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Dissertations / Theses on the topic 'School curriculum'
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1
Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.
Full textAbstract:
In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
2
Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
Full textAbstract:
The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
3
Wolin, Martin Michael. "Digital high school photography curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2414.
Full textAbstract:
The purpose of this thesis is to create a high school digital photography curriculum that is relevant to real world application and would enable high school students to enter the work force with marketable skills or go on to post secondary education with advanced knowledge in the field of digital imaging.
4
Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.
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Leung, Kwok-wing. "Exploring curriculum leadership : a case study of school-based curriculum development in a local primary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?
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6
Bernard, Anand Mikel. "Curriculum Decisions and Reasoning of Middle School Teachers." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6488.
Full textAbstract:
For decades curriculum materials have been used as a means to reform the manner in which mathematics is taught. In an attempt to better understand what impact curriculum materials have on the teaching and learning of mathematics, researchers have begun to analyze the process in which teachers transform curriculum materials into instruction. Given that many of these studies have been broad in nature, I sought to study the specific decisions that three teachers made when planning lesson on geometric transformation and their reasoning for those decisions. In this study I found that while the participants in this study ignored the curriculum material I gave them as well as their district adopted materials in planning instruction, they made a wide variety of decisions with regards to other curriculum. In an attempt to describe this variety of decisions I expanded the previous methods of describing curriculum use decisions adding a self-create category as well as differentiating between the different types of adaptations teachers make. I also found that although teachers used different curriculum materials, they made similar decisions in how they planned the mathematics content of geometric transformations that seem problematic.
7
So, Fong-mei. "The development of a school-based curriculum project in a secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.
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8
So, Fong-mei, and 蘇芳美. "The development of a school-based curriculum project in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963511.
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9
Yuen, Suk-kwan, and 袁淑筠. "School-based curriculum development: a case study in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35520383.
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10
Pinkney, Christopher, and Christopher Pinkney. "The Student-Guided Supports Curriculum." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12548.
Full textAbstract:
This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed.
11
Winarti, Eny. "School-Level Curriculum: Learning from a Rural School in Indonesia." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336490246.
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12
Dutton, Ellen E. "The Implementation of Curriculum Mapping at a Private High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/178.
Full textAbstract:
Using curriculum mapping to align the expected curriculum and the actual curriculum has been demonstrated as an effective approach for ensuring educational equity for all students. To improve student achievement, a private high school in the Midwest implemented curriculum mapping to better align curriculum and eliminate gaps and repetition between and within grade levels. The purpose of this qualitative study was to determine fundamental implementation strategies for the mapping process and teachers' and administrators' perceptions of those strategies. The theoretical framework was based on change theory. Data were collected from 10 participants through individual interviews and observations. Teachers and administrators were observed during their curricular mapping meeting time in order to record the strategies used, and each participant was interviewed in order to gather individual perceptions of the strategies used. Data were transcribed and then open coded based on repeating concepts. Thematic analysis indicated that administrators and teachers perceived a need for curriculum mapping training, using standards, collaboration time, and accountability. The outcome of the study was a professional development project for teachers incorporating curriculum mapping at the local site. Implications for positive social change include providing educational leaders with curricular alignment strategies to promote educational equity and the academic success of all students
13
Ye, Wangbei, and 叶王蓓. "Power and school-based curriculum development in moral education in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996799.
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14
Konana, Lois S. (Lois Sianoi). "Diversified secondary school curriculum : the Kenyan case." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39430.
Full textAbstract:
This study examined the Kenyan Diversified Secondary School Curriculum (KDSSC) which was implemented in 1985.Data were collected from twelve provincial secondary schools selected from urban, semi-urban and rural regions. Questionnaires were administered to Form three students, teachers and staff of the Kenya Institute of Education (KIE). Additional data were collected through interviews with the deputy Director of Education in charge of the implementation of 8-4-4, deputy Director of KIE and relevant official documents.
The findings indicate that KDSSC addresses the needs of national development and is influenced by human capital theory and the philosophy of African Socialism.
KDSSC is characterized by an academic orientation and the process of implementation is affected by conceptual and operational difficulties. Consequently, a state of distress is evident in schools.
Ultimately, the study concludes that the rationale for KDSSC reflects the prevailing will of policy-makers to ensure that desirable national development takes place in Kenya. However, KDSSC as currently structured is a limited strategy for meeting the needs of national development.
The study has implications for national development strategies, curriculum planning, teaching, and theory on educational innovations. Recommendations are made which may help shape future directions of KDSSC and national development strategies. Finally, areas for further research are proposed.
15
Lau, Chan Po-ling, and 劉陳寶齡. "An evaluation of a school-based curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963018.
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16
Kapiyo, R. J. A. "Technology in the school curriculum in Kenya." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373550.
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17
Burnett, E. S. "Curriculum continuity in a rural secondary school." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234524.
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18
Cheung, Kwong-Yuen Thomas. "Enhancing personal relevance in the school curriculum." Thesis, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419890.
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19
Kwami, Robert Mawuena. "African music, education and the school curriculum." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1989. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.296838.
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20
Eatinger, William M. "A middle school physical education curriculum guide." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/832.
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21
Bridenbecker, Bruce William. "Mojave Desert issues: A high school curriculum." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1429.
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22
Abdalla, David Charles. "A middle school 6-8 drafting curriculum." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1574.
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23
Guiver, Gary Thomas. "An Interpretive Inquiry Into Middle School Curriculum." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1056.
Full textAbstract:
This thesis is an interpretive inquiry which focuses on the curricular elements of a middle school program. The research project is based on the data collected from two specific classes and from five particular teachers, during the implementation phase of a middle school program. The research makes use of multiple methodologies including an empirical study, narrative accounts by teachers and students, interviews, autobiographical and biographical material, and notes from a personal journal. It was intended that the thesis create a detailed, multi-dimensional, image of the school curriculum. Common threads evident in the data obtained from the teachers indicated that there was an element of uncertainty regarding expectations for the middle school program, a perception that there was conflict over resources, a belief that disputes about curriculum `ownership' had impacted negatively on the program, and a degree of disappointment that the program's potential had not been fulfilled. Despite these constraints, all the teachers noted high levels of professional satisfaction and a sense of collegiality within the middle school team. The students did not express any particular preferences regarding curriculum content, but were principally concerned about the social environment within their own homegroup class and within the wider school community. A significant proportion of the students sampled commented positively on the relationships that they had developed with their peers and teachers. The findings appear to indicate that, provided that the class work is of some relevance and interest, young adolescent students are more concerned about who their teacher might be, rather than what they might actually teach.The tensions that are inherent in the debate about the curriculum and who owns it are identified as difficulties that teachers and administrators need to address if new middle school programs are to be successfully implemented. It is a genuine issue that concerns teachers and schools, therefore, efforts should be made to find ways to ensure that debate about the curriculum takes place within an educational framework which, initially, is separate from any discussion regarding the management and allocation of resources. It might also be helpful if the debate were, in some way, held in `neutral territory', and not viewed as a matter of choice between a traditionally conservative curriculum and a radically progressive one, but perhaps something else. The thesis concludes with a suggestion that Surrealism might be used as a device by which the integrity of the subjects, found in a traditional curriculum, may be preserved in a structure that still allows for the rich and, perhaps, the strange possibilities of an integrated program. It could be seen as a recombination or different combination of disciplines which may create a more interesting whole, however, it would still be recognizable or, at least, its components would be. Reference is made to one particular painting by Rene Magritte, "Time Transfixed" as a means of illustrating this proposition.
24
Guiver, Gary Thomas. "An Interpretive Inquiry Into Middle School Curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14940.
Full textAbstract:
This thesis is an interpretive inquiry which focuses on the curricular elements of a middle school program. The research project is based on the data collected from two specific classes and from five particular teachers, during the implementation phase of a middle school program. The research makes use of multiple methodologies including an empirical study, narrative accounts by teachers and students, interviews, autobiographical and biographical material, and notes from a personal journal. It was intended that the thesis create a detailed, multi-dimensional, image of the school curriculum. Common threads evident in the data obtained from the teachers indicated that there was an element of uncertainty regarding expectations for the middle school program, a perception that there was conflict over resources, a belief that disputes about curriculum `ownership' had impacted negatively on the program, and a degree of disappointment that the program's potential had not been fulfilled. Despite these constraints, all the teachers noted high levels of professional satisfaction and a sense of collegiality within the middle school team. The students did not express any particular preferences regarding curriculum content, but were principally concerned about the social environment within their own homegroup class and within the wider school community. A significant proportion of the students sampled commented positively on the relationships that they had developed with their peers and teachers. The findings appear to indicate that, provided that the class work is of some relevance and interest, young adolescent students are more concerned about who their teacher might be, rather than what they might actually teach.The tensions that are inherent in the debate about the curriculum and who owns it are identified as difficulties that teachers and administrators need to address if new middle school programs are to be successfully implemented. It is a genuine issue that concerns teachers and schools, therefore, efforts should be made to find ways to ensure that debate about the curriculum takes place within an educational framework which, initially, is separate from any discussion regarding the management and allocation of resources. It might also be helpful if the debate were, in some way, held in `neutral territory', and not viewed as a matter of choice between a traditionally conservative curriculum and a radically progressive one, but perhaps something else. The thesis concludes with a suggestion that Surrealism might be used as a device by which the integrity of the subjects, found in a traditional curriculum, may be preserved in a structure that still allows for the rich and, perhaps, the strange possibilities of an integrated program. It could be seen as a recombination or different combination of disciplines which may create a more interesting whole, however, it would still be recognizable or, at least, its components would be. Reference is made to one particular painting by Rene Magritte, "Time Transfixed" as a means of illustrating this proposition.
25
Garrison, Carl D. Rau William Charles Vogt W. Paul. "High school curricular intensity and college success exploring the effects of curriculum on college success after freshman year /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196667.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed May 23, 2006. Dissertation Committee: William C. Rau, W. Paul Vogt (co-chairs), Albert T. Azinger, Paul Baker. Includes bibliographical references (leaves 170-174) and abstract. Also available in print.
26
Stamopoulos, Elizabeth. "School staff positions on P1 composite classes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1060.
Full textAbstract:
As a result of a government strategic decision in 1995, a new formation (the PI class) has emerged in Western Australian primary schools and its implementation is now set to accelerate across the state. Unlike multi-age groupings, PI is constructed when there are insufficient numbers of children to run straight pre-primary classes. School staff responsible for developing PI classes have raised a number of concerns. For example, the basis on which PI curriculum is to be built has yet to be promulgated. Also, a formal process for dealing with the ideological differences with respect to pre-primary and primary education has not been articulated. A further concern centres on the exculpation of the early childhood professional community from the decision in introduce PI. As educationists and the community look towards government and employers for guidance and direction, school staff are already involved in the task of constructing, implementing and evaluating PI classes. The stance that school staff adopt towards PI will be critical to its success or failure. This study investigates that stance in terms of the conceptual and behavioural position developed by school staff involved in PI. It does so from a symbolic interactionist perspective. Data for the study came predominantly from interviews with six principles, fifteen teachers and ten teacher-aids at three government and three independent primary schools. Further data was collected from classroom observations, informal conversations with school staff and document analysis. An analysis of this data identified self-interest and educational ideology as powerful influences on the way school staff defined PI. Different definitions of the PI situation led to the construction of different modes of accommodation. For example, a supportive stance was adopted when PI was seen to enhance staff self-interest and student learning; an oppositional stance predominated when PI was seen to impede staff self-interest and student learning. Overall, the findings of the study indicate that PI’s future success is conditional on the provision of educational leadership, appropriately trained staff, mechanisms for resolving philosophical differences, PI curriculum, guidelines, and quality support structures.
27
Mutch, Carol Anne, and n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.
Full textAbstract:
In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.
28
Mutch, Carol Anne. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365398.
Full textAbstract:
In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Moura, João Henrique Cândido de 1987. "A integração curricular no ENEM : o caso das ciências da natureza." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254172.
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Orientador: Maria Inês Freitas Petrucci dos Santos RosaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-26T01:24:33Z (GMT). No. of bitstreams: 1 Moura_JoaoHenriqueCandidode_M.pdf: 2482484 bytes, checksum: 83182f9087303c567d18e67a9aab15c9 (MD5) Previous issue date: 2014
Resumo: A presente pesquisa tem como objetivo compreender os discursos (de acordo com a perspectiva de Stephen Ball) da integração curricular e da interdisciplinaridade como uma de suas expressões, nas recentes políticas públicas curriculares. Tendo como referência o Exame Nacional do Ensino Médio (ENEM) e a recente reformulação no formato e finalidade sofrida por ele, investigamos como o discurso da integração curricular aparece nas narrativas de docentes de escolas públicas e privadas, no caso das Ciências da Natureza. Tendo como princípio metodológico a narrativa proposta por Walter Benjamin, foi constituído um quadro empírico com as histórias de professores atuantes no Ensino Médio nas disciplinas de Biologia, Física e Química. Como resultados, depreende-se que a reformulação do ENEM parece não ter influenciado as práticas curriculares. Os professores reconhecem e endossam a importância do diálogo entre as disciplinas, mas criticam as interpelações advindas do trabalho interdisciplinar, sem que condições apropriadas sejam garantidas para a realização de atividades integradas
Abstract: This research aims to understand the discourses (according to the perspective of Stephen Ball) of curriculum integration and interdisciplinarity as one of its expressions, in recent curricular policies. With reference to the National High School Exam (ENEM) and the recent reformulation of the format and purpose experienced by it, we investigate how the discourse of curriculum integration appears in the narratives of teachers from public and private schools, in the case of Natural Sciences. Using as methodological principle the narrative proposed by Walter Benjamin, we have made an empirical framework with the stories of teachers working in secondary education in biology, physics and chemistry. As a result, it appears that the recast of ENEM seems not to have influenced the curricular practices. Teachers recognize and endorse the importance of dialogue between disciplines, but criticize the resulting interpolations of interdisciplinary work, without appropriate conditions guaranteed for the realization of integrated activities
Mestrado
Ensino e Práticas Culturais
Mestre em Educação
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Walker, Sharon Lee. "Violence Prevention: Evaluation of an Adapted Curriculum." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2440/.
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The Prothrow-Stith violence prevention curriculum for high school students was adapted and presented to middle school students. An adaptation in materials, reading level and administration should not adversely effect the outcome of program participation, as the concepts that form the foundation of this curriculum are applicable to all ages.
The essential question addressed in this study is as follows: Is the adapted curriculum effective? The evaluation instrument used for both pretests and posttest showed three distinct sections that were composed of general knowledge statements; statements that indicated an attitudinal predisposition toward violence; and statements that indicated a behavioral predisposition toward violence. After factor analysis the general knowledge section showed three grouping factors: factual knowledge, murder knowledge and alcohol knowledge. Factor analysis of the attitude section yielded two factors: a positive attitudinal predisposition toward violence and a negative predisposition toward violence.
Seven hypotheses were tested. The analysis showed in a significant difference between the pretest and posttest for all respondents as an increase in factual knowledge; a decrease in negative attitude predisposition toward violence; and, a decrease in behavioral predisposition toward violence. There was a significant difference between the participating schools; there was no significant difference between the ages; and, results for females differed significantly from those for males.
The findings imply that the adaptation of the Prothrow-Stith high school violence prevention curriculum is effective with lower grades. Designers of violence prevention, problem solving, peace making, conflict resolution and other prevention programs could look to the results of this evaluation when considering the factors that influence general knowledge, attitude and behavior toward violence. Differences between the sexes indicate an opportunity to tailor interventions and prevention strategies that stress the positive aspects of resolving conflict with peaceful, non-aggressive approaches. More detailed examination of the age differences may yield information about the influences that strengthen the quality of resilience or that indicate shifts in attitude and behavior in younger children.
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Tay, Michelle Karen. "Curriculum adaptation in the English curriculum by the Singapore International School in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961964.
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Cheng, Sze-chiu, and 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.
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Cheng, Sze-chiu. "The school-based curriculum tailoring scheme : a case study of curriculum formation and transformation /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21185104.
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Coles, Jane. "Constructions of Shakespeare in the secondary school curriculum." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/constructions-of-shakespeare-in-the-secondary-school-curriculum(81e41362-2cfc-48d6-a485-213fed8c5c45).html.
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This thesis explores the ways in which Shakespeare is constructed historically, culturally and pedagogically as a compulsory component of the English National Curriculum. Employing a case study framework enables the investigation to encompass a dual purpose, both exploratory and illustrative, raising open questions about ways in which four different teachers construct Shakespeare discursively and pedagogically in the classroom, yet also testing out theoretical claims made by proponents of ‘active Shakespeare’. The study is situated in a wider historical and ideological framework, including an overview of educational policy since 1921 and the ways in which Shakespeare has been claimed to be of benefit in mass schooling. This research takes a multiple-case design, spanning four classrooms across two London comprehensive schools. Direct classroom observation of the teaching and reception of a set Shakespeare play, semi-structured interviews with teachers and students, and documentary data including student essays are analysed thematically, drawing on social constructivism as an epistemological perspective. This thesis concludes that National Curriculum policy encourages the construction of Shakespeare as dislocated knowledge, removed from meaningful cultural processes. For many students in this case study the reading of a set Shakespeare play has been a disabling rather than a liberating experience. This thesis argues that in the context of assessment- driven critical practice, reading a Shakespeare play is likely to be reconstituted as a passive process, where meaning must be mediated by the teacher, and students’ own experiences and cultural knowledge become irrelevant. Ultimately, even in classrooms where teachers attempt to construct Shakespeare pedagogically as ‘active’, the process of reading may remain a passive one, where Shakespeare’s iconic status and the authority of the text thus remain largely intact.
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Barrett, Janis Marie. "Parent involvement on school advisory councils: a process evaluation at the middle school level." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1410.
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Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program.
The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as "outside sources." Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals.
The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs.
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Jenkins, Faleese M. "The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77807.
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The nationwide effort to improve our schools and student achievement through a rebuilding of our educational system has not come without controversy; however, one element that is consistent throughout the research (Carnegie, Holmes, NEA, and the National Governors Association) is that teachers should participate in setting school goals and be accountable for achieving agreed upon standards of performance. This, of course, means a major shift in the current organizational and managerial structure of the school. The purpose of this study was to investigate the relationship between teachers' involvement in decision-making and their perceptions of the effectiveness of the academic programs in their schools. Also, an investigation was made between the relationship of the teachers' demographic characteristics and desired levels of involvement with the levels they reported.Ed. D.
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Ozturk, Ebru. "An Assessment Of High School Biology Curriculum Implementation." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/728428/index.pdf.
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This study was conducted to investigate and assess the implementation process of the new high school biology curriculum. The major areas in the study included teaching methods and techniques, and instructional materials physical structure and facilities, and local, school and classroom level factors that influence the process of curriculum implementation. The research questions were the following: 1) How are the curriculum intentions implemented in biology classes? 2) What local, school and classroom level factors influence the implementation process of the new high school biology curriculum? A survey questionnaire, Biology Curriculum and Instruction Evaluation Questionnaire, was designed. The data collected from randomly selected 685 biology teachers working in public, Anatolian and private/foundation schools in fifteen cities were then analyzed through descriptive and inferential statistics, and qualitative data analysis techniques.
The results revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels. These differences rely on the physical structure and facilities of schools, some teacher characteristics and some teacher beliefs and perceptions. Yet, one common feature in all these different conditions is the attention called to the need for a change from learning being teacher-centered to student-centered teaching and learning process and the need to revise curriculum content and timing for its implementation.
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Dundas, Katherine Dawn. "The construction of school curriculum and music education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25836.pdf.
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Hess, Eleanor B. "A Middle School Standards-based Science Curriculum Handbook." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HessEB2005.pdf.
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O'Brien, Hollie M. "Variable star photometry in a secondary school curriculum." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/114123.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences, 2015.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 61-64).
The author proved that photometry of variable stars can be performed by anyone using the shoestring budget of only a digital camera along with a laptop. Extrinsic variable star Algol was observed using a 14" telescope as well as CCD and had its light curve plotted. In direct comparison, V474 Mon was observed using only a low cost $200 digital camera. Armed with a laptop for data analysis, the author plotted its light curve. Lastly, the whole process of research astronomy was applied to a classroom final project setting. Future work includes expanding this thesis into a full semester long astronomy course for high school students.
by Hollie M. O'Brien.
S.B.
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Andreyo, Kevin M. "Integrating Multimedia Authoring into the Middle School Curriculum." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/389.
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The educational community is seeking meaningful ways to use technology as a learning tool. In Pennsylvania, students must develop multimedia projects as part of the school curricula. Despite this requirement, little has been documented about the success factors in the integration of these projects across the curriculum. This study explored the key factors required for the successful integration of student multimedia projects within middle school classrooms in Berks County, Pennsylvania. It explored these research questions: How is multimedia authoring by students integrated within the school curriculum? What are the key enabling factors for middle school teachers who successfully integrated multimedia authoring into the school day? What impediments keep other teachers from doing likewise? What are the best practices in professional development and ongoing support that resulted in classrooms in which multimedia authoring was a tool that enriched learning? Data were collected across multiple measures to produce a comprehensive profile of the current status of multimedia authoring as it was related to professional staff development, technology support, and student learning. The measures developed for this study were a teacher questionnaire. A teacher interview guideline, a classroom observation checklist, and a multimedia project evaluation rubric.
This multiple procedure approach was used to ensure accurate descriptions of what was taking place in classrooms. The study found that teachers were successfully integrating student multimedia authoring projects into the curriculum in meaningful ways that used technology as learning tools that resulted in numerous benefits. The multimedia authoring software used to create these projects was a true student-centered toolkit that supported constructivist learning. When creating multimedia projects, students enthusiastically investigated the world around them while they mastered subject area content and technology skills. The process promoted critical thinking, problem solving, social collaborating, researching, interviewing, organizing, and time managing skills. Teachers made the most of the multi modal approach that this process provided by creating assignments that allowed students to articulate themselves in meaningful ways. They found that student multimedia authoring projects are a good alternative form of educational assessment because students produced authentic learning products. Students were willing to put forth extra effort and often worked long after class had ended. The results of their efforts were immediate and tangible. Integrating multimedia projects in the classroom energized learning, actively engaged students, and helped define the role of technology in the classroom.
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Bonnett, Michael Robert. "Thinking and understanding in the primary school curriculum." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019143/.
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This thesis addresses certain a ects of the issue of what it is to develop children's thinking and understanding with particular reference to primary education, and against the backdrop of the National Curriculum. It begins by identifying some of the professional responsibilities of teachers in this area and some of the judgments that they have to make in the course of their practice. Some of the pr blematic assumptions which underlie commonly held responses to the issues these judments raise are set out. The relationship between the development of thinking and understanding and other aspects of human life such as action and emotion are also given some preliminary discussion. The middle sections of the thesis explore and refine in a more theoretically systematic way some of the central issues previously raised by considering insights which have arisen in the context of two broad and contrasting perspectives - loosely termed "rationalist" and "existentialist" respectively. The conceptions of thinking and understanding that each of these emphasise and their broad curriculum implications are developed. It is argued that as well as suggesting certain basic dimensions to thinking - the "calculative", the "authentic" and the "poetic" (distinctions taken originally from Martin Heidegger) - the considerations raised by these views need to some extent to be interwoven if an adequate account of what it is to develop children's th nking and understanding s to be achieved In the final part of the thesis m re specific issues relating to the structuring and assessment of children s learning, and central aspects of the relationship between teacher and pupil n primary education, are explored in the light of previous analyss. Certain aspects of the National Curriculum at the primary stage of education are considered and some critical evaluation f some of its main features is offered.
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Tuchscherer, Dave. "Middle school students' perceptions of CO2 dragster curriculum." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998tuchschererd.pdf.
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Bastiaans, Patricia A. "Integrating art into the basic elementary school curriculum." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/312.
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Kemp, Carmen Vieyra, and Melody Ann Mendiola. "Educational curriculum for obesity in school aged youth." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2745.
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The purpose of this project was to develop an educational program to assist educators in keeping school children healthy. This program is designed to support professionals who are working to reduce the problem of oobesity in children and adolescents in elementary and middle school setting.
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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Yuen, Suk-kwan. "School-based curriculum development a case study in Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35520383.
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Yang, Wen-Ching, and 楊文菁. "Curriculum Leadership Action Research on Lower Grade Elementary School Teachers in School-based Curriculum." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/17827384930767173886.
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碩士國立中正大學
教育學研究所
99
This is a study from the perspective of teachers’ curriculum leadership, narrating the actual process of a teacher cooperating with team members in developing school-based curriculum independently. The purpose of this study, through the lower grades’ description of school-based curriculum development in Ying–Ying elementary school, is to record the action and reflection of teachers’ curriculum leaders respectively from each stage of situation analysis, curriculum objectives planning, curriculum programs design, curriculum implementation, and curriculum evaluation. It attempts to understand the roles played by curriculum leaders of teacher level in school-based curriculum development continuously forever and the actual process, and to propose modified strategy. This research was conducted by action research. Interview, document analysis and reflection notes were used to collect information. Then induct and analyze the information collected. The conclusions of this action research are summarized as follows: 1.In the situation-analyzed stage, teachers’ curriculum leaders play the role of awareness initiators. They help team members to understand the overall development of the school situation, to clarify the curriculum concept, to promote communication between administrators and teachers, to unite a common consensus, and to find more explicit fundamentals of curriculum development. 2.In the curriculum objectives planning stage, teachers’ curriculum leaders play the role of concept communicators. They provide relevant theoretical concepts and practical experience. Through listening and dialogue, they unite a common consensus, to establish the curriculum objectives, and to fulfill the basis of curriculum design and development. 3.In the curriculum design stage, teachers’ curriculum leaders play the role of objective expositors. They plan fundamentals of curriculum content, develop teaching resources to enhance curriculum design, and stimulate peer teachers to participate in curriculum development voluntarily. 4.In the curriculum implementation stage, teachers’ curriculum leaders play the role of assistance supporters. They coordinate school administration support, providing professional resources, knowledge and explanation. The collaborative teaching is proceeding. 5.In the curriculum evaluation stage, teachers’ curriculum leaders play the role of critical liberator. They promote teachers’ self-reflection, developing student evaluation tool, and correcting curriculum programs according to the evaluation results. 6.Due to the factors of authority and time, the influence of teachers’ curriculum leadership can hardly stride across grades. It can’t resolve insufficiencies in the depth and structure of school-wide curriculum, and problems in the lack of longitudinal coherence. After synthesizing the conclusions of this research, the researcher discovers that school-based curriculum development is a dynamic process of continuous refinement cycle. Through the influence of teachers’ curriculum leadership, it can really help teachers during the constant practice and reflection process to obtain professional development, and to excite the spirit of teachers’ specialty, professional dedication, and being content with their occupation. It can open the ideal new opportunities of curriculum reform for sustainable development. Finally, in accordance with teachers’ curriculum leadership in the practical analysis of school-based curriculum development and in a view of reflection, the researcher offers the practical suggestions to provides for reference in school curriculum sustainable development.
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Yu, Wen-Chang, and 游文長. "School-based Curriculum Evaluation--Based on the Ocean Education Curriculum of an Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/19283442578390490196.
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碩士國立臺北教育大學
課程與教學研究所
98
This research is the study of a single case, based on the curriculum of ocean education in one elementary school in Keelung. There are twopurposes behind the study: First, the courses on ocean education will beevaluated according to well-built assessment criteria with the aim to produce an evaluation report. Second, suggestions will be offered concerning the curriculum in order to better teaching quality. This study is based on analyses and interviews, surveys, observation of teachers’ teaching, collection and study of related information. Theconclusions are as follows: 1. Evaluation of the preparatory stage of curriculum: The scale and culture of the school is suitable for the development of ocean education. Through separate meetings of each grade’s teachers, the themes of the curriculum are selected. Parents should be included as part of the education. 2. Evaluation of the design of curriculum: A curriculum design team is formed to design one-year courses. Students’ ability and interest are taken into consideration. Teaching methods involve multimedia and use of natural resources. The correlation between the goals of each grade’s ocean education and those of students’ learning should be more clearly defined. 3. Evaluation of implementing curriculum: Teachers can grasp the concepts of course design, prepare teaching apparatus and social resources beforehand, use multiple teaching skills and achieve the goals of the courses. Teachers can come up with their understanding of the curriculum, reflect on their teaching, and eventually modify their presentations. The teaching is mainly about lecturing. It is recommended that teachers add more group activities and presentations. Tests are given in the forms of worksheets and in-class quizzes. More specific test forms can be adopted. 4. Evaluation of the final stage of curriculum.: Teachers all do a remarkable job. Through the development of ocean education, teachers’ ability and confidence are enhanced. The courses, related to everyday life experiences, can stimulate students’ interest in the ocean. Teachers all agree to the importance of ocean education and feel students’ anticipation. The courses are appropriately designed, so students and teachers can both handle them. However, the goals of the courses can be more accurately stated. Last, this study offers suggestions for improving ocean education based on the outcome of the evaluation as reference for future courses in this field.
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Ho, Cheng-Piao, and 何景標. "Teacher's Perceptions and Attitudes toward Vocational High School New Curriculum and School-based Curriculum." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/21986742107590600070.
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碩士國立彰化師範大學
工業教育與技術學系
93
Abstract The main purpose of the research was to understand vocational high school industrial area teachers’ Perceptions and Attitudes toward vocational high school new curriculum and school -based curriculum. In terms of the questionnaire, we compiled the “Survey Questionnaire of Vocational High School Industrial Area Teachers’ Perceptions and Attitudes toward Vocational High School New Curriculum and School-based Curriculum “as our survey tool. Our formal survey respondents were 600 vocational high school industrial area teachers from 28 schools across Taiwan selected from the northern, central, southern, eastern, and off-island regions. Based on the survey, the researchers reached the following conclusions: 1. Regarding vocational high school industrial area teachers’ perceptions toward new curriculum: Vocational high school industrial area teachers had a high degree of knowledge and understanding of the new curriculum, and were of the strongest agreement to put it into practice. 2. Regarding vocational high school industrial area teachers’ attitudes toward school-based curriculum: Vocational high school industrial area teachers had a high degree of knowledge and understanding of the school-based curriculum, and were of the strongest agreement to put it into practice. 3. Vocational high school industrial area teachers’ perceptions of the new curriculum and school -based curriculum varied according to gender, job duties, years of teaching and the total credits of training courses. The differences of background such as the school’s location and style, age, teaching subject second specialty etc, did not affect perceptions a lot. 4. Vocational high school industrial area teachers’ attitude toward new curriculum and school-based curriculum varied according to gender, job duties, years of teaching, the total credits of training courses of school-based curriculum. The differences of background such as the school’s location and style, age, teaching subject, second specialty etc. did not affect the attitude a lot. 5. The attitudes of the teachers toward the new curriculum and school-based curriculum will more positive if the degree of perceptions higher. Keywords: Vocational high school industrial area teachers, school-based curriculum, new curriculum of vocational high school