Academic literature on the topic 'Teacher participation in curriculum planning Victoria'
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Journal articles on the topic "Teacher participation in curriculum planning Victoria"
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Rule, Audrey C., Sarah E. Montgomery, Denise A. Tallakson, Mary K. Stichter, Allison Barness, and Katie M. Decker. "Teacher Candidate Attitude Changes After Experiencing an Arts-Integrated Unit on Africa." Social Studies Research and Practice 7, no. 2 (July 1, 2012): 15–31. http://dx.doi.org/10.1108/ssrp-02-2012-b0002.
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This study of 65 elementary school teacher candidates enrolled in social studies methods classes examined attitudes toward currently contentious curriculum issues before and after participation in a practicum experience teaching an arts-integrated unit on Africa. These curriculum issues included arts-integrated project-based learning versus narrower skill-based lessons; the importance of creativity, leadership, organizational, and affective skills; and student-centered versus teacher-centered instruction. Attitudes were measured by teacher candidates placing themselves on each of ten continuums between endpoints representing opposing curriculum approaches and responding to open-ended questions. Statistically significant pre-post differences with medium effect sizes occurred on three of the continuums indicating that teacher candidates now placed greater value on arts-integrated curricula to teach social studies content; recognized that choice motivates students; and expressed more enjoyment of planning complex, long-term, student-centered projects. They recognized deep conceptual learning and engagement of elementary school students during the student-centered arts-integrated lessons but noted that the time and effort of complex project work were barriers to implementation. Social studies methods teachers need to involve teacher candidates in field experiences that offer authentic arts- integrated student-centered project work to allow them to adopt curriculum stances not experienced as elementary school students.
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Hidayah, Yunanto Hanif. "IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN PRAKTIK PEMELIHARAAN SASIS DAN PEMINDAH TENAGA KENDARAAN RINGAN DI SMK MUHAMMADIYAH 1 BANTUL." Jurnal Pendidikan Vokasi Otomotif 2, no. 1 (July 20, 2020): 33–44. http://dx.doi.org/10.21831/jpvo.v2i1.28388.
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This study aims to find out: (1) the implementation of 2013 curriculum in PSPTKR practice planning at Muhammadiyah 1 Bantul Vocational School, (2) the implementation of 2013 curriculum in learning activity of PSPTKR practice at Muhammadiyah 1 Bantul Vocational School, (3) and the 2013 curriculum implementation in learning assessment of PSPTKR practice at Muhammadiyah 1 Bantul Vocational School. This study involved 5 PSPTKR subject teachers and all TKR XI grade students as research subjects. Data taken by questionnaires and interviews. Conclusions obtained from the results of two methods and interpreted according to the indicator criteria. The results showed that the implementation of the 2013 Curriculum on aspects of learning planning was included in the fully implemented category with a percentage of 86.35%. However, there are still weaknesess in the implementation of the 2013 curriculum because teachers have not been maximal in applying the RPP principles. In the aspect of learning implementation, the implementation of the 2013 curriculum was included in the fully implemented category with a percentage of 86.92%, but there were still weaknesses in teacher interactions that were less supportive of student activity and active participation. In the aspect of learning assessment, the implementation of the 2013 Curriculum was included in the fully implemented category with a percentage of 81.43%. However, there are still weaknesses in implementing learning assessment because the teacher has not been maximal in using a variety of assessment methods.
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Macqual, Stephen Maren, Umi Kalsum Mohd Salleh, and Hutkemri Zulnaidi. "Assessing prospective teachers’ soft skills curriculum implementation: Effects on teaching practicum success." South African Journal of Education 41, no. 3 (August 31, 2021): 1–21. http://dx.doi.org/10.15700/saje.v41n3a1915.
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Soft skills encompassing conscientiousness, lifelong learning, communication, creativity, and teamwork are beneficial to success in work and life. The education policy in Nigeria on teacher education stipulates that students should learn basic soft skills at universities as performance improvement tools for teaching, but for the most part teacher education programmes do not include such skills. The aim of the study reported on here was to assess whether the soft skills curriculum and instruction course has been effectively implemented in university teacher education programmes. This course is theory based designed to inculcate soft skills in would-be teachers within 2 semesters. We used paper questionnaires and performed data analysis by way of partial least square structural equation modelling (PLS-SEM) using SmartPLS software in a non-experimental procedure with a total of 722 prospective teachers. The analysis revealed that prospective teachers gained moderate soft skills, which, in turn, benefited them in classroom control and, ultimately, teaching success in terms of lesson planning, development, and results. It is fair to suggest that the PLS-SEM model shows that participation in the curriculum and instruction course generates different kinds of benefits to teachers at the same time.
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Somantri, Manap. "RESEARCH AREAS IN THE DEVELOPMENT OF EDUCATIONAL MANAGEMENT." International Journal of Educational Management and Innovation 1, no. 2 (March 9, 2020): 144. http://dx.doi.org/10.12928/ijemi.v1i2.1684.
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The objectives of this study are elaboration research areas in the development of educational management at the teacher and educational science faculty. Elaboration of research areas significant for the development of competitiveness study program, and can be references candidates for the topic choices of thesis and dissertation or lecturer research at the teacher and educational science faculty. The study will be done to literature analysis on educational management as a dimension process and substances in education. As a dimension, process management has explored while on planning, organizing, staffing, directing, budgeting, controlling, evaluating, and reporting. Substantial management included the curriculum, student, teacher, staff, money, facilities, and participation in educational management. The organization level can be analyses on global, regional, local, and institutional levels. The organizational function can be analyses on leadership, planning, supervision, communication, decision making, and innovation in the management process. The area's research in educational management has used for institutional innovation and student achievement.
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Al-Rabea, Ali A., and Abdulla A. M. Gubbad. "Participation in Planning and Developing of School Curriculum from the Perspective of Yemeni Secondary School Teacher in Wadi Hadhramout." Journal of Educational & Psychological Sciences 07, no. 02 (June 1, 2006): 13–34. http://dx.doi.org/10.12785/jeps/070201.
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Espitia, Martha Isabel, and Amaparo Clavijo Olarte. "Virtual Forums: A Pedagogical Tool for Collaboration and Learning in Teacher Education." Colombian Applied Linguistics Journal 13, no. 2 (November 21, 2011): 29. http://dx.doi.org/10.14483/22487085.3763.
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Implementing technological tools in EFL classes has not been easy for language teachers, they often struggle to make class activitiesconsistent with the curriculum, policies, students’ needs and likes and lately, with computer and internet-based ICTs. The problem regularlyis that EFL teachers do not possess the pedagogical and technological knowledge to use technological tools to foster communication andinteraction among students to learn collaboratively. This study deals with a teacher education experience in which tools such as blogs, learningsoftware, e-mail, forums and internet-based tools were used to improve EFL learning and teaching. Data were gathered from the group ofEFL teachers in two phases: the first phase included participants’ planning, discussion, and implementation of a pedagogical project for youngEFL learners; the second phase consisted of the participants’ reporting and evaluating their performance using forums and blogs with theirstudents. The study demonstrated that teacher education experiences are crucial for teacher learning to integrate the use of forums and blogsin the EFL Curriculum. It also showed that the use of blogs and forums requires addressing language pedagogy from a perspective that valuescommunication, collaboration and participation as central elements of learning.
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Suharyat, Yayat, Iin Kusmawati, Pauzan Haryono, and Ibnu Muthi. "IMPLEMENTATION OF MONTESORI CURRICULUM MANAGEMENT IN IMPROVING THE QUALITY OF LEARNING IN ASKARA MONTESORI KINDERGARTEN." International Journal of Social Science 2, no. 3 (October 1, 2022): 1689–94. http://dx.doi.org/10.53625/ijss.v2i3.3631.
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This study aims to determine the implementation of Montesori curriculum management along with the supporting and inhibiting factors for the implementation of Montesori curriculum management in improving the quality of learning in Askara Montesori Kindergarten Kramatjati, East Jakarta. This study uses a descriptive qualitative approach by using data collection methods of observation, interviews and documentation. The data analysis technique stage includes data reduction, data presentation and data verification, while checking the reliability of the data is carried out by extending participation, observing accuracy, triangulation and consulting with supervisors. The results of his research indicate that the implementation of Montesori curriculum management in improving the quality of learning, namely planning includes making a training schedule for teachers, both bringing in experts and attending training outside of making head work plans / annual programs, making supervision guidelines. Then the implementation includes: supervising learning planning including RPPH, RPPM and RPPS, monitoring and evaluating by fostering teachers with motivation. Evaluation includes reporting the results of supervision starting from planning, implementing and evaluating learning, then reporting the results of child development to parents. While the driving factors for change management strategies in improving teacher performance include infrastructure and facilities that include quite complete Montesori tools.
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Nguyen, Lam-Huu-Phuoc, Nguyen-Bich-Thy Bui, Thi-Ngoc-Cam Nguyen, and Chin-Fei Huang. "An Investigation into the Perspectives of Elementary Pre-Service Teachers on Sustainable Development." Sustainability 14, no. 16 (August 11, 2022): 9943. http://dx.doi.org/10.3390/su14169943.
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Teachers in elementary schools play a crucial role in educating children about sustainable development. Therefore, the concept of sustainable development is essential for elementary pre-service teachers to be ready for their future careers. This study used the sequential mixed methods design to investigate the relationship between the sustainable development perspectives of elementary pre-service teachers in Southern Vietnam and the current teacher training curriculum. The EDINSOST sustainability questionnaire was distributed to 392 participants in order to measure four dimensions of sustainable development: critical contextualization of knowledge, sustainable use of resources, participation in community processes, and ethics. A set of six interview questions was conducted with eight participants, focused on their understandings of sustainable development and the evaluation of the curriculum on sustainable development. Quantitative findings revealed that elementary pre-service teachers rate moderately on all dimensions; however, the knowledge is slightly higher than the behavior. Moreover, there were variations in perspectives based on pre-service teachers’ grade level and gender. Qualitative findings suggested the lack of sustainable development perspectives amongst pre-service teachers and the gaps in the teacher training curriculums regarding sustainable development. Finally, detailed discussions regarding the implementation of sustainable development in the training curriculum were provided.
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Afridel, Afridel DN. "Principal Management Sekolah Umum Berbasis Pesantren (SUBP) in Strengthening Character Education of Students." WARAQAT : Jurnal Ilmu-Ilmu Keislaman 7, no. 1 (June 29, 2022): 19–29. http://dx.doi.org/10.51590/waraqat.v7i1.211.
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Today’s school education is faced with many issues of adolescent behavior and deviation. Several innovations are implemented in order to minimize the negative impact of adolescence, one of them through public school management based on pesantren (SUBP). The purpose of this research to describe the management of the head of the SUBP school is reviewed from the aspects of planning, organizing, actuating, and controlling. This qualitative research method uses the head of school informant, deputy head, SUBP teacher, and student. To obtain data and information, interviews, observations and documentation analysis techniques are used. The findings of this study from the aspect of planning through the integration of the curriculum with local wisdom curriculum basic religius value, on the aspect of organizing the strengthening of character education through the organization of extracurricular activities, and personal organization of character education. The aspect of actuating of character education is internalized with intra-curricular activities and extracurricular activities. Whereas the aspect of controling of character education strengthening is carried out in the form of evaluation by teachers and schools, cultivation, as well as participation of students in religious events
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Badeni, Badeni. "FACTORS AFFECTING TEACHERS’ STAGE OF CONCERN ON EVALUATION SYSTEM OF PRIMARY SCHOOL CURRICULUM INNOVATION." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 1, no. 2 (August 28, 2019): 1–11. http://dx.doi.org/10.33369/ijer.v1i2.8835.
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The purpose of the study is to describe the teachers’ stage of concern for the evaluation of primary school innovation and factors affecting teachers’ stage of concern. The approach used in this study was a descriptive study. Data related to factors affecting teachers' stage of concern to the evaluation of primary school curriculum innovation were collected in the form of forum discussion and study of related literature. While data on teacher's stage of concern itself to the evaluation system of primary school curriculum innovation were collected, classified, processed and analyzed by using the norms of the group in the calculation of percentile. The findings of this study were 10 % in a stage of awareness, 14 % in the stage of information; 2 % in the stage of personnel;12 % in the stage of management; 20 % in the stage of consequence;12 % in the stage of collaboration and 20 % in the stage of refocusing. Teachers’ stage of concern to the evaluation of primary school curriculum innovation was low. It was caused by (a) the lack of understanding of primary school teachers on information received, (b) lack of examples and evidence of the benefits of accepted curriculum innovation in school practices, (c) lack of training by trainers in applying new curriculum, (d) so complex in evaluating and (e) the curriculum is continually changing. (f) teacher involvement in implementing program and the training needs (g) adequate time to learn, practice, master and apply what needs to be learned about an curriculum innovation (h) teachers’ commitment to implement the curriculum innovation; (i); principal knowledge of educational change; (j) principals role in carrying out programs; (k) principals' moral support and active participation; (l) collaborative planning by teachers and administrators.
Dissertations / Theses on the topic "Teacher participation in curriculum planning Victoria"
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Zehnder, Scott C. "Teacher planning in a era of accountability for student outcomes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1192.
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The focus of the study of teaching has shifted gradually away from the process-product research paradigm to one which emphasizes the role of teacher and student thought processes. Researchers have identified teacher planning as an area of study likely provide insights into the role of teacher thought processes. Since the nineteen seventies a number of important studies into teacher planning have been completed. An examination of the teacher planning literature revealed that certain types and functions of planning recur in the research. The literature also shows that the rational-linear planning models which are prevalent in teacher pre-service education do not adequately describe teacher planning in practice. Several studies have attempted to describe teacher planning in terms of models. Although these studies more closely described actual teacher planning, modelling of teacher planning is incomplete. Some research has also attempted to establish relationships between teacher planning and teacher actions and the subsequent outcomes for students. Western Australian schools are presently subject to a climate of change driven principally by economic considerations. A fundamental shift in emphasis has occurred in teacher accountability policy and as a result teachers are now accountable for the outcomes of students instead of the traditional accountability for planning programmes of work. Case study techniques were used to examine the extent to which these policy changes and the associated de-regulation have affected the planning practices of six teachers, The thought processes involved in planning were described and a naturalistic model of planning was developed. The study found that the teachers did not plan as they "should" in two respects. First, they only applied rational models. Then using planning formats which assisted them with the writing of objectives. In this respect the teachers did not apply the rational models from their pre-service education, Second, the teachers did not apply an outcomes approach to planning, as required by the Education Department accountability policy. The study also examined the six teachers' perceptions of accountability and the accountability techniques applied in two schools. The teachers perceived accountability as a professional obligation. Teachers were not being held accountable for planning within the school management information system. Although the focus for accountability discussions had shifted to accountability for student outcomes, the teachers continued to apply an activities-first approach to planning.
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Labane, Nokubonga. "Planning and managing curriculum implementation in rural schools: an investigation." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.
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Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
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Brito, Quirino de. "Improving classroom practices from the inside out a case study of teacher agency in school reform in Belo Horizonte, Brazil /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1973701201&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.
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Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.
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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
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Wang, Jianjun. "He zuo de ke cheng bian ge zhong de jiao shi zhuan ye fa zhan Shanghai Shi "Xin ji chu jiao yu shi yan" ge an yan jiu = The professional development of teachers involved in collaborative curriculum change : the case of New Basic Education Project in Shanghai /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3066599.
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Ebrahim, Radya. "Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15988.
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Bibliography: pages 91-96.The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.
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Shava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.
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This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.
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Tsai, Hui-Hsien. "Learning styles and online participation of practicing teachers in an online support group a mixed method study of the influence of learning styles on online participation, conceptual change, and perceptions of problem solving and support /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6094.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 22, 2009) Vita. Includes bibliographical references.
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Webb, P. Taylor. "Teacher power : the exercise of professional autonomy in political school cultures monitored by policies of accountability and surveillance /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7654.
Full textBooks on the topic "Teacher participation in curriculum planning Victoria"
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Osiyale, Akin. Teacher preparation and participation in curriculum improvement. Lagos, Nigeria: University of Lagos Press, 1991.
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A guide for curriculum writers. Lanham: University Press of America, 1991.
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Teacher empowerment through curriculum development: Theory into practice. Kenwyn: Juta, 1995.
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Connelly, F. Michael. Teachers as curriculum planners: Narratives of experience. New York, NY: Teachers College Press, Teachers College. Columbia University, 1988.
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Hale, Janet A. A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press, 2008.
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Ian, Macpherson, ed. Places and spaces for teachers in curriculum leadership. Deakin West, ACT: Australian Curriculum Studies Association, 1999.
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Curriculum mapping: A step-by-step guide for creating curriculum year overviews. Thousand Oaks, CA: Corwin Press, 2007.
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Nigel, Norris, ed. Curriculum and the teacher: 35 years of the Cambridge journal of education. New York: Routledge, 2008.
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Mockler, Nicole. Australian curriculum: Classroom approaches : history. South Yarra, Vic: Palgrave Macmillan, 2012.
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McGee, Clive. Teachers and curriculum decision-making. Palmerston North, N.Z: Dunmore Press, 1997.
Find full textBook chapters on the topic "Teacher participation in curriculum planning Victoria"
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Ngatia, Lucy W. "Student-Centered Learning." In Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities, 72–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5332-2.ch004.
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Globally, there has been a shift from teacher-centered learning to student-centered learning in higher education focused on competence-based curriculum necessitating alignment of student learning outcomes with learning activities and assessment. The aim of this chapter is to explore the practices being put in place, identify deficiencies, and highlight necessary changes. The constructive alignment has involved four major steps: defining student learning outcomes, selecting learning activities, assessing actual learning outcomes, and arriving at a grade/feedback. Two major forms of assessment include summative and formative assessment. Both have been identified to have deficiencies due to the lack of student involvement in the assessment process. In formative assessment, feedback has usually been dialogic, and students' capacity to generate productive internal feedback from multiple sources is lacking. The capacity to align student assessment with long-term learning has been deficient. Bloom's taxonomy and backward design have been useful in alignment of student learning outcomes with activities and assessment will be explored through the lessons learned and carried out as a result of participation in the summer Planning and Implementing Effective Teaching Strategies (PIETS) Faculty Learning Community (FLC) held at Florida A&M University in summer 2021.
Conference papers on the topic "Teacher participation in curriculum planning Victoria"
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Kelonye, Festus B., Isaac Ipara Odeo, Ooko Selline, Nashon Samson, and Godfrey S. Juma. "Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3101.
Full textAbstract:
In Kenya, student performance in sciences and Mathematics is still low compared to artoriented disciplines. The poor performance has affected not only the Girl child’s interest in these disciplines but also the number of girls that take STEM-oriented programs at tertiary levels. Several mitigating measures have been enacted although the situation has not changed much. This paper reports a study that explored contextual enablers and hindrances of Girl Child participation in STEM education in a Western Kenyan county. The study employed a case study approach by administering structured questionnaires, interview schedule and focused group discussion guide for data collection. The data were analyzed using both quantitative and qualitative methods and revealed that: 1) lesson development that connected science concepts to activities in the local context motivated and improved girl child’s participation and performance in contextualized learning activities and 2), familiarity with the materials and tools used in planning and implementing contextualized learning activities evoked the girl child’s enthusiasm and courage to exchange knowledge and ask more curiosity focused questions. Also revealed were hindrances including: 1) teachers’ initial training that did not prepare them for this way of teaching and it was not and has not been modeled for them during their preservice education or the ongoing professional development workshops; and 2) the exam driven nature of the curriculum serving as a hindrance to teacher innovation and creativity in instructional techniques. The study recommends a more creative and innovative teacher training system and focused research to monitor girl child participation and performance in STEM education. Keywords: Contextualized learning; Girl Child, STEM education; performance