers to training. Thus we understand that it is for teachers training courses a great responsibility for building a curriculum that goes beyond a curriculum organized by disciplines separate and watertight, but rather an interdisciplinary and integrated into a social practice conscious and critical educational
O estudo à parte do esforÃo teÃrico em contribuir com a compreensÃo do campo da formaÃÃo do professor. Prioriza como objetivos analisar a formaÃÃo no Curso de Pedagogia, seu currÃculo e a influÃncias na prÃtica pedagÃgica dos alunos, que jà exercem a funÃÃo docente, durante o referido curso, perceber como se dà a relaÃÃo professor-aluno, a organizaÃÃo do trabalho em sala, identificar os procedimentos avaliativos e de aprendizagem resultante da formaÃÃo inicial. Como hipÃtese inicial, acredita-se que o professor sofre influÃncia dos saberes cientÃficos, provocando mudanÃas profundas no seu fazer e pensar, de sua prÃtica pedagÃgica, como na forma de organizar o trabalho docente. Considerando tambÃm que o saber docente, representa a experiÃncia constituÃda em uma realidade concreta, somada aos conhecimentos elaborados que lhe foram transmitidos durante a sua formaÃÃo. A anÃlise permitiu confrontar teoria e prÃtica, pelo fato de tratar-se de uma pesquisa qualitativa, com participaÃÃo de adesÃo voluntÃria dos atores pesquisados. Aponta-se como conclusÃo, que a formaÃÃo em pedagogia dos alunos-professores à considerada por estes, como importantes para repensar sua prÃtica, influenciando e reproduzindo a partir da apreensÃo e compreensÃo das teorias e concepÃÃes trabalhadas pelos professores na formaÃÃo. Dessa forma entendemos que cabe aos professores dos cursos de formaÃÃo uma grande responsabilidade pela construÃÃo de um currÃculo que và alÃm de uma matriz curricular organizado por disciplinas separadas e estanques, mas sim, uma perspectiva interdisciplinar e integrada, para uma prÃtica social educativa consciente e crÃtica.
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Horowitz, Lenore G. "Exploring the impact of program structure on student and faculty scholarly communities in interdisciplinary Ph.D. programs." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561717.
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The Information Science doctoral program at the University at Albany, State University of New York, faces many of the same challenges found in highly interdisciplinary programs across educational institutions worldwide such as complex curricula development, abundant discipline languages and cultures, and stakeholders clinging to the traditional, single-discipline university system. In 2006, the University at Albany Information Science Ph.D. program faculty redefined the program's structure in hopes of addressing the challenges it was facing. Program structure is a social process shaped by community participation and is influenced by many factors including students, faculty members, and both informal and formal knowledge production.
Drawing on data collected with both students and faculty present before, during and after the transition to the new program structure, a mixed-method research strategy was performed to examine student retention rates and time to degree, and to explore the experiences of program faculty members' and doctoral students' sense of community and connectedness. Drawing on Wenger's (1998) Community of Practice model and Tinto's model of Institutional Departure, this study occurs in three stages: [1] program and participants' content analysis, [2] surveying of student and faculty members, and [3] select interviews with student and faculty members.
The data presented here highlights the unique challenges of doctoral interdisciplinary programs and supports the need for collaboration among faculty, and calls for the unquestionable patronage of the institution and the diverse departments involved. Seeing that interdisciplinary programs work across different disciplines, students and faculty alike often find it difficult to assimilate the diverse ways of teaching and methods of research thus calling for unique organizational and pedagogical strategies addressed in the curricula. Successful interdisciplinary programs need faculty who are broad-minded and willing to embrace and learn new methodologies, and respect sometimes conflicting viewpoints. Departments need to develop new models of organizational structure and funding sources to facilitate interdisciplinary research and interdisciplinary community. University leadership needs to move away from rigid hierarchical structures, add more flexibility to allow faculty members to have some movement between disciplinary departments, and needs to provide physical spaces to pull the diverse faculty and student communities together.
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Martin, Jessica M. "Risk factors for reading difficulty examining the impact of family structure on curriculum-based measures of reading /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008martinj.pdf.
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Matos, Euzene Mendonça Barbosa. "Contributos para a análise do ensino médio brasileiro: finalidades curriculares e rendimento escolar - o caso de uma escola pública de Fortaleza." Doctoral thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18613.
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Este estudo, configurou uma investigação de perfil misto, procurando
congregar contributos qualitativos e quantitativos, tem como principal objetivo à análise
do Ensino Médio brasileiro tentando verificar se as metas que este nível de ensino
preconiza estão atendendo às expectativas educacionais de um público diversificado de
alunos numa escola pública de Fortaleza.
Para tal, realizamos a análise de entrevistas semiestruturadas a doze
professores, e aplicamos questionários a 60 professores. Procedemos, também, à análise
documental do Projeto Político Pedagógico da escola, das Diretrizes Curriculares e
Orientações Curriculares Nacionais para o Ensino Médio, do Mapa Curricular da escola,
bem como, o Relatório de notas dos alunos e a classificação dos mesmos no Exame
Nacional do Ensino Médio (ENEM) referentes ao ano de 2012.
O estudo evidencia a importância das estratégias de ensino, nomeadamente, a
meritocracia no contexto escolar, a avaliação interna e externa nas dimensões: ensino
aprendizagem e resultados do rendimento escolar, formação e prática docente, o
trabalho da equipe escolar, a estrutura da escola, e ainda, a gestão e autonomia nas
escolas, mas principalmente, as ideias dos participantes do estudo sobre a importância
de trabalhar com uma estrutura de ensino vocacionado composto por áreas e disciplinas
que atenda as intenções profissionais e acadêmicas do aluno; ABSTRACT: This study, set up a mixed profile research, looking gather qualitative and
quantitative contributions, aims to analyze the Brazilian high school trying to
understand if the goals that this level of education advocates are meeting the educational
expectations of a diverse audience of students in public school in Fortaleza.
To this end, we conducted semi-structured interviews to twelve teachers, e apply
questionnaires to 60 teachers. Proceeded, too, the documentary analysis of the school
Pedagogical Policy Project, the National Curriculum Guidelines and Curriculum
Guidelines for Secondary Education, Curriculum Map of the school and the students'
notes Report and the classification thereof in the Exame Nacional do Ensino Médio
(ENEM) the brazilian national examination to High School graduates for the year 2012.
The study highlights the importance of teaching strategies in particular
meritocracy in the school context, internal and external evaluation dimensions: teaching
and learning results in school performance, training and teaching practice, the work of
the school team, the school structure, and also the management and autonomy in
schools, but mainly the ideas of the study participants about on the importance of
working with a vocationed teaching structure consists of areas and disciplines that will
meet future professional and academic intentions of the student.
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Hussain, Shah Farwa. "An investigation into lecturers' beliefs and implementation of the English language curriculum change at higher education level in Pakistan." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/24247.
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This thesis describes an exploratory study designed to investigate the beliefs and perceptions of eight English language lecturers about, and their classroom practices in implementing the curriculum change that was enacted in 2010 at the undergraduate level in the public sector colleges in Pakistan. Research indicates that curriculum change is a highly complex and a multifaceted process (Carl, 2009), and its success depends on a number of features. In this respect, it is acknowledged that teachers and their multiple roles contribute significantly to the success or failure of any educational reform or change. Therefore, this exploration focussed on investigating teachers’ implementation of the curriculum change through an analysis of their beliefs about teaching and learning, their perceptions about the curriculum change, and the issues involved in implementation. My approach is interpretive, and thus qualitative research methodology was employed to obtain an in-depth understanding of the phenomenon under investigation. Semi structured interviews and classroom observations were used as data collection instruments. The analysis of the data revealed that, in spite of the lecturers’ generally positive attitude towards the concept of change and their belief in the importance of English for both individual and national progress, there was a limited uptake of the new communicative curriculum. The study indicated that teachers’ beliefs combined with a number of external factors including the student level, educational culture, examination washback, lack of resources and support, and absence of teacher training could be an explanation for contradictions between the intended and the implemented curriculum change. The study concluded that the needs of the teachers must be acknowledged, and measures should be taken to create compatibility between the teachers’ beliefs, contextual factors and the reform policies. Although the study does not provide any explicit solutions to the problem of change and reform implementation, the insights revealed significant implications, clarified some critical issues, and offered some recommendations which might prove beneficial not only for curriculum planning and implementation in the future, but could also be useful in guiding those involved in the present curriculum change. Important areas were also suggested for further research in the field.
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Connors, Bushra. "A study of structure and agency interactions in the changing context of English higher education : what is happening to pedagogy and what are we doing about it?" Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021763/.
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This research explores aspects of emerging pedagogy in the work of seven members of faculty across disciplines, in three English higher education institutions. It takes place in a context of changing global and national circumstances and contributes insights into pedagogy as it is enacted under the distortion of market forces and the commodification of education. A case study approach, underpinned by critical realism is used to analyse participants’ pedagogic endeavours. This is combined with a multi-level consideration of the global, national and institutional processes influential in each case. To overcome the epistemological challenges involved with dealing with the complexity of the myriad possible influences, methodological features of the research involve the use of retroduction and abductive inference. Features of agency, of human knowledge and pedagogy and of the changing nature of higher education are analysed by identifying structures as having interacting social, cultural and material aspects within a stratified reality. An Archerian morphogenetic approach reveals structure and agency interactions over time in participants’ accounts. The study finds that, in spite of adverse conditions, there is a richness and depth to participants’ understanding and facilitation of their students’ learning. Participants draw upon significant internal resources to overcome the problems faced in teaching. Pedagogic approaches that are most distorted, under the drive to commodify and marketise aspects of higher education, are those that allow students to develop their own practices within the discipline they are entering, and to reformulate external knowledge for themselves within their own unfolding experiences. This study claims that the use of critical realism has been an extremely fruitful way to analyse emergent aspects of participants’ pedagogy within the current complex and shifting terrain of English higher education.
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Robertson, Laura. "A Closer Look at Flowers: Exploring Structure and Function in Science and Art." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/762.
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Hetherington, Lindsay Ellen Joan. ""Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3868.
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This thesis uses complexity theory to explore education in the context of a changing curriculum called ‘Opening Minds’. This new curriculum was introduced in the case study school in response to a wider curriculum change which emphasised ‘learning to learn’ and the development of ‘skills for the 21st Century’. In this study, a ‘complexity thinking’ theoretical framework was adopted, drawing especially on the work of Osberg and Biesta (Osberg et al., 2008, Osberg and Biesta, 2007, Biesta and Osberg, 2007) and Davis and Sumara (2006; 2007), paying particular attention to concepts of emergence and complexity reduction. Complexity theory, through the ‘logic of emergence’ offers a challenge to mechanistic approaches to understanding the world which, despite the work of postmodern and poststructural scholars in education, remains dominant in educational practice. The Opening Minds curriculum that is the focus of this case study demonstrated the potential to challenge this mechanistic approach, as the teachers expressed a desire to work in different, flexible and creative ways: this thesis therefore explores complexity theory’s challenge to a mechanistic approach in this particular case. It also addresses the relationship between Opening Minds and science education using complexity thinking. To facilitate exploration and analysis of the case, concepts of temporal and relational emergence and complexity reduction to develop a ‘complexity thinking’ understanding of concepts of agency/structure, power, identity and reflexivity. This entailed reconceptualisation of these ideas in a temporal-relational sense that explicitly incorporates a sensitivity to emergence. Specifically, an additional dimension to Emirbayer and Mische’s (1998) construction of multidimensional agency was added: that of creative agency. The research was conducted as a case study in which a ‘bricolage’ approach to data collection and analysis was used as part of an explicitly ‘complex’ methodology, addressing questions of the challenge of complexity reduction and ethics in research drawing on complexity theory. The findings indicated a challenge for teachers in negotiating tensions as they attempted to adopt approaches that could be considered ‘emergent’ alongside other ‘mechanistic’ practices. These tensions were explored in detail in relation to the concept of ‘reflection’, and in the interaction between science and Opening Minds. Bringing together the empirical and theoretical work in this study, it is suggested that mechanistic and emergent aspects may helpfully be viewed as a ‘vital simultaneity’ within the educational relationship (Davis, 2008) with the interaction between them facilitated by creative agency within a ‘pedagogy of interruption’ (Biesta, 2006). It was further argued that reflection could be used in responsive and flexible ways to support both learning and assessment as a crucial aspect of a pedagogy of interruption. Such a ‘contingently responsive and creative pedagogy’ may support the interaction between science and Opening Minds productively. It is suggested that complex approach to a pedagogy of interruption could support teachers in engaging with the creative and diverse elements of science or learning to learn curricula whilst maintaining the mechanistic aspects of teaching that support students in learning key concepts and skills.
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Wattenmaker, Karen M. "Sustainable K-12 Education through Community Partnerships." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000405.
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Five years ago, the author began a second career as a teacher in a small Wyoming town with a diverse student population. The beginning of her career coincided with a change in the demographics to include a large number of English Language Learners (ELs) and the imposition of sanctions from the No Child Left Behind Act of 2001 (NCLB) for being a failing school. The author collected, analyzed, and used summative and formative data in an effort to differentiate for all students. She went on home visits to build trust in the local community, co-planned and participated in work teams to further local curriculum, and conducted multiple rounds of extensive action research projects. False starts, circular paths, crushed dreams, and just plain exhaustion led to the development of a seed idea and the journey that follows, a yearlong project-based thesis, exploring how one classroom teacher could harness the power of an engaged community to supplement curriculum, motivate students, and instill a joy of learning. The focus of this thesis was derived from the following question: How might a community partnership of diverse agencies and leaders focused on education to foment radical change in public education, be founded and flourish?
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Vatanartiran, Sinem. "The Perceptions Of Teachers And Administrators On The Relationship Between Some Non-curricular School Factors And The Potential Success Of The New Basic Education Curriculum." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609880/index.pdf.
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The Ministry of Education of Turkey changed the national education programs in accordance with recent approaches in education as part of the educational reform that covers basic and secondary levels of schooling in 2005-2006 academic year. This educational reform that was proposed to change the formerly traditional, behaviorist, and teacher-centered programs into constructivist and student-centered programs will obviously have effects on millions of students, educators and families. Its long-term influence is expected to be seen on the whole society in coming years. The purpose of this study is to describe how school culture, values on professionalism, perceptions on the new programs, and organizational structure and leadership of schools will ease or impede with the implementation of the new national educational programs. A pure qualitative research design was used to study this problem. Multiple case study was carried out with semi-structured, face-to-face interviews as the method of data collection. The data sources for the interviews were teachers and administrators from four schools of different socio economic regions in Istanbul, one of which was a private school. Some of the official documents of the Ministry of Education were also used as supportive evidence to the data collected through the interviews.
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Steenkamp, Ermie Annelies. "The structure and content of undergraduate economics curricula offered by South African universities / Ermie Annelies Steenkamp." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1280.
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Often academic departments have little knowledge about the course content that
is presented by similar departments at other universities. This study aims to
investigate the economics curricula offered by South African universities in order
to contribute to the quality and content of the economics courses. International
best practices with regard to the structure and content of, as well as the logistics
behind an economics curriculum are identified, and the economics curricula
offered by South African universities are compared to these international best
practices. This study is attempted through gathering of available open source
information as well as conducting a survey study to determine the status quo
situation with regard to various issues relating to the economics curricula offered
at South African universities.
In terms of the structure of an economics curriculum, a benchmark tree structure
is drawn from international best practices. To compare the structure of the
economics curricula offered by the South African universities included in this
study to international best practices, a tree structure of each university's
curriculum is drafted in the same format as the benchmark tree structure. These
tree structures are used to determine how each university's curriculum complies
to international best practices.
The textbooks that are used in a course are thought to be an indication of the
content of that course. Therefore, the textbooks that are used by the different
universities in each course are indicated in this study.
With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer
ratios, the actual situation at most universities differs substantially from
international best practices. International best practices suggest class sizes of
no more than 25 students. Student-lecturer ratios in economics courses offered
by South African universities are far remote from this.Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.
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Flamion, Olga Elena. "The Effect of Reciprocal Mapping on Third-Grade Students’ Reading Comprehension Achievement and Reading Attitude." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3891.
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Reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Snow, Science and Technology, and States, 2002). For many students, there is a decrease in reading achievement as early as fourth grade as a result of increased demands in complexity of intermediate text (Williams et al., 2005). Reading attitude is “a system of feelings related to reading which causes the learner to approach or avoid a reading situation” (Fishbein & Ajzen, 1975, p. 1). McKenna, Kear, and Ellsworth (1995) found that attitude towards reading grew increasingly negative as students moved from first to sixth grade. In addition, the Common Core Standards requirement on students to read and write from informational text has made an even greater demand on teachers to improve reading comprehension.
The study aimed to advance the research on the impact of reading strategy instruction towards reading comprehension and reading attitude. Reading strategies are deliberate attempts to modify the reader’s efforts to construct meaning of text. The current quasi-experimental study investigated the effect of the Reciprocal Mapping (Fine, 2004) approach on third-grade students’ reading comprehension achievement and reading attitude. Reciprocal Mapping (Fine, 2004) is an integrated reading/writing strategy, using visual representation to make concrete the process of examining the text structure of science informational text.
The theoretical framework for the proposed study stems from a sociocultural perspective. This perspective incorporates readers’ backgrounds while developing their cognitive strategies and metacognitive skills for comprehending text. The investigator developed a pretest/posttest comparison group quasi-experimental design.
The study’s independent variable was group membership, with the dependent variables being reading comprehension achievement and reading attitude. An ANCOVA indicated that there was a significant difference for overall reading comprehension between the two groups on the basis of the post reading test scores when controlling for the pre-test scores. However, when analyzing for reading attitude, there was not a significant difference for overall reading attitude. The findings suggest that standards-based instruction on science informational text with the Reciprocal Mapping (Fine, 2004) approach was an effective method for increasing third-grade students’ reading comprehension.
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Pieterse, Glynis. "Establishing a framework for an integrated, holistic, community based educational support structure." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1158.
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The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.
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Martins, Milta Mariane da Mata. "A formação de professores de Química na proposta de estruturação curricular modular na UEPA – Campus VII - Conceição do Araguaia/PA, na perspectiva de formadores e licenciandos /." Bauru, 2020. http://hdl.handle.net/11449/192249.
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Orientador: Silvia Regina Quijdas Aro ZulianiResumo: Esta tese se propõe a analisar, a partir da perspectiva de formadores e licenciandos, a formação inicial em licenciatura no curso de Ciências Naturais-Química, da Universidade do Estado do Pará-UEPA, bem como os limites e possibilidades no contexto dessa formação, num campus localizado na microrregião de integração do Araguaia, no sul do Pará, local onde estão inseridos os atores sociais. A pesquisa ancora-se em uma base qualitativa e entre as diferentes abordagens escolheu-se o Estudo de Caso. Como principal instrumento de coleta de dados foi utilizada a entrevista semiestruturada cujos dados foram tratados à luz da análise temática de conteúdo. Os resultados oriundos desse trabalho de campo foram confrontados com os aportes suscitados na discussão através do embasamento da literatura nas teorizações do currículo e os possíveis fatores que podem estar contribuindo para as atuais políticas de currículo, além de adentrar na teoria de Pierre Bourdieu especificamente quanto ao habitus e à violência simbólica. Os resultados obtidos refletem que a estrutura curricular e as condições de funcionamento do curso ainda estão longe de serem suficientes para a formação desejada por licenciandos e formadores. Notou-se um grande desafio tendo em vista as inúmeras limitações que a universidade enfrenta na tentativa de consolidar o curso de Licenciatura em Química, apresentando fragilidades como: infraestrutura, falta de laboratórios, bibliotecas dotadas de literatura específica, a prática a... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This thesis proposes to analyze the initial education in the undergraduate course in Natural Sciences -Chemistry, from the perspective of teachers and undergraduates of Pará State University -UEPA, as well as the limits and possibilities in the context of such education, in a campus located in the Araguaia integration micro-region, in southern Pará, where the social actors are located. The research is anchored on a qualitative basis and among the different approaches was chosen the Case Study. As the main data collection instrument, the semi-structured interview was chosen, in which data were treated in the light of thematic content analysis. The results from this fieldwork were confronted withthe inputs raised in the discussion, by using literature-based theorizations of the curriculum and the possible factors that may be contributing to current curriculum policies, and also by entering Pierre Bourdieu's theory specifically about Habitusand symbolic violence. The results obtained reflect that the curriculum structure and operating conditions of the course are still far from sufficient for the desired education by undergraduates and teachers. A great challenge was noticed in view of thenumerous limitations that the university faces in trying to consolidate the Chemistry Graduation Course, presenting weaknesses such as: infrastructure, lack of laboratories, libraries with specific literature, the active practice of projects that contemplate Education, Research and Extension, d... (Complete abstract click electronic access below)
Doutor
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Nivens, Ryan Andrew, and Catherine Paolucci. "Effects of Policy and Research on the Structure of Teacher Education in Tennessee." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/222.
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Ogilvy-Stuart, Jessica Mary Therese. "Hong Kong students studying abroad : the impact of curriculum, structure and ethos : a case study of a residential British boarding school." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10929/.
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The purpose of this research is to explore the effect which curriculum, ethos, teaching and family support have on the way that Hong Kong students adapt and contribute to life in a British residential school. The recruitment of Hong Kong students into British boarding schools has increased dramatically over the last thirty years but as yet there has been little research in this area. This thesis employed a case study methodology to examine the experiences of Hong Kong students in the school in order to determine the factors which contributed to the success of otherwise of their stay. This research was conducted by using a qualitative, observation participant approach, collecting data over four prolonged visits to the school. Five key questions are addressed: in what ways do the classroom behaviours of Hong Kong students change as a result of their encounters in a British boarding school? Are Western teaching styles adapted to cater for students of different educational backgrounds? To what extent do the curriculum, structure and ethos of the school contribute to creating intercultural cohesion? To what extent does a cultural transfer take place? And what is the effect of the family on Hong Kong students in a British boarding school? The findings indicate that, although there are some initial difficulties for students in adjusting when they first arrive at the school, the institution is very successful in creating a harmonious intercultural community of respect where national identities are preserved. The study of this bounded community offers examples of how a learning environment which is not representative of a single culture may be created. The setting is significant as the boarding school is a closed environment in which student life is highly organised and therefore primary contact is with the culture of the school rather than that of the country.
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Singh, Rashmi. "ROLE OF STRUCTURE OF EQUATIONS IN IDENTIFYING STUDENTS’ CONCEPTION OF EQUIVALENCE." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555011399726728.
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King, Seth J. "Overcomming Misconceptions in Religious Education: The Effects of Text Structure and Topic Interest on Conceptual Change." DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1529.
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The aim of this study was to quantitatively measure refutation text's power for conceptual change while qualitatively discovering students' preference of refutation or expository text structures. This study also sought to examine if religious interest levels predict conceptual change. Participants for this study were 9th, 10th-, 11th-, and 12th-grade seminary students from the private religious educational system of The Church of Jesus Christ of Latter-day Saints (LDS). The study was conducted in two sessions. Session 1 involved pretesting, interventions, and posttesting. Session 2 involved delayed posttesting and participant interviews. Results were predominately measured quantitatively with some qualitative interview analysis added to enrich the study. This research study provides insight into the refutation text effects in LDS religious education. Results of the study showed significant differences in conceptual change between participants reading refutation texts and those reading expository texts. In every case, the refutation text group performed higher on posttests than did the expository group. Results also showed participant preference toward refutation text structures. Furthermore, the study found significant correlations that verify topic interest as a possible predictor of conceptual change. Insights are valuable in aiding curriculum developers in implementing effective ways to teach doctrinal principles by utilizing refutation text interventions. The advantages of this research study add to educational research and identify areas for improvement and exploration in further research. This study of refutation text effects in religious education also broadens researchers' understanding of refutation text's power for conceptual change in subjects outside of K-12 science. Results of this study are of interest to researchers, teachers, curriculum writers, and LDS seminary teachers and administrators.
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Cannon, Amanda C. "A Comparison between READ 180 Students and Non-READ 180 Students Reading and Math Scores by Classroom Structure." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1252.
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The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.
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Baek, Eun Kyeng. "Consequences of Non-Modeled and Modeled Between Case Variation in the Level-1 Error Structure in Multilevel Models for Single-Case Data: A Monte Carlo Study." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5860.
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The Multilevel modeling (MLM) approach has a great flexibility in that can handle various methodological issues that may arise with single-case studies, such as the need to model possible dependency in the errors, linear or nonlinear trends, and count outcomes (e.g.,Van den Noortgate & Onghena, 2003a). By using the MLM framework, researchers can not only model dependency in the errors but also model a variety of level-1error structures.
The effect of misspecification in the level-1 error structure has been well studied for MLM analyses. Generally, it was found that the estimates of the fixed effects were unbiased but the estimates of variance parameters were substantially biased when level-1 error structure was misspecified. However, in previous misspecification studies as well as applied studies of multilevel models with single-case data, a critical assumption has been made. Researchers generally assumed that the level-1 error structure is constant across all participants.
It is possible that the level-1 error structure may not be same across participants. Previous studies show that there is a possibility that the level-1 error structure may not be same across participants (Baek & Ferron, 2011; Baek & Ferron, 2013; Maggin et al., 2011). If much variation in level-1 error structure exists, this can possibly impact estimation of the fixed effects and random effects. Despite the importance of this issue, the effects of modeling between-case variation in the level-1 error structure had not yet been systematically studied. The purpose of this simulation study was to extend the MLM modeling in growth curve models to allow the level-1 error structure to vary across cases, and to identify the consequences of modeling and not modeling between-case variation in the level-1 error structure for single-case studies.
A Monte Carlo simulation was conducted that examined conditions that varied in series length per case (10 or 20), the number of cases (4 or 8), the true level-1 errors structure (homogenous, moderately heterogeneous, severely heterogeneous), the level-2 error variance in baseline slope and shift in slope (.05 or .2 times the level-1 variance), and the method to analyze the data (allow level-1 error variance and autocorrelation to vary across cases (Model 2) or not allow level-1 error variance and autocorrelation to vary across cases (Model 1)). All simulated data sets were analyzed using Bayesian estimation. For each condition, 1000 data were simulated, and bias, RMSE and credible interval (CI) coverage and width were examined for the fixed treatment effects and the variance components.
The results of this study found that the different modeling methods in level-1 error structure had little to no impact on the estimates of the fixed treatment effects, but substantial impacts on the estimates of the variance components, especially the level-1 error standard deviation and the autocorrelation parameters. Modeling between case variation in the level-1 error structure (Model 2) performs relatively better than not modeling between case variation in the level-1 error structure (Model 1) for the estimates of the level-1 error standard deviation and the autocorrelation parameters. It was found that as degree of the heterogeneity in the data (i.e., homogeneous, moderately heterogeneous, severely heterogeneous) increased, the effectiveness of Model 2 increased.
The results also indicated that whether the level-1 error structure was under-specified, over-specified, or correctly-specified had little to no impact on the estimates of the fixed treatment effects, but a substantial impact on the level-1 error standard deviation and the autocorrelation. While the correctly-specified and the over-specified models perform fairly well, the under-specified model performs poorly.
Moreover, it was revealed that the form of heterogeneity in the data (i.e., one extreme case versus a more even spread of the level-1 variances) might have some impact on relative effectiveness of the two models, but the degree of the autocorrelation had little to no impact on the relative performance of the two models.
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Shepstone, Nigel Mark. "A critical examination of electrical engineering curricula across three institutions in New Zealand." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/2076.
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This thesis examines the effect of the curriculum structure on the pass rate of engineering students in three types of institutions in New Zealand; namely, a polytech, a university of technology, and a university.The pass rate of engineering students has historically been low in all three of these types of institutions. This resulted in the main research question for this study: ‘Is the present engineering curriculum structure in New Zealand the most effective structure in which to prepare engineering graduates for work in the 21st century?’. In order to investigate this question the current curriculum at the above three types of institutions was examined. This examination was undertaken from a number of perspectives. First, the philosophy of an engineering education was determined to establish what exactly an engineering education is. This philosophy was then used to determine which material is legitimate to include in an engineering curriculum and which material should be left out. Second, theories of teaching and learning were examined to determine whether the engineering curriculum is being taught in the most effective way. Third, the theories of curriculum structure and development were studied to determine whether the engineering curriculum is structured in accordance with the latest ideas in curriculum design. Finally, conclusions were drawn about current curriculum structure and whether it complies with modern pedagogical theory.The two main conclusions that were produced by this study are the following: • Engineering curricula are designed with almost no regard for the students that are required to undertake them. This is probably the major reason for the high failure rate. • Understanding in general and engineering understanding in particular are concepts that are not well understood. The result of this is that the teaching, assessing, and curriculum structure for engineering courses are set up using past experience and are not based on any solid foundation. Again, this is an added potential explanation for the high failure rate in engineering.
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Apaliyah, Godwin Tayese. "An Analysis of the Effects of Program Structure and Content on Outcomes of Community Leaderhip Education Programs." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299607608.
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Castañeda, Gabriela. "Åldershomogent eller åldersintegrerat i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32708.
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The purpose of this study is to examine what kind of discourses emerges among the preschool teachers working in the two different organizational forms within the preschool- age divided groups versus age mixed groups. I focus on clarifying why some preschools choose to work with all ages (1-5 years) or with age divided groups, and if they base their choice on any specific theoretical basis. I want to explore how the different preschools organize themselves and how they do to respond to the different age-related needs of the child or support the development of children. My research questions are: ● What kind of discourses emerges in conversation with the educators about the age-related organization of preschool groups and how does it affect their execution of educational activities, such as the daily gathering? ● What are the strategies of the educators to fulfill curriculum requirements in an age mixed group and in an age divided group? The study is based on, among other things, research on age structure at the preschool and the daily gathering, and interviews of preschool teachers and preschool managers. I have found two types of discourses, one that is related to childrens stages of development and one related to social interaction. I have also come to the result that the main strategy for educators is to divide the groups into smaller groups in order to execute educational activities. In both age mixed groups and in age divided groups they divide the children according to age and maturity level.
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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.
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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
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Moore, Darrell Wayne. "Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1968.
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Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.
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Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.
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Casteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.
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This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems.
Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems.
The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included.
Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.
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Nabeiro, Maria Filomena Garcia. "A estrutura modular dos cursos profissionais: um estudo de caso múltiplo." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15307.
Full textAbstract:
Os cursos profissionais criados no fim dos anos 80 do século XX e introduzidos nas
escolas secundárias em meados da última década adotaram a estrutura modular na
organização da formação. Assim, o presente estudo pretendeu investigar de que modo
escolas profissionais e escolas secundárias públicas desenvolveram os princípios da estrutura
modular dos cursos profissionais, procurando detetar semelhanças e diferenças entre elas.
A investigação enquadra-se numa perspetiva humanista-interpretativa, envolvendo um
estudo de caso múltiplo constituído por duas unidades de análise. A recolha de dados
socorreu-se da entrevista, do painel, da observação não participante e da análise documental,
tendo os dados sido tratados por análise de conteúdo.
Entre as principais conclusões, limitadas aos casos estudados, destacam-se as seguintes:
i) a estrutura modular atual limita as possibilidades quer de individualização do percurso quer
de diferenciação pedagógica, contribuindo para manter um ensino essencialmente
homogéneo e uniforme; ii) as escolas desvalorizam as potencialidades da avaliação formativa,
autorreguladora e participada pelos alunos, insistindo num modelo de apoio pedagógico
pouco eficaz; iii) entre as escolas secundárias públicas e as escolas profissionais há mais
semelhanças do que diferenças na implementação da estrutura modular; ABSTRACT: Professional courses, created in the late 1980s and introduced in secondary schools in
the middle of the last decade, adopted a teaching modular structure. Thus, this dissertation
aimed to investigate how professional schools and secondary schools have appropriated and
developed the principles of the modular structure, looking for similarities and differences
between them.
The research is based on a humanistic-interpretative perspective, involving a multiple
case study, consisting of two units of analysis. Data collection made use of interviews, nonparticipant
observation and document analysis. The data were processed by content analysis.
Among the main findings, limited to the cases on study, we highlight: i) the current
modular structure limits the possibilities of individualization and curriculum differentiation,
helping to maintain a homogenous and uniform instruction; ii) schools devalue the potential
of formative self regulatory assessment, participated by students, insisting on an inefficient
model of pedagogical support; iii) there are more similarities than differences between the
secondary and professional schools.
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Stenegren, Mikaela, and Cecilia Snöbohm. "Läraren och digitala läromedel i matematikundervisningen : Digitala läromedel och deras möjligheter att ge läraren stöd i sin matematikundervisning i grundskolans tidiga år." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84755.
Full textAbstract:
Läraren har enligt läroplanen ett ansvar att se till varje elevs enskilda behov, förutsättningar, erfarenheter och tänkande, samt ta hänsyn till att eleven får använda digitala verktyg på ett sätt som hjälper eleven i sin kunskapsutveckling. För att läraren ska kunna leva upp till detta ansvar kan läraren ta stöd av ett digitalt läromedel i sin matematikundervisning. Tidigare forskning visar att digitala matematiska läromedel genom dess struktur och innehåll kan stödja läraren att motivera eleverna att arbeta med matematik, samt att lärarklienten i digitala läromedel är en unik funktion som kan hjälpa läraren i elevernas fortsatta kunskapsutveckling. Syftet med studien var att undersöka strukturen i digitala läromedel i matematik och vilket stöd de kan erbjuda läraren i sin matematikundervisning. Detta gjordes genom en kvalitativ innehållsanalys med utgångspunkt i Pepin m.fl. (2017) och Choppin m.fl. (2014) teoretiska ramverk för att analysera digitala läromedel. Analysen visade att strukturen är uppbyggd med de utrymmen som definierats av Pepin m.fl. och att mest fokus på utveckling lagts på presentationsutrymmet för att skapa motivation hos eleverna. Analysen visade även att det finns utvecklingsbehov i problem- och arbetsutrymmet på grund av det smala utbudet av lösningsstrategier, detta påverkar digitala läromedels möjlighet att erbjuda ett fullgott stöd för läraren att kunna luta sig emot ett digitalt läromedel i sin matematikundervisning. Vidare uppmärksammades det i lärarklienten bristen på möjligheter för läraren att designa och revidera uppgifter utifrån eget behov och avsaknaden av mulitmediabibliotek som stöd för läraren att använda i sin matematikundervisning. Däremot visade analysen att kunskapsöversikten i digitala läromedel har mycket att erbjuda läraren.According to the curriculum, the teacher has a responsibility to look after each student's individual needs, conditions, experiences and thinking, and to consider that the student may use digital tools in a way that helps the student in their knowledge development. In order for the teacher to be able to live up to this responsibility, the teacher can take the support of a digital curriculum in his or her mathematics teaching. Previous research shows that digital mathematical curriculums through its structure and content can support the teacher to motivate students to work with mathematics, and that the teacher client in digital curriculums is a unique function which can help the teacher in the students' continued knowledge development. The purpose of the study was to investigate the structure of digital curriculums in mathematics and what support they can offer the teacher in their mathematics teaching. This was done through a qualitative content analysis based on Pepin et al. (2017) and Choppin et al (2014) theoretical framework for analyzing digital curriculums. The analysis showed that the structure is built with the spaces defined by Pepin et al. and that most focus on development was placed on the presentation space to create motivation in the students. The analysis also showed that there is a need for development in the problem and work space due to the narrow range of solution strategies, this affects digital curriculum’s ability to offer full support for the teacher to be able to lean towards a digital curriculum in their mathematics teaching. Furthermore, the teacher client's attention was drawn to the lack of opportunities for the teacher to design and revise tasks based on his or her own needs and the lack of multimedialibraries to support the teacher to use in his or her mathematics teaching. However, the analysis showed that the knowledgeoverview in digital curriculums has a lot to offer the teacher.
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Patel, Narendra H. "Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/16.
Full textAbstract:
As a best practice, many postsecondary institutions in the United States use internships to provide students the option of maximizing their classroom learning with practical experiences. These experiences are not only intended to enhance students’ classroom learning but also to increase their employment marketability upon graduation. The internship process involves three stakeholders—the institution, the students, and the employers—and is often managed by curricular and co-curricular departments. However, the manner in which the program is structured varies from institution to institution and even within the institution. Thus, understanding which structures of undergraduate student internship programs are most effective as an academic component of experiential learning is critical for the overall success of the internship programs.
This mixed-methods case study research was designed to examine the Mass Media Arts Department internship structure at the selected institution to identify the components most effective in the students’ experiential learning experience. The study investigated the alignment between the institution’s academic and co-curricular programs, as well as their participating interns’ preparedness and their partner employers readiness. The study also examined the industry’s best practices used by other institutions and recommended by national professional associations to align these variables.
Based on the findings of this study, the following four emergent themes were identified to effectively align and integrate the curricular and co-curricular departments, the interns, and the employers: (a) program structure, (b) student preparation, (c) employers’ relations, and (d) program evaluation.
Future researchers can further examine these emerging themes to improve the relationship between student preparation as part of human capital and the roles of faculty and administration in aligning internship program processes.
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Sadji, Habib. "Les élèves et la technologie au collège : point de vue curriculaire." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2008. http://tel.archives-ouvertes.fr/tel-00422177.
Full textAbstract:
Cette recherche examine le processus d'identification de la discipline de Technologie par les collégiens. Cette discipline, dans sa reconfiguration de 1996, présente des caractéristiques en contraste avec les autres disciplines présentes au collège. En effet, en tant que discipline de raisonnement et d'action, les enjeux éducatifs sont centraux et dépassent les seuls savoirs ou savoir-faire. L'orientation générale de ses missions fondatrices fait prévaloir la confrontation directe des élèves avec le monde de la technique, sans détours par les sciences. De plus, elle est composée de deux parties, aux modes de pilotages contrastés : l'une, les « réalisations sur projet », fonctionne sur le mode « processus », l'autre ; la « technologie de l'information », sur le mode « produit ». Aussi, les activités proposées aux élèves au fil de leur parcours scolaire sont diverses et répondent à des visées éducatives variées. Notre objectif est de rendre compte des contenus, des enjeux et des modalités pédagogiques que les élèves repèrent, des caractères qu'ils affectent à cette éducation technologique à partir de leurs rencontres régulières avec cette discipline ainsi que les cohérences d'ensemble qu'ils construisent. En raison des spécificités de cette discipline, nous avons été amené à adopter « un point de vue curriculaire » pour répondre à notre questionnement. Nous avons, ainsi, élaboré notre propre cadre d'analyse et construit des outils méthodologiques qui rendent compte de la figure d'ensemble de la discipline construite par les élèves et de son évolution à travers la diversité des tâches effectuées et des organisations pédagogiques vécues. Afin de rendre compte de ces constructions, nous avons suivi, sur trois années, une vingtaine d'élèves volontaires présentant des caractéristiques individuelles contrastées. Ces élèves ont été interviewés à des périodes régulières afin de rendre compte des évolutions possibles éventuelles de leurs élaborations. Les constructions obtenues se distinguent, selon trois catégories : une première catégorie correspond aux élèves qui repèrent les enjeux spécifiques du curriculum c'est-à-dire la compréhension du monde technique qui les entoure et la découverte de quelques métiers. Ces élèves affectent à cette éducation des modalités d'enseignement coopératif. Une deuxième catégorie, correspond aux élèves qui se focalisent sur des apprentissages de savoir-faire, ou apprécient uniquement des aspects socioaffectifs et perdent ainsi de vue les enjeux attendus. Une troisième catégorie intermédiaire, correspond aux élèves qui composent entre les spécificités des enjeux de la Technologie et les attentes scolaires plus habituelles, davantage centrés sur les acquisitions de savoirs. Cette caractérisation nous a permis de mettre en évidence, aux différentes étapes du parcours suivi, les caractéristiques de la Technologie identifiées par les élèves. Cette démarche pourrait être pertinente, voire nécessaire, pour rendre compte des appropriations des enjeux éducatifs dans des parcours éducatifs qui ne sont pas toujours de forme disciplinaire.
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Grassi, Annemarie Michelle Ph D. "Quality After-School Programming and its Relationship to Achievement Related Behaviors and Academic Performance." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1354646131.
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St, Clair Ralf. "Practical logic, curriculum structures in an adult education program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ48719.pdf.
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Kiess, Kolter. "Rhizomatic Resistance: A Pedagogy for Social Transformation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1248147584.
Full textAbstract:
Thesis (M.A.)--Kent State University, 2009.Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Masood Raja. Keywords: Rhizomatic; resistance; social transformation; pedagogy; radical; education; literature. Includes bibliographical references (p. 157-161).
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孝章, 藤原, and Takaaki Fujiwara. "グローバル教育の内容編成に関する研究 : グローバル・シティズンシップの育成をめざして." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB12972138/?lang=0, 2015. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB12972138/?lang=0.
Full textAbstract:
グローバル教育の内容編成について、グローバリゼーションとグローバル教育の関係性を述べたうえで、日本の国際理解教育および英米のグローバル教育を取り上げ、教科構造論とシティズンシップ育成論の視点から、教科融合型、教科統合型、教科超越型という、３つのカリキュラムとしての内容編成の可能性と、目標としてのグローバル・シティズンシップの育成を明らかにし、それに応じた筆者の３つの授業実践について論じた。The thesis is a study on the organization of discipline based contents of global education. Firstly, I describe about relationship between globalization and global education. Secondly, Analyzing education for international understanding in Japan, and global education in United Kingdom and United States of America, I make clear three approaches of the organization of discipline based contents which are multidisciplinary approach, interdisciplinary approach, and transdisciplinary approach. Thirdly, I identify the goal of global education is to foster global citizenship and examine three implementation on three lesson units which I practiced according to global education.
博士(教育文化学)
Doctor of Philosophy in Education and Culture
同志社大学
Doshisha University
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Oh, Young-youl. "Korean teachers' intentions toward reform-oriented instruction in mathematics structures underlying teacher change /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3038193.
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Duncan, Roderick. "A structure for staff development in primary education." Thesis, University of Aberdeen, 1990. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU027127.
Full textAbstract:
The study sets out to examine the underlying principles of and requirements for a structure for staff development in primary education within education authorities. The concept of staff development is introduced in Chapter One, followed in Chapter Two by a review of previous research published in the main during the last twenty-five years. Chapter Three proposes a process model of staff development. Within this is a description of one education authority's use of school self-evaluation materials written specifically to assist schools determine their own priorities for staff development. Alternative models of staff development are examined followed by an examination of the proposition against paradoxes derived from an analysis of needs of the individual, schools, education authorities and the political constraints operating within Scotland in the late 1980s. Chapter Four reviews historically the growth of a staff development structure within this authority based on such a model and describes the structure in action, the impact of the growth of the structure, and key factors in its development. Chapter Five is a short-term evaluation of the use of the school self-evaluation materials by schools in two pilot studies and issues are identified which should influence the operation of the proposition within authorities. In Chapter Six the structure is examined critically through the eyes of a parent, head teacher, teachers' union secretary and Minister of State for Scotland. Chapter Seven thereafter examines in detail six issues which are seen to be fundamental if developments are to progress into the 90s. The concluding chapter firstly examines the strengths, weaknesses and possible reasons for the structure to crumble. Thereafter, conclusions are reached which refer to: the characteristics of a necessary structure; the need for authorities to accept some diminution of power; partial autonomy of schools; the requirements for, purpose and benefits of school self-review; the need to involve the parent body and children; the development of critical communities and a new professionalism.
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Sandberg, Vicki Ranes. "Relationships between curricular structure and empowerment of rural middle level teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036853.
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Alummoottil, Joseph Michael. "The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1003654.
Full textAbstract:
The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.