Dissertations / Theses on the topic 'School-based curriculum development'

The education reform of Hong Kong began in 2000. School-based curriculum development and professional development are the two main points of focus of the on-going education reform efforts in Hong Kong schools. Against this background, this research was unde11aken in a Hong Kong secondary school to investigate how the junior level Humanities teachers perceived their roles in the development of a school-based curriculum, and to examine how the capacities of teachers might be enhanced through the development of a professional learning community and in paI1icular by adjusting the professional development programmes. The provisional model of effective professional learning community proposed by Bolam et al. was used as the theoretical framework of this research. Action research was the methodology adopted to understand, improve and reform the practice. By using the thematic network analysis, the findings help develop four global themes: 1. paradigmatic shift of the teachers' role from knowledge h'ansmitter to curriculum planner; 2. teacher 's role as facilitator of learning and teaching processes; 3. enhancement of teachers ' capacities and capabilities through continuous professional development, to supp0l1 their needs in terms of school-based curriculum development, and 4. a professional learning community strengthens collaborative networks, creating an established system within a school to address school-based curriculum development. This research, based on the Bolam et al. 's model and the findings, has put forward a new model of professional learning community which is relevant to the case-study school. The new model is also used to compare and contrast with the measures of professional development advocated by the Hong Kong education authority. The analysis helps advance the professional development in Hong Kong secondary education.

In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities for adaptations through experiential learning? In this thesis, I propose a team-based design curriculum for middle school students, which follows a trajectory of concrete to abstract challenges, complementing the natural cognitive transition of this age.

Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in understanding how teachers enact this important practice. This dissertation draws on data collected through a model-based curricular project to uncover instructional moves teachers made to enact modeling, to describe factors influencing enactment, and to discuss a framework for designing and enacting modeling lessons.

I framed my analysis and interpretation of data within the varying perceptions of modeling found in the science studies and science education literature. Largely, modeling is described to varying degrees as a means to engage students in sense-making or as a means to deliver content to students. This frame revealed how the instructional moves teachers used to enact modeling may have influenced its portrayal as a reasoning practice. I found that teachers’ responses to their students’ ideas or questions may have important consequences for students’ engagement in modeling, and thus, sense-making.

To investigate factors influencing the portrayal of modeling, I analyzed teacher interviews and writings for what they perceived affected instruction. My findings illustrate alignments and misalignments between what teachers perceive modeling to be and what they do through instruction. In particular, teachers valued providing their students with time to collaborate and to share their ideas, but when time was perceived as a constraint, instruction shifted towards delivering content. Additionally, teachers’ perceptions of students’ capacity to engage in modeling is also related to if and how they provided opportunities for students to make sense of phenomena.

The dissertation closes with a discussion of a framework for designing and enacting lessons for engaging students in modeling. I draw on examples from this study to provide context for how the framework can support teachers in engaging students in modeling. Altogether, this dissertation describes how teachers facilitate modeling and why varying enactments may be observed, filling a gap in researchers’ understanding of how teachers enact modeling in science classrooms.

This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.

Regarding California's current educational system, educators, legislators and parents express concern about state standards and what happens when students do not meet the standards. Schools are implementing state- and district-mandated curricula to assist the students in meeting the state standards, but not all students are achieving this learning goal. Many districts are turning to after-school programs to help meet the needs of the students. Programs have spread throughout the country because of the federal and state grants, such as the 21 st Century Grant. One district that received money was the Pajaro Valley Unified School District (PVUSD), which serves students in Watsonville and Aptos, California. This study focused on a curriculum model for the after-school program in PVUSD. The curriculum incorporated theories of language learning and acquisition, appropriate curriculum models for English Learners, and research-based effective teaching strategies. The study is a mixed method approach using both quantitative and qualitative data. Twenty-four students from three schools in PVUSD participated in interviews, classroom observations and analysis of classroom work. Sixty students took a pre-and-post IPT Reading Tests and the QIA Oral Reading Test. Thirty of the sixty students were in classes using the content based ELD curriculum in an after-school program and the other thirty were also in the after-school program using the district adopted Hampton Brown program. The data from the total scores on both the reading and the oral language tests showed that the group that used the district created ELD curriculum scored significantly higher than the group that used Hampton Brown. The group that used the district created ELD curriculum also scored significantly higher on three of the four subtests on the IDEA Reading Test. From the interviews, classroom observations and analyzing student work, four themes emerged. These themes were enjoyment in learning English, feeling safe at school and getting help, lower anxiety and engaging activities. The curriculum was proven to be successful to some degree and the students were able to give the researcher and the district input as to the effect that the curriculum and the after-school program has had on their learning and their lives.

A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.

Like any other agricultural industry, many different career paths in the equine field are becoming more technologically advanced. To adapt to technological progress, current standards need to be integrated into school-based agricultural education courses to properly train and teach students about current industry standards. In addition to equine science curriculum development, emphasis must also be focused on providing assistance to secondary-school-based agriculture teachers so they can effectively teach industry-based equine science objectives in their programs. The equine curriculum objectives were measured in terms of perceived importance by equine professionals and post-secondary equine educators as well as Arizona school-based agriculture teachers. Further, the Arizona school-based agriculture teachers indicated their self-perceived ability to teach the objectives. Demographics for each group (equine industry professionals and Arizona school-based agriculture teachers) were also collected. A Borich needs assessment was calculated to prioritize areas needed for professional development of school-based agriculture teachers. Recommendations include the importance of bringing secondary-school-based agricultural education equine science curricula in line with industry standards. Further, providing professional development to secondary-school-based agriculture teachers is key to increasing teachers’ competence and ability to teach industry-based equine science.

碩士
臺北市立教育大學
課程與教學研究所碩士班
99
Abstract The main purpose of the research is to explore the development of school-based curriculum evaluation, to analyze its problem and solution as well as to discuss on the result and application of the evaluation. This is to positively guide the direction of future evaluation and to timely provide the suggestion for revision, which can be taken as a reference for sustainable development of school-based curriculum evaluation. In order to achieve the above-mentioned study purpose, the researcher mainly conducted case study, collecting data via literature review, document analyze and interviews. The conclusions are summarized as follows: A. The development of school-based curriculum evaluation plan at Gong-Yuan Elementary School. a. Gong-Yuan Elementary School established the module of curriculum evaluation in 2003 spring semester. In addition to adding on text description or slight revision, none significant changes have been made. b. According to The Guideline on the Establishment of committee, Gong-Yuan Elementary School set up The Committee of School Curriculum evaluation, followed by “Curriculum Development Group”, “Curriculum Pioneer Group” and “Professional Learning Society” to cope with the necessity of the development of school curriculum evaluation. c. Gong-Yuan Elementary School focuses on both external and internal personal evaluation and share clear labor division. d. Gong-Yuan Elementary School designed an evaluation form which contained Likert Scale and qualitative description in the school year of 2002, making extra forms and revision when needed as well as building up WiKi curriculum webpage in order to collect its data for curriculum evaluation. B. The school-based curriculum evaluation development of Gong-Yuan Elementary School a. At preparing phase: Since the initiation of implementing nine-year curriculum guideline, professors have been invited to guide curriculum development, setting up the environment for evaluation and bringing up the necessity for evaluation to achieve the vision for school curriculum. b. At planning phase: Included its curriculum evaluation to the curriculum development along with further planning and subjoined The Module of Curriculum Evaluation and the schedule of the practice of curriculum evaluation in hopes of a clear implement of school-based evaluation. c. At practicing phase: At the beginning of a semester, curriculum development committee members examined the curriculum plan; conduct formative evaluation within yearly school meeting and during a semester; the teachers filled in a self-evaluation form and peer-evaluation form to come up with a concluding evaluation at the end of a semester. d. In order to assist the practice of curriculum evaluation, Gong-Yuan Elementary School adopted two complementary measures ; 1. Set up a time for teachers to discuss, to integrate the data of evaluation. 2. Set up related groups based on the necessity of evaluation. e. At the application of feedback phase: The framework of school-based curriculum could be revised based on the result of the evaluation. The setup of the curriculum webpage to distribute the evaluation result. f. During the practice of school-based curriculum evaluation development at Gong-Yuan Elementary School, the encountered problem can be distinguished as teacher and administrative practice. g. Gong-Yuan Elementary School carried out curriculum evaluation, drew up The Module of Curriculum Evaluation, conducted curriculum evaluation via action research, founded curriculum pioneer group, built up teaching resources database and curriculum webpage, revised the forms for curriculum evaluation to cope with the problem generated by curriculum evaluation and display the actual efficiency of evaluation. C. The result and application of school-based curriculum evaluation at Gong-Yuan Elementary School during research period a. The way to present the internal school-based curriculum evaluation at Gong-Yuan Elementary School is to have the team leader collecting all the evaluation results within a list, bulletining it online and make it a topic to discuss for curriculum development group along with reviewing the student’s learning handbook, editing “Entering Taipei City” compilation and building up network sharing platform. b. In order to present the external at Gong-Yuan Elementary School, the team leader present the opinion of professionals within transcript and enclosed it in the overall school-based curriculum evaluation, made the summary known to others online. c. Except for sharing teaching experience and resources in school-based curriculum evaluation, Gong-Yuan Elementary School also proposed some problems such as the connection between curriculum plan and school vision, curriculum framework, curriculum design, clearance of student worksheet, high-grade curriculum integration and the shortage of teaching hours, expecting the business units could provide the old town model, build up relevant webpage. d. Gong-Yuan Elementary School spontaneously revised its curriculum spindle and host “Curriculum Afternoon Tea”, compiled “feature course student learning handbook”, added on the subtitle to curriculum themes, invited English teachers, built up curriculum webpage and reconstructed school history gallery, erected old town model to improve school-based curriculum in accordance with the evaluation. e. The mindset of participants of the school-based curriculum evaluation can be separated into three kinds; self-proclaimed leader of curriculum evaluation, the committing practitioner of curriculum evaluation and the cold-shouldered bystander toward curriculum evaluation. The suggestions of this research are listed as follows: a. School administration system may make sure the summarize function of evaluation by hosting “The dialogue between Internal and External Evaluation”. b. Focus on each result of school-based curriculum evaluation as well as to review and come up with a report and keep tracing, therefore to efficiently application the evaluation result. c. Setting curriculum evaluation into action takes long-term energy and experience gradually. d. School should provide related course about evaluation, helping teachers to understand the purpose and function of the evaluation. Teachers should be self-empowered also to eliminate their doubts on it. e. School should cultivate the leader of curriculum evaluation, for the leader of curriculum evaluation should be equipped with relevant knowledge as their strong support to lead the school and the teachers. f. School may proceed with curriculum development evaluation by action research, assisting the educators in conducting sustainable management of curriculum development. g. Keep an eye on teacher’s burden, eliminate extra work, properly adjust the request of curriculum plan contents and spontaneously adjust the pattern of evaluation. h. Curriculum evaluation can be significant if only the teachers bravely face the drawback of curriculum design and curriculum practice.

碩士
國立中正大學
教育研究所
93
The main purpose of this study is to investigate the process of the integrated curriculum design in the school-based curriculum development for the implementation of the current nine-year’s curriculum from the primary to the junior high schools. The case-study schools participate in the nine-year’s curriculum and cooperate with the university and primary schools in the in-depth teaching program. The case-study schools adopt different models to procced their school-based curriculum development in the context of “School-based curriculum development”, “curriculum integration” and “educational partnership”. What kind of their planning-design-implementation-evaluation cycle and what kind of their membership and impacts are covered. This study also tried to investigate the model and characteristics of the case-study primary schools in their curriculum design. Whether more delectated curriculum can be turned up is investigated. Finally, through the publication surrey regarding with the educational partnership, the study explored the way that the case study primary schools can interact with the teacher preparation program in their curriculum and institutional cooperation. What difficulties were experienced during the process and what is their responding strategy’ are discussed. By means of this case study, if is hoped that relevant research domains can be enriched and useful reference is provided to educational workers. This study takes a large village type school as the case study object in accordance with a designated sampling process. The data collection method consists of participant as observer and literature survey in order to be thorough in under standing the case school and its development process. Through analysis and discussions, the results concluded from this study are summarized as follows： 1. In school-based curriculum development aspect Cased-study primary school takes Skilbeck’s situational analysis model as the reference frame and further adopts Tsin-Tien Tsai’s model for detailing development strategy and procedure in order to develop the school-based curriculum in conformance with the nine-year’s curriculum. Emphasizing teacher professional development with the teaching system as leading branch and the administration leadership and support as back-up branch. The formation of school curriculum development committee as the curriculum research and development center to promote curriculum innovation inspiring better school organizational culture. 2. In curriculum integration aspect 2.1 The case-study primary school proceeds thematic teaching based on Beane’s curriculum integration model in line with the school development vision. Flexible curriculum and collaboration instruction are used to combine with study spheres and themes to achieve horizontal and vertical integration. Students are immersed in a theme to learn life experiences, knowledge and skills. 2.2 The case-study primary school developed the narrative curriculum based on Drake’s story model as their dominant curriculum, utilizing story to lead students into the situational learning state good for reading comprehension and judgment. Practical teaching activity is used to try hard for searching meaning and actively integrate situations. 3. In participating nine-year’s curriculum and in-depth teaching plan aspect 3.1 Currently, the case-study school and educational partners are on a reciprocal and equal respect relationship. But passing into the plan’s third year and as the curriculum design maturing, there is a trend that the case study school is increasingly playing the leading role. 3.2 The case study school and teacher preparation institution has developed good partnership to promote a feedback loop between curriculum theory and practice and apparently an action research field is formed. In the future, the case-study school may proceed in educational action research and school teachers may under take their curriculum reform. Keyword：School-based Curriculum Development, Curriculum Integration, Educational Partnership.

碩士
國立師範大學
教育學系研究所
86
Since 1996, the Department of Education made the experiment of the comprehensivehigh school in Taiwan.And now the number of comprehensive high school is increasing.It is an important curriculum reform. The curriculum of comprehensivehigh school is much different from that of general high school and vacational school. The study focuses on the school-based curriculum development of comprehensive high school.

碩士
國立新竹教育大學
國民教育研究所
92
Abstract There are three purposes of this study: 1. to investigate the tactics for school-based curriculum development in Taichung county elementary schools and possible difficulties encountered by these schools ; 2. to find out if there is significant difference in tactics operation among large, medium, and small size elementary schools and; 3. to probe causes of such a difference once it is found. Questionnaire and semi-structured interview were used to collect data. This study has identified eleven tactics which go on smoothly in all three types of elementary school and seven major difficulties which are encountered by most of the schools. Significant difference has been found in five of the tactics among large, medium, and small size schools. Semi-structured individual interviews with the curriculum development directors from six schools, two for large, medium and small size school respectively, have yielded information about the causes of those differences. Based on the results of this study, several suggestions are proposed.

碩士
國立中正大學
教育研究所
92
“Listening to students’ voice” is the main thinking point of the research. Owing to this educational idea, the researcher wanted to explore the experiential curriculum of classroom curriculum implementation in school-based curriculum development. The research explored that what students had perceived and felt or how they affected by the school-based curriculum programs. The researcher divided the structure of analysis into three points: the process of school-based curriculum development, classroom curriculum implementation and the junior high school students’ experiential curriculum. Based on three points, the researcher tried to analyze influencing factors of junior high school students’ experiential curriculum in a classroom and to relate problems of school-based curriculum development from the perspective of experiential curriculum. 　　The case study of qualitative research method is applied by the research. First, the researcher read the literature about the school-based curriculum development, the curriculum implementation in classroom and the experiential curriculum to build theoretical foundation of the research. Then the researcher chose one junior high school to be the context of the research, and chose thirty-eight students to be observed in this research. The data was collected from individual interview, focus group interview, participant observation and document analysis and etc. 　　Based on the quantitative and qualitative data analyses, the findings of the research are described as following: 1)The process of school-based curriculum development at a Chuoyue junior high school is framed by the Skilbeck’s modal of situation analysis, is tend to be the Glatthorn’s modal of program, address curriculum leadership and curriculum program, and the process is influenced by systems of the organization, beliefs, person and social culture. 2)Classroom curriculum implementation is based on teachers’ perceived curriculum, and accomplished by a medium of the lived experiences of teacher and student, the process of creating and developing experiences through teacher-student interaction and interaction with peers, and students’ curriculum participation is influenced by the factors of exception to contents of curriculum. 3)The factors of forming experiential curriculum in a classroom include the cognitive, the emotional, and the social aspects and it is based on students’ lived experience that is formed by the formal curriculum. 4)There are some factors to influence junior high school students’ experiential curriculum of classroom curriculum implementation in school-based curriculum development, such as the entrance examination system and formal curriculum, operating system in a classroom, students’ lived experience, students’ learning characteristics and students’ perception of formal curriculum. 5)Related problems of school-based curriculum development from the perspective of experiential curriculum include relations of curriculum levels, integrated curriculum design, curriculum implementation, hidden curriculum, teaching innovation and emerged students’ subjectivity. 　　According to the findings of the research, the researcher provided some suggestions for planning of school-based curriculum development, design and implementation of school-based curriculum and future studies. Key words: school-based curriculum development, classroom curriculum implementation, experiential curriculum.

碩士
國立彰化師範大學
工業教育與技術學系
93
Abstract The purpose of this multiple-case study was to explore and determine the roles, the task responsibilities and the knowledge and skills of vocational high school principals as curriculum leaders. A semi-structured, digital-recorded interview technique with 3 principals, and their staff members selected from each school was used. Research questions focused on the roles, the task responsibilities and the knowledge and skills of senior vocational high school principals in the school-based curriculum development. Study findings suggested that principals play different roles contribute essential elements to the curriculum development process, fulfill a lot of task responsibilities to enable the curriculum development proceed successfully, and possess the knowledge and skills to deal with the context and solve the problems occur during the process. 1.The findings identified 17 themes that captured curriculum leadership role of senior vocational high school principals during the implementation of SBCD, such as innovator, communicator, initiator, decision maker, supervisor, curriculum advisor, troubleshooter, advocate, predictor, negotiator, consensus creator, pilot, peace maker, vision builder, authorizer, supporter and evaluator. 2.Besides, a total of 17 themes were identified to indicate that the curriculum leadership task responsibilities that senior vocational high school principals fulfilled during the implementation of SBCD. Their task responsibilities were: to participate in the curriculum-related meetings or activities; to facilitate staff members’ cooperation; to provide teachers the new information about educational trend and the related information; to empower the related sections or offices properly to take charge of some jobs; to supervise the academic affairs office and each department to plan the curriculum according to the curriculum standard; to coordinate each office to provide the support for curriculum implementation; to make use of opportunities to guide the whole staff members to understand his values and beliefs of school running or share with them; to provide staff members with more opportunities or time to enhance their professional development; to conciliate the conflicts and facilitate interpretations among the faculty; to listen to colleagues’ viewpoints, needs and feelings; to provide teachers with assistance and guidance while implementing SBCD; to understand the parents’ and students’ needs for the future; to provide the colleagues the opportunities of decision-making; to motivate teachers to take part in the research and study or in-service training for SBCD; to endeavor to get resources for school curriculum development and make a proper use; to know students’ learning condition through different ways; to promote the competitive strength of school. 3.At last, there were 17 themes that existed in the curriculum leadership knowledge and skills that senior vocational high school principals possessed during the implementation of SBCD. The knowledge and skills were: an in-depth knowledge in curriculum and instruction field; human or interpersonal relationship skills; communication skills; resource and finance managing ability; providence; mighty authority; leadership skills; abundant educational administration experience; sensitiveness to educational issues; familiarity with school background; people-oriented skills; educational enthusiasm; life-long learning ability; listening skills; awareness of the current educational trend; openness to change; reflection skills.

碩士
國立臺灣師範大學
工業科技教育學系
93
This research reveals the modes and practical ways of junior-high school-based curriculum development through interview with relevant people at school. Furthermore, the practice of technology education is particularly focused in school-based curriculum. For this purpose, interview method is in use with administrative staffs, living technology teachers, and the leader of natural science and living technology from four junior high schools in Taipei city. These people are interviewed from aspects of practice of school-based curriculum, curriculum design, administrative support, teachers’ professional knowledge, resources application, successful traits, and difficulties. The following passages introduce the specific practice and details at present of technology education in junior high school. Practice at present: 1.Using activity curriculum for topic-centered integration. 2.Living technology supports natural science to design curriculum with both theory and practical application. The factors that make school-based curriculum succeed in living technology 1.Multiple designs in curriculum can help students develop multiple abilities. 2.Efficient preparation and connection work created with curriculum. 3.Living technology teachers all participate actively. The Difficulties 1.The number of living technology teachers is few. 2.It’s hard for living technology teachers to think of a subject in connection with school-based curriculum. Future trend 1.Appropriate topic development. 2.Using environmental protection materials well in design and production. 3.Combination of living technology and career counseling. Meanwhile, there are some suggestions as follows. 1.Living technology teachers should develop not only living technology related but also natural science related activity curriculum. 2.There is still some relevant point in case living technology is not the center of school –based curriculum. 3.Active communication with other-fields teachers can increase the performance of living technology in school-based curriculum. 4.Using community sources and parental participation. 5.School should employ sufficient living technology teachers according to the rules.

碩士
國立台北師範學院
課程與教學研究所
88
Abstract The purpose of this study is to explore the theory and practice of school-based curriculum development. In order to accomplish the purpose, the study applies the methods of document analysis and interviews and non-participant observation. Several conclusions result from the finding and discussions of this study. They are as follows. 1.Improper integrated planning of curriculum development ,however, it always follows on 4 steps as planning, design, implementation, and appraisement to proceed. It takes 2 years from planning, design, to implementation, but the appraisement task is only limited to the appraisal on the student learning result as providing for the reference of modification on curriculum. 2.The curriculum development developed by Tung Tung elementary school was to make use of school- based curriculum, in which was mainly participated by the teachers inside the school, but was limited from the teachers outside the school. The teachers were mostly passive in participation in curriculum development and were not very strong in participation motivation. 3.Less interaction among participants, interpretation was made respectively, which has caused repeated curriculum arrangement and further caused limitation on curriculum development. 4.The difficulties encountered during curriculum development process include “Insufficient professional knowledge of teacher in library and heavy working burden ”, “The class teacher was not strong in the participating motivation of curriculum development, and less willing in meeting with teaching”, “Insufficient library budget, and unstable in raising fund”, “Insufficient site in school, curriculum development faced bottleneck”, “Insufficient resource obtained outside school ”, “Lack of appraising mechanism, the appraising task was not easy to implement”, “Less advisory channel obtained outside school”. 5.The teachers usually adopted the indoctrinational way in teaching, but also guided students to study by designing diversified activities as possible as they can. However, the ideas of a library teacher affected the curriculum design and teaching goals. 6.The performance of student in library was not listed in the semester transcript records, but the teachers do the performance assessment to appraise the learning performance of students and train the student abilities of appreciation of works by a reading program. 7.The library teacher was the major personnel in the modification for curriculum and with the “interesting”, “demand”, “newly bought books of library”, “new information obtained from the in-service education”, “meet with each subject of course for each grade”, and “temporary issue or event” for the compliance of modification on curriculum. 8.The main factors affected to the library of Tung Tung Primary School on its making use of school- based curriculum development can be concluded as “Ideas of a curriculum leader — principal”, “Site, equipment, and expenses of school”, “Administrative organization structure of school”, “Scale of school, atmosphere of organization”, “Teachers’ willing, time and ability”, “Parents’ support and fitting degree”, “Integrated resource of community”, “Expert advisory channel outside the school”, “Education authorities'' manner”. According to the conclusions, this study makes some suggestions for the implementation of school-based curriculum development as well as further research.

碩士
國立嘉義大學
國民教育研究所
89
A Study on the Teachers’ Curriculum Decision — Making and the School — Based Curriculum Development in Elementary School A Thesis for the Master Degree of Education Ya-Ying, Huang National Chia-yi University, Institute of Education,2001 Abstract The main purpose of this research was to investigate Teachers’ curriculum Decision — Making and School —Based Curriculum Development among elementary schools in the middle area of Taiwan province. The subjects were 642 teachers in the elementary school from seven Counties. Three kinds of questionnaires are “Teachers’ curriculum decision — making questionnaire”, “School — based curriculum development questionnaire”, and “Teaching environment questionnaire ”. The data then were analyzed by multivariate analysis of variance, Pearson product-moment correlation, and multiple stepwise regression analysis. The results were as follows: 1.The teachers’ curriculum decision — making in elementary school is above average level. 2.The school — based curriculum development in elementary school is average level. 3.The teachers’ curriculum decision — making in elementary school have more effectiveness with 3 —10 teacher’s seniority. 4.The school — based curriculum development in elementary school have more effectiveness on “curriculum content ” and “resource and support” with under 12 and 13-36 classes on the size of school. 5.There is a positive relationship between the teachers’ curriculum decision — making and the school — based curriculum development in elementary school. 6. In multiple regression, the variables of “teacher-student interaction”, “ staff relationship” of the teaching environment , and the variable of “curriculum purpose ” of the school — based curriculum development can most effectively predict the whole teachers’ curriculum decision — making. 7.In multiple regression, the variables of “school climate, norm and structure”, “principle leadership” and “parent and community support” of the teaching environment, and the variable of “curriculum purpose ” of the teachers’ curriculum decision — making can most effectively predict the whole school — based curriculum development. Based on the results of this study, some suggestions are offered to elementary schools’ administration, teachers, and future research. Key Words : Curriculum, Teachers’ Curriculum Decision — Making, School —Based Curriculum Development.

碩士
康寧大學
資訊傳播研究所
100
Facing the reformation of Grade 1-9 curriculum and the pressure of merger between small schools it decided to use the Quality Transformation of Elementary Schools Program in substitution for merger between small schools in Yunlin County. It will develop its own characteristic curriculums, particular in small sized class, which shows the outcome and the existing value. The study aims to explore the effects of local knowledge on the School-based curriculum development of the elementary school in Yunlin. The study employing approach of STS cooperative learning to students, and lead them to discuss and report. Students could concern the environment to their life through the procedures of drawing their own community maps. The activity is to develop students' awareness for their surrounded, and to make students concern about their community. Finally, the students' learning effects would be investigated through questionnaire survey. According to the result of this study, the conclusions and the suggestions are made to the further development of school-based curriculum as references. The conclusion are reaches as follows： The cooperation between schools and communities formed a commensalism relationship, which was helpful in students’ learning. The map combined with characteristics of community can actually achieve positive learning effects. There was an enhancement in students’ problem solving competence. Employing approach of STS cooperative learning to students, we can understand the positive learning effect is reached.

碩士
臺北市立大學
應用物理暨化學系自然科學教學碩士學位班
105
With the development of mobile technology, knowledge is much more accessible. Utilizing mobile devices in classrooms also makes it possible that students can get instant feedback and learn more effectively. In this study, an application was established to digitalize school-based curriculum. Data were collected and analyzed through semi-structured interviews. Interviewees were the teachers and the students who applied the digital materials in the researcher’s school. Major findings of this study are listed as follows: 1.For teachers who were not familiar with the app, digitalized teaching naterials motivated them to apply mobile learning technologies. 2.Students would like to experience the app rather than typing words. 3.Cloud storage advanced students’ collaboration and increased their communication. 4.It was not easy for teachers who were not from IT background ro make their own applications and debug the app.

碩士
臺中師範學院
自然科學教育學系碩士班
92
Abstract This study aims at construction of school-based curriculum evaluation function at the primary school, and explore the effects of school-based Science curriculum. Through the implementation of school-based curriculum evaluation, the researcher wishes to understand the current practices of school-based curriculum, and pinpoint the curricular flaws to improve. Last, based on result of the study bringing the suggestion. A school-based Science curriculum develop for senior grade on primary school was selected for the study.By way of an action research approach of school-based curriculum evaluation developed an appropriate model. Data collected from relating documents such as checklists, questionnaires, class observation, journals, focal seminars, and personal reflections were analyzed and interpreted to present the realities of curriculum evaluation. The findings presented as follows: Develop school-based curriculum First teachers have the ability to develop school-based curriculum, but they lack of confidence. So, school should provide the chance of professional conversation for teachers,in order to challenge teachers self-grow up. Second, tachers would become the curriculum designers and practicers. But they need more patriarch envolve in the school-based curriculum develop, which would make more vitality and characteristic for school. School-based curriculum evaluation First, teachers should be strengthened their ability in curriculum evaluation. Base on the theory of“enpowering get more ability”increasing organizational learning could promote the ability of curriculum evaluation. Second, involving and varied participation and the incorporation for different viewpoints could raise the validity and reliability in curriculum evaluation. Third, setting a path let the results of evaluation could feedback to next term of school-based curriculum develop.

碩士
國立中正大學
教育研究所
90
Conforming to the current educational reform and 9-Year Joint Curricula Plan, it stands to reason that the School-Based Curriculum Development (SBCD) will be looked upon as one of the major curriculum development modes. In order to attain the perfection of curricular decision-making, the school authorities are eager to encourage teachers to actively participate in the process of the School-Based Curriculum Development; moreover, whether the junior high school teachers are well-equipped with the professional knowledge of the SBCD will be worthy of our further research. With the implement of the 9-Year Joint Curricula Plan, the role as well as the function of the junior high school teachers nowadays will be, beyond doubt, recognized as more striking difference and leading orientation than ever. In view of this, right before the 9-Year Joint Curricula Plan is about to be promoted and fulfilled in Taiwan, I, as the researcher, attempt to take the teachers in the experimental junior high schools as the subjects of my research in which the teachers’ participation in SBCD and its current condition will be the focus of my further exploration and discussion. The purposes of the study are as follows: First, the study is to get the full understanding of not only the motivation behind the SBCD, but also the different attitudes the junior high school teachers take toward the SBCD. Secondly, the study explores junior teachers’ role in their involvement in curriculum development and their potential controlling power over it. Thirdly, the study is to familiarize the main features of teachers’ involvement in the SBCD and the procedures they could take in joining the curriculum development. Likewise, to realize what factors will reduce teachers’ willingness to get involved in the SBCD is another purpose of the study. Most important of all, to highlight what influence the promotion of the SBCD will have on the teachers in broadening the horizon of teachers’ professional knowledge. As for the methods of the research, it is conducted with the substantial analyses, such as the relevant literature review and references, the general analyses on how the teachers get involved in the SBCD and how the SBCD policy is enforced in junior high schools through the face-to-face interviews with the subjects, such as three principals, two directors and three full-time teachers experiencing the involvement in the SBCD with the help of collected data, including the Preliminary 9-Year Joint Curricula Plan. During the conversation, the interviewees share not only their personal experiences in getting involved in the SBCD and the uplifted professional cultivation, but also their feelings and attitudes toward the prevalence of the SBCD at school when joining either the curriculum development committee or the peer-learning group. According to the findings from the SBCD research, the SBCD is, broadly speaking, an extremely complicated process, the developing proceedings of which include the stages of “planning,” “designing,” “developing,” “implementing,” “evaluating” and so on. Each stage has the problems with analyses, adjustment, mediation, performance, etc., when it comes to teachers’ recognition and professional ability. Therefore, junior high school teachers in the SBCD may play many important roles of a curriculum performer, a performing researcher, a mediating counselor and a connoisseur in charge of different tasks. The factors influencing junior high school teachers’ willingness to involve themselves in the SBCD are from inside and outside the school; above all, these factors are intricate in the process of the SBCD and in the constantly evolving dynamic process of development at the same time. Based on the facts above, everything should be taken into consideration as a whole in the process of curriculum development and create all kinds of conditions most favorable to the development of school-based curriculum. From the major findings and discussions in this study, several conclusions are reached and shown as follows. 1.The majority of junior high school teachers are passively involved in the SBCD. 2.Junior high school teachers get more and more acquainted with the SBCD gradually and more willing to involve themselves in the SBCD. 3.The role of the teacher will be switched from the curriculum arranger into a performing researcher, a designer and a counseling coordinator. 4.The give-and-take coordination and the atmosphere of autonomy in the school organization are desired. 5.The principal’s professional leadership takes the place of the administrative leadership. 6.The professional development of a teacher is enhanced. 7.The school administration should support the establishment of the facilities, the circulation of information and the allotment of time. 8.The system of pre-service training for qualified teachers and the system of evaluation in teaching efficiency are expected to establish. 9.The SBCD is in need of support and coordination from the environment of society. To sum up, a couple of suggestions are proposed in this study that junior high school teachers, apart from encouraging teachers to make further advancement in professional ability, should be aware of the switch in their roles in the SBCD─their active involvement in curriculum development and that the principals and the administrators should make every effort to create the atmosphere of the school organization, build up the environment favorable to the implement of the curriculum, and focus the leadership of professional curriculum teaching with the coordination of administrative measures in major educational units and with the establishment of the teaching evaluation system.

碩士
靜宜大學
教育研究所
105
The research is to investigate the development of the school-based curriculum in Taichung Fu-Ming Elementary School. The purpose is to understand the planning situation, implementing process, implementing effectiveness and possible dilemmas when implementing the featured courses of the school-based curriculum. In this paper, the researcher used the semi-structured interview, and formed an interview guide through comprehending the development of school-based curriculum, the courses contents, and the implementing process of the curriculum beforehand. The interviewees are the present principal, a director, and two teachers in Fu-Ming Elementary School. In addition, the researcher analyzed student’s worksheets and competition documents via documentary research. According to the contents of interview and the results of documentary research, the author has reached the conclusions as follows: 1.The preparations of the school-based curriculum in Fu-Min Elementary School are harsh, which should be led by school administration. Conducting teachers’ energization activities, striving for parents’ recognition, and endeavoring to gain external resources would be the turning point to gain supports. 2.The process of implementing the school-based curriculum in Fu-Ming Elementary School is in appropriate strategies; through repeated practices, reflection and revision of the dynamic cycle process, the school establishes localized mountain education and grapes courses. 3.The implementing effectiveness of the school-based curriculum in Fu-Ming Elementary School indeed enhances teachers’ teaching profession, having access to parents and students’ participation and achievements producing, and also successfully secures many opportunities for exposure in the media. 4.The development of the school-based curriculum in Fu-Ming Elementary School is also facing a lot of difficulties; how to solve the problem, how to carry out curriculum evaluation, and how to establish the sustainable curriculum development would be challenges in the future.

碩士
臺東師範學院
教育研究所
91
Abstract Because of the teachers’ awareaess and devotion, the trials of Small-Classroom Project and One-to-nine Curriculum in Ruey Yuan Elementary School are considered very practicable. This study begain from the process of the school-based curriculum development in Ruey Yuan Elementary School. By the way of data collection and analysis, survey of curriculum evaluation inspecting form, and curriculum evaluative research of interview in related people, reseacher tried to understand the crucial reasons through related theory and practical operation in these years, furthermore, to lead out a feasible curriculum evaluative model in instructional environment, and to provide a reference resources for schools who are intended to evaluate curriculum. In the process of the evaluation, reseacher found that the “colloquy mechanics” was unexpectedly the important focus of this movement. Due to partiality toward bureaucracy in traditional schools, it is difficult to have adequate discussible opportunity in schools because of the administrative authoritativeness. To create a safe, equal discussible circumstance is the first task while developing school-based curriculum, and is the necessary condition in curriculum evaluation. On the basis of the viewpoint in the school-based curriculum development, we must proceed curriculum evaluation in developing process to help schools improve their curriculum. Nevertheless, seeking for help or waiting for large-scale evaluation from the outside authorities are now unable to fit in with each school’s requirement nowadays. School-based spontaneous evaluation ought to be the best way to take effort curriculum evaluation.

碩士
華梵大學
建築系在職專班
103
The research employed a case study in order to understand how "J" elementary school constructs the environment which is in favor of implementing school-based curriculum development. School management influenced by school-based background and culture shows the uniqueness of educational phenomenon. The purposes of this study includes:（1）understanding the purposes, basic concepts and contents of school-based curriculum development,（2） understanding the implementation of the school-based curriculum and teaching tactics,（3）analyzing the affecting factors of curriculum implementation,（4）finding out the solutions to the problems encountered during school-based curriculum development. This study adopts qualitative research method. Observation, interview and document analysis are used to collect empirical data. The research concludes with the following findings: Ⅰ.The school-based curriculum development is basis on the concepts of open-education, learner-centered education and integrated activity learning, emphasizing students’ personal traits in learning. Students can choose learning content and methods by themselves, can develop their individual differences and potential. Ⅱ.The key leader adapts the direction of school management to different contexts. Integrative activities learning area courses should be conducted theme-based activities curriculum and arranged with appropriate conditions. Ⅲ.The creative management of school basis needs the implementing strategies and methods. The teachers must arrange their teaching materials within students’learning context and design the courses in order to help students’integrate their learning experience. IV. According to the literature review, the interview and the case study, and it is able to verify the school-based innovative management, to realize the school vision, to develop the school characteristics, to promote teachers professional autonomy, and to stimulate the student’s potential.

碩士
國立中正大學
教育研究所
91
The aims of this study are to understand how the staff of the elementary schools express and self-exam their curriculum leadership and become aware of others’ curriculum leadership when the schools develop school-based curriculum. Finally the researcher makes some suggestions and conclusions for the staff in the case-study schools to improve their curriculum leadership in process of school-based curriculum development. In order to see the school-based curriculum development, a case study approach was applied in this study. Methods used for data collection include observation, interviews with the principals, teaching supervisors and teachers, and document analysis. The focuses of the literature are on: (1) the meaning of school curriculum development ; (2) the history of school curriculum development; (3)the models of curriculum development and school-based curriculum development; (4)the leadership of the principals、teaching supervisors and teachers. According to the literature review and field study, the research findings are followed: First, the influences of educational or administrative institutes: 1.Grade 1-9 Curriculum Guidelines are not easy to know and not clear. 2.The policy and demands educational or administrative institutes are illusive. Second, situation of the school-based curriculum development of three multiple -case study elementary schools are followed: 1.They all push the developing of school-based curriculum. 2.The models of the school-based curriculum development of three multiple-case study elementary schools are different. 3.The scale of the school affects the development of school-based curriculum. Third, the leadership of the staff of school administrative institutes are followed: 1.The principals in three schools are glad to share their ideas and concepts. 2.In school-based curriculum development, the principals are the important persons. 3.The teachers in three schools feel the degree of leadership of their school principals differently. 4.The principals push the development of school-based curriculum according to the school scale. 5.The leadership of principals and teaching supervisors are complementary. 6.Three teaching supervisors can provide rich messages of school-based curriculum development for teachers. 7.The leadership of three instruction-section supervisors are not clear, so the teachers wish the instruction-section supervisors can support teaching supervisors well. 8.The scales of schools affect the participation of the teachers of the school-based curriculum development. 9.The scales of schools affect the interaction among the teachers and the understanding of school-based curriculum development. 10.The scales of schools affect the leadership of school-based curriculum development of teachers. Fourth, reflections and expects of the school staff are followed: 1.Three principals wish help the teachers improve their curriculum leadership, and become the main curriculum leaders in school-based curriculum development. 2.Three teaching supervisors hope to match up the principal curriculum leadership and lead the staff of academic office to promote the curriculum leadership of the teachers. 3.The teachers in three case-study schools hope to be good curriculum leaders in school-based curriculum development, and also hope the educational or administrative institutes can ease off their teaching and administrative work.

博士
國立臺灣師範大學
教育研究所
87
Abstract The purpose of this study is to explore the theory and praxis of school-based curriculum development. The aims of this study are 1. to clarify the rationales and main point of school-based curriculum development; 2. to investigate the findings of existing researches; 3. to understand the conditions and results of implementation of school-based curriculum development in other countries, including Australia, U.S.A, U.K., Canada, France, Hong Kong, and Sweden; 4. to inquiry the operating processes of school-based curriculum development in a elementary school and a junior high school in Taiwan; 5. to discuss the issues and myth in theory and praxis of school-based curriculum development; 6. to explore the possibility and approaches of implementation of school-based curriculum development in Taiwan. Through the literature analysis, case study, and interviewing, several conclusions result from the findings and discussions of this study. Accord to the conclusions, this study recommends some suggestions for the implementation of school-based curriculum development as well as the topics of further research.

碩士
臺北市立教育大學
自然科學系碩士班
97
WebQuest is a task-oriented internet program module emphasizing learners’ systematic exploration. Through the design of web-page exploration, a teacher can construct a scaffold for facilitating students to establish their cognition, and to make learners achieve learning goals more effectively. In this study, the researcher participated the development of the school-based courses on Nature Science in the school, in order to explore how to design WebQuest teaching activities based on the theme of School-based Courses. In addition, this study conducted a quasi-experiment to investigate the learning effects and meta-cognition after WebQuest teaching activities. The subjects are 95 fifth graders from 4 classes in an elementary school in Taipei City. The experiment group (47 students) receives WebQuest teaching, while the control group (48 students) receives general teaching. This study adopted two research instruments including “Learning Achievement Test” and “Questionnaire on Meta-cognition”. The one-way ANCOVA is employed to test the learning effect and meta-cognition after experiment. Besides, the study surveyed the students’ thoughts and attitudes toward WebQuest learning, as well as the students’ situations of mutual appraisal during the teaching activity. Finally, the researcher engaged in reflections and discussions aiming at the progress of applying the theme of School-based Courses to develop WebQuest learning activity. The results are shown as follows: 1. When WebQuest teaching module was applied, the difference of learning achievement is significant. That is, School-based course with WebQuest form is helpful to enhance students’ performances in their learning effects. 2. Through the process of WebQuest learning activity, it would be beneficial for students to develop their monitoring and regulating ability for meta-cognition. However, it would have no influence on the ability of planning and appraisal. 3. The students show positive attitude toward WebQuest learning module, and they thought that it would help them learn much more knowledge. In addition, they hope to learn the other units with WebQuest in the future. 4. When applying School-based Courses to develop WebQuest teaching activity, teachers should use internet resources for conducting the learners to learn effectively. Also, they should work with their peers to design creative WebQuest course collaboratively. According to the study results, we can find that it is feasible if a teacher applies WebQuest Teaching Module to the design of School-based Courses. Based on such results, the suggestions for designing WebQuest websites, teaching activities and teachers have been provided in the end, as well as the suggestions for related studies in the future.

碩士
銘傳大學
教育研究所碩士在職專班
94
The purpose of this study is to understand the transformation of teachers’ mindset. The researcher attempts to know affecting factors of the transformation of teachers’ mindset and provides recommendations for actual strategies. Conclusions and suggestions of this study are offered for making school-based curriculum. The researcher mainly adopts interviews, reflective journals, the researcher daily log, documents, panel discussion and proceedings; besides, additional questionnaire to statistic, observational records and inspectional group to analyze all data. In the end, conclusions and suggestions are offered for administrative authorities and future researchers. The results are listed below: 1.The teachers expect that school administrations can support their needs during the procedure of school-based curriculum development, although they can identify the positive value of school-based curriculum development but they still have some controvertible. 2.The conditions of transformation of teachers’ mindset are divided into positive transformation, negative transformation and non transformation. Each of the condition is about one-third to all members. 3.The teachers’ mindset will be affected by the administration acts and possible barriers; their mindset will toward positive transformation for proper strategies of school administrations. 4.The mindset of the researchers’ team toward “Regression phenomenon”. 5.Non of “ardor for education” appears, no matter after or before carrying out school-based curriculum and it tells us that teachers’ ardor for education still has not be enlightened. 6.The influential factors to the transformation of teachers’ mindset are included school, teachers and students. Whether teachers will identify the revolution of curriculum or not, they will affect the results of the development of school-based curriculum. 7.After the experiences of teachers’ participating school-based curriculum, they hold positive point and attempt to learn self-reflection and adjust their mindset to cooperate with the revolution of curriculum. 8.Teachers will get a professional growing space, while they can learn actively.

碩士
國立屏東師範學院
國民教育研究所
91
“School-based curriculum development” is one important instance of Nine-Years Curriculum Reform. The study aims at understanding the methodological basis of school-based curriculum development, the viewpoints of scholars and experts, the numerous factors of influencing the school-based curriculum development. Is there any difference in the importance of influencing factors between different schools and different personal background? The investigation methodology employed questionnaire and interview survey. A questionnaire on the influential factors of school-based curriculum development was administered to 949 primary school teachers who were sampled randomly from 53 schools in Kaohsiung municipal primary schools. The data collected was further analyzed through general description statistics, t-test, one-factor variance analysis, and Scheffe’ method. And then add to analysis and explanation. Interview record was dependable upon interview outline. It was made interactive analytical verification with the result of statistics. The results of this thesis can be summarized as follows, 1. The influential factors of school-based curriculum development in primary school can be concluded as “organizational plan, members background, teacher cognitive, environmental facilities, counseling support” etc five aspects. 2. The members of primary schools think that “teachers cognitive” is the most important among five aspects. Secondly, organizational plan and the lowest important one is member’s background. 3. The members of primary schools think that “the situation of teachers team cooperation” is the most important factor to influence school-based curriculum development. “Teachers’ age” is the lowest important one. 4. The school members with different “sex”, “age”, “service years”, “position” have different viewpoint about the influential factors of the school-based curriculum. 5. School members from different areas have different viewpoints for the importance about the school-based curriculum “organizational plan” aspect. But school members from different size school show no significant difference for the importance about the school-based curriculum various aspects. 6. Kaohsiung municipal primary schools intend to apply the strategies of solving the school-based curriculum development. The focus will put on “teachers cognitive” and “organizational plan” aspects. Suggestions aimed at the result of the study as following, 1 Suggestions for the educational administration, 1.1 Make a renewal plan about the educational funds. 1.2 Make a renewal thinking and revise the members amount of school administrators 1.3 Do not let the schools’ re-organization with the same unification style. 1.4 Promote the authority of supervision to school curriculum and teaching in Education Bureaus. 2 Suggestions for the primary schools, 2.1 For the school-masters and chief of sectors, 2.1.1 Good at using “teachers morning meeting” to communicate curriculum ideas and operation form. 2.1.2 To decreases the impact of curriculum revolution with graduated and detailed strategies. 2.1.3 To build a system of resource share. 2.1.4 To authorize teachers association in different grades arranging school and class affairs. 2.1.5 To change the teachers continuing education with the orientation of “ability acquisition”. 2.1.6 To integrate the educational policies, projects and assessments. 2.1.7 To make “preliminary communication” with teachers and parents. 2.2 For the teachers’ professional behaviors, 2.2.1 To invite the teaching colleagues, to organize “dialogue circle” and workshop. 2.2.2 To cultivate teachers second on third subjects majored in. 2.2.3 To cultivate teachers habits with colleagues cooperation, dialogue discussion, and curriculum planning. 2.2.4 To carry out the human resource support by parents on community. 2.2.5 To improve teaching strategies in summer or winter vacation. 2.2.6 To invite trusting colleagues teachers, to learn each other in the teaching field on by teaching performance.

碩士
國立臺南大學
教管所學校行政組(碩士班)
94
The study aims to explore the contents and process of the school-based curriculum development (SBCD) of an elementary school in Tainan. Within this case study on the development of school-based curriculum, the approach, the influential factors and difficulties which the school confronts, and the strategies to overcome obstacles, are included. Interview, and document analysis are adopted to collect data. The main findings are summarized as follows: In different stages of the development, the contents, scopes, models and processes of SBCD change accordingly. The Committee of Curriculum Development is set from the initial implementation stage of the Nine-year curriculum reform. The Committee consists of sub-groups of different learning areas, grades and teacher research team. A circular operation system is built up between sub-groups under the Committee of Curriculum Development. Dean Office plays a significant role in operating conferences of Committee of Curriculum Development and should help develop administrative contact between organizations in different grades. In terms of influential factors, internal factors include principal’s leadership, administrative support, and operation of the Committee of Curriculum Development, time and teachers’ attitudes toward the SBCD. External factors include educational environment, the consultation resources from outside expertise, and parents. In terms of obstacles, unclear direction of development in the future, the declining operation capacity of Committee of Curriculum Development, insufficient administrative support and time are observed in this case study. Concrete and manageable strategies should be figured out to deal with the above difficulties. Finally, the suggestions for the case school, the educational authorities, and further studies, are proposed.

碩士
臺灣大學
農業經濟學研究所
98
This research is mainly to discuss the situation how Yunlin County Cheng-Wen Elementary school uses community resources to develop the school standard curriculum. And, there are three goals for this research, first, to understand how the target school integrates the community resources to develop it’s standard curriculum and the result of the implementation of the curriculum. Second, to understood the difficulties the school and the teacher encounterd and the strategies they applied. Third, according to the synthetic study, propose how to utilizes the community resources to develop the school standard curriculum. The methodology of this research, literature review first, then, interview and observation in data collection; finally document analysis to come to the conclusion. The main discovery of the research are as follows: 1. The case school is able to utilize the community special resources and teaching strategy to develop the school standard curriculum and to implement it. 2. In designing the teaching activity: the understanding and familiarity to the standard curriculum has been strengthed through teachers’ self-study and the asistance of professionals. 3. In the instruction aspect, the grade advisers take the primary role while the subject teachers as assistant. The curriculum has been implemented in elastic time and domain curriculum time as well. Multi-dimensional teaching method have been implied both inside and outside of the campus. 4. In environment arrangement: The school environment arrangement is very warm and the community culture shows no negative influence in the arrangement. 5. Teachers’growth in professional aspect: The administrative system provide support in teachers’ professional growth, the teacher confidence as well as their professional knowledge show greatly growth. However, teachers’ ability and attitude towards reasearch needs to be improved. And the teaching reflelctions need more attention and care.. 6. The case school standard curriculum develops the teacher role sensibility. The process of plan, practice, reflection and revise provide chance and standard for the teaching activity adjustment to meet the school standard curriculum. 7. The curriculum implements coordinate with the school prospect, but lacks the study result of students learning.

碩士
國立臺北科技大學
技術及職業教育研究所
95
This study aims at the attitudes of the researchers on school curriculum development toward the promotion of school-based curricula, and analyzes the factors of the differences in their attitudes. Literature review, and questionnaire survey are used as research methods. The self-made “Questionnaire of the Attitudes of the Researchers on School Curriculum Development Toward the Promotion of School-Based Curricula” is used as the tool. 350 school curriculum researchers of Taipei Vocational High School underwent the questionnaire survey. The available responses are 263 copies, and the return rate is 75.14%. Statistic methods such as Percentage, T-test, One-way ANOVA, etc. are used in processing the data, and the members of Taipei Vocational High School 95 School Year Curriculum Outline Core Team were interviewed. Significant results and suggestions come as follows: 1. No significant differences are found in terms of gender, education, teaching subjects, school districts, public or private schools, and vocational or affiliated vocational schools. 2. The results appear to be better in terms of age, and years of work in administration or teaching. 3. The number of school classes is highly related to the school’s fund and human resources, which in turn contributes to a better performance in the promotion of school-based curricula. 4. The vocational high schools in Taipei perform well in terms of their attitudes, notions on operation, and developing and operating procedures. 5. When promoting school-based curricula, the schools need the educational administration to plan for the timetable and operating procedures to assist relatively inexperienced administrators at school. 6. In correspondence to future decrease in the number of vocational high school students due to the decrease of child number, the curricula should also meet the needs of the development of teaching materials, teaching facilities and teaching faculty, and make early and overall blueprints aimed at the related measures of the 98 Curricula.

Summaries in English and Afrikaans
The bright future of education in South Africa, as in every developed and developing country such as the United States of America, United Kingdom, France and many others, depends greatly on grade 1 teachers' involvement in School-Based Curriculum Development (SBCD). The fallacy that grade 1 teachers can be operated effectively by remote control should be abandoned from the school curriculum. Success will always be elusive task if grade 1 teachers are excluded from curriculum decision-making, because their proximity to learners in the learning situation is a source of valuable information for curriculum developers, a source which is currently overlooked. This warrants a paradigm shift in teacher training programmes. A situation analysis in our democratic country necessitates problem-centred teacher training which will equip the future generation of teacher trainees and prospective grade 1 teachers with relevant professional skills, precipitated by our country. The bone of contention in this study revolves around the kind of teaching and learning problems experienced by grade 1 teachers involved in SBCD in the Northern Province. It is apparent from the thesis that grade 1 teachers' involvement in curriculum decisionmaking is limited to a certain extent because members of the top structure of curriculum planners are reluctant to quit their 'ivory towers' to perceive the real situation of the noble profession of teaching. A profound problem in South Africa in general and the Northern Province in particular is that there is a serious lack of consultation and negotiations with grade 1 teachers, and the implications thereof are detrimental to SBCD. The measure in which the grade 1 teachers are involved in participation and decisionmaking is a determinant of the success or failure of the innovation project. It is thus noteworthy to point out that the grade 1 teacher must be fully supported by his or her academic seniors, to become actively involved in curriculum activities. The overriding aim of this study, an exploratory investigation of the identified teaching and learning problems by grade 1 teachers in terms of SBCD in the Northern Province emanated from this need. It should also be pointed out that our world is characterised by the rapid tempo at which knowledge becomes out-dated and is replaced by new ideas and concepts. The twentieth century has become known as the information era. This has necessitated a change of emphasis in education; instead of the transfer of knowledge, the grade I teacher must rather be taught how to acquire knowledge on his or her own and be provided with instruments necessary for exploiting knowledge. The method of analysis began with in a literature review, with a viewpoint to provide guidelines for grade I teachers' involvement in SBCD. After an introductory orientation provided in chapter 1, the theories of SBCD and Outcomes-Based Education (OBE) were examined in chapter 2. Qualitative research as a strategy to address problems in SBCD was dealt with in chapter 3 by means of identifying the research instruments to be utilised for data collection techniques and analysis. Furthermore, in this chapter, the researcher elaborated on the types of qualitative methods, characteristics and outcomes of qualitative research, phases of data collection and analysis strategies and qualitative research as a remedy in SBCD problems. In chapter 4, the researcher elaborated on research instruments, findings and data analysis. Findings were based on the implementation of research instruments and literature review. It is in this chapter that the theories of SBCD and OBE in chapter 2 and qualitative research as a strategy to address SBCD problems in chapter 3 have been synthesised. In the ensuing chapter 5, guidelines which could serve as a framework for grade I teachers' involvement in SBCD were provided. It is strongly believed that these guidelines will be useful for both Pre-service Teacher Education and Training (PRESET) and In-service Teacher Education and Training (INSET) to keep pace with the changes taking place in the South African society. Teacher training should thus ensure that teacher trainees and prospective grade I teachers are sufficiently skilled to cope with the tremendous escalation of challenges in SBCD. In fact, grade I teachers should be trained to teach learners who must fulfill their vocational mandate some time in the near future. The youth must be empowered for the future, which covers the period from the time they enter school. These guidelines make it imperative for the trainers of prospective teachers to predict the future realistically and to train grade I teachers in accordance with the principle of constancy and change. Future education requires individuals who will know how to apply principles, norms and values and how to design new methods for effective instruction and learning. The final chapter focused on the background to the problem, the methodology of the investigation and conclusions. The study also highlighted recommendations for the improvement of teaching practice and teacher training and the implications thereof. The researcher summed up the study by proposing areas of concern for future research.
Die suksesvolle ontwikkeling en toekoms van onderwys in Suid-Afrika, soos in elke ontwikkelde en ontwikkelende land, insluitend die Verenigde State van Amerika, die Verenigde Koninkryk, Frankryk en vele ander, hang hoofsaaklik af van die betrokkenheid van graad 1-onderwysers by Skoolgebaseerde Kurrikulumontwikkeling (SBKO) . Dit geld ook vir die Noordelike Provinsie waar hierdie studie gedoen is. Die aanname dat graad 1-onderwysers effektief kan deelneem aan die skoolkurrikulum deur middel van afstandsdeelname, moet laat vaar word. Indien die onderwysers uitgesluit word van die besluitnemingsproses in kurrikulumontwikkeling sal die kanse op sukses bemoelik word. Hulle deelname aan en betrokkenheid by die leersituasie kan dien as 'n bron van inligting vir kurrikulumontwikkelaars. Tans word hierdie bron van inligting nie in aanmerking geneem nie. Hierdie hipotese vereis 'n paradigmaskuif in die onderwysersopleidingsprogramme. 'n Situasie-analise in die Noordelike Provinsie het getoon dat 'n probleemgerigte onderwysersopleidingsprogram nodig is om die toekomstige generasie van onderwysers (veral graad 1-onderwysers) toe te rus met die relevante professionele vaardighede wat so dringend in ons land benodig word. Die kernpunte in hierdie studie handel oor die tipe kennisoordrag- en leerprobleme wat graad 1-onderwysers ondervind m hulle betrokkenheid m Skoolgebaseerde Kurrikulumontwikkeling in die Noordelike Provinsie, en in watter mate dit aangespreek word m kurrikulumontwikkeling. Bevindings m hierdie studie toon dat onderwyserbetrokkenheid beperk word deur die topstruktuur van die kurrikulumbeplanners wat onwillig is om hulle ivoortorings te verlaat en sodoende nie die werklike situasie in die onderwysberoep in aanmerking neem nie. 'n Groot probleem in Suid-Afrika in die algemeen, en in die Noordelike Provinsie in die besonder, is die emstige gebrek aan konsultasie en onderhandeling met graad 1-onderwysers en die negatiewe impak hiervan op kurrikulumontwikkeling. Die mate waarin hierdie onderwysers betrokke is, is bepalend vir die sukses of die mislukking van die innoverende projek. Dit is gevolglik noodsaaklik om daarop te wys dat die graad 1- onderwyser ten voile ondersteun moet word deur sy/haar akaderniese seniors ten einde aktiefbetrokke te kan wees by sodanige kurrikulumaktiwiteite. Die hoofdoel van hierdie studie is dan ook 'n ondersoek na die geldentifiseerde kennisoordrag- en leerprobleme van graad l-onde111Jysers in die Noordelike Provinsie in voorafgenoemde verband. Ons leef in 'n snel veranderende wereld waarin kennis vinnig verouder raak en met nuwe idees en konsepte vervang word, die sogenaarnde inforrnasieera. Dit noodsaak 'n verandering in die onderwys, waar die onderwyser geleer moet word om eerstens self kennis te verkry asook dat die instrumente wat no dig is om die kennis te eksploiteer, verskafword, eerder as om net op kennisoordrag te let. Analise as ondersoekmetode is in die literatuuroorsig gebruik met die doel om riglyne vir graad 1-onderwysersbetrokkenheid te verskaf. Na die inleidende orienteringspostulaat in Hoofstuk 1, Is die teoriee van Skoolgebaseerde kurrikulumontwikkeling en Uitkomsgebaseerde Onde111Jys (UGO) m Hoofstuk 2 ondersoek. In Hoofstuk 3 is kwalitatiwe navorsing as strategie om probleme met Skoolgebaseerde Kurrikulumontwikkeling uit te wys, aangespreek. Dit is bereik deur die identifisering van die navorsingsinstrumente wat gebruik is vir data-insameling en analise. In die hoofstuk bespreek die navorser die tipes kwalitatiewe metodes; die eienskappe en gevolge van kwalitatiewe navorsmg; die fases van dataversarneling asook analisestrategiee en kwalitatiewe navorsmg as instrumente in die uitskakeling van Skoolgebaseerde Kurrikulumontwikkeling-probleme. In Hoofstuk 4 word verder uitgebrei oor navorsingsinstrurnente, bevindings en data- analise. In die hoofstuk word die teoriee van SBKO en UGO soos bespreek in Hoofstuk 2 en kwalitatiewe navorsing as strategie om SBKO probleme aan te spreek, gesintetiseer. In Hoofstuk 5 word riglyne verskaf wat kan dien as raarnwerk VIr graad londe111Jyserbetrokkenheid in SBKO. Die verrnoede bestaan dat hierdie riglyne bruikbaar sal wees vir beide Voordiensopleiding en Indiensopleiding om sodoende in pas te wees met die veranderinge wat m die gemeenskap se leefwereld plaasvind. Onderwysersopleiding behoort dus te verseker dat onderwysers wat opgelei word, en veral graad 1-onderwysers, toegerus word om met die toename in uitdagings in SBKO te kan byhou. In werklikheid behoort graad 1-onderwysers sodanig opgelei te word dat hulle leerders kan onderrig en toerus om in die toekoms hulle beroepe te kan beoefen. Die jeug moet bemagtig word vir die toekoms vanaf die oomblik dat hulle die skoolsisteem binnegaan. Hierdie riglyne maak dit noodsaaklik vir die opleiers van voomemende onderwysers om die toekoms korrek te voorspel en om die graad 1-onderwysers op te lei in die beginsels van konsekwentheid en verandering. Toekomstige onderrig vereis individue wat sal weet hoe om beginsels, nonne en waardes toe te pas en hoe om nuwe onderrigmetodes vir effektiewe leer te ontwerp. Die finale hoofstuk fokus op die agtergrond van die probleem, die metodologie van die ondersoek en gevolgtrekkings. Die studie benadruk die aanbevelings vir die verbetering van onderwyspraktyk en onderwysersopleiding en die implikasies daarvan. Die navorser som dan ook die studie op deur areas van belang vir toekomstige navorsing voor te stel.
D. Ed. (Didactics and Curriculum Studies)

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1998.
This case study explores, through critical reflection, the process of a school-based curriculum change (SBCC) and examines to what extent the application of adult education principles facilitates this process. The change is related to three issues: the process of curriculum development; the shift towards professional development based on adult education principles; and the changing role of the consultant in relation to curriculum development. Tire consultant came to realize that in order to promote school based curriculum development it was necessary to work with the head of the department and the teachers in a participative mode, rather than taking a stand as a curriculum development expert. The research findings suggest that in order to apply adult education principles to teachers’ professional development, the consultant needs to move from consultancy based on an expert role towards consultancy based on a process role. The research proposes that professional development based on adult education principles and teamwork could be a promising introduction to a secondorder change promoting a school culture of teamwork and critical reflection. The researcher came to question the appropriateness of a case study based on participant observation as a research methodology in the workplace. She suggests that an action research could be more advantageous to promote a second-order change and could be more in line with adult education principles.

碩士
輔仁大學
教育領導與發展研究所
96
A CASE STUDY ON SCHOOL-BASED CURRICULUM DEVELOPMENT CHANG, LI-LING ABSTRACT The study adopted case study method to explore how the case school developed school-based curriculum and to analyze the factors, difficulties and responses during the progress. Findings were summed up in accordance with interviews and documentary analyses. The results were as follows: The case school developed school-based curriculum in a progressive manner; SWOT analysis tool was used in school situational evaluation; curriculum development committee and vision statements were established. In the beginning the Office of Academic Affairs led the project and planned thematic events according to different festivals. Due to unsatisfactory performances for the curriculum development committee, the Office of Academic Affairs organized a new curriculum research group to replace it. A series of thematic teaching activities were set up and announced to parents. The group met, evaluated and corrected for the design of new thematic teaching activities in the manner of circulative assessments and improvements. Factors involved in the development of school-based curriculum were leadership of the school principal, input of curriculum research groups, teacher’s professional development, student-oriented education, school resources, parent’s support, etc. The case school countered difficulties during the progress in several ways. Teaching demonstration and seminars helped teachers cultivate expertise. For lacking time in preparing course works, the curriculum research group would be reduced some of their teaching hours, and the group provided thoughtful teaching materials for the teachers in the case schools to use. Tedious and wasting communications between offices and departments had been compromised by integrating propaganda and decrees from top management, by merging school units, or by re-scheduling teaching activities according to school calendar. For avoiding the interruption of course works, the curriculum would be made up by advanced preparation one semester before. Some teachers have tried self-assessment methods if they felt uncomfortable with the professional assessment mechanism. Local developmental histories had been adapted in the school-based curriculum. In addition, the case school applied budgeting and the cost-control system, and environmental friendly or energy-saving methods wherever possible to save expenditure. Keywords: school-based curriculum, curriculum development, case study

碩士
淡江大學
教育政策與領導研究所碩士班
95
This study is based on the implementation of the school-based curriculum in the Nine-year Consistent Curriculum. The purpose is to establish evaluation system of school-based social studies curriculum, in the hope of providing more information for the future curriculum development, and sustaining the quality of the curriculum. To achieve the purpose above, this study has probed into literature in order to be the basis of the research structure, and referred to some evaluation indicators of the foreign and internal to establish evaluation indicator system of school-based social studies curriculum. After that, adopting the method of Fuzzy Delphi technique to collect diverse opinions for reference.According to the research, conclusions as follow： 1.Social studies learning area is an integrated curriculum. Its main aim is to help students developing the civic literacy and the ability of participation in social activities. 2."School-based curriculum development" means that each school can develop their own curriculum. The members of curriculum development should design a suitable curriculum for students according to individual school''s circumstance and environment. 3.Each stage of the curriculum development should be evaluated to improve the quality of curriculum. 4.The evaluation indicator system for school-based social studies curriculum which this study constructs includes five evaluation levels, eleven items and twenty-eight indicators. 5.Experts and teachers have different opinions on evaluation indicators. Finally, basing on the research, some suggestions are provided for future research on school-based social studies curriculum evaluation.