Dissertations / Theses on the topic 'Teacher participation in curriculum planning Victoria'
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1
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.
9
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.
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Lauridsen, Dawn A. "What are teachers' perceptions of the curriculum development process." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054575263.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiv, 213 p.; also includes graphics Includes bibliographical references (p. 191-198). Available online via OhioLINK's ETD Center
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Naidoo, Premnandh. "Collaborative teacher participation in curriculum development : a case study in junior secondary general science (January 1991-November 1991)." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003332.
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This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental education has the potential to bring greater environmental relevance to the syllabus. The second is that such an innovation can be more successfully implemented at schools if it involves the collaborative participation of teachers in the redevelopment of the syllabus. This assumption is made since evidence suggests that curriculum change can be a process of social reconstructive process when it takes place in situ and where teachers and pupils reshape the curriculum in the classroom as the teaching and learning progresses. An action research approach was selected since it is compatible with collaborative teacher, participation in curriculum development. The research design involved three parallel case studies: 1. Clermont Zone, 2. Durban Teachers Centre, 3. Edgewood College. The research confirmed that the Junior Secondary General Science syllabus is perceived by teachers to lack environmental relevance; that teachers, while initially resisting participation in the curriculum development process, were willing to participate if it revolved around their curriculum problems. Significant features of collaborative teacher participation in curriculum development seem to be the co-creation of context by the teachers, the need for institutional support, the production of curriculum materials and the need for networking and intercontextual dialogue. Teachers initially had limited curriculum development skills which needed to be developed. This research process has implications for practical actions 'to enable' the transformation of existing curriculums, and assisting the development of a more democratic and effective education system.
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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.
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Sappington, Neil E. Baker Paul J. Fisher Robert L. "The relationship between the development of learning outcomes in science, as required by the Illinois school accreditation process, and changes in classroom curriculum, instruction, and assessment." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633402.
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Thesis (Ph. D.)--Illinois State University, 1995.Title from title page screen, viewed May 17, 2006. Dissertation Committee: Paul J. Baker, Robert L. Fisher (co-chairs), Dianne E. Ashby, James C. Palmer, William C. Rau, David L. Tucker. Includes bibliographical references (leaves 139-142) and abstract. Also available in print.
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Ho, Sai Ming. "A study on the roles of English panel chairpersons in the management of curriculum developments and innovations in English language teaching in secondary schools of Hong Kong." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/495.
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Hartnell-Young, Elizabeth. "Towards knowledge building : reflecting on teachers' roles and professional learning in communities of practice /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000921.
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Lynch, Jonathan. "Education in outdoor settings : the teacher's role in more-than-human curriculum making." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28624.
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Learning beyond classrooms is becoming more common in formal and non-formal education internationally. Research on outdoor learning and education has focussed on barriers, outcomes, and equity rather than processes or teachers' practice. Despite claims around the importance of natural and outdoor places in education, the ways in which teachers consider and use particular places in preparing for and teaching outdoors is not well understood. Despite calls to do so, non-anthropocentric, posthumanist, and new materialist place theories remain under-utilised in empirical research in this area. Notably, there are only a handful of studies that include any reference to teachers' views or practices with respect to the role of more-than-human elements. The aim of this thesis was to find out from teachers themselves when and how more-than-human elements became harnessed into the planning and enactment of curricula for outdoor learning. A multicase study was employed to inquire into the practice of five in-service school teachers based on place-responsive methods, namely, walking interviews and memory-box interviews. Drawing on postqualitative orientations to analysis, Deleuzoguattarian inspired vignettes produced four findings. In different ways, these teachers' practice emerged through (1) their ability to notice the more-than-human, (2) attending to how their learners noticed and responded to the more-than-human in educational experiences, (3) seeking to become more attuned to the places visited, and (4) supporting the assembling of material, discursive, human, and more-than-human elements together in curriculum making. Implications for teacher education and in-service practice that encourage consideration of the more-than-human in educational practice are signposted. The thesis' contribution provokes new considerations of how outdoor educational provision can be re-oriented to include more-than-human elements. These contributions may be significant in supporting education that could improve human environment relations and address environmental concerns.
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Pennell, Beverley. "English K-6 syllabus and support document (1994) : imperilled by politics and paradigm shifts /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030818.091646/index.html.
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Booth, Sarah J. Lynn Mary Ann Brickell John L. "A study of elementary principals' perceptions of Miller's elements of the professional culture in schools." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004079.
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Thesis (Ed. D.)--Illinois State University, 1989Title from title page screen, viewed October 17, 2005. Dissertation Committee: Mary Ann Lynn, John L.Brickell (co-chairs), David DeLay, Donald Kachur, Rodney Riegle. Includes bibliographical references (leaves 134-138) and abstract. Also available in print.
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Tuff, Lone, and University of Lethbridge Faculty of Education. "Teacher perception of character education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/1306.
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This study explores teachers’ understanding of character education, their perceived role
in curriculum development, implementation effectiveness, and their teaching practices.
This two-part investigation surveys teachers from two schools, followed by an interview
process with six of those participants. The school staffs of one elementary school and one
elementary-junior-high school were surveyed to provide a general overview of teacher
understanding of expectations, their knowledge of character traits identified in the
curriculum goals of their Board of Education, and opinions about how their current
teaching practice addresses the development of character. The interview data provided indepth
information about teacher interpretation of character by their Western Canadian
urban Public Board, details about their current teaching practices, including techniques
and strategies incorporated, and their feelings about how character education should be
taught in the school. The research revealed that teachers were generally unaware of the
board’s curriculum expectations of the 11 character traits to be taught in school. There
were mixed responses about who was responsible for teaching character: Some felt the
responsibility was on the parents, while others felt it should be all adults. The study found
that teachers were, in fact, currently teaching and assessing students on many of the traits
identified as being significant as part of the hidden, lived curriculum.ix, 95 leaves ; 29 cm
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Angulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.
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Ogwang, Tom Henry. "Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27271.
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This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agency in the reform of curriculum under UPE, under the themes of ‘globalisation’, ‘teacher/biographical barriers to UPE reforms’, ‘contextual challenges of the reforms on teachers’, ‘teachers’ mediation of the reform challenges’ and ‘effects of the teachers’ mediation of reforms’. The study’s theoretical position draws on the critical realist philosophy of Roy Bhaskar and Margaret Archer, which guided the development a two-phased study design comprising of secondary document analysis using retroduction (Elder-Vass 2010; Edwards et al. 2014) in phase one and field work within the framework of Priestley et al.’s (2015b) ecological approach to teacher agency in phase two. The field work involved semi-structured interviews, observation and primary document analysis. The study established that the globalisation of UPE was driven by Education for All (EFA) under a neo-liberal agenda, which involved both structural and cultural reform. The structural reform has impacted UPE’s ecology through the evolution of a new ‘governance’ structure underpinned by partnership, decentralisation and performativity. Furthermore, it has involved access and inputs reform, which has been characterised by universalisation and the adoption of a partnership funding approach. Cultural reform has focused on curriculum and pedagogy. However, at the micro level of school/classroom practice, most of the reforms have resulted in ‘first order’ changes (Cuban 1998; Priestley 2011a), which are currently manifested by only partial success in absorbing the curriculum and pedagogy reforms, coupled with the continued lack of inputs. This is attributed, among others, to the responses of the teachers, or teacher agency. The study analysed the role of teacher agency in the case studies and concluded that it is widely manifested and is primarily driven by the practical-evaluative dimension, followed by the projective and iterational dimensions respectively. Furthermore, it has significant effects, which are both positive and negative. It therefore plays a significant role in the teachers’ professional practice, which needs to be acknowledged in educational planning. Finally, the study offered some recommendations and suggestions for further research.
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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.
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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.
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Weisner, Jill. "When someone in us awakens : emerging teacher voice and student voice /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946310.
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Msane, Sikhumbuzo Goodenough. "Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1133.
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Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
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Rowan, Andre. "Teachers as curriculum developers : a case study of natural sciences teachers in a school district." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2566.
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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.
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Lombard, Jeffrey J. "Arts and culture teachers' experiences of and responses to curriculum change." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71700.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic dispensation in 1994. One initiative since 1998 was the implementation of a new curriculum for South African public schools, C2005 as it was then called. This curriculum was later revised and streamlined as the NCS. There was a mixed reception to this new curriculum. Some perceived it as a progressive initiative by the Ministry of Education, while others argued that it was ambitious and that it undermined the conditions and context of South African schools. Essentially the curriculum policy implementation was intended to change the entire system and introduce new ways of doing in all sectors of education. This links strongly to processes of systemic change and that is the considered policy backdrop to this research. In this study I work from an interpretive perspective and draw on the cognitive sense-making framework to develop in-depth, understanding of teachers’ roles as interpreters and enactors of education policy change in South Africa related to the implementation of the NCS. More specifically, the study examines the ways in which six Arts and Culture school teachers in six diverse South African educational contexts experienced and responded to the implementation of the NCS. Data from the study indicates that teachers found it difficult to adjust to the more complex and demanding teaching methodologies, which took up a great deal of time and required very different roles in the classrooms. Data from the study also suggests that the way teachers come to understand and enact policy or reform initiatives is influenced by their prior knowledge, the social context within which they work, and the nature of their connections to the policy or reform message. The study further suggests that teachers adapt a curriculum rather than adopt it as it is, and that their prior understandings and beliefs about knowledge, beliefs and experiences combined with their contexts in which they work frame their classroom practices explaining why policy is not enacted as intended. Conceptualising the problem of policy implementation in this way focuses attention on how implementing agents construct the meaning of a policy message and their own behaviour, and how this process leads, or does not lead, to a change in how they view their own practice, potentially leading to changes in both understanding and behaviour.
AFRIKAANSE OPSOMMING: Die voorsiening van kwaliteit-opvoeding vir alle Suid-Afrikaanse leerders was ʼnsentrale besorgdheid na die totstandkoming van die nuwe demoktratiese bestel in 1994. ʼnInisiatief was die implementering van ʼn nuwe kurrikulum vir Suid-Afrikaanse openbare skole sedert 1998, die C2005 of NKV soos dit tans bekend staan. Die instelling van hierdie kurrikulum was op verskeie maniere ontvang. Sommige het dit as ’n progressiewe inisiatief van die Ministerie van Onderwys beskou, terwyl ander verskillende perspektiewe het en geargumenteer het dat dit ambisieus is en die toestande en konteks van SA skole ondermyn. Vir onderwysers was die resultaat na die oorgang van meer komplekse en veeleiesende onderrigmetdologie moeilik, omdat dit baie tyd geverg het en swaar gerus het om hulle rolle in die klaskamer te verklaar. Wat belangrik was, is dat die doel van hierdie kurrikulum beleidsveranderinge daarop gemik was om die totale skolestelsel te transformeer tot ’n vernuwende manier van hoe dinge in alle sektore van die onderwysstelse egter behoort gedoen te word. Dit sluit sterk aan by prosesse van sistemiese veranderinge en hierdie is die oorwegende beleidsagtergrond van hierdie navorsing. Die doel van die studie was om maniere te ondersoek hoe ses Kuns en Kultuur onderwysers in verskillende onderwyskontekste die NKV ervaar en hoe hulle daarop reageer, veral in die Kuns en Kultuur leerarea omgewing. Die studie was meer spesifiek daarop gemik om te eksamineer hoe onderwysers die KK leer-area in die klaskamer aanneem, aanpas en implementeer. Die studie openbaar, deur die kognitiewe raamwerk te gebruik, dat die wyse waarop onderwysers die beleid of hervormings-inisiatiewe verstaan en begryp, beïnvloed word deur hulle bestaande kennis, die konteks waarin hulle werk en die aard van hulle verbintenis tot die beleid of hervormings boodskap. Die studie suggereer verder dat onderwysers ’n kurrikulum aanneem soos wat dit is en dat hulle bestaande begrippe en opvattings in verband met kennis en opvattings en ervaringe gekombineer word met die kontekste waarin hulle werk en dat dit hulle klaskamer praktyke vorm en hierdeur word verduidelik waarom beleid nie kan plaasvind soos wat dit beplan is nie.
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Ainsworth, Sharon G. "Perspectives on differentiation in practice : an interpretive study from teaching Japanese as a second language in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/288.
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This focus of this interpretive study was aimed at presenting an active conception of differentiated curriculum from within the context of Western Australian (WA) second language teaching practice. Significantly, research into differentiation is a relatively new phenomenon in Australia and in particular, to WA second language teaching. Data was collected from seven Japanese language tcachers and their perspectivcs illustrated the realities of individual teaching in the construction and implementation of diffrerentiated curriculum. These teachers worked within an outcomes-based Curriculum Framework (Curriculum Council. 1998) mandate which defines curriculum for all WA schools and require responsive teaching to cater for the myriad range of learners apparent in classrooms. Differentiation authors suggest how teachers may differentiate classroom elements of ' content', 'process'. 'product' and 'learning environment' and design curriculum in response to student needs and address learner characteristics of 'readiness', 'interest', 'learning profile' and 'affect'. Teachers' interviews in this study highlighted how students enter Year 8 with a range of prior primary school second language learning experience that differs in terms of intensity, duration or type. Students in transition to secondary school may therefore be both beginners and continuers of the Japanese language and be in the same Year 8 class.
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Latsha, Xolisa Noluvo. "An investigation of teacher participation in decision -making, curriculum and management issues: a case study of four secondary schools in the Fort Beaufort District, Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/1851.
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The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.
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Jooste, Susina M. "A curriculum framework for continuing professional development in culinary studies." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.
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Westaway, Lise. "A critical investigation into the process of negotiating a mathematics education curriculum with pre-service teachers." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003712.
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It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the curriculum with twelve pre-service teachers registered for the Bachelor of Education (Primary) Degree during their Mathematics Education Course in their third year of study. The research is presented methodologically as an action research located within two paradigmatic positions, interpretive and critical. The research attempted to understand, interpret and critique the process of curriculum negotiation within the context of teacher education in South Africa In order to understand the negotiated curriculum process, experiences of the participants are presented through the use of their voices within the thesis. The interpretation is based on the construction and reconstruction of meaning during the enactment of the negotiated curriculum process and during the writing and reviewing of this thesis. The critique is rooted in the historical, cultural and social contexts of both the students and the author. The main contention of this thesis is that curriculum negotiation is not necessarily a suitable vehicle for developing a critical pedagogy in pre-service teacher education when all the participants form a homogenous group in this case, white middle-class women. The democratic values promoted within the context of our curriculum negotiation were fraught with dilemmas and entrenched the values of western liberalism. At most, the curriculum negotiation process and the development of a democratic learning environment, promoted a conscientisation at an individual level, namely a ' transformation of consciousness' . The democratic values promoted in our pedagogy were not sufficient in bringing about social change, a 'transformation for social action'.
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Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.
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Raselabe, Matodzi Johannah. "Foundation phase educators' perception of curriculum 2005 in the Nzhelele West circuit." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3304.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.
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Crafford, S. "A curriculum framework for consumer learning at a higher education institution." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3173.
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Thesis (PhD (Education)--University of Stellenbosch, 2006.287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner.
ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
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Tundzi, Kenneth Simphiwe Vuyisa. "An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003524.
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With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
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Wilmot, Pamela Dianne. "Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003677.
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The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
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Mvula-Jamela, Lungiswa Gwen. "Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008376.
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The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
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談光耀. "中學生主體參與的 教案小組 探索研究." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636401.
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Rasi, Nandi. "Contextualizing the NCS through the use of school gardens in the Butterworth area." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003345.
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The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
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Ramparsad, Reena. "A strategy for teacher involvement in curriculum development." Thesis, 2012. http://hdl.handle.net/10210/7585.
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D.Ed.The study will focus on Foundation Phase teachers' involvement in curriculum development in the N7 district. Gauteng is divided into eighteen districts. These districts are clustered into three regions, that is, central (C), north (N) and south (S). The N7 district comprises Randfontein / Westonaria and Carletonville. There are one hundred and five schools in the district. This district has a diverse group of educators as the three ex-departments, that is the House of Representatives, Department of Education and Training and the Transvaal Department of Education are represented. Foundation Phase teachers are teachers involved in teaching grades R, one, two or three. The grade one teachers of the Foundation Phase are at present actively engaged in the Outcomes-based approach.
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"參與目標為本課程試驗計劃敎師的課程決策模式 =: The curriculum decision making pattern of teachers participating in "Target Oriented Curriculum" pilot scheme." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5888394.
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沈健明.論文(碩士) -- 香港中文大學硏究院敎育學部,1995.
參考文獻: leaves 159-170.
Shen Jianming.
前言 --- p.1
Chapter 第一章 --- 研究的意義與目的，範圍和問題
Chapter 1.1 --- 研究的意義與目的 --- p.2
Chapter 1.2 --- 硏究範圍 --- p.3
Chapter 1.3 --- 研究問題 --- p.5
Chapter 第二章 --- TOC的本質
Chapter 2.1 --- TOC計劃出現的背景 --- p.6
Chapter 2.2 --- 政府方面的態度和教育界的反應 --- p.7
Chapter 2.3 --- TOC 實施的牽涉範圍 --- p.9
Chapter 2.4 --- TOC的課程架構 --- p.13
Chapter 2.5 --- TOC的理論基礎 --- p.15
Chapter 2.6 --- 有關TOC本質的探討 --- p.18
Chapter 2.6.1 --- 目標帶動的課程發展的一些特色 --- p.18
Chapter 2.6.2 --- T0C的課程取向 --- p.24
Chapter 2.7 --- 總結 --- p.32
Chapter 第三章 --- 教師課程決策的本質
Chapter 3.1 --- 課程的定義 --- p.35
Chapter 3.2 --- 課程與教師的關係 --- p.38
Chapter 3.3 --- 決策的概念 --- p.41
Chapter 3.4 --- 教師課程決策文獻回顧 --- p.46
Chapter 3.5 --- 教師課程決策的一些理念模式 --- p.56
Chapter 第四章 --- 研究設計
Chapter 4.1 --- 硏究方法 --- p.63
Chapter 4.1.1 --- 搜集資料 --- p.63
Chapter 4.1.2 --- 研究取樣 --- p.65
Chapter 4.1.3 --- 研究步驟 --- p.67
Chapter 4.2 --- 硏究設計 --- p.69
Chapter 4.3 --- 研究信度和效度 --- p.70
Chapter 4.4 --- 研究限制 --- p.71
Chapter 第五章 --- 資料整理與分析
Chapter 5.1 --- 受訪學校背景資料 --- p.72
Chapter 5.1.1 --- 學校背景資料 --- p.72
Chapter 5.1.2 --- 受訪學校簡介 --- p.72
Chapter 5.2. --- 受訪教師背景資料 --- p.74
Chapter 5.2.1 --- 資歷方面 --- p.74
Chapter 5.2.2 --- 培訓方面 --- p.75
Chapter 5.2.3 --- 參與態度方面 --- p.76
Chapter 5.3 --- 研究資料的整理及分析架構 --- p.78
Chapter 5.4 --- 有關課程內容的編訂 --- p.79
Chapter 5.4.1 --- 課程內容的決定 --- p.79
Chapter 5.4.2 --- 編定課程時的參考資料 --- p.82
Chapter 5.4.3 --- 教師在決定課程 --- p.83
Chapter 5.4.4 --- 受訪學校的實際課程編排 --- p.86
Chapter 5.4.5. --- 小結 --- p.87
Chapter 5.5 --- 有關教學計劃的編寫 --- p.88
Chapter 5.5.1 --- 教署建議的教學計劃編寫模式 --- p.88
Chapter 5.5.2 --- 受訪教師編寫教學計劃的模式 --- p.91
Chapter 5.5.3 --- 小结 --- p.97
Chapter 5.6 --- 有關學習課業及練習的設計 --- p.100
Chapter 5.6.1 --- 教署對有關學習課業及練習的闡釋 --- p.101
Chapter 5.6.2 --- 受訪教師編排學習課業及練習的取向 --- p.104
Chapter 5.6.3 --- 小结 --- p.108
Chapter 5.7 --- 有關施教與學習的形式 --- p.109
Chapter 5.7.1 --- 教署就施教與學習的建議 --- p.109
Chapter 5.7.2 --- 受訪教師採取的施教方式 --- p.109
Chapter 5.7.3 --- 小結 --- p.115
Chapter 5.8 --- 有關評估的方式 --- p.116
Chapter 5.8.1 --- 教署對評估方式的建議 --- p.116
Chapter 5.8.2 --- 受訪教師採取的評估方式 --- p.118
Chapter 5.8.3 --- 小结 --- p.120
Chapter 5.9 --- 綜合各受訪教師的課程決策模式 --- p.122
Chapter 5.10 --- 有關「教師課程決策共通模式」的结論與其他 有關類似硏究的比較 --- p.131
Chapter 第六章 --- 總結
Chapter 6.1 --- 有關硏究問題的答案 --- p.137
Chapter 6.2 --- 結語 --- p.142
附錄一 TTRA課程架構 --- p.145
附錄二TOC課程架構 --- p.146
附錄三本硏究採用補充問卷 --- p.147
附錄四課堂計劃表格 --- p.150
附錄五本研究搜集資料重點 --- p.151
附錄六T0C英文科教學計劃示例 --- p.153
附錄七T0C中國語文科教學計劃示例 --- p.154
附錄八T0C數學科教學計劃示例 --- p.155
附錄九本文採用英文名詞對照表 --- p.156
附錄十本文採用縮寫語對照表 --- p.157
參考書目 --- p.158
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"比較香港特殊學校和主流學校的敎師課程決策 = A comparative study of teacher curriculum decision making in Hong Kong mainstream school and special school." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5888377.
Full textAbstract:
許健文.論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.
參考文獻: leaves 80-89.
Xu Jianwen.
Chapter 第一章 --- 引言 --- p.1
Chapter 第二章 --- 課程的概念 --- p.5
Chapter 2.1 --- 課程的定義
Chapter 2.2 --- 課程的層次
Chapter 2.3 --- 課程的組成元素
Chapter 2.4 --- 小結
Chapter 第三章 --- 決策的概念 --- p.12
Chapter 3.1 --- 決策的種類
Chapter 3.2 --- 决策過程
Chapter 3.3 --- 權力理論
Chapter 3.4 --- 認知理論
Chapter 3.5 --- 社羣相倚取向
Chapter 3.6 --- 印象理論
Chapter 3.7 --- 對敎師課程決策研究的義意
Chapter 第四章 --- 敎師課程决策的文獻評述 --- p.20
Chapter 4.1 --- 敎師參與課程決策
Chapter 4.2 --- 敎師課程決策一描述性為 主的研究
Chapter 4.3 --- 敎師課程決策的一些理念模式
Chapter 4.4 --- 主流學校和特殊學校課程決策
Chapter 第五章 --- 研究範圍、問題、假設和意義 --- p.34
Chapter 5.1 --- 研究範圍
Chapter 5.2 --- 操作性定義
Chapter 5.3 --- 研究問題
Chapter 5.4 --- 研究假設
Chapter 5.5 --- 研究的意義
Chapter 第六章 --- 研究設計 --- p.41
Chapter 6.1 --- 研究的取樣
Chapter 6.2 --- 工具
Chapter 6.3 --- 研究步驟
Chapter 6.4 --- 資料分析
Chapter 6.5 --- 研究的限制
Chapter 第七章 --- 研究結果 --- p.45
Chapter 7.1 --- 參與課程工作的意願、原因和經驗
Chapter 7. 2 --- 參與校内課程決策的範圍和程度
Chapter 7.3 --- 課程決策的因素
Chapter 第八章 --- 討論和總結 --- p.65
Chapter 8.1 --- 參與課程工作的意願、原因和經驗
Chapter 8.2 --- 參與校内課程決策的範圍和程度
Chapter 8.3 --- 課程决策因素
Chapter 8.4 --- 總結
參考書目 --- p.80
附錄一問卷 --- p.93
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Budeli, Mbengeni Bethuel. "An investigation of the extent of teacher participation in curriculum development for quality teaching and learning." Thesis, 2012. http://hdl.handle.net/11602/54.
Full text
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Morgan, Nicolette Genevive. "The new curriculum and teacher performance." Thesis, 2008. http://hdl.handle.net/10210/1189.
Full textAbstract:
M.Ed.This research dissertation sought to discover how teachers have interacted with the New Curriculum, it is, the newly designed Curriculum 2005 (C2005) and the subsequent Revised New Curriculum Statement that featured in the educational realm in South Africa in recent years. It was an attempt at discovering both the mental and physical attributes that teachers conveyed whilst implementing the Curriculum. The qualitative research approach was used in the study, which allowed for an in-depth insight into the day to day successes or failures that both teachers and learners experienced in the classroom. With the use of the interview guide, responses that surfaced, gave the researcher the opportunity to divulge further into the weaknesses or strengths that the New Curriculum possesses. The researcher discovered through this study that there were many controversial issues that surrounded the implementation of the New Curriculum. Thus, the focus remained on the how the most important stakeholders, the teachers, expressed their views pertaining to the Curriculum. The study provided evidence that suggests that teachers need to and should be included in all curriculum planning processes.
Dr. M.C. van Loggerenberg
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Bennet, John. "An examination of the issues facing first time subect leaders during their first year of appointment in New Zealand secondary schools. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology [i.e. Unitec New Zealand] /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1016&context=unitec_educ_di.
Full text
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Chili, Johnson Mpiyakhe Johnny. "Teacher involvement in decision-making in finance and curriculum matters." Thesis, 2011. http://hdl.handle.net/10413/6116.
Full textAbstract:
Since 1994, South Africa has experienced a focus on transformation. The National
Department of Education has refocused the vision and direction of the South
African education system through a series of policy initiatives. As a result of new
legislation in South Africa, considerably more authority and responsibility for
decision-making has been devolved to the school level than was the previously
the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher
involvement in decision-making in finance and curriculum matters in 16 selected
rural schools in Maphumulo circuit. . The study sought to investigate the extent to
which teachers’ actual and desired involvement in decision-making in Finance
matters and Curriculum.
Through the interpretive paradigm of the situation quantitative and qualitative
approaches were used to provide rich and picture. The study utilized a
questionnaire and focus group interviews to investigate the finance area in eight
issues: budgeting, purchasing, record keeping, financial reporting, fundraising,
monitoring, auditing and accounting. The second area was curriculum with seven
issues: selection of books, year plans, work schedules and lesson plans, assessment
(tests and projects) time tabling, language policy and instructional methods. Findings
show that in both decision-making areas teachers tend to experience less
decisional involvement than they desire. However, teachers do not necessarily
desire to be involved in every aspect of the selected areas. I therefore conclude
that school leaders need to invest in understanding what teachers desire to be
involved in and what they do not.Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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De, Wet William Christoffel. "Onderwyserbetrokkenheid by kurrikulering in die primêre skool." Thesis, 2014. http://hdl.handle.net/10210/9107.
Full textAbstract:
D.Ed. (Curriculum Studies)The subject of this research was defined as : the devising of strategies for increased teacher involvement in curriculum development, with a view to improving the quality of education. This effort to develop a paradigm for curriculum development showed that such a paradigm should be constructed using both philosophical and relevant procedural points of departure. Study of the literature and of personal correspondence received from developed countries indicated that the teacher should only be expected to participate in those areas of curriculum development which correspond to his training. In developed countries aspirant teachers receive training, not only in curriculum development at the microlevel (lesson planning), but also to equip them for involvement in curriculum development on the mesolevel. Training for the latter activity involves the acquisition of specific knowledge and skills in the field of curriculum development...
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Hlatshwayo, Vuyiswa Joyce. "Perceptions of secondary school teachers in Clermont towards participation in curriculum development." Thesis, 1997. http://hdl.handle.net/10413/3397.
Full textAbstract:
Recent Policy documents, such as the ANC Draft Framework on Education and Training of 1994, the White Paper on Education and Training of 1995 and the Curriculum Framework for General and Further Education and Training of 1996 have proposed broad participation by major stakeholders, in particular teachers, in the process of curriculum planning and decision-making. This represents a major shift from past practices which limited teacher decision-making to the classroom. These proposals are made against the background that South African education is undergoing a period of transition from a system which was driven by apartheid policies to a more progressive and democratic system. This study sought to investigate the responses of teachers in Clermont, a semi-urban black settlement in Durban, to the policy proposals which state that their participation in curriculum planning and development should be extended. It also aimed to explore their thinking concerning the implications such proposals may have for them. A non-proportional random stratified sample of teachers in promotion and non-promotion posts was drawn to survey teacher responses to these proposals. A mailed "self administered" questionnaire was used as the research instrument for this study. The major findings which emerged from the survey are: Teachers in Clermont believe that they have a major role to play and that role should not be limited to the classroom. They regard decisions made about curriculum as directly affecting them. Despite their support for extended participation in curriculum planning and development they feel they are not adequately prepared for that role. They regard themselves as having inadequate knowledge of the theory and practice of curriculum. In particular, they think they lack skills in designing and planning curricula because they were not adequately prepared during their teacher training, as well as the fact that they were not given such opportunities in the past. Teachers expressed the view that participation in curriculum development could facilitate their professional development. Teachers also acknowledge the importance of the contribution of other stakeholders such as parents and pupils in making curriculum decisions. In the light of the major findings the study recommends the following: A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum and curriculum development through seminars and workshops. In the context of the implementation of a new curriculum which is outcomes-based, workshops and seminars could facilitate the process of introducing the new curriculum and also enabling teachers to be critical of their practice. In order to create a favourable climate for teacher development, teacher development must be integrated with whole school development through, for example, in-service training which is school-focused. To facilitate whole school development the creation of forums, such as teacher forums where teachers could discuss current debates, and learning forums involving teachers, pupils and parents where problems facing schools would be explored are recommended. In the longer term pre-service teacher education should be restructured to include training in curriculum development in order to adequately prepare student teachers in curriculum planning and development. To bridge the gap between schools and colleges of education, universities and the communities, partnerships between schools, universities, colleges of education, and non-governmental organisations, as well as partnerships between schools, communities and the Department of Education at provincial level should be created.Thesis (M.Ed.) - University of Natal, 1997
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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 /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.
Full textAbstract:
Thesis (EdD) -- Australian Catholic University, 2005.Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
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"大學教師的通識教育課程設計模式: 課程取向的視角." Thesis, 2007. http://library.cuhk.edu.hk/record=b6074481.
Full textAbstract:
Quality Education for college students, which aims at overcoming the problems made by specialization education in the globalization of higher education and the fierce competition of comprehensive national power, has been carried out at universities in Mainland China since mid-1990s. The general education curricula at some universities are similar to American ones. This study focuses on teachers' understanding of general education curriculum, their practical general education curriculum design model and the influential factors in their course planning.The research constructs a descriptive model for general education course design, finds out that curriculum orientation acts as the key influential factor of teachers' general education course planning, reflects the characteristics of general education course planning, works as the orientation of teachers' course design. Furthermore, the findings show that the background, interests and needs of college students should be taken into account in general education curriculum design. At the same time, the teachers' decision-making in general education courses can be analyzed from two-dimensions---"endemic and exotic, individual and policy".
The researcher adopted qualitative research method, took one comprehensive university as a case study to explore the teachers' general education course designs. Based on document analysis, classroom observation and interviews, six teachers unique in their course design have been selected as research subjects. The study gives a deep description of their understanding of curriculum elements such as curriculum objectives, selection and organization of learning experiences, assessment and evaluation; constructs the general education course design model; and explores the reasons for the general education course design from the macro, organizational, and micro levels.
The study explores the curriculum orientation of teachers in the field of college curriculum. The findings will develop college curriculum theories, deepen the understanding of the concept of curriculum orientation, provide plenty of practical experiences for teachers who give general education courses, and give suggestions for future college general education curriculum program improvement.
徐慧璇.
Advisers: Hin-Wah Wong; Ping-Kwan Fok.
Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3022.
Thesis (doctoral)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (p. 510-527).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Xu Huixuan.