Dissertations / Theses on the topic 'English curriculum'
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1
McNaught, Allison Joan. "War, peace and the English curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0033/NQ49858.pdf.
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Green, William Charles. "After the New English: Cultural politics and English curriculum change." Thesis, Green, William Charles (1991) After the New English: Cultural politics and English curriculum change. PhD thesis, Murdoch University, 1991. https://researchrepository.murdoch.edu.au/id/eprint/51513/.
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The focus of this study is on what is called the New English, a specific line of development in English teaching since the watershed period of the 1960s. Recently characterized as the 'ascendant paradigm' in language education in the North American context, in Australia and the United Kingdom it has until very recently been acknowledged as the dominant-hegemonic tradition in English teaching, arguably reaching its apotheosis in the late 1970s and early to mid 1980s. Since the mid 1970s, however, there has been extensive debate regarding literacy pedagogy and the English subjects, and allegedly a 'crisis' in English teaching more generally. This is something which has been driven and contextualized by the cultural and ideological offensives of the New Right, as a significant new force in educational politics. At the same time, there have been significant challenges issued to the Dartmouth tradition in English teaching— the New English, in short—, stemming from new initiatives in linguistic and literary theory, and new forms of cultural and political analysis in educational studies. That is, the politico-theoretical conditions of English curriculum change have undergone a marked transformation in recent times, and this has had specific and quite decisive implications for the discourse on English teaching which is at issue here.
It is, however, the thesis of this study that the New English represents an important, if clearly limited, moment in the larger discourse on English teaching, as a central feature of the social apparatus of State-sponsored mass compulsory schooling. Moreover, current debates concerning the nature of English teaching indicate a major crisis in the organizing principles of curriculum and schooling, in accordance with both the collapse of longstanding ideological settlements and the emergence of what can be appropriately described as postmodern educational culture. For this reason, struggles over the definition of the subject-discipline and the politics and processes of English curriculum change are of particular interest for critical curriculum studies. It is contended, further, that the New English represents an exemplary instance of what must be recognized as a contradictory politics, involving both positive and progressive features on the one hand, and negative and increasingly reactionary features, on the other. Given this, the future of English teaching as a key strategy in the project of critical-democratic schooling is dependent on appropriate forms of deconstruction and critique, specifically with regard to the New English, and the assertion of English teaching as a significant form of cultural politics.
The study accordingly examines aspects of the positioning of the New English within the wider field of educational and cultural politics, and documents some of the consequences and missed opportunities associated with the failure of the New English, a failure both to fully realize its own radical possibilities and to recognize the changing conditions underlying contemporary curriculum and schooling, in what is clearly an emergent cultural-ideological formation predicated on new principles of social integration and moral order. The study concludes with a brief assessment of new possibilities for English curriculum praxis in postmodern conditions, suggesting that the notions of rhetoric and cultural studies are important considerations in and for the reconstruction of English teaching as critical-postmodernist pedagogy.
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Morrison, Jennifer L. "Negotiating the New Zealand English curriculum : a qualitative model of eight secondary English teachers' classroom practice and response to the English curriculum." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1997. http://hdl.handle.net/10092/2295.
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Negotiating the New Zealand English Curriculum, opening with a
contextualised look at the history and current educational environment surrounding
secondary practice under the English Curriculum, describes how secondary English
classroom practice in forms 3 to 7 relates to the principles of the English Curriculum set
out in the Ministry of Education document, English in the New Zealand Curriculum
(Ministry, 1994). Semi-structured, in-depth interviews with eight Canterbury teachers
were used to provide the basis for a qualitative analysis, and use is also made of current
literature, evaluative studies in the area, school documents and key figures in the
English Curriculum development process and debate. Because it was found that the
English Curriculum does not to impact participants' individual pedagogy directly and
that, in this context, classroom practice and response to the English Curriculum are
intimately connected, the researcher presents a Model ofthe Factors Influencing
Classroom Practice and Response to the English Curriculum. Factors in the Model
include Experience, Management Purposes, Consciousness of Professional
Environment, Teacher Interests, Context Constraints, Students and Teacher Beliefs.
Students and Teacher Beliefs, two of the more significant factors, are examined with
more detail in individual chapters. The author concludes with a theoretical discussion
of the curriculum-practice relationship, as well as a brief look at implications of the
Model for professional development.
4
Cheng, Sze-chiu. "The school-based curriculum tailoring scheme : a case study of curriculum formation and transformation /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185104.
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Tse, Oi-yu Eileen. "The vocational English curriculum : a case study of the implementation of a new curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227778X.
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Stoop, Graham Charles. "The management of knowledge : text, context, and the New Zealand English curriculums, 1969-1996." Thesis, University of Canterbury. Education, 1998. http://hdl.handle.net/10092/1045.
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This is a study of the New Zealand English curriculums, 1969-1996. The study is organised around three phases of reform: the initial changes made to the teaching of English in the first three years of secondary school; the later reform of the senior-school English syllabus; the more recent development of an integrated national curriculum statement for the teaching of English. These reforms are charted in a narrative fashion, although the thesis does not purport to be a full history of English teaching in the period under review. Instead, the various developments and changes to English teaching in New Zealand secondary schools, during a thirty year period, are contextualised under the interpretative paradigm: the management of knowledge. It is argued herein that knowledge, and, in this case, the subject English, has been managed - consciously and unconsciously - in the interests of dominant socio-cultural and socio-economic groups. I aver that even alleged progressive developments in the pedagogy of classroom life have been routinised in the curriculum statements. Consequently, there has been an official sanctioning of established or conservative perspectives on the way English language and literature should be taught, thus often denying the emancipatory themes of respect for the human subject and human agency. My contention is advanced and supported through a careful examination of the curriculum text discourses, and, in several instances, through an examination of the transmission process from the draft statement to the published statement. I am therefore able to argue that the English curriculums must be understood as part of wider social and political processes: the curriculums are produced, managed and reproduced. The influences of the social environment and, in particular, the ideological struggle between State and society, are to be found in the English teaching discourse. This notion is captured in the subtitle of the study: text and context. The thesis concludes with a brief, personal reflection on how an English curriculum might be theorised so that it does not impose on students a definition of reality that declares the values and symbols of the social elites. I assert that an understanding of discourse, or the discourses of knowledge, can provide a way forward for the theorising of the subject English.
7
Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.
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Davies, Robert Mark. "Saskatchwan's secondary English curriculum, a postcolonial analysis of English Language Arts B30." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35830.pdf.
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Kobo, Mamorapeli Justinah. "Communicative language teaching : a comparison of the Lesotho form E (English) and South African grade 12 FAL (English) curricula." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80370.
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Thesis (MEd)--Stellenbosch University, 2013.Includes glossary of terms
ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development.
AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.
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Williamson, John Roxburgh. "Aspects of children's language in National Curriculum English." Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/752.
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No subject in the National Curriculum has been the source of more controversy than English. It has been at the heart of fierce debates in the political arena, amongst the policy makers responsible for the National Curriculum, in the academic world and in the media. Underlying these arguments have been, on the one hand, an agreement that English is a subject of special importance in the curriculum and, on the other, often profound disagreements about what the nature of that subject ought to be. At the same time, there has been a tendency for policy to be made without reference to evidence about the necessity, the feasibility or even the desirability of the proposals being put forward. In the main, the work presented in this submission provides evidence relevant to the National Curriculum for English as it has developed over the last six years.
11
Parker, Gemma Louise. "Teacher agency : curriculum development in English primary academies." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3975.
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The genesis of this study was the confluence of the Academies Act (2010), which legislated academy status and disapplied the statutory nature of the National Curriculum (DfE, 2013), and the finding that primary schools’ curriculum capacity was a cause for concern (Alexander, 2010). This concurrence seemed to make apparent a serious gap between intentions of teacher autonomy conveyed through policy (DfE, 2010; DfE, 2016a) and the capacity for teacher agency. This was compounded by a context of teachers’ professional environments characterised by long-standing statutory (Education Act, 1988) and non-statutory curriculum guidance (DfEE, 1998; DfEE, 1999) and stringent accountability measures (Hammersley-Fletcher and Strain, 2011; Ball, 2003; Ball, 2016). My own professional experience of primary schools and university initial teacher education departments reinforced this concern, which was heightened by its context of curriculum as the pre-eminent element of education (Young, 2014). The focus of the study is the achievement of teacher agency, regarding curriculum development specifically. It draws upon the ecological approach to teacher agency (Priestley, Biesta and Robinson, 2013) in order to explore the causal influence of the interplay of personal capacity and ecological conditions. Twenty-two primary academy teachers, across six primary academies, participated. A critical realist approach governs the study, thus the search for causal mechanisms considers structures at the real ontological level and the manner in which they are actualised by conditions. The methodology aligns with this philosophical paradigm and through a case study design, a deep understanding of participants’ realities is facilitated. This interpretivist, qualitative approach means theorised trends are strongly rooted in the data. Ultimately, the study’s key finding is that teachers’ personal capacity is the defining factor for their achievement of agency due to the way in which it affects their perception of their working environment. The study also posits that it is key professional learning experiences which are a principal influence upon teachers’ personal capacity to achieve agency. This develops the existing ecological approach to teacher agency (Priestley, Biesta and Robinson, 2013) by adding detail regarding the nature and impact of important past experiences. Recommendations regarding teachers’ professional learning experiences are made.
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Macintyre, Margaret. "Promises, Promises: The National English Curriculum in Context." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/88134.
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This thesis locates the Australian National English Curriculum in its political, pedagogical, intellectual and historical contexts. It argues that the tripartite structure of the Curriculum into language, literature and literacy is the result of a flawed pedagogy pointing to wider ideological conflicts over curricula and that this structure undermines a coherent and pedagogically sound approach to the teaching of English in schools.
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Mooneyham, John C. "Instructional Strategies for Young English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5922.
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Brown, Clara Lee, Natalia Ward, and Benjamin H. Nam. "“Only English Counts”: The Impact of English Hegemony on South-Korean Athletes." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5937.
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While conceived to examine key factors affecting post-retirement career advancement of retired elite athletes in South Korea, the purpose of this paper is to report how English, as a de facto global lingua franca, functions as a powerful gatekeeper in the sports administration field.
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Tay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.
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Tse, Oi-yu Eileen, and 謝靄愉. "The vocational English curriculum: a case study of the implementation of a new curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961988.
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Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.
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Thesis (Ed. D.)--Illinois State University, 1994.Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.
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Ward, Natalia, Clara Lee Brown, Robin F. Scheil, and Betty Thomason. "Making Meaningful Inquiry Possible for English Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5947.
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This panel presents a re-conceptualized framework regarding making inquiry in English/language arts classrooms possible for English Learners (ELs): (1) authentic assessment that recognizes ELs’ cultural, linguistic capital; (2) tailored instruction that focuses on integration of drawing, discussion, and intentional use of various text types; and (3) pedagogical praxis, a critical element to bring about instructional change.
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Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.
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Mooneyham, John C. "Instructional Strategies for Elementary English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5921.
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Romo, Abel Javier. "An English for Specific Purposes Curriculum to Prepare English Learners to Become Nursing Assistants." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1407.pdf.
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Young, David A. "Pupils, teachers and a changing English curriculum 14-16." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278923.
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Bissett, Andrew Keith. "The business of English universities : business models and curriculum." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/19357/.
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In some highly publicised cases in English universities well-established disciplines and departments are under threat of closure for financial reasons. The higher education curriculum in England appears to be increasingly shaped by financial pressures. This study argues that universities are tending to be run as businesses, and its central aim is to reveal the business models within. These can be a useful 'lens' through which to view developments in higher education. An overview of the historical development of the curriculum in English universities is presented. The literature on business models and on higher education curriculum change is examined, and a relationship between these two dimensions is developed. In order to discern the business models a qualitative analysis of twenty English university strategic plans is performed using Ritchie & Spencer's (1994) 'Framework' methodology. Two new business models that have explanatory power in the university context are identified, along with two other 'standard' models that are also apparent. These four models might provide a general template that can be used to assess and understand university operation. Some consequences of the business models are discussed. The inquiry questions the possible future direction of higher education in England in the light of these consequences.
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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
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A, Rahman Nor Haslynda. "From curriculum reform to classroom practice : an evaluation of the English primary curriculum in Malaysia." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7511/.
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In 2011, a curricular reform of primary education in Malaysia known as the Standard Curriculum for Primary Schools (SCPS) was implemented for all taught subjects including English. The aim of the English language curriculum reform was to place great emphasis on the development of student communicative competence through interactive, learner-centred teaching approaches. Research suggests that the implementation of a curriculum reform at the classroom level depends largely on the extent to which teachers understand what the curriculum policy is intended to achieve and whether they perceive the policy as relevant and feasible. This study critically examines the effectiveness of the SCPS for English in three dimensions: (1) the clarity and usefulness of the curriculum documentation; (2) the effectiveness of the curriculum dissemination process; and, (3) the implementation of the curriculum in the classroom. A mixed-method was used in the study. It consisted of semi-structured interviews, document analysis, lesson observations, systematic interaction analysis of digitally recorded lessons, discourse analysis of lesson transcripts and video-stimulated reflective dialogue. The study involved 8 teachers, 2 curriculum trainers, 2 District Education Officers, and one officer from the Curriculum Development Division of Ministry of Education (MOE) in Malaysia. A total of 32 primary English lessons, four from each of the teachers involved, were also observed, video-recorded and systematically analysed. The findings revealed that the SCPS was not fully understood by the teachers and top-down, cascading of the curriculum process was largely ineffective. They also highlighted incongruence between the curriculum policy and classroom practice. The findings suggest there is a need to revise the SCPS documentation, to evaluate the curriculum dissemination process, and to support teachers in curriculum implementation at the classroom level. The wider implications of the findings for curriculum policy makers and teacher professional development are also discussed.
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Lee, Siu-fan. "An investigation of teacher's interpretations of target oriented assessment in English language." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160855.
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Myhill, Debra Ann. "Self-assessment in English at key stage 3." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261204.
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Brauer, Lydia K. "Contemporary constructions of English texts: a departmental case study of secondary English domains." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1151259726.
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Mai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.
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Wilbur, Helen. "Commemoration and Curriculum:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/240.
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The legacies of World War I in British culture are often explained by terms such as disillusionment and futility or by the understanding that the war shattered nineteenth century ideas of progress. These were not, however, the images of the war offered by the nation’s public and state sponsored secondary schools during the interwar years. By examining the categories of commemoration and curriculum, this study explores how British educational institutions mobilized the memory of the war in order to avoid cynicism and promote traditional forms of national, class, and gender identity. The first two chapters focus on how school memorials grew out of wartime communication within extended school communities in a way that privileged a heroic and traditional language of “high diction,” a concept developed by Paul Fussell. The following two chapters explore the ways in which discussions of how and why to teach history created a rhetoric of non-revolutionary citizenship and shaped portrayals of the war itself in a variety of British textbooks. Both processes elevated ideas including national and imperial patriotism, sportsmanship, self-sacrifice, personal and international leadership, and a continued faith in progress. This was initially accomplished by the exclusion of other possible narratives of the war, but the success of this interwar educational narrative was, in turn, undermined by subsequent economic and political events.
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Percy, Sandra. "Implementing curriculum and assessment reform : a case study of the English 5-14 curriculum, 1990-1994." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21461.
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In November 1987, the Scottish Education Department published the consultant paper "Curriculum and Assessment in Scotland: a policy for the 1990s". The paper set out a series of proposals for the reform of curriculum and assessment in primary and early secondary schooling. Arguably, they constitute the most far-reaching set of changes for primary and secondary schooling in Scotland ever proposed in one document. This thesis considers these proposals as an illustration of the dominant features of contemporary Scottish educational policy-making. It contextualises this initiative within an analysis of the historical background, theoretical approaches to educational administration and processes of change in both primary and secondary schooling and the current situation with regard to specific policy in Scottish education, that which concerns curriculum and assessment. The methodology adopted is that of an ethnographic case study approach which collates and examines the teaching and assessment of English Language in a rural secondary school and one of its associated primary schools. This case study draws upon the theoretical and practical perspectives of policy implementation in an attempt to formulate how a government-devised, centre-driven innovation is implemented by teachers in the classroom. The case study shows that the publication of the Government's proposals and the implementation of the policy are evidence of a shift in policy-making style in Scotland, from debate followed consensus to consultation followed by imposition. It indicates the key factors affecting efficacious implementation of the initiative at a school level are the style of leadership and administrative structures in operation in the school, the influences of existing practice and the degree of subject specialist knowledge possessed by teachers responsible for the implementation of the initiative in the classroom. From the case study it is argued that if a government wishes to achieve efficacious implementation of a centre-driven policy initiative it requires to be more aware of, and sensitive to, the political climate into which the initiative is introduced. In addition, it must acknowledge that the school itself, in terms of both the institution and the individual, is a central facet in this process.
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Iftiger, Arlene Patricia. "Curriculum for a technical course in business English: Business Communications 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1155.
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Tunc, Ferda. "Evaluation Of An English Language Teaching Program At A Public University Using Cipp Model." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611570/index.pdf.
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ABSTRACT
EVALUATION OF AN ENGLISH LANGUAGE TEACHING PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL
TUNÇ, Ferda M.S. Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Cennet Engin DEMiR January 2010, 110 pages This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedule which was designed for the instructors. Besides, in order to obtain more detailed information about the preparatory school, written documents were examined. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze the qualitative data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that the program at Ankara University Preparatory School partially served for its purpose. The findings revealed that some improvements in the physical conditions, content, materials and assessment dimensions of the program were required to make the program more effective.
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Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.
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Valleroy, Rachel. "ESL Writing Across the Curriculum." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.
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Klaassen, Renate Gerarda. "The international university curriculum : challenges in english-medium engineering education /." Delft, 2001. http://www.zhaw.ch/fileadmin/user_upload/zhaw/bibliothek/nutzung.html.
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Lei, Man. "Teachers' understandings of the 2011 PRC curriculum for teaching English." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33831/.
Full textAbstract:
This thesis reports an enquiry into Chinese primary and junior high school English teachers’ perceptions of, and responses to The Revised Curriculum (2011) for Full-time Compulsory Education. This document claims to hold a very different view of English teaching from pervious curricula, but this claim is largely unexplored. The research first aims to understand the challenges The Revised Curriculum (2011) poses for primary and junior high school teachers of English in the PRC. On the basis of this, the research also aims to understand teachers’ beliefs about The Revised Curriculum (2011) and what challenges they identify. Research into effective teaching gives a prominent role to teacher beliefs and knowledge not only about teaching, but also about changing any existing practices. Fullan (1993) argues that any educational reform ultimately relies on teachers, so their views and perceptions are pivotal to the success of The Revised Curriculum (2011). The study was conducted in two phases. Phase one involved a document content analysis of the 2001 and 2011 curricula to identify the changes aimed for in the 2011 curriculum and evaluates how these changes might affect teachers. In this phase of the research, a novel approach was taken to examine teachers' views of the Revised Curriculum (2011) through their activities on web forums in China. Their comments were sampled and analysed using NVivo to generate a map of their views and the relationships between them. The Phase one research showed that The Revised Curriculum (2011) is different from the 2001 version in some important ways. It foregrounds the humanistic value of student-centred teaching and learning, while giving teachers free choice of teaching method and a new role by contributing to curriculum development for the classes they teach from reflecting on the effectiveness of their methods and practices. Phase two of the research, based on the findings of Phase one, used written teacher questionnaire responses and semi-structured individual interviews in order to collect the views of a wider sample of teachers. This thesis reports the results and analysis of the teachers’ views and perceptions. The findings amplified the findings from the Phase one research and suggest that teachers have a range of concerns. The teachers in this study were uncertain about their new role; they were not clear about what a shift to student-centred teaching and learning implied. The teachers were also uncertain about the nature of reflection on their own practice and the possible accountability this reflection might entail. This study suggests these teachers were finding it challenging to understand the notion of the teacher as a professional who does not simply know and deliver the curriculum according to the new definition, but is seen as responsible for designing and creating the curriculum for their own particular students. This study also identifies an important tension between the published curriculum and the assessment system for English in China which, if left unresolved, is likely to leave teachers unable to meet the demands of both.
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Archacka, Natalia. "Heartful inquiry : a parallactic approach to English language arts curriculum." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54168.
Full textAbstract:
Before I embark on explaining the structure of this work, I would like to invite my reader(s) to seek resonances and dissonances with the words read from the page. While this conceptual thesis is written as a triptych – a set of three artistic works intended to be appreciated together – the individual parts speak to autobiographical and heartographical ruminations within the existing literature, thereby supporting a parallactic approach to English Language Arts (ELA) curriculum. The autobiographical narrative is written in fragments. These stories of hopeful struggles, within schools as both a student and then an educator, are what have led me to become a language and literary researcher. While some may contest autobiographical writing in the academy, it is necessary to understand oneself in order to then understand the Other. The heartographical section is the pièce de résistance. It is the centerpiece of this thesis as the heart is the single life-giving organ from which everything flows; it fills the fissures of the earth and brings light-full hope amid the despair of darkness. This piece will bridge some of the ellipsis seen in the fragments and the telling rather than showing a parallactic approach to ELA curriculum. The heartographical is the prominent present – pedagogically, philosophically and poetically – pulsing through the personal and the collective while heeding the past and questing without certitude courageously into the future. It is a place where the artist does not heed time or space in unleashing their inner spirit-between the experiences of the artist, researcher, and teacher. A/r/tography is an arts-based methodology that examines the contiguous relationship between and among the three identities. The slashes in-between the three identities present an interstitial space that I, as a neophyte to a/r/tography, have come to know as a place of responsibility to acknowledge that one never dwells only within one of these identities. As such, art, in its various forms, is always an invitation and a gift that passes on learned lessons from one person to another, from one place and time to another.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Gordon, Phillipa, and n/a. "Years 11 and 12 English curriculum in the A.C.T 1984." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.
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In 1976, following the recommendations of the Campbell Report, school-based course development and assessment
replaced the New South Wales Higher School Certificate
courses and public examinations. Under the auspices of
the A.C.T. Schools Authority, the A.C.T. Accrediting
Agency took control of administering the new system.
Nine years after the system was introduced, the benefits
of the new system were very clear in the area of English
curriculum at Years 11 and 12 level. To a considerable
degree, the hopes of the Campbell Report have been
fulfilled in terms of providing students with greater
freedom of choice and flexibility in the selection of
options in an English course composed of a number of term
or term equivalent units. Assessment instruments have
become much more wide-ranging. Teacher/student
relationships have become less authoritarian. Teaching
strategies and learning approaches have generally made
students more active participants in the learning process.
The field study drew heavily on English course documents
in the senior secondary colleges, presenting an overview
of the workings of the English curriculum. Because
courses are being continually reaccredited, it was
necessary to set the curriculum overview at a particular
time, in 1984. As the A.C.T. is a small education system
in Australian terms, it was possible to gain some concept
of the whole picture, although 428 term units is not an
inconsiderable number.
The field study, because of its significant data base,
poses more questions than it answers. It does, to a
degree, present "what is", or rather "what was" in the
1984 English curriculum at Years 11 and 12 level in A.C.T.
colleges. And it points directions for further research.
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Lu, Peih-ying. "Developing an intercultural English curriculum of university level in Taiwan." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/2155/.
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The rationale of this thesis stems from the argument that intercultural skills and knowledge are indispensable to the process of internationalizing Higher Education in Taiwan, which is a primary goal set by the Taiwanese government. This thesis seeks to investigate how the integration of cultural studies with English as a Foreign Language syllabus can provide Taiwanese university students with opportunities to enter an ‘inter’ space where they cross linguistic and cultural boundaries, and where they are able to engage in cross cultural dialogue. It presents both theoretical and practical components of a potential culturally based university English course. The theoretical concept of the “third space”, as described by Bhabha and Kramsch and others, is a crucial dimension in the intercultural classroom in which students can reinterpret Otherness and their own culture. This thesis also explores how a cultural syllabus that includes essential elements of cultural studies and that utilizes generally available materials and topics, with appropriate instructional approaches, can be interwoven into the English language classroom and provide students with opportunities to critically voice their own opinions. Data were collected during a five-month study among first year university students in a medical university in Taiwan. Quantitative and qualitative data together provide evidence to determine a necessity for intercultural competence in the language classroom, and possible ways it can be developed or enhanced. The evidence indicates that given appropriate opportunities, students are willing to deepen their sociocultural knowledge of Self and Other and at the same time improve their language skills. This thesis offers a perspective that differs from the traditional four skills English education that presently dominates education in Taiwan. It concludes by recommending including an intercultural syllabus in EFL classrooms at the tertiary level and with implications for university and national educational policies and practices, and includes recommendations for future research.
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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.
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Jayalakshmi, G. D. "Video in the English curriculum of an Indian secondary school." Thesis, Open University, 1993. http://oro.open.ac.uk/57418/.
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This case study explores the potential of video in helping teachers and pupils to break out of entrenched but arguably unfruitful methods of English language teaching in Indian secondary schools, provides evidence that it can have a substantial impact, and analyses the conditions in which this is possible. The study could be described as action research drawing on ethnographic methods. I introduced a 'package' of video-based English lessons to the Core English Curriculum of an Indian Central School, and observed the consequences. The package was prepared by me, but taught by the students' regular teachers. First I observed for a month the nonnal, textbook-based teaching in the English classroom. Then the teacher was trained to use the video package, which was based on the contents of one of the chapters in the text-book they used. Finally, I observed the introduction of this package in the classroom. My data came from audio-recordings of the classes, diaries kept for me by the students, interviews and informal discussions with teachers and students, and my own observations of the classes and the school generally. In addition, I was able to draw on my own experiences of having been a student and a teacher in India. Chapter 1 outlines the background It discusses the unique position of English in India - its history and current social status - and describes schooling in India, placing Central Schools and their Core English Curriculum in context. It sets my research agenda as the study of the introduction of video in a 'real life' setting, as opposed to the 'artificial' experimental or quasi-experimental situations of much previous work. Chapter 2 surveys the literature I draw upon. As there is very little previous research bearing directly on this topic, I have had to refer to a wider body of partially relevant literature on: (i) use of television for education in India; (ii) second language classroom studies with an emphasis on the development of communicative competence; (iii) classroom studies with special reference to group work; (iv) bilingualism. Chapter 3 explains the advantages of a case study based on ethnographic methods, and considers some of the potential problems and limitations, notably the risks in generalising from one study. Chapter 4 deals with theoretical issues and practical methods in developing teaching materials for the project. I discuss research into the use of video in second language teaching, and explain how I drew on it to develop the video material itself, task sheets for students to work on in groups after watching video extracts, and a teacher-training package. Group work is not essential in introducing video, but I argue that it is the best way of using the medium. The next three chapters deal with the introduction of the video package, and the context in which it was introduced. Chapter 5 describes the school. Chapter 6 is a chronology of the various stages in the introduction of video into the English classroom. Chapter 7 then analyses this introduction in terms of the various participants involved - the problems faced by each, and the conflicts that arose between them. Chapters 8 and 9 concentrate on the classroom. Chapter 8 examines the traditional English classes, analysing the teacher-fronted, transmission mode of teaching that prevails, and identifying twin roots of this pedagogy. First, there is the indigenous Harikatha tradition (in which the written word is treated as a sacred text for reverent, uncritical commentary); and secondly, there is the imperial tradition, arising directly from the introduction of En~lish as the medium of educational instruction in India. The manner in which these traditions affect classroom pedagogy today is critically evaluated. Chapter 9 analyses the classes after the video package had been introduced. It focuses on talk, now the students' rather than the teacher's language, for with the introduction of video in the classroom, the students had to learn to work in groups on the task-sheets. The television screen did not inspire the same uncritical reverence as the written word. The chapter reveals how the ritualised routine of the transmission mode broke down with the introduction of video; and how it encouraged the students to take more control of their own learning environment. Chapter 10 discusses what the research can claim to have discovered. Video does seem to have considerable potential in helping teachers and students to break out of the traditional methods of language teaching in Indian schools, moving the students further on the path of developing communicative competence in English. But more research is needed, and I make concrete suggestions for such studies. With due caution because of the dangers of generalising from one case-study, I draw implications for teachers, schools and government if best use is to be made of the potential of video in English teaching.
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Schulz, Steven John. "Using music to create effective curriculum for English language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.
Full textAbstract:
Research supporting the viability of music to promote language and literacy development as well as the theory of multiple intelligences suggests that any sound educational program employ a multifaceted approach to teaching and learning. This project created a thematically based multiple intelligence curriculum for first grade English language learners that emphasized the use of song.
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Tikkakoski, S. (Saara). "English as a global language in the Finnish National Core Curriculum (2014):teachers’ perspective to the implementation of the Curriculum’s objectives and contents." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811293144.
Full textAbstract:
This thesis promotes the role of English as a global language and examines how it is taken into consideration in the teaching of English as a foreign language (EFL) in Finland. Languages are learned to be used. Therefore, the language user’s needs are the starting point of language learning. For this reason, the usability should become before language form. In addition to this, the Finnish National Core Curriculum 2014 for basic education emphasises cultural diversity and the role of English as a language of global communication, and it recognises the global position and varieties of the English language. Therefore, EFL teaching must take these aspects into consideration in Finnish EFL classrooms. Thus, theoretically this thesis builds on the examination of the Core Curriculum, the phenomenon of English as a global language, and post-method pedagogy. Post-method pedagogy can be seen useful in the implementation of the objectives and contents of the Core Curriculum, which relate to the status of English as a global language. Empirically, the research in this thesis builds on the observations collected with an online questionnaire directed at Finnish EFL teachers. The purpose of the questionnaire is to answer the following research questions: How do the EFL teachers implement the objectives and contents of the Core Curriculum as they concern English as a Lingua Franca? What affects the implementation? How important are the objectives and contents from the teachers’ point of view? The teachers’ responses are analysed with a qualitative data-based content analysis. The purpose of the analysis is to categorise the responses in order to find consensus and further to make conclusions. The main findings of the thesis are as follows: The global aspect of English is important to take into consideration in EFL teaching because it promotes diversity and equality among English users and is emphasised in the National Core Curriculum 2014, which is the basis of Finnish basic education. Finnish EFL teachers are generally aware of the phenomena of global English and understand the terminology connected to it. However, in practice their view on English is rather Anglo- and Americentric. When it comes to the above-mentioned objectives and contents of the Core Curriculum, the teachers find them important but often, due to lack of time, they must prioritise and omit them in teaching. For the same reason, they also rely much on teaching materials in the implementation of the objectives. Finally, the main conclusion is that due to the lack of resources — largely time constraints — the objectives and contents of the National Core Curriculum, which relate to the status of English as a global language, are not thoroughly implemented in Finnish EFL classroomsTämä pro gradu esittelee Englannin asemaa globaalina kielenä ja sitä, kuinka se otetaan huomioon englannin opetuksessa Suomessa. Kieliä opetellaan, jotta niitä voisi käyttää ja tästä johtuen kielenkäyttäjän tarpeet ovat kielenopiskelun lähtökohta. Tämän takia myös käytettävyyden tulisi olla kielen muotoa tärkeämpää. Perusopetuksen opetussuunnitelman perusteissa 2014 korostuvat kulttuurinen monimuotoisuus ja englannin rooli maailman laajuisen viestinnän kielenä ja siinä tunnistetaan englannin maailman laajuinen asema ja erilaiset variantit. Nämä asiat täytyy siis ottaa myös englannin opetuksessa huomioon. Tämän pro gradun teoreettinen tausta käsittelee täten opetussuunnitelmaa 2014, englannin asemaa globaalina kielenä ja lisäksi postmetodia pedagogiikkaa, jonka voi nähdä hyödyllisenä välineenä opetussuunnitelman globaalia englantia koskevien tavoitteiden ja sisältöjen toteuttamisessa. Pro gradun tutkimusosio on toteutettu sähköisen kyselylomakkeen avulla. Kyselylomakkeeseen vastasi suomalaisia englannin opettajia. Kyselylomakkeen tarkoitus on vastata tutkimuskysymyksiin, joita ovat miten englannin opettajat toteuttavat edellä mainittuja opetussuunnitelman tavoitteita ja sisältöjä, mikä vaikuttaa niiden toteuttamiseen ja kuinka tärkeinä opettajat pitävät niitä? Vastaukset analysoidaan laadullisella aineistolähtöisellä sisällönanalyysillä. Analyysin tarkoitus on luokitella vastaukset, jotta niistä löydetään yhteneväisyyksiä, joiden perusteella voi tehdä johtopäätöksiä. Tutkimuksen keskeiset tulokset ovat: on tärkeää ottaa englannin globaali asema huomioon englannin opetuksessa koska se edistää monimuotoisuutta ja tasa-arvoa ja koska se korostuu myös opetussuunnitelmassa, joka on suomalaisen perusopetuksen lähtökohta. Lisäksi, suomalaiset englannin opettajat ovat yleisellä tasolla tietoisia englannin globaalista asemasta ja he ymmärtävät siihen liittyvä terminologiaa mutta käytännössä heidän näkökulmansa on melko anglo- ja Pohjois-Amerikka keskinen. Edellä mainittuja opetussuunnitelman tavoitteita ja sisältöjä opettajat pitävät tärkeinä, mutta ajanpuutteesta johtuen he joutuvat usein priorisoimaan opetuksen sisältöjä ja jättämään ne pois opetuksesta. Ajan puutteen takia opettajat myös tukeutuvat paljon valmiisiin oppimateriaaleihin tavoitteita ja sisältöjä toteuttaessaan. Lopulta keskeisin tulos ja johtopäätös on, että resurssien, joista suurimpana aika, puutteesta johtuen opetussuunnitelman globaalia englantia koskevia tavoitteita ja sisältöjä ei toteuteta kattavasti suomalaisessa englannin opetuksessa
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Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.
Full textAbstract:
In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts.
Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers.
Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions.
The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences.
Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation.
The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.
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Donmez, Ozge. "Implementation Of The New Eighth Grade English Language Curriculum From The Perspectives Of Teachers And Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612264/index.pdf.
Full textAbstract:
This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatli town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews with the English language teachers and focus group interviews with the 8th grade students. The data were analyzed through utilizing Nvivo 8, qualitative data analysis software. The results indicated that the participants had negative views about some aspects of the new English language curriculum due to the challenges and/or problems that they encountered during the implementation. It was found out that the teachers did not implement the suggested alternative assessment and evaluation techniques and learner-centered instructional methods and strategies in their classes. The challenges and/or problems hindering the effective
implementation of the new English language curriculum were revealed as lack of necessary materials and equipments, large class size, insufficient class hours, lack of gradual implementation of the NEC, lack of guidance and support for the teachers in implementing the NEC and Level Determination Exam (SBS).
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Clark, Lois E. "A writing-across-the-curriculum manual for administrators and curriculum specialists." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/157.
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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.
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Lin, Grace Hui Chin. "A case study of seven Taiwanese English as a foreign language freshman non-English majors' perceptions about learning five communication strategies." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1287.
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