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Krussel, Michael. "Brothers for life| An experience in Lasallian formation for students." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158515.
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This project, Brothers for Life, is a curriculum of formation designed for seniors at an all-male Lasallian high school so they can join faculty in their efforts to facilitate retreats, prayer, and service activities for younger students. This project takes root in the writings of St. John Baptist de La Salle (the founder of Lasallian schools) which state that students in Christian schools should receive an education that moves the students toward full and abundant lives, not just an accumulation of numbers and facts. To give this project proper shape and direction, the unit design is organized through the Understanding by Design framework created by Wiggins and McTighe (2005, 2011). Through an organized structure that maintains authenticity to the Founder, this project opens the door to a fuller and more abundant life for the students enrolled in the course and by extension, the students and faculty to whom they minister.
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Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.
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Wagner, Susan Allison. "A narrative investigation of adult latina's life experience of physical activity adherence." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2710.
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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
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Yan, Baohua. "Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195230.
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Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.
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Kurtyka, Faith. "Rhetorics and Literacies of Everyday Life of First-Year College Students." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217110.
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This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to create writing pedagogy in touch with first-year students' everyday worlds and to represent students as people who enter the classroom with literacies, knowledge, and resources. Using funds of knowledge methodology, this project shows how to use students' existing literacy practices and rhetorical skills to move them to deeper levels of critical literacy. Employing frame analysis, this research shows how contemporary consumerist ideologies inform students' orientations towards their education and demonstrates how to use these ideologies as a bridge to getting students to both question the meaning of a college degree and take an active role in their education. To show some of the tensions that emerge for students moving between the spaces of student life, this project uses activity theory to compare the everyday practices of lecture-hall classes and composition classes. "Third Space" theory is suggested as a way for students and teachers to leave familiar practices and scripts to question larger assumptions about the creation of knowledge. Activity theory is also used to examine students' experiences in campus communities, where it is argued that students feel they are engaging in more authentic learning experiences, though they retain some of the attitudes they have towards their academic work in these communities. Combining activity theory, pedagogical action research, and principles of student-centered teaching, conclusions argue for a paradigm for "student engagement research," a methodology for teacher-researchers to both study students' everyday lives and incorporate student culture into the teaching of writing.
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Williams, Jodi M. "An Ethnographic Inquiry and Evaluation into the Student's Perspective and Experience with Improvement Science at Algoma School District." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157542/.
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Using ethnographic research in the form of an outcomes assessment, this project aims to unpack and evaluate the experiences of students and significance of the key concepts shared during the Live Algoma-Improvement Science course/and associated projects during the 2015-2016 and 2016-2017 school years. Through the use of evaluative techniques such as interviews, focus groups, and a survey, I endeavor to both strengthen and inform the work Live Algoma is doing and highlight to the community and other stakeholders the valuable impact of this initiative on the students. As part of the Improvement Science course, students from the Algoma School District were trained on key concepts such as failing forward, PDSA, and ways of being to empower them to better handle individual project management, life challenges, and goal setting. While this project was expansive in overall scope, this outcome evaluation sought to understand the retention and internalization by program participants of key concepts imparted from the Improvement Science course and related projects. The findings provide strategic and targeted insights into the success of the course and opportunities for refinements in future Improvement Science courses and school and community projects with Live Algoma and the Algoma School District.
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Bentley, Kaitlyn. "The experiences of Grade 5 learners of an enriched Life Skills curriculum." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60953.
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This study forms part of a broader research project that involves the investigation of the effect of a health promotion intervention (Win-LIFE) on a resource-constrained community's practices, needs and expectations related to food choice, preparation and production. As part of the Win-LIFE intervention, the South African Life Skills school curriculum was enriched, and the current study followed its implementation and focused on the experiences of 31 Grade 5 learners in a school in the Bronkhorstspruit area.
For the purpose of this study I followed a qualitative methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, applying Participatory Reflection and Action (PRA) principles. Data were generated by means of PRA-based activities, supported by observations, and documented through field notes, audio-visual techniques and a reflective journal. Thematic inductive analysis was completed following data generation.
Four themes with related sub-themes emerged. The first theme relates to the positive experience of experiential learning. The second theme concerns the role of a supportive facilitator. The third theme entails the positive outcomes of the learning process. The last theme relates to the challenges experienced by the learners.
The findings of this study indicate a positive general experience of the enriched Life Skills curriculum by the Grade 5 learners, which led to benefits both proximally and distally in the various spheres in which the learners functioned. Learners demonstrated the ability to acquire knowledge and skills in a way they enjoyed, transferred these to their families, and their motivation to learn increased.Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
Unrestricted
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Diaz, de Sabates Gabriela. "How gender, ethnicity, and college experiences affect Latinas' undergraduate college persistence." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18704.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Kay Ann Taylor
This qualitative case study examined how the intersection of gender, ethnicity, and college experiences affected five Latina undergraduate students' academic persistence in a predominately White, Research Extensive Midwestern State University. Latinas' gender, race, ethnicity, and college experiences influence their educational achievements directly. Because most research concentrates on understanding Latinas' educational experiences from a cultural deficit perspective, this research addressed the need to investigate Latinas' personal understanding of the challenges they face in college and their responses and coping strategies utilized to navigate their experiences and persist academically. Cultural Congruity was the theoretical framework for analysis and interpretation in this study because it contextualized the understanding of Latinas' culture of origin and its values in relation to the cultural values upheld by the university Latinas attend. The research utilized life narratives to understand the meaning the participants gave to their college experiences. Life narratives invent, reform, and refashion personal and collective identity for underrepresented people. Life narratives provided direct access to accounts of participants' lived experiences while identifying the ideologies and beliefs shaped by those experiences. The findings in this study identified the stereotypes, racism, obstacles, and support encountered by Latinas in college and at home. Further findings include: Impact and relevance that caring relationships and high expectations had on their academic persistence, Latinas' determination to be involved in college and give back to their parents and communities, and how academic effectiveness acted as a form of resistance for Latinas' college persistence. Four additional themes emerged: How self-efficacy was used by Latinas to redefine themselves in college, the changing effect that intellectually stimulating courses had on Latinas in college, their tenacity to succeed, and Latinas' identification of their fathers as feminist role models. Recommendations for practice and future research are addressed. The results contribute to the limited research on Latinas' persistence in higher education and the personal meaning that they give to the obstacles and support they encounter in college. Further, the findings defy the stereotypes attributed frequently to Latinas.
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Oyinloye, Oluwatoyin Mary. "Teacher and learner experiences and conceptions about ‘assessment for learning’ and its impact on learner performance in life sciences in uThungulu District." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1644.
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A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Doctor Of Philosophy (D.Ed) in Science Education in the Department of Mathematics, Science and Technology Education at the University Of Zululand, 2018Classroom assessment is an essential component of teaching and learning. It should be an on-going process that improves instruction rather than a periodic evaluation of what has been achieved. This study was designed to investigate teachers’ and learners’ conceptions and experiences about assessment for learning (AfL) and its impact on learners’ performance in Life Science. Simple random sampling was used to select four schools from the uThungulu district to participate in the study. Two of the selected schools constituted the Treatment Condition while the other two served as the Comparison Group. Altogether, 160 Grade 11 learners (forty from each participating school) participated in the study – comprised of four intact classrooms, one from each participating school. Two teachers were trained to use AfL as an instructional approach, while the teachers of the Comparison Group used their usual instructional approaches. The topic being studied by all the learners were Animal Nutrition and Cellular Respiration, lasting six weeks for the two groups. In addition, 80 Life Science teachers also took part in the study as respondents on their assessment practices in the subject. Data were collected using pre- and post-tests for the learners and a questionnaire for the teachers. These were followed by semi-structured interviews with the two teachers of the Treatment Group and selected learners from the same group. The quantitative component of the study took the form of a Quasi-Experimental Pretest-Posttest Comparison Group Design, while the qualitative component employed a hermeneutical research approach. Data were collected using a test, questionnaire, survey and semi-structured interviews. The findings revealed that the current formative assessment practices used by Life Science teachers in uThungulu district are out of alignment with the principles of formative assessment as directed by the Department of Basic Education (DBE). Furthermore, the respondents’ conceptions of AfL did not influence their classroom assessment and instructional practices. On the question of learner performance following the six week instructional intervention, the study found that learners in the Treatment Group performed significantly higher than learners’ in the Comparison Group. From these results, recommendations are made to influence both policy and classroom practice. Investigating the wide variety of assessment practices has allowed me to come to understand the culture of assessment within the AfL approach, where assessment placed learners at the center of learning to help support the learning process. Learners’ views/experiences about AfL approach suggests that AfL instructional approach constitutes a better strategy that makes learning a more enjoyable and pleasant experience.
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Davies, Sandra Daredri. "Becoming and being 'people like us' a study of students who experience difficulties with literacy in National Curriculum History at Key stage 3." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489899.
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My study considers a group of students who experience difficulties with literacy and investigates the factors, at the levels of the social order, the arena of school and the settings within it, which either fostered or hindered their participation and therefore their learning in the history classroom at Key Stage 3.
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Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
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McCulla, Amy. "Teaching the Life Skills curriculum : experiences of managing the blurred terrain of the public and private : an exploratory case study of women who teach 7th grade Life Skills on the Cape Flats of Cape Town, South Africa." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3552.
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Watts, Angela Aguirre. "African American parents' experiences in, perceptions of, and understandings about public schools." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2460.
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This study examines the lived experiences of African American parents in public schools relative to the educational goals they have held for themselves and their children. A phenomenological approach to understanding the complexities and diversities of the lived experiences was employed. Research questions examined how parents experienced, perceived, and understood their relationship with public schools. This study sought to describe a commonality of human experiences that leads to understanding in the lives of human beings. This was done through interviews which required retrospection obtained from a cultural perspective. The interview topics addressed the backgrounds and experiences of a group of African American parents and their children, their perceptions of the most salient experiences and interactions, and their understandings about those experiences while in public school. Nine African American parents, who have an ongoing relationship with public schools, were interviewed. The analysis of these interviews was done utilizing qualitative research in the tradition of phenomenology. Hermeneutics was employed for this study to focus on meaning that arose from the interpretive interaction between the historically produced texts of parents and researcher. The interviews produced profiles of each parent and, in cross-referencing their responses, it was found that themes of: seeing self differently, engaging and making human connections, reconfiguring past experiences, feeling emotions, opening new doors, and finding hope in pedagogy emerged. The researcher of this study provided new insights into the lives of African American parents about their experiences with public schools, and illuminated their dilemmas and general state of being. The goal was to allow the reader to listen to the authentic voices of these parents through storytelling and reflection. Finally, the researcher constructed meaning from these experiences and presented a composite description of multiple realities for the reader. Recommendations to educators and stakeholders include understanding the impact, and working to reform the structural conditions, of social injustice and economic inequality inherent in the entire schooling process. It is imperative that the stories of African American parents be heard regarding their experiences in, perceptions of, and understandings about public schools in order to assist students in achieving their highest goals.
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Griessel-Roux, Esther. "A case study exploring learners' experiences of HIV/AIDS programmes." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03102005-133127.
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Wang, Shu-Fen, and 王淑芬. "Searching an Aesthetic Experience in the Life Curriculum －Dewey’s Aesthetic Viewpoint." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52554333510136552594.
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碩士國立臺北教育大學
課程與教學研究所
99
Searching an Aesthetic Experience in the Life Curriculum － Dewey’s aesthetic viewpoint Abstract The main theme of this study is to explore the aesthetic experience gained from Life Curriculum in the light of Dewey’s previous studies. There are two purposes of this study which are summarized as following: 1. to explore the aesthetic experiences which are gained from the Life Curriculum; and 2. to analyze the main factors generating aesthetic experiences in the Life Curriculum. In order to understand deeply how and why students had those aesthetic experiences in the Life Curriculum, the action research is adopted to gather information in the way of observation, interview, data analysis, and documents, combined triangle checking as well. The results can be summarized as following: 1. An aesthetic experience is the interaction of doing and undergoing from teachers, students and materials. 2. An aesthetic experience is the question could be completed in learning. 3. The main qualities of aesthetic experiences in the Life Curriculum are intensification, unity and clarity. 4. It is indeed for teachers to share their own aesthetic experiences from the view of children. 5. Students could have an aesthetic experience and be suffused from imagining and playing in learning. 6. Students’ senses of aesthetic could be trained and developed in the Life Curriculum. 7. Students could transfer what they learned in the Life Curriculum into what they understood by writing down their thinking and feelings. 8. The aesthetic experience is developed by accumulating and practicing in a long term. According to the conclusion, the following suggestions might be provided: 1. It is necessary to integrate the study of aesthetic experiences and daily lives from children whether they chose to adopt available teaching materials or arrange by themselves. 2. Teachers could manage the teaching of rhythm to help students. 3. In spite of Dewey’s aesthetic perspective, other theories might be employed to show the diversity of aesthetic practices. Keyword: Life Curriculum, aesthetic experience, Art as Experience
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Yin, Yu-Lan, and 尹玉藍. "Recalling The Past And Gaze –The Narrative Study Of A Feminine Teacher’s Life Experience And Curriculum Consciousness." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/26511799056828170775.
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碩士銘傳大學
教育研究所碩士在職專班
101
The study is from “I”, as a feminine teacher as a point. By memorizing personal life experiences, I use the strangers’ viewpoints to view the real world every day. Through representing my personal experience and awaking my curriculum consciousness. It inspects my past “taken for granted” curriculum practice and “self-evident” teaching practice with a new perspective and thought process. My main research is to explore the social curriculum which I was teaching. The first aim of my research is to explore my content of curriculum consciousness. Second, I intend to find out the constructive process of my curriculum consciousness and the importance of curriculum consciousness. Finally, I hope to obtain the inspiration from rethinking the importance of awaking curriculum consciousness. In this study, a narrative inquiry is employed. In this research, in addition to autobiographical writing, I also interview important people who I am familiar with, including the school administrative personnel’s, the colleagues, the schoolmates, the students and my family members. Besides, I observe the school vein and the teaching scene as my narrative field. I hope to recreate the meaning of the curriculum from the observation and introspectation of my interaction and the dialogue between me and the students as a female teacher how to respect the curriculum consciousness. However, the study was analyzed by the “overall-form” pattern and content analyze. I analyze the topic of my curriculum consciousness from my life story fragments. Also, against female teachers’ teetering process to generalize the related curriculum impact factors. The establishment process and content of my curriculum consciousness has shaped my personality with obedience、well mannered and patient. Besides, the growing experiences have let me generate value on gender differences especially in class, I interacted almost with boys. I also turn to realize that my mother gives me the power of warm、care and translates tolerant from teaching belief to let me help students’ need. The life and experience in club in college has inspired my self-curriculum consciousness. After my teaching career in two schools, the interactions with teachers, parents and students have enriched my teaching experience. It is until I enter the graduate school to study curriculum theory that I develop my curriculum critical consciousness. As I found the awaking of curriculum consciousness and reflected curriculum consciousness which students being subjective learners, but also the awaking of curriculum consciousness which teachers and students are intersubject, and the inspiration of the critical curriculum consciousness via reflective dialogue between teachers and students. In the future, my goal is to accept and understand my educational values and philosophy. Moreover, I will also examine whether my curriculum consciousness and teaching practice have formed different levels of gaps, and always applied theory and technology knowledge to further upgrade personal professional knowledge to make up my shortfalls.
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Le, Nai-Kuan, and 李乃寬. "An Action Research on Designing Preschoolers Gender Equity Education Curriculum Based on the Shared Experience Life Education Model." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/98936887431702433715.
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碩士國立臺北教育大學
生命教育與健康促進研究所
99
Abstract This study has the purpose on designing an early childhood gender equality education curriculum based on “Shared Experience Life Education Curriculum" by adopting action research method. With the aim on understanding the gender equality, attitude and behavior abilities of the current elementary school preschoolers, teaching activities were introduced in order to enhance the capability of the preschoolers on gender equality knowledge, attitude and behavior through the development of the design of the Preschoolers Gender Equality Education Curriculum based on Shared Experience Life Education. The subjects of this research were mixed age class students from an affiliated kindergarten of an elementary school in Taipei. A total of 18 preschoolers, 10 boys and 8 girls, participated in the study. Through observation, discussion, interview and narration methods, a teaching term of ten weeks was conducted in order to understand the change of the preschoolers on their gender equality perspective. Four main themes, "You and I", "It’s nice to grow up", "Knock, knock, knock" and "Boys and Girls”, were developed and data gathering and analysis were conducted using methods such as participation, observation, interview and document analysis. In the curriculum development process, the researchers and the cooperating teachers carried out joint discussions, reflections, criticisms, observations and corrections, which helped enhance the professional growth and the professional knowledge of the teachers. The results were as follows: 1- The design and the implementation of the Preschoolers Gender Equality Education Curriculum based on the Shared Experience Life Education Method were considered to be feasible and effective. 2- During the implementation process of the curriculum, children demonstrated positive changes in their gender equality concept on each of the four thematic teaching activities. 3- Teaching practices and reflections showed improvement on the growth of teacher’s professional knowledge. At last, based on these research results mentioned above, the following are proposed for future researches on teachers: 1- Combination of children’s life experience and random facts with life education might lead to the development of new teaching themes. 2- Implementation of the teaching curriculum on children of different localities might generate influences and differences that would be worth evaluating. 3- Gathering of more teachers to engage into the research on the “Shared Experience Life Education Curriculum" would help build up a more complex perspective towards the curriculum.
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Kangueehi, Albertus Kuzeeko. "The possibility of Africanization of the curriculum in Namibia in the light of the African experience." Diss., 1995. http://hdl.handle.net/10500/17048.
Full textAbstract:
It is widely accepted that in order for education to serve the
people effectively, the school curriculum should be localised.
In Namibia a high rate of failure, unemployment and a low
standard of life, especially among the black section of the
population, is attributed to the foreign education which the
people receive.
This study attempts to shed some light on the nature of school
curriculum. From a comparative study of attempts of
Africanisation of the school curriculum in three African
countries, some universal strategies can be distilled.
A short survey is given of the school curriculum in Namibia and
the history of its development.
Finally, on the basis of the distilled strategies, some
guidelines are drawn concerning Africanisation of the school
curriculum in Namibia. These guidelines could be used to make
the school curriculum in Namibia more relevantEducational Studies
M. Ed. (Comparative Education)
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Chou, Lee-Fen, and 周麗芬. "The Effect of Resilience on the elementary higher grades schoolchild by using the shared-experience of Life Education curriculum." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01465254077584643202.
Full textAbstract:
碩士國立臺北教育大學
生命教育與健康促進研究所
99
The research is for the purpose of understanding that the elementary higher grades schoolchild resilience of the current situation, raises the setback restoring force by the life education curriculum to involve, and explores the life education curriculum for the elementary higher grades student resilience results. This research adopts Quasi-experimental design methodology, take the Taipei some country small higher grades' four class and 108 students as the object of study, two classes are the experimental groups, two classes are the control groups. The experimental group carries on 12 weeks to experience life education curriculum, the control group does not have. Simultaneously gives the test of before and after “The elementary school Resilience Questionnaire” around in view of two group of students, then to measure by the SPSS 12.0 version, in addition, and accompanied the students feedback single unit data were analyzed to explore the resilience of children to change the situation. The result is as follows: 1. Experimental group and control group subjects in the status of resilience is a moderate degree, there is no significant difference. The ability of empathy are the best, followed by learning from the successes and failures, instead, the worst stress resistance. 2. "Shared experience of Life Education" intervention, teaching effectiveness significantly. The experimental group resilience of the total scale and all subscales, were significant advances. 3. Over 80% experimental group student likes “Shared experience of Life Education”, and approves this curriculum to have the help to them. This research suggestion in view of the nowadays elementary higher grades schoolchild, by the resilience's teaching design, promotes the schoolchild facing setback's tolerance strength, this research may provide the elementary school teachers in the teaching and the counseling reference.
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Li-Yun, Hsu, and 許黎云. "Reciprocal Spyte Strategies used in Elementary School Life Curriculum— A Study of Aesthetic Experience as an example Rhythmic Instrument." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/10836219973533239482.
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Chen, Yingju, and 陳潁如. "The Effect of Shared-experience Multicultural Curriculum on the Adolescent Students’ Life-Values ─ “Seediq Bale” Tribal Instruction for Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/56391706524739211501.
Full textAbstract:
碩士國立臺北教育大學
生命教育與健康促進研究所
99
The purpose of this study is to investigate the impact of shared experience of diversified cultural program on life experience, learning attitude, and life value of youngsters. Besides, such tribal instruction will combine shared experience of teaching model, focusing learning processes as “shared substantive experience, sensuous experience, rational communication and reflection, self realization, and continuous reflection in practice” of students, so that they will be develop and designed into teaching case of life education subject suitable for senior high school students. Research method will resort to case study and conduct interviews among students who had attended tribal instruction during 2005 to 2008, and immediate comments who have taken part in tribal instruction are recorded. From such records, these students and three teaching assistants are selected in 2011 to conduct interview so as to appreciate if the impact of tribal instruction upon students can be extended to life of these students. Besides, these interviewed students have rendered information of their network journal from 2005 to 2011 as proof as triangulation is used to enhance the validity of study. conclusions are as follows: 1 Students can experience impact of life experience through tribal experience program, and help establish their own cognitional concept through site experience activity as they can then compare the difference between the realistic world and second-handed information. 2. The learning attitude of students has changed, and they understand that single way of learning and status are not objective enough. It is best that it should be coped with diverse ways of information sources so as to carry out mutual comparison and correlation. 3. For the part of life value, students can, through above-mentioned impact and transformational experience, conduct further reflection and deliberation so as to review the appropriateness of their “important meaning of life,” “interpersonal relationship,” and “attitude of respect for diversity.” As such, the influence can then be continued for many more years; in other words, it won’t be merely the touch for the moment, but also become a part of life value for the students. 4. Based on the above-mentioned results as integrated with curriculum outline of life education for senior high school as well as teaching model with shared experience, students are taught to reflect about their own life value so that they can have developed the teaching case of life education with the theme of learning for multicultural. It is, therefore, suggested that “diversified cultural program of shared experience” be promoted so as to help youngsters to build up their “ life experience,” “learning attitude,” and “life value.” Furthermore, senior high school students are targeted to further implement the experimental study for teaching case as “life education program of multicultural with shared experience.”
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Hsu, Wen-Hui, and 許玟蕙. "A Study on The Influence of The Shared-Experience of Life Education Curriculum on Internet Addiction And Meaning of Life for Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/20149250624635691734.
Full textAbstract:
碩士國立臺北教育大學
教育行政碩士在職進修專班
99
The study applies quasi-experimental research method, which is majorly based on quantitative data and assisted with qualitative data. The purpose of the study is to investigate the influence of the shared-experience of Life Education curriculum on the prevention of internet addiction and meaning of life for seventh-grade students in junior high school. The study gave 17 classes to seventh-grade students in junior high school with 31 students in the case group and another 31 students in the control group. The author served as the designer and implementer of the curriculum in this study. In order to obtain a variety of data, the author obtained data with methods such as "scale of meaning of life and internet addiction", student weekly diary, communication book, student study record and teaching note of the author. The obtained data was organized, summarized, and analyzed, resulting in findings as in below: 1.The average tendency of Internet addictioner for seventh-grade students in junior high school was 27%. 2.The meaning of life for seventh-grade students in junior high school was lower than the normal value was 89%. 3.The immediate and deferring effects of shared-experience of life education curriculum on Internet addiction prevention for seventh-grade students in junior high school were shown in "overall scale of Internet addiction" and subscales such as "tolerance of Internet addiction", "withdrawal", "compulsive internet use", "interpersonal relationship" and "time management". 4.The deferring effects of shared-experience of life education curriculum on the meaning of life for seventh-grade students in junior high school were shown in "overall scale of meaning of life ", and subscales such as "enthusiasm about life", "autonomy", "goal for life", "avoidance" and "future expectation". By the author based on the findings in above, expects students to prevent Internet addiction in the shared-experience of Life Education curriculum. Keyword: the ehared-experience, meaning of life, internet addiction, junior high school students
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Ming, Kan Oi, and 簡愛明. "A Study of the Impact of the Learning Experiences in Humanities and Social Sciences Curriculum in High School on Learning and Life Experience in College." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/36075783708168485741.
Full textAbstract:
碩士國立臺灣師範大學
教育學系
98
Humanities and Social Sciences Curriculum in High School (HSSCHS) has been implemented in Taipei City for six years. Based on the concern for learning persistent, this study is aimed to investigate the learning experience and performance in the college of those who attended the HSSCHS. The main purposes of this study are: 1.To summary the learning experiences in HSSCHS. 2.To understand the college life experience of those who graduated from HSSCHS. 3.To explore the impacts of the learning experiences in HSSCHS on their college learning and life experience. Group interview method was applied in this study for qualitative analysis. Sixteen college students in total who participated in the Advanced Placement Class of HSSCHS in ChienKuo High School and Zhongshan Girls High School were interviewed during the period from May 2009 through March 2010. The findings of this study are as followings: 1.The impacts from the significant others in Advanced Placement Class of HSSCHS on the students include the pursuit of positive life values and the accumulation of social capital. 2.The learning experiences from the monographic study in Advanced Placement Class of HSSCHS became the useful prior knowledge for coursework and life challenges in college. 3.One of the major challenges for the students graduated from Advanced Placement Class of HSSCHS in the college is to learn how to accept and respect other peers with low academic performance. 4.Curriculum design and teachers guide in Advanced Placement Class of HSSCHS indirectly led to the differences interaction with others in the college learning and life experience. Based on the research findings, suggestions are provided for the implementation of HSSCHS as well as for the future research.
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HUI, YANG SHU, and 楊淑惠. "The Study on the Implementation Process of Shared-experience Life Education Curriculum and Its Effect on Peer Interactions of Preschoolers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/55052373511551802683.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
97
The Study on the Implementation Process of Shared-experience Life Education Curriculum and Its Effect on Peer Interactions of Preschoolers Abstract This research adopts action research method, and its purpose is to probe into the effects of shared-experience life education curriculum on interactions among peers. Further, it aims to understand the implementations of researchers’ self-compiled shared-experience life education curriculum in kindergarten classes. The research subjects are 18 preschoolers between 4-5 years of age in a kindergarten of mixed aged students affiliated with a public elementary school. Among them, 10 are “senior class” preschoolers and 8 are “middle class” preschoolers. Together, they take the shared-experience life education for a period of 8 weeks. The researcher engages in data collection, analysis, and categorization through observation records, teaching records, reflective journals, assistant teachers’ feedbacks, interview records, parents’ feedback forms, worksheets, preschoolers’ activity photos, and preschoolers’ learning assessments. Qualitative analysis is generally adopted, and is complemented by quantitative analysis to draw conclusions and propose suggestions. The conclusions drawn are as follows: I. The implementation of the shared-experience life education curriculum in class shows positive effects toward preschoolers’ peer interactions. II. Implementation conditions of shared-experience life education designed by the researcher in kindergarten classes and teachers’ reflections and growths after teaching 1. The “Shared-experience Life Education Instruction Model” is ideal for life education teaching in kindergartens. 2. The addition of “rational communication and thinking” in scenario-based problems help preschoolers understand the problems, think, and communicate. 3. The researcher finds that after the shared-experience life education curriculum is implemented, the deferred effect of the implementation is relatively weaker. The teacher should encourage the preschoolers to take positive actions in implementing it, and share the implementation conditions and lessons learnt, in order for positive peer interactions among toddlers to continue. 4. Through discussion among the advisors, self-created activity designs, experts’ opinions, and the process of teaching execution and correction, the researchers’ curriculum activity design ability is enhanced. 5. After implementing the shared-experience life education curriculum, the teaching process benefits teacher and student alike. The teachers begin reflecting on the importance of consolidating interpersonal relationships. III. Problems encountered by the teachers during the shared-experience life education curriculum process, and solutions to these problems. Based on the conclusions drawn in this paper, relevant suggestions are proposed for teachers, education departments, and future researches. Keywords: shared experience, life education, preschooler, peer interaction
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Pan, Yu-Jung, and 潘育蓉. "Action Research of Emerging Children’s Art Museum Learning Experience into Life Curriculum of First and Second Grades Education:Exemplified by“Tangram Module”." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/2x4k74.
Full textAbstract:
碩士國立臺北教育大學
藝術與造形設計學系碩士班
103
The principal objective of this paper is to investigate how lower grades students achieve extending learning experiences with diversity programs of Children’s Art Museum. The main purposes of the research are: (A) To investigate the diverse learning experiences of the lower grade students in Children’s Art Museum. (B) To activate children self-learning abilities by combining teaching system with traditional games in life curriculum. (C) To make teaching references for educators based on empirical practices. In order to comprehend the diverse learning strategies and the potential development of students, my research methods include literary reviews, curriculum studies, teaching material design, as well as interviews, in-class observations and doing surveys. Research findings and conclusions are as follows: 1 . The corner-informal educational methods of the Children’s Art Museum had offered teachers and students new learning experiences on arts and humanities courses. 2. Tangram Module teaching system could be fully integrated into art education under life curriculum. 3. Students could develop good independent learning habits. 4. To turn an empty space into a multi-purpose Children art education center.
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Krishna, Afsana Rabi. "From OBE to CAPS : educators' experiences of the new life skills curriculum in the foundation phase." Thesis, 2013. http://hdl.handle.net/10413/11370.
Full textAbstract:
South Africa has undergone many changes in the past decade in terms of political, economic and educational transformations. The year 1994 was the turning point in which our education system underwent a major paradigm shift. The sands have been shifting in education ever since, beginning with the National Curriculum Statement, then the introduction of OBE and Curriculum 2005 and the most recent, CAPS. The question that intrigued me about curriculum change was how educators experienced these changes. This study therefore explored how educators experienced curriculum change in South Africa, particularly how they experienced the new Life Skills curriculum in the Foundation Phase.
The following research questions were addressed in this study:
1) What are grade one educators’ experiences of the new CAPS Life Skills curriculum?
2) Why do educators experience the new curriculum the way they do?
A qualitative research approach was used, making use of a case study design. Participants were purposely selected using non-probability sampling. Semi-structured interviews and diaries were used as data collection methods.
The data from this study revealed that educators experienced challenges in terms of the content, planning and preparation, assessment and dealing with contextual factors in the classroom. It was also found that educators experienced a lack of training and support in implementing the new Life Skills curriculum. A positive experience was that educators enjoyed teaching Life Skills. It was also found that educators welcomed and embraced curriculum change.M. Ed. University of KwaZulu-Natal, Durban 2013.
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Jui-Hsin, Wang, and 王瑞馨. "The Role Children''''s Life Experiences Play In The Actual Curriculum Of Social Studies In A First-grade Classroom." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/97626010591136011511.
Full textAbstract:
碩士國立台北師範學院
課程與教學研究所
87
The purpose of this study is to understand the role children’s life experiences play in the actual curriculum of social studies in a first-grade classroom. The researcher did on-site observations and interviews for one semester and focused her exploration by analyzing curriculum implementation and classroom discourse. What follows are the major findings of the study: 1.Curriculum implementation: Themes related to children’s life experiences constituted much of the actual curriculum. 2.Classroom discourse, a. The teacher used the children’s narrative of life experiences in various ways. The narrative was quoted to initiate a lesson, incorporated as part of the class talk, or developed into new themes of discussion. In addition, the teacher would summarize children’s narrative of their life experiences, or guided the students to make their talk more complete, or shared her own experiences to create a cozy moment in class. b. In the section of Q&A (question and answer), the “multiple responses after one question” interaction mode did give children some opportunities to express themselves. But such mode of interaction failed to enrich the classroom discourse. In the so-called group discussion time, though the discussion was intended to be one among group members, it was always an individual student who did the talk with very little dialogue or sharing among the students of the same group. c. The “multiple responses after one question” interaction mode did not give students much time to express themselves. However, when the teacher did not dictate who could speak, the students were able to expand their narration and the classroom discourse became more vivid. But the teacher maintained that it was necessary for her to control student’s right to speak. d.The words of the students were sometimes unintentionally or willfully ignored. On most occasions, it was because the student did not abide by the class rules, the student’s account was found barely related to the teaching theme, or there was a concern for time and course schedule. Based on the above findings, the researcher proposed two suggestions with regard to the social study teaching in elementary schools: 1. Pay greater attention to children’s life experiences and use them as the core of the teaching materials; 2. Open a section in a school day where the student can have a share their life experiences. Lastly, the researcher made four suggestions with regard to the subjects for further studies.
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Ju-hui, Chang, and 張如慧. "The hidden curriculum in the aboriginal female students'' school life experiences: The aboriginal class in Shan-Hei senior high school." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/47317152891545091710.
Full textAbstract:
博士國立臺灣師範大學
教育研究所
89
The objective of the research is to explore the hidden curriculum of gender and ethnicity in the aboriginal female students’ school life experiences in the aboriginal class of Shan-Hei senior high school in Taiwan. The study tries to see the influence of the hidden curriculum on these students, and the reaction of the students to the hidden curriculum. In order to understand students’ everyday life experiences, culture and value, the research approach was based on educational ethnography, and use participant observation, interview of the students and teachers, and document analysis to collect the information and data for eight months, from September, 2000 to April, 2001. The perspective of the research is basically based on multiculturalism and post colonial feminism, emphasizing the interlocking systems of gender, race and class. However, in order to meet the characteristics and situations of the aboriginal in Taiwan, the research only focused on the dimensions of gender and ethnicity. The literature review includes three parts. First, the root of hidden curriculum is not only in the school but also in the social institution and education system of the society, so the first part of the literature discusses the background of aboriginal education, including the political, economical, societal, cultural, and educational situation and development of the aboriginal in Taiwan. In the second part, the author discusses the policy development of aboriginal education and explores the influences of the institution on students. Finally, from the review of some previous studies about the aboriginal students, the third part is to see aboriginal students’ everyday interaction and experiences at school. According to the literature review and field study, the findings are as the followed: First, in the dimension of learning experiences, there are five kinds of hidden curriculum, including “Happy atmosphere in the class”, “The great performance in traditional art and dancing class”, “The responsible attitude and leading character in the class”, “The silence in the class”, and “The hiding of lazy and absent-minded behaviors”. Second, in school achievement, the hidden curriculum includes “The lazy and easy learning attitude”, and “The attitude of more diligent than boys”. Third, in peer group relationship, the hidden curriculum includes “The harmonious peer group relations”, “ The friendly ethnic relations but full of biases”, “The close sisterhood”, “The respect for females”, and “The close gender relations”. Fourth, In the dimension of teacher-student relationship, the hidden curriculum includes “The harmonious teacher-student relations”, “ The friendly ethnic relations but full of biases”, and “The obedient behavior”. Fifth, in the dimension of ethnic and cultural recognition, the hidden curriculum includes “ More positive ethnic recognition”, “The reluctance of the learning of aboriginal languages and cultures”, “The sex separation of the traditional art class”, “The positive interest in the traditional dancing class”, “The doubt to inherit traditional culture”, “The disappearance of the differences of the aboriginal tribes”, and “ the re-explanation of cultural recognition”. Finally, from the above findings, we find that the situation of reproduction and resistance both show in the hidden curriculum, and the phenomenon means the possibility of the transformation of the curriculum. When teachers understand the hidden curriculum more, they can find the more suitable ways to help students from different culture to develop the critical consciousness.
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Mthembu, Mthokozisi Priscilla. "Educators' experiences of the implementation of the life orientation learning area: an initial investigation." Thesis, 2014. http://hdl.handle.net/10210/9714.
Full textAbstract:
M.Ed. (Sociology of Education)The study aims to investigate the educators' perceptions of the implementation of the Life Orientation learning area in schools. The investigation arose from the fact that Life Orientation is a new learning area introduced in the Foundation and Senior Phase as part of Curriculum 2005. The aim of this learning area is to empower learners in a holistic manner to live meaningful lives in a society that demands rapid transformation. However, the implementation of the outcomes-based approach as expressed in Curriculum 2005 in general, and in particular in the newly developed Life Orientation learning area, has proved to be complex and resulted in negativity on the side of teachers. The question addressed in this study is: What are educators' perceptions of and experiences of the implementation of the Life Orientation learning area in their schools? The aim for this study is to provide curriculum developers and educational teacher trainers with a clearer picture of the facilitation of the Life Orientation learning area. »:> The research method used included literature review of the nature and aims of the Life Orientation learning area within the framework of Curriculum 2005. An empirical investigation of teacher's perceptions of the Life Orientation learning area and its implementation was performed using both the qualitative and the quantitative approaches. Respondents were selected from a purposeful sample of schools representing former Model C schools, informal settlement schools as well as township schools. The following findings from the investigation deserve mention: • • The majority of educators emphasised the need to improve the quality of training in the Life Orientation learning area. The training facilitators need to be equipped with the knowledge and skills, as well as relevant resources and teaching aids to provide effective training for educators. Most educators enjoyed teaching Life Orientation as they realised that it focussed on real life issues, coping skills as well as learner development in various aspects (physical, emotional, social, spiritual and intellectual). The aim or purpose of teaching Life Orientation is to provide learners with useful skills to cope with useful skills to cope with life and its challenges, as well as to mould them to adulthood...
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Molefe, Lebohang. "An exploration of Grade 3 and 4 learners’ experiences of the Foundation Phase Life Skills Curriculum in one urban ex- model C school." Thesis, 2019. https://hdl.handle.net/10539/29318.
Full textAbstract:
A research report presented to the Faculty of Humanities (School of Education)This study explored Grade 3 and 4 learners’ experiences of the Foundation Phase Life Skills curriculum in one urban ex-model C school. The aims of this research were to understand learners’ perceptions of the importance of being taught Life Skills and to examine their perspectives of the applicability of Life Skills in their lives. The research focused on what learners’ understanding of the Life Skills curriculum is, to what extent they think it is relevant to their lives and what their experiences revealed about the curriculum. This was done to address the limited research available in South Africa on learners’ experiences of the Life Skills curriculum. This research was conducted with children because they are thinking, agentic beings who are capable of expressing their views of the world and should be heard. It took place in an ex model C school located in an upper middle class suburb of Johannesburg. Considering that the study sought to understand learners’ experiences, a qualitative research approach was used. The data were collected from a total of 15 learners by conducting four semi-structured focus group interviews, each interview comprised of 4 boys and 4 girls at a time. In order to analyse the data thematic content analysis was done in order to identify themes. From the analysis, themes were identified and findings from these revealed that children thought the Life Skills curriculum was important and helped them develop skills for their lives. They were able to identify topics that interested them or affected them, with safety being a major concern. They also showed an awareness of what it means to be socially responsible in their interactions with others. It is clear that teachers need to be more aware of how the curriculum supports children's everyday needs. More research may need to be done with township, rural and/ or private schools to further understand Foundation Phase learners’ experiences with the Life Skills Curriculum.
NG (2020)
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Kunkwenzu, Esthery Dembo. "Professional experiences of beginning home economics teachers in Malawi : a grounded theory approach." Thesis, 2007. http://hdl.handle.net/10019.1/1408.
Full textAbstract:
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, face-to-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.
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Hong, Young-Suk. "A narrative inquiry into three Korean teachers' experiences of teaching returnee children." Phd thesis, 2009. http://hdl.handle.net/10048/487.
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Thesis (Ph.D.)--University of Alberta, 2009."Fall 2009." Title from title screen (viewed on August 9th, 2009) "A thesis submitted to the Faculty of Graduate Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Elementary Education." Includes bibliographical references.
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Burdge, Barb J. "A Phenomenology of Transgenderism as a Valued Life Experience Among Transgender Adults in the Midwestern United States." Thesis, 2014. http://hdl.handle.net/1805/4026.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)This study is a hermeneutic phenomenology of transgenderism as it is valued and appreciated by adults who self-identify along the transgender spectrum. As a population-at-risk due to a social environment reliant on a dualistic notion of gender, transgender people are of particular concern to social workers, who are charged with identifying and building on client strengths. Yet the preponderance of the academic literature has reinforced a negative, problematic, or even pathological view of transgenderism. The literature also has tended to focus narrowly on transsexualism, leaving a gap in our knowledge of other forms of transgenderism. The present study—grounded primarily in the philosophy and methodology of Heideggerian phenomenology, but also drawing on Gadamerian hermeneutics—sought to understand the lived experience of transgenderism as it is appreciated by a range of transgender adults. A purposive sample of fifteen self-identified transgender adults who reported appreciating being transgender was recruited using snowball sampling across three Midwestern states. Each participated in an individual, open-ended interview designed to tap their lived experience with transgenderism as a valued aspect of life. Transcribed interview data were analyzed using Heideggerian hermeneutic phenomenological processes as suggested by various researchers in nursing, social work, and other disciplines. The results of this study suggest that intimate connections (with one’s self, with others, and with a larger purpose) constitute the essence of the lived experience of appreciating one’s transgenderism. These findings help prepare social workers to recognize the strengths of the transgender population and to engage in culturally competent practice. In addition, this research offers new knowledge for improving social work curricular content on transgenderism and for justifying trans-inclusive social policies. The study also contributes to the overall research literature on transgenderism and qualitative methods.
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Gause, Robert Carlos. ""From crying to laughing" : the transpersonal curriculum. Sharing experiences of transformative learning with participants in an "Art of Living" course: A holistic program for self-directed change in adult learners." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362361&T=F.
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Teane, Florah Moleko. "The integration of the environmental awareness issues in the teaching of life-sciences in the Further Education and Training (FET) band: a case study of the experiences of the Grade 10 educators in the Temba school district." Diss., 2007. http://hdl.handle.net/10500/1377.
Full textAbstract:
The purpose of this study was to establish whether educators of Grade 10 integrate environmental awareness issues in the teaching of the Life Sciences learning area as prescribed by the National Curriculum Statement (NCS).
Related literature was reviewed on the changing curriculum in South Africa (NCS) as well as Environmental education to place in context the problem of the study, namely to figure out whether educators do integrate environmental awareness in the teaching of Life-Sciences learning area.
A qualitative methodology research was used. School principals and educators were selected to participate in the research.
The findings of the research showed that educators did not integrate environmental awareness in the teaching of Life sciences learning area. Respondents suggested that educators need to be retrained so that they could implement the principles of NCS effectively.Educational Studies
M.Ed. (Specialization in Curriculum Studies)
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Martin, Judith Violet. "Relationships of power: exploring teachers' emotions as experienced in interactions with their peers." Thesis, 2009. http://hdl.handle.net/1828/1563.
Full textAbstract:
Emotions play a significant role in the lives of teachers, especially in their interactions with their workplace peers. This research uses a case study approach to explore this topic through the medium of an asynchronous on-line discussion group. Twelve public school teachers, eight women and four men, from BC, Canada, volunteered to participate anonymously in a 12 week on-line forum.
The study was guided by three research questions: 1) How do teachers make sense of their emotional interactions with their peers? 2) How do these understandings change through discussion with a group of peers over 12 weeks? 3) What understandings of the emotional processes of school culture emerge when teachers discuss and reflect on these emotional aspects of their work in a collaborative setting?
The participants responded to weekly focus questions and also initiated their own discussion topics. They were introduced to alternative perspectives of emotion, including the social constructionist, feminist, and discursive. They were asked to focus on everyday interactions with their peers and to suggest what the emotions they experienced and observed achieved within the group. They were also encouraged to pay attention to the feeling rules in their staff meetings and to notice which emotions they thought were deemed appropriate to be expressed and which were deemed inappropriate.
Initially the participants used a number of strategies based on the individualized and psychological perspectives of emotions to make sense of their interactions. During the discussion group they were able to discuss their interactions in a safe non-judgemental setting and to reinterpret them in light of new information. Competition, patriarchy, and neo-liberal education policies were seen to influence the dynamics of the workplace.
Two mechanisms which appeared to link the teachers’ individual, private experiences of emotions with the culture of the school were the use of the words “positive” and “negative” and the norms embedded in the feeling rules of each school. These mechanisms both constrained and allowed the expression of certain emotions, opinions, and points of view in the workplace, thereby highlighting the political role of emotions. Symbolically the forum represented a collective space within an individualized world.
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Moyana, Hlengani Jackson. "An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers." Thesis, 2000. http://hdl.handle.net/10500/17526.
Full textAbstract:
This study attempted to design and implement an intervention programme to
improve the self-concepts and attitudes of prospective primary school teachers.
The possible effects of the programme were researched by means of a combined
quantitative and qualitative approach. A questionnaire to determine the
effectiveness of the programme was also designed. Important findings of this
study are that:
(a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed
questionnaire;
(b) the average self-concepts of prospective teachers improved after the
intervention programme was implemented, though not significantly and
(c) the self-concepts of prospective teachers not majoring in Mathematics
also improved after the intervention, though not significantly.
A focus group interview was conducted to improve the intervention programme.
On the basis of the responses of the participants in the focus group interview as
well as of the quantitative study and of the literature reviewed, an improved
version of the intervention programme was designed. According to the research,
the programme should include: cooperative learning; everyday life contexts;
manipulatives; hands-on activities, encouraging the asking of questions; a
positive relationship between lecturer and student; writing assignments before
doing a new topic; content relevance; a positive communication of assessment;
games; various approaches to solving problems; understandable language;
gender sensitivity and positive role modeling.
The intervention programme implemented in this study was tested over a period
of three months; hence the recommendation in this research for the replication
thereof over a longer period. The study further recommends that since the study
was conducted in one college of education only, there is a need for it to be
conducted in a number of colleges, in order to elicit a broader and more
representative picture of the impact of the intervention programme.
The findings of this study advocate the need to combine both quantitative and
qualitative research in studies: the results of the quantitative research did not
conclusively indicate a positive impact of the intervention programme. However,
the qualitative research saw respondents expressing improved confidence and
attitudes.Psychology of Education
D. Ed. (Psychology of Education)
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Lintvelt, Rulene Annemie. "The personal contexts of undergraduate students in social work at UNISA." Diss., 2008. http://hdl.handle.net/10500/794.
Full textAbstract:
The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training.
From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career.Social Work
M.A. Social Science (Mental Health)