To see the other types of publications on this topic, follow the link: Whole of curriculum.
Dissertations / Theses on the topic 'Whole of curriculum'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Whole of curriculum.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ramon, Patricia. "Investigations of whole language teachers' practices in literacy development." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2487.
Full textAbstract:
The purpose of this study was to investigate teachers' use of whole language practices in language arts classrooms to determine if teachers' attitudes and philosophies about whole language influence their teaching. Previous research studies in the area of whole language practices indicate that teachers' preexisting philosophical outlooks concerning language influence the effectiveness of their whole language practices.
The research questions dealt with teachers' perceptions of the effectiveness of a whole language instructional approach. The study also focused on factors that influenced teachers to utilize whole language practices.
Four self-professed whole language teachers participated in this qualitative research study. Data were from classroom observations, interviews with the teachers, teachers' lesson plans, examinations of student's work, and review of curriculum guides.
Data collected revealed that teachers' perceptions and philosophical views are reflected in teachers' instructional practices. The interpretation of data led to the conclusion that whole language practices are influenced by teachers' attitudes and philosophies about whole language.
Recommendations are that teachers be allowed to practice the whole language instructional approach and that training and staff development be provided for teachers desirous of utilizing this practice. It is also recommended that school administrators provide support services and periodic inservice training for teachers desirous of continuous implementation of whole language practices.
2
Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.
Full text
3
Packard, Karen Virginia Cox 1941. "Teachers and whole language: Providing occasions for having wonderful ideas." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282269.
Full textAbstract:
The purpose of this study is to examine the beliefs of teachers in the process of developing a whole language philosophy. It is a descriptive interpretive study of seven teachers interacting with their instructor as they come to know whole language theory and apply it in their classrooms during a graduate education course, "Whole Language: Learning and Teaching." The study focuses on the use of dialogue journal/learning logs as an interactive tool to help the teachers examine their own beliefs about children, learning, and teaching; consider relevant theory and research; and change their teaching practice. Answers were sought to two questions: What demonstrations of perceiving, ideating, and presenting are evident in the dialogue journal/learning logs as these teachers come to know whole language, and how does the instructor utilize these journals to facilitate the ways in which she collaborates with the teachers in their efforts to become whole language teachers? The topics introduced and recycled by the teachers and instructor became the primary units of discourse analysis that revealed how the individual teachers and the instructor interpreted the events and experiences of the course. The analysis revealed that the instructor's use of mutuality building discourse and use of statements that build bridges between the perceptions expressed by the teachers and her own understanding of whole language contributed to the unique learning experience of each of the informants. Those teachers who responded to the instructor's request for reflection in their journals were the teachers who changed the most. They expressed personal concerns about their teaching or their students, posed pertinent questions and initiated personal inquiry to find solutions to those concerns. When they wrote reflectively they expressed their own thinking or ideating most freely. As they expressed their "wonderful ideas," they gained confidence to try them out with their students in their classrooms. The study concludes with strategies for engaging all teachers in reflection on their classroom practice and for intentionally building mutuality and seeking to build more conceptual bridges with each of them. These strategies would enhance the use of dialogue journal/learning logs for supporting change in teaching practice.
4
Scarth, J. "The influence of examinations on whole-school curriculum decision-making : An ethnographic case study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374649.
Full text
5
Franks, Mary Susan Tomat. "A whole language curriculum for nonreading, limited English proficient Native American adult factory workers." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170311/.
Full text
6
Costley, Debra Margaret. "An evaluation of the impact of the National Curriculum on the whole curriculum for pupils with moderate learning difficulties at Key Stage Four." Thesis, University of Warwick, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287058.
Full text
7
Lin, Wen-Yun. "Development of whole language as pedagogy for Chinese teachers." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284267.
Full textAbstract:
The present dissertation is a synthesis of whole language education guided by an action research perspective with the main purpose of developing a series of articles to introduce whole language to Chinese teachers. It falls into two parts: the first part provides the background information about language and education in Taiwan, and the second part is a whole language program for Chinese teachers. Part I discusses the purpose and research questions of this dissertation with an emphasis on current issues of educational reform in Taiwan. Part II is designed to be a resource book of whole language education. It consists of four sections of two to three chapters each. Each chapter stands by itself and all together offer a whole language framework. Section one, Roots of Whole Language, focuses on general and specific philosophical elements of whole language. Section two, Connection to Related Theories, highlights the relationship between the theory of whole language and the practice of literacy education in Taiwan. Section three, Research Applying Whole Language to Chinese Literacy and Education, consists of three qualitative research studies. Section four, A Whole Language Classroom, discusses how a teacher translates her educational beliefs into classroom practices. The arguments are illustrated with examples from the Experimental Textbooks and instructional methodologies in Taiwan with the purpose of making connections between theoretical frameworks related to whole language and educational research in Taiwan. In summary, this dissertation explores whole language from interrelated perspectives. It offers a personal interpretation of whole language that builds up connections between the whole language movement as has been developed in the United States and Chinese literacy education as it is practiced in Taiwan. The major concern of this work is to share information about whole language with Taiwanese teachers and invite them to adapt whole language in their local contexts.
8
Yokota, Reiko. "Whole language in preservice teacher education: The story of Mechelle." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/282864.
Full textAbstract:
This qualitative case study examines the influence of a whole language methods course on a preservice teacher's ideas and student teaching performance. In addition it explores significant problems the participant had when she attempted to apply theory in practice and the influence of block instructors, classroom teachers, primary school students, and block classmates on the participant's development in whole language. The study took place during the participant's whole language block semester at the University of Arizona in Tucson, in which preservice teachers learned teaching methods in language arts, reading, and social studies through both classroom sessions and a practicum, at Borton Primary Magnet School, whose principal was a well-known proponent of whole language education. The participant's apprenticeship classroom teacher utilized an integrated curriculum in a holistic paradigm. The study continued until the participant finished her student teaching in the same classroom. The data included exchange journals, videotapes, field notes, audiotapes, oral interviews, documents, memos, and photographs. K. S. Goodman's five pillars of whole language and Cambourne's eight optimal conditions for learning were used as frameworks for the data analysis. The results of the analysis were presented in chronological and analytical descriptions. The chronological description portrayed the stages of the participant's growth in whole language during the block semester and her attempts to translate theory into use during student teaching. The analytical description elaborated the results of the data analysis within the two whole language frameworks. The results of this study emphasize the importance of immersion in whole language in order to develop in whole language, the value of the transactional paradigm in teaching and learning, and the power of a community of learners.
9
Garcia-Huidobro, Juan Cristobal. "Reshaping a high school's whole curriculum: A study of three Chilean cases innovating in different ways." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108626.
Full textAbstract:
Thesis advisor: Dennis ShirleyThis dissertation is a multiple-case study of three Chilean high schools transforming their whole curriculum, i.e., their comprehensive framework of aims and contents for schooling as a collective endeavor. The study describes each school’s current curriculum and the process of curriculum reshaping that led to it. The overarching goal is to understand how these innovative schools addressed the perceived need to reshape high school curricula. The theoretical framework combined ideas from the deliberative tradition of curriculum studies with the sociology of the curriculum. Data sources included 125 documents, 56 interviews, and 44 observations collected during multiple, extended visits to each of the schools. The first school is an elite school developing a more constructivist, scientific, and collaborative college-bound high school than the traditional Chilean college-bound high school by introducing 21st century skills and an emphasis on STEM into the curriculum. This case presents dilemmas of constructivism. Second is a working class, rural school that developed a university-like curriculum that requires students to study a common core and offers four areas of choice. This case presents dilemmas of what Bernstein (1971) termed collected curriculum. The third school is a technical-vocational school for rural, Indigenous students that developed a doubly countercultural model. This model introduces the Mapuche’s intrinsically religious worldview into the curriculum, and puts students’ histories, beliefs, and identities at the center of the school experience. This case presents dilemmas of cultural identity. Together, these schools show that it is possible to reshape the curriculum in different ways within the existing regulations, but this reshaping is fragile and complex. It requires a culture of curriculum construction (Pascual, 2001). At the three schools, innovations were shaped by expectations that schooling will give youth a better future and by the discipline-based structure of knowledge. The relations among the three models illuminate the challenges of traditional communitarian identities and the challenge of assisting youth to find meaning at the root of the perceived need for reshaping high school curricula
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
10
Shapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.
Full textAbstract:
The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.
11
Scheepers, Hannelie. "Mentoring academic staff at a higher education institution : a whole brain approach." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40392.
Full textAbstract:
As the Head of Department, Department of Tourism at Centurion Academy, I identified an innovative idea to transform my mentoring practice. The Advanced Diploma in Tourism Management is offered at two campuses – the main campus in Centurion and the campus situated in Klerksdorp. I was based on the main campus and served as a peer mentor for my mentee, who was based on the Klerksdorp campus. The concept of blended mentoring that focuses on face-to-face mentoring and e-mentoring was opted for, due to the distance between my mentee and me.
The purpose of the mentoring was to facilitate my mentee’s professional development by adapting a whole brain® approach. My mentee, on the other hand, transformed her teaching practice by means of facilitating whole brain® learning in the Accounting module. We were both responsible for presenting the Accounting module – I was the examiner and followed a whole brain® approach (derived from previous study) and it was my mentee’s second year of lecturing Accounting. Adapting a whole brain® approach empowered us to transform our respective practices.
Whole brain® learning focuses on the theoretical framework of the metaphorical Herrmann whole brain® model. The Hermann Brain Dominance Instrument (HBDI®), which quantifies the degree of an individual’s preference for specific thinking modes, was used to assess my mentee, my mentee’s students who were enrolled for the Accounting module and my own thinking style preference. The data derived from the HBDI® served as baseline data for the study. An action research design was followed by both my mentee and me. We both followed our own action research spiral, which overlapped. My action research cycle commenced with a face-to-face mentoring session in Pretoria with my mentee. The study included two visits by me to the Klerksdorp campus. During these visits I observed learning opportunities presented by my mentee. Quantitative and qualitative data, a part from the HBDI®, was gathered during the study. Quantitative data included a feedback questionnaire that my mentee’s students had to complete after the completion of each Accounting theme and included the students’ marks. Qualitative data that was gathered included interviews with my mentee and her students, field notes from observations, audio-visual material from my mentee’s learning opportunities and personal documents.
The findings indicate that a whole brain® approach to mentoring and a whole brain® approach to facilitating learning in a teaching practice contributed to my and my mentee’s professional development. Other additional aspects that can be incorporated in a mentoring and teaching practice to ensure lifelong learning and a continuous transformation of one’s practice were identified during the final reflection on the action research cycle that was recorded.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Humanities Education
unrestricted
12
Murphy, Naomi. "Teaching multiplication of whole numbers in the Atlantic Provinces Educational [sic] Foundation mathematics curriculum : a resource for elementary teachers /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,160090.
Full text
13
Skelton, Richard. "Increasing children's capacity to learn : the development and evaluation of a whole class working memory training programme." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/increasing-childrens-capacity-to-learn-the-development-and-evaluation-of-a-whole-class-working-memory-training-programme(cb63f865-15a9-4700-b57b-4ccb26ba08ef).html.
Full textAbstract:
Working memory provides us with the capacity to both store and process information. It is a fundamental ability that we use throughout our daily lives to interpret, make sense of and understand the world around us. In particular, verbal working memory capacity has long been recognised as foundational to children’s ability to learn, and is especially implicated in language development, reading, comprehension and mathematics abilities. Recognising the fundamental importance of working memory, seminal research has recently demonstrated that repeated practice on computerised training programmes can lead to increases in children’s working memory capacity. However, while these programmes are promising, there are some inherent difficulties which are likely to restrict their application and uptake within the school context, both for the individual child or whole class. To overcome these limitations, the present research aimed to develop and evaluate a practical, whole-class working memory training programme. Achieving this could potentially offer every teacher and child a viable, effective way to improve their working memory capacity and, in doing so, increase their fundamental learning ability. The first phase of the research aimed to create a theoretically effective and practical programme which was grounded in the needs and preferences of teachers and children. This was achieved by first developing prototype materials based on the theoretical literature of what would make an effective programme, before drawing upon the experiences and expertise of teachers within a focus group, and children within a playtest exploration. A wide range of proposals were made which had implications for the final design and implementation procedures. The final working memory training programme involved pairs of children engaging in a series of five different card-based working memory activities, each with three levels of difficulty. The second phase of the research involved the implementation and evaluation of the programme within a mainstream primary school classroom for fifteen minutes a day for six weeks. Measures of children’s working memory demonstrated that they made significant gains in their working memory, and verbal short-term memory. These improvements were significant both immediately following the programme and at a two month follow up. Children’s responses on a questionnaire, as well as interviews with the children and class teacher demonstrated that the programme proved easy to use in the classroom to the extent that it was run almost autonomously by the children. Reports also indicated that children found the programme to be an engaging and enjoyable experience. The demonstration of a practical and effective whole class working memory training programme holds considerable potential to increase children’s capacity to learn and achieve. The wide range of factors which potentially enable a WM training programme to be effective, enjoyable and practical are discussed, and the future implications of this research are explored.
14
Lopez, Grizel. "Advocating for the Development of the Whole Child| How Public Urban Preschool Teachers Overcome the Pressure of More Academics in Their Classrooms." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3740338.
Full textAbstract:
Preschool teachers must overcome the pressure to become more academic in lieu of a whole child development curriculum approach in order to preserve developmentally appropriate practices and shape well-adjusted future citizens of society. In order to achieve this, it is important to give a voice to preschool teachers to better understand their struggle and to find effective resolutions. This is only possible through a qualitative case study that employs observations, interviews, and a focus group with an inductive analysis approach to the data. The development of the whole child will only be attainable through national policies that are supported by sound research and ongoing teacher training that is aligned with that research. When theory and practice are aligned, it provides more opportunities for teachers, parents, and the rest of the community to advocate for the same goals, which ultimately benefits children.
15
Sarver, Tammie, Jane Tingle Broderick, and Lynn Lodien. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4227.
Full textAbstract:
Learning to organize the diverse interests of small groups in a Reggio inspired emergent curriculum is complex. No need to move all children through a process. Several small interest groups can emerge and thrive. Teachers can be sure that all children will receive significant learning from the diverse interest groups through the thoughtful and consistent use of small group and whole group classroom meetings. Techniques and real life examples will be shared. Discussion will be encouraged.
16
Broderick, Jane Tingle, and T. Sarver. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4234.
Full text
17
Shuck, Cynthia Marie. "Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/863.
Full textAbstract:
This qualitative case study investigated the levels and frequency of music integration being implemented at a public elementary school in central Florida, what key issues affect the successful implementation of effective music integration, and if music integration has an influence on academic achievement.
This study focused on 14 elementary school educators actively involved with music integration at one public elementary school. The multiple formats of data collection and analysis provided triangulation and increased the viability and transferability of the results. The five data collection formats that were used consisted of surveys, observations, lesson plans, interviews, and student achievement documents. Data results were coded and analyzed for themes, similarities, and differences. Tables, graphs, narratives, and transcription quotes illustrate the data results.
The literature review provides historical and foundational information of how interdisciplinary qualities of music education relate to student achievement. This study offers working integration examples and addresses the important issues and benefits of music integration. With increased high-stakes accountability for student achievement, educators must explore viable curriculum options that aid academic achievement (Arts Education Partnership, 2002; Cutietta, 1996; Hyatt, 2004; Mallery, 2000; Snyder, 2001).
This study found academic benefits are linked to music integration as previous research has found (Bresler, 2002; Brewer, 2002; Drake, 1998; MENC, 2001, 2004; Wiggins and Wiggins, 1997). Perhaps other elementary school personnel working toward higher student achievement will find the results useful to increase effective music integration at their schools.
The following were major findings of this study: (a) music integration occurred at Levels 1, 4, and 5; (b) awareness and training were the 2 most important issues affecting music integration out of the 12 identified in this study; and (c) educators do perceive music integration to be beneficial to students academically, behaviorally, and emotionally.
Contributions of this research are beyond that typically found in similar literature: (a) a balanced research-practitioner music integration resource; (b) an awareness and training program for school administrators, which includes working models and literature to help educators improve the musically integrative practice in their elementary curriculum; and (c) the development of Music Integration Criteria and an Integration Consortium.
18
Smith, Jennifer Ann. "Developing pupil understanding of school-subject knowledge : an exploratory study of the role of discourse in whole-class teacher-pupil interaction during English literature lessons." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21152.
Full textAbstract:
In this submission I explore the role played by discourse in the development of pupils' understanding of school-subject knowledge in secondary school classrooms in England, following changes to GCSE (General Certificate of Secondary Education) specifications in 2015. Changes to the structure, the subject content, and the assessment of GCSEs were made in an effort to focus on 'powerful knowledge' during the Key Stage (KS) 4 curriculum (for pupils aged 14 - 16 years old) and in order to promote an emphasis on knowledge that is based on academic disciplines. My research looks at the concept of powerful knowledge, based in a critical realist epistemology and a social realist theory of knowledge, and the extent to which all young people are likely to access knowledge that is powerful in the classroom. I argue that access for all pupils to the means by which to judge knowledge claims and thereby challenge and change society - the transformational power of knowledge - underpins a social justice agenda. My research explores a less-developed aspect of the social realist debate on powerful knowledge, a pedagogic discourse to enable a move away from merely teaching factual or content knowledge. I propose that for knowledge to be powerful teachers and pupils need to be 'epistemologically aware'. My case-study research contributes new empirical findings to the literature on pedagogic discourse for a powerful knowledge curriculum. I discuss the learning trajectories of 15 pupils (including five from socio-economically disadvantaged backgrounds) from two Year 10 'case' classes observed over a 12-week period, during which they studied a novel as part of their GCSE English literature course. 'Thinking notes' and concept mapping were introduced as innovative data-gathering and analytical tools with which to gain a unique and detailed analysis of pupils' learning over the series of lessons given during the 12-week period. I discuss the teachers' conceptual framing of their discipline and the role that this, together with pupils' experiences and backgrounds, has in the re-contextualisation of discipline-based knowledge in the classroom. I conclude that pedagogic discourse that makes the epistemic logic and related concepts of a subject explicit - an epistemological awareness - may enable pupils from both disadvantaged and non-disadvantaged socio-economic backgrounds to build systems of meaning that transcend their everyday understanding of the world and the context in which they view it to access powerful knowledge. I present a conceptualisation of a powerful knowledge pedagogic discourse for the study of a novel in the KS4 English literature classroom.
19
Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
Full textAbstract:
This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.
20
Richins, Rachel. "Development, Evaluation, and Efficacy of a Heart Healthy Curriculum in Two Different Education Settings; Emphasizing Food Portioning and Cooking Skills, Increased Fruits, Vegetables, Whole Grains, Low-Fat Dairy, and Exercise." DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/5542.
Full textAbstract:
Cardiovascular disease (CVD) is a leading cause of mortality and morbidity in the United States. The prevalence of CVD will increase in conjunction with the rise in obesity and type 2 diabetes and decrease in physical activity, due to the adverse effects of adiposity and atherosclerosis associated with these syndromes. Excellent inpatient, outpatient, and community-based program s are available to educate and direct healthy behavioral changes, yet the number of programs available is not sufficient for the volume of patients, nor widely distributed in all areas (particularly rural areas). There is a lack of comprehensive education programs for adults directed toward decreasing CVD with an emphasis on food portioning skills; cooking skills; low-fat cooking techniques; increasing fruits , vegetables, and dairy products in the diet; and increasing exercise.
The Cooperative Extension Healthy Beat education program and curriculum was developed and evaluated to improve the cardiovascular health of Utah residents. This curriculum focused on improving nutrition knowledge, food portioning skill, food preparation/cooking skills, regular exercise, lipid panel, anthropometric indices, and blood pressure. The program was distributed in CD format to 59 extension agents; identical CDs were used by instructors of live sessions for 43 participants in Sanpete, Washington, and Beaver counties. The CDs were also used by the instructor of a third group, consisting of 16 nutrition education assistants from the Expanded Food and Nutrition Education Program, who were also taught in a live session setting. The evaluation was done through measurement of nutrition knowledge, cooking skills, lipid panel biochemical indices, weight loss, blood pressure, and waist and hip circumferences.
This study demonstrated that on completion of the heart healthy curriculum, those with CVD or those at risk for CVD appropriately altered their risk factors for a myocardial infarction (decrease in one or more of the following: serum total cholesterol, LDL cholesterol, blood pressure, weight, body mass index, and waist and hip circumferences).
21
Enoch, Sarah Elizabeth. "Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1063.
Full textAbstract:
While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans that teachers make for orchestrating discourse around problem solving tasks and the outcomes of implementation of those plans. This research study is intended to open the door to research on planning for discourse around problem solving tasks.
This research study analyzes how 12 middle school mathematics teachers participating in the Mathematics Problem Solving Model professional development research program implemented lesson plans that they wrote in preparation for whole-class discussions around cognitively demanding problem solving tasks. The lesson plans consisted of the selection and sequencing of student solutions to be presented to the class along with identification of the mathematical ideas to be highlighted in the student solutions and questions that would help to make the mathematics salient. The data used for this study were teachers' lesson plans and the audio-recordings of the whole-class discussions implemented by the teachers.
My research question for this study was: How do teachers' written plans for orchestrating mathematical discourse around problem solving tasks influence the opportunities teachers create for students to reason mathematically? To address this research question, I analyzed the data in three different ways. First, I measured fidelity to the literal lesson by comparing what was planned in the ISAs to what was actually took place in the implemented debriefs. That is, I analyzed the extent to which the teachers were implementing the basic steps in their lesson (i.e. sharing the student work they identified, addressing the ideas to highlight and the planned questions). Second, I analyzed the teachers' fidelity to the intended lesson by comparing the number of high-press questions in the lesson plans (that is, questions that create opportunities for the students to reason mathematically) to the number of high-press questions in the implemented discussion. I compared these two sets of data using a linear regression analysis and t-tests. Finally, I conducted a qualitative analysis, using grounded theory, of a subset of four teachers from the study. I examined the improvisational moves of the teachers as they addressed the questions they had planned, building a theory of how the different ways that teachers implemented their planned questions affected the opportunities for their students to reason mathematically around those planned questions.
My findings showed that it was typical for the teachers to implement most of the steps of their lesson plans faithfully, but that there was not a statistically significant correlation between the number of high-press questions they planned and the number of high-press questions they asked during the whole-class discussions, indicating that there were other factors that were influencing the frequency with which the teachers were asked these questions that prompted their students to reason mathematically. I hypothesize that these factors include, but are not limited to, the norms in the classrooms, teachers' knowledge about teaching mathematics, and teachers' beliefs about mathematics. Nevertheless, my findings did show that in the portions of the whole-class discussions where the teachers had planned at least one high-press question, they, on average, asked more high-press questions than when they did not plan to ask any.
Finally, I identified four different ways that teachers address their planned questions which impacted the opportunities for students to reason mathematically. Teachers addressed their questions as drop-in (they asked the question and then moved on as soon as a response was elicited), embedded (the ideas in the question were addressed by a student without being prompted), telling (the teacher told the students the `response' to the question without providing an opportunity for the students to attempt to answer the question themselves) and sustained focus (the teacher sustained the focus on the question by asking the students follow-up questions).
22
Montgomery, Connie M. "Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245202435.
Full text
23
Olukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.
Full textAbstract:
Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement.
This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida.
After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group (n=22) and the other class formed the comparison group (n=22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP – Summarize, Connect, Reflect, Ask Questions, Predict; responded to literal and inferential questions, while at the same time validating their responses through evidence from the text. The Read XL (basal reader) curriculum of the comparison group utilized a traditional form of instruction which incorporated the reading of passages followed by responses to comprehension questions, and teacher-led whole group discussion.
The main sources of data were collected from the Gates-MacGinitie Reading Tests, the Florida Assessments for Instruction in Reading (FAIR), and the Rhody Secondary Reading Attitude Assessment. Statistical analyses were performed using Repeated Measures ANOVAs.
Findings from the study revealed that the experimental participants’ reading attitudes and FAIR comprehension scores increased when compared to the comparison group. Overall, the results from the study revealed that culturally responsive instruction can potentially foster reading comprehension and a more positive attitude towards reading. However, a replication of this study in other settings with a larger, more randomized sample size and a greater ethnic variation is needed in order to make full generalizations.
24
Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.
Full text
25
Higgins, Hillarie Jean. "Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5523.
Full textAbstract:
Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.
26
Medearis, Linda L. (Linda Lee). "The Written Production of Four Kindergarten Children in a Whole Language Classroom: Frequency, Function, and Form." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332432/.
Full textAbstract:
The problem of this study was to describe, analyze, and compare the effects of learning centers and curricular themes upon the writing production of four children within a kindergarten classroom which followed the whole language approach. This study was conducted in a public school. Four subjects were identified from the administration of the Book Handling Knowledge Task. Using the qualitative research method of case studies, the teacher-researcher kept observational notes concerning the writing behavior of the subjects. The written compositions of the subjects were collected daily throughout the school year and were assigned a context, learning center and curricular theme. The compositions were then coded as to writing frequency, function, and form. The following findings resulted from the study: writing occurred most frequently in the art center followed by dramatic play, language, sand, science, social studies, "other," eyes and hands, mathematics, and library-listening; writing occurred most frequently during the curricular theme of Christmas followed by self-concept, shapes and colors, farm animals, Thanksgiving, Winter, transportation, nursery rhymes, patriotic, Valentine, food and nutrition, Halloween, Spring, wild animals, community helpers, gingerbread man, Summer, Easter, and pets; all five functions of language were used in the art center, four in the language, dramatic play, social studies, and "other" centers, and three in all other centers; all five functions were used during the Valentine curricular theme, four during self-concept, transportation, Spring, and farm animals, three during food and nutrition, and nursery rhymes, two during eleven other curricular themes, and only one during Easter and pets; and gains were made in form by the end of the study. Writing was often in the last stage of spelling development and more print concepts were in evidence. The conclusions made were that some learning centers and curricular themes prompt more frequent writing and the use of more language functions.
27
Ward, Natalia A., A. Warren, and A. Rountree. "Whose Read-Aloud Is It?: Analyzing Model Unit Starter Texts for Cultural Relevance." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3136.
Full text
28
Tyner, Cynthia A. "Effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027090.
Full textAbstract:
The purpose of the study was to examine the effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children. Gender differences in mathematical achievement and attitudes were also explored.Ten traditional mathematics lessons were adapted by the researcher from the adopted mathematic program for the school system, Heath Mathematics, Connections, (Mangre, et al., 1992). Ten developmental mathematics lessons were created by the researcher following the guidelines of the NCTM Standards (1989) promoting the notion of a developmentally appropriate curriculum. The research designed both the Attitudinal Scale and Cognitive Abilities Test which were given both before and after the instructional treatment.The school corporation chosen as the site for the research was located in an urban area consisting of two small cities and the surrounding rural areas. The community consisted of people with diverse socioeconomic status and cultural backgrounds. The sample for the study consisted of 62 kindergarten students enrolled in four half-day classes in one elementary school. Complete data were available for 50 students. Four hypotheses were formulated and tested at the .05 level of significance.ResultsThe four hypotheses were analyzed using a 2 (method) x 2 (gender) MANOVA on the gain scores for both achievement and attitude taken together. Gain scores were obtained by subtracting the pretest score from the posttest score for both achievement and attitude.The findings of the study were:1. There was no significant difference between the whole number computational abilities of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.2. There was no significant difference between the whole number computational abilities of kindergarten boys and kindergarten girls receiving developmental and traditional instruction.3. There was no significant difference in the mathematical attitudes of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.4. There was no significant difference in the mathematical attitudes of kindergarten boys and kindergarten girls receiving developmental and traditional instruction.Department of Elementary Education
29
Cruz, Cesar A. "Letting Go of Clecha, While Holding Corazón; Developing a New Approach to Empowering Youth in Gangs the Homeboy Industries Way." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013337.
Full textAbstract:
This capstone seeks to assess and support Homeboy Industries (HBI), a leader in wrap-around services for formerly gang-involved and incarcerated men and women, in their co-creation of a youth services committee and a comprehensive system of care for young people. In doing so, my strategic project consists of conducting stakeholder interviews, focus groups, and synthesizing those findings to present to the organization. The second part of the strategic project involves building and working with a team of individuals from various departments, including case management, mental health, education, job services within two separate agencies, Homeboy Industries and Learning Works Charter School Network, to create a youth services committee that can carry the work forward. In service of evaluating the progress of the strategic project, I will utilize the 4I Framework of Organizational Learning, developed by management professor, Mary Crossan, and her associates from the Ivey School of Business. The 4I Framework contains “four related (sub)processes-intuiting, interpreting, integrating, and institutionalizing-that occur over three levels: individual, group, and organization” (Crossan et al., 1999, p. 524). Ultimately, the goal is to help an already successful leader in wrap-around support services for adults, Homeboy Industries, create an “organized system of care for young people” (Torres, 2015). This goal can be achieved by maximizing its strengths, coupling them with best practices in youth development, and in creating a team that can place the needs of young people in its core mission. Creating an organized system of care, Homeboy Industries-style, can have national implications as the new secretary of education, John King, has made it a point to visit with the leaders of Homeboy Industries (August 2015, Appendix A) in search of models for empowering the youth in a non-traditional way. If clecha, or knowledge that is passed down in prison is the old way of empowering young people, as it often goes in one ear and out the other, then this capstone seeks to capture the experience of Homeboy Industries and Learning Works, the profound work of founder Father Greg Boyle and many amazing practitioners on site at HBI, and combine it with the wisdom of young people, to offer a new approach to empower youth in gangs, the ever-evolving, Homeboy Industries Way. See, the idea of clecha or street wisdom has been passed down for generations as the way that older homies “lace” (give) younger homies advice. In the research on best practices to reach gang involved youth, this clecha notion dates back to the curbside counselor of the 1930s from the seminal work of psychologist Clifford Shaw, but often times, that form of advice has not worked. This has created what Reed Larson, a pioneer in positive youth development, calls the Intentionality Paradox. According to Larson, the paradox lies in that adults want to be intentional with their advice-giving to young people because “it is easier to think about molding clay than about helping the clay mold itself.” (Larson, 2006, p. 682) Larson along with many other experts in the field of youth development are telling us, what young people have been saying for a long time, “stop telling me what to do.” They don’t care to know how much we know (about life or the struggle), they need to know (and feel) how much we actually care. Many adults care so much that they struggle to balance letting youth learn on their own, and sharing their own experiences or clecha. While we are trying to figure it out in the field of youth development and education, too many young people are dying. Every 26 seconds a young person drops out of school in the U.S. (American Graduate, 2016). Over 1 million youth per year are system-involved in “courts with juvenile jurisdiction handling delinquency cases.” (Hockenberry, 2015, p. 6) Thousands of those youth are ending up caged in juvenile halls and prison, and many are dying in our cities nationwide. We must search for new ways to engage and walk with youth in gangs. This is part of that search.
30
Merkle, Jacqueline Powers. "Rocking the Boat, While Staying in: Navigating Domination and Resistance in Suburban Schooling Spaces." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542224886343478.
Full text
31
Leiken, Susan M. "Does Dental Hygiene Student Engagement While Enrolled in the Dental Hygiene Program Influence Academic Achievement?" University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1437744763.
Full text
32
Sander, Scott A. "Exploring Preservice Science Teachers' Interpretations of Curricular Experiences While Learning to Teach in an Inquiry-Oriented Way: A Phenomenology." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406473147.
Full text
33
Setlalentoa, Wendy Ntebaleng, and W. N. Setlalentoa. "An ethnographic study of the implementation of whole school evaluation at selected primary schools in the Southern Free State." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/54.
Full text
34
Balcacer, Angela Judith. "How Persevering Latina/o First-Generation College Students Navigate Their College Experience: Keeping Who They Are While Learning and Persisting in the Culture of College." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4415.
Full textAbstract:
Latina/o first-generation college students, along with their families, are learning a new culture when considering going to four-year universities. While the conversation involving Latina/o first-generation college students can often focus on attrition, I am interested in exploring what, from participants' point of view, are the successes they experience as well as the most challenging obstacles they encounter on their journey to graduating from four-year universities. Employing the theoretical frameworks of constructivism, critical race theory, and cultural capital, the purpose of this study was to go beyond the conversation of Latina/o first-generation college student attrition by examining how they navigate postsecondary institutions and explore the implications associated with how higher education affects them. I intend to highlight the already powerful voices of Latina/o first-generation college students who are brave enough to be the first in their immediate families to embark on a demanding odyssey to attain four-year degrees. My participants were recruited from classes in the Chicano/Latino studies department as well as a cultural resource center, both at a four-year university in the Pacific Northwest. Using qualitative research methods, including semi-structured interviews, Draw-A-College-Student, and participant written reflections, I examined the lived experiences of persisting Latina/o first-generation college students from their own perspectives. To provide a well-rounded account of the Latina/o postsecondary experience, I engaged the voices of eight participants in this study. This research found that while Latina/o first-generation college students feel that they are trailblazers in working to improve family life through education, they often feel unseen and underrepresented in higher education. Through highlighting Latina/o first-generation college student voices and experiences instead of just focusing on attrition, this study also recommends actions for change based on participant feedback. Ultimately, participants in this study felt that more support is needed for Latina/o first-generation students to attain four-year degrees in higher education.
35
Forsman, C. (Christoffer). "South African teachers’ perceptions of citizenship education:an investigation of history teachers’ understandings of citizenship education while it is being re-conceptualized in post-apartheid curriculum changes." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201305131234.
Full textAbstract:
This thesis investigates South African history teachers’ understandings of citizenship education while it is being reconceptualised in post-apartheid curriculum change. The main purposes are to examine how teachers understand citizenship education and thereby identify what concept of citizenship emerges as central in their understandings. It finally seeks to establish whether or not teachers’ conceptualizations of citizenship education match citizenship education as conceptualized in the present Curriculum and Assessment Policy Statement (2011). This thesis uses a qualitative methodological approach that includes semi-structured interviews to collect the data from the teachers’. It further uses discourse analysis in order to identify central discourses in teachers’ understandings of citizenship education. The thesis shows that teachers’ understandings of citizenship education include elements of nationalism, national identity, learning to act in the interest of the wider society, addressing past issues related to apartheid and the struggle for democracy, the law, rights and the constitution. The Curriculum and Assessment Policy Statement that is now in use in South Africa focuses on issues central to citizenship education, such as the learner as an individual, citizen identity, learners acting in the interest of their own life, addressing current issues in society, promotion of knowledge and skills in local contexts. This shows an important difference, where teachers’ understandings of citizenship education are mainly promoting citizenship as a legal and passive concept, while the curriculum holds a focus on citizenship education which promotes citizenship as a moral concept. The main conclusion of this thesis is that there are differences of understandings of citizenship education between the teachers and the curriculum, and consequently the meanings and purpose of the emerging concept of citizenship is being pulled in different directions. This indicates a need to make the curriculum citizenship education agenda more explicit as well as a need for the development of teachers’ professional awareness of what is to be expected from them regarding citizenship education. This thesis uses both primary and secondary sources to arrive at these conclusions.
36
Harris, Elizabeth Maria. "'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2866.
Full textAbstract:
Environmental Education is widely considered to be indispensable for realizing behaviour which supports sustainable life. Several international declarations and South African policy documents plead for the inclusion of environmental education processes at all levels of formal education. The White Paper for Education and Training (1995) stipulates that environmental education should be presented in accordance with an interdisciplinary, integrated and active approach to learning.
The aim of this study was to investigate the role a learner activity plays in the decisions learners make to live more in the interest of the sustainability of the environment. Three schools that are engaged in the project Build capacity for life were selected. The project aims at implementing an environment management system at the schools by means of which the environment forms an integral part of school management and of the curriculum.
The study is performed as a qualitative case study in which data was collected by means of observation, focus group sessions and interviews. The learner involvement in the staging of an activity that dealt with energy consumption and the influence thereof on the environment was investigated. Firstly, the collected data was organised by means of matrixes and brain charts and then analysed with the help of plotting charts.
The findings indicate that learners are capable of recognising the relationship between electric energy, littering and air pollution. Learners are aware of the impact they as energy consumers have on the environment and could list methods according to which they creatively save energy on the school grounds and at their homes. Their performance is testament to a responsible attitude towards the environment and to the fact that they are convinced of the value of making people aware of environmental issues.
From this, it can be inferred that, should channels and structures exist at schools by means of which learners can gain access to the management of their schools, they would be able to make contributions to promoting the sustainability of the environment.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
37
Maxwell, Karen Elizabeth. "Designing the Plane While Flying It: A Case Study on Nursing Faculty Development during Academic Electronic Health Records Integration in a Small Liberal Arts College." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1930.
Full textAbstract:
The expectation of graduating nurses today is to be knowledgeable and responsive to rapidly changing technology in the health care environment. Although federal mandates, Institute of Medicine (IOM) recommendations, and nursing program accreditation initiatives are pushing an "informatics" healthcare agenda by promoting the implementation of electronic health record (EHR) systems by 2014 in all healthcare facilities, very few US nursing schools provide students with access and training in, EHR systems. In addition, nursing faculty may not have a clear understanding of healthcare informatics; the use of information and technology to communicate, manage knowledge, mitigate error, and support decision-making. Nursing education must address faculty issues related to this innovative paradigm in order to keep pace and participate as co-creators of relevant informatics technology curriculum that prepares graduates for real life workforce.
Understanding the challenges, concerns, and successes in implementing informatics may help nurse educators as they develop curriculum and teach in this environment. This case study explores and describes, with nursing faculty of a small liberal arts college, faculty knowledge, skills, and attitudes (KSAs) as they participate in an action research framed curriculum development program for informatics academic EHR (AEHR) integration. The research question:What is the experience of nursing educators and nursing faculty members involved in the integration of an AEHR project framed in the Learning by Developing model at a small liberal arts college school of nursing?
Significant insights as participants in the study influenced nurse educators' ideas regarding collaborative curricular design, meaningful assignments, and the importance of feedback.
38
Malheiro, Diana Mazo. "Sugestões complementares para o ensino de números fracionários tendo por base a organização proposta pelo Estado de São Paulo após a nova proposta curricular." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10868.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:57:06Z (GMT). No. of bitstreams: 1
Diana Mazo Malheiro.pdf: 6282691 bytes, checksum: a46fef7e4a9774bb3feb0dedf10ab1f7 (MD5)
Previous issue date: 2011-05-19Secretaria da Educação do Estado de São Paulo
This study aimed to draw up a supplementary material for teachers in state schools of São Paulo, making suggestions for the teaching of fractional numbers. To prepare this material analyzed the organization of the notebook of teacher and student, developed and proposed by the Ministry of Education of São Paulo, for the teaching of fractional numbers in the 5th and 6th grade (6 and 7 years) Elementary School Second Cycle, in use since 2008. This analysis relied on studies and research in mathematics education and has a theoretical semiotic representation of the records of Raymond Duval (2003) and the meanings of fractional numbers: part-whole, measure, quotient, ratio and operator
Este estudo teve por objetivo analisar o material sugerido para professores da rede estadual de ensino do Estado de São Paulo, apresentando de possíveis sugestões para o ensino de números fracionários. Para elaboração deste material analisamos a organização do caderno do professor e do aluno, desenvolvido e proposto pela Secretaria da Educação de São Paulo, para o ensino dos números fracionários, na 5ª e 6º série (6º e 7º ano) do Ensino Fundamental ciclo II, em uso desde 2008. Esta análise contou com estudos e pesquisas em Educação Matemática e teve como referencial teórico os registros de representação semiótica de Raymond Duval (2003) e os significados dos números fracionários: parte-todo, medida, quociente, razão e operador
39
Hoskyn, Constance Elizabeth McDaniel. "Enhancing reading comprehension rates: comparing following along and not following along during listening-while-reading interventions in middle school and junior high school students with disabilities." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-02122010-134921.
Full text
40
Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.
Full textAbstract:
This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
41
Sweeney, Fleurette. "From sound to symbol : the whole song as curriculum, the whole child as pedagogue, observation as methodology." Thesis, 2002. http://hdl.handle.net/2429/13564.
Full textAbstract:
'There is more to a song than meets the ear' to paraphrase an old adage. This
'more' refers particularly to certain songs in which the acoustic properties of the music
move in confluence with spoken English. This 'more' refers to a particular process
through which children learn songs, and once learned engage with them as objects of
thought and represent them in symbol. This 'more' refers to particular songs as events
aptly suited to circumscribe the temporal/spatial, perceptual/motor, emotional/social,
imaginative/cognitive engagement of children-as-learners.
The dissertation is a narrative in which the author traces the story of her
transformation from being a successful symbol-to-sound music teacher, to becoming a
sound-to-symbol educator of children and the teachers of children.
42
Schmidt, Irene Elinor. "Whole language and personal practical knowledge : the dynamics of curriculum ownership." 1992. http://hdl.handle.net/1993/17513.
Full text
43
Kuong, Wai-Fong, and 鄺慧豐. "The Whole Language Approach on Using Curriculum in Intermediate Chinese Practicum." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20991182746322839215.
Full textAbstract:
碩士文藻外語大學
華語文教學研究所
103
This study was designed to investigate the Whole Language Approach in the Chinese language teaching intermediate essentials, planning a six-week intermediate Chinese teaching design. This study used questionnaires, interviews and triangulation, and collected a full seven principles of instructional design theory of language: first, courses must be integral to part; second, a student-centered, because learning is the active construction of knowledge by students; third, courses for students now make sense and purpose; four, students have social groups; five, courses both spoken and written, speaking and writing while developing; six, curriculum should be up students starting school with a known unknown; seven, teachers to demonstrate the student's confidence to expand the potential of students, the seven principles of the present study is teaching design. The study found that seven theory of "learner-centered" headed. Instructional Design for intermediate learners of Chinese, summarized the following conclusions: First, make the best use of existing Chinese learners' knowledge and compare the teachings conjunction synonyms, so that students understand the meaning in texts teaching points, two, using a mind map learning topics, Third, teachers and provide relevant learning materials through meaningful questions.
44
Harnsedtakan, Thiradej, and 韓融衛. "Applying the Whole Language Principle to Chinese Curriculum Design for Thai Kindergartens." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14523731760592182736.
Full textAbstract:
碩士國立臺灣師範大學
華語文教學系
103
As the consequence of China’s economic boom, there is an increased interest in learning Chinese around the globe, including Thailand. The greatest numbers of kindergartens in Thailand starting to teach Chinese shows that the age of learners of Chinese in Thailand has declined. One of the most commonly-used principles in kindergarten is the Whole Language Principle, even though with over 20 years in Thailand, but to be able to embody the essence of Whole Language is rarely seen. Therefore, this research attempted to integrate the concept of Whole Language Principle and design a set of Chinese courses for Kindergarten in Thailand, in order to increase the learning efficiency. This research adopted the Developmental Research method. First, the researcher reviewed the literatureas a basis for the curriculum design, including papers about the current situation of teaching Chinese in Thai kindergarten, Whole Language Principle, and Child Language Learning Theories. Second, the researcher observed Chinese classrooms to analyze the current kindergarten Chinese teaching situation. Third, questionnaire survey was given to the parents to obtain their satisfaction and needs relating to preschool Chinese curriculum as “need analysis”. Fourth interviewed teachers to obtain their views on Chinese class for kindergarten, and then developed a Chinese course syllabus and examples, based on the above information. Fifth, researcher conducted experimental teaching. Last, commented on the experimental teaching and revised the design. The results of the study are as follows: 1) Even though a number of kindergartens have attempted to develop their Chinese curriculum, with some of them being quite effective, there are still some problems that need to be solved. 2) The results of the need analysis found that, the needs of the parents correspond to Whole Language Principle, such as the contents are related to the student’s life, the teacher should teach listening, speaking, reading and writing at the same time, the teacher should use Chinese more than Thai in classroom, etc. 3) From classroom observation, the researcher discovered that none of the classrooms shows the essence of Whole Language, and failed to put “from whole to part” principle into practice. 4) This curriculum design applied the Whole Language Principle, which emphasizes that language should be used in complete form, meaningful, and functional in learning situations. 5) After the experimental teaching, the researcher found that students are profoundly interested in the course, actively involved in classroom activities, and most of the students can master the taught content.
45
van, Kessel Irene. "All is One: Towawrd a Spirtual Whole Life Education based on an Inner Life Curriculum." Thesis, 2012. http://hdl.handle.net/1807/32842.
Full textAbstract:
The intent of this thesis is to understand how we as educators and learners in our Western system of education can bridge and heal the fundamental principles of a constructed divide embedded in our consciousness that continues to be reproduced in our Western academy. The primary goal is to make visible this divide that is based on the intellectualization of Western education in the absence of spiritual aspirations, thus revealing the potential of spiritual transformation within the academy and our everyday lives.
In my literature-based thesis research I explored, analyzed and discussed two bodies of literature: the historical intellectualization of Western education on the one hand, and, on the other, Eastern Philosophy with the emphasis on Higher Self Yoga, African Philosophy and North American Aboriginal Spirituality. I investigated these bodies of literature employing a research paradigm that has its foundation in a spiritual ontology and epistemology. I analyzed my findings using such methodologies as appreciative inquiry, content analysis and textual analysis, including anti-colonial and indigenous knowledges theoretical frameworks.
I found that the synthesis and integration of the inner life wisdom revealed in the three philosophies is an integral component fundamental toward a whole life vision of education, an educative vision that has the potential to serve as a catalyst to open the gates for life-enhancing change in the academy and our everyday lives.
Change implies becoming aware of our true origin, who we truly are, and what our intrinsic purpose is. Change implies becoming aware of humanity’s accelerated transition toward a higher level of spiritual planetary consciousness, a spiritual evolution as an inner quest of unity with nature, the larger human community, the universe, and the divine Source itself. Change implies whole life educational processes, inclusive of the unfoldment of inner life wisdom, the authority of the human spirit, and the sense of divinity, as useful bridging work in healing the divide in our aware consciousness and our educational institutions. Whole life change needs to be the responsibility of academic education, as well our self-responsibility of realizing ourselves as citizen of the world living within one-world consciousness. All is one.
46
楊可玉. "Curriculum Design of Preschool Chinese Summer Camp: Based Upon the Concepts of Montessori and Whole Language." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/bs3uu8.
Full textAbstract:
碩士國立臺灣師範大學
華語文教學研究所
97
As the rise of Asian economy, Mandarine Chinese has become the number one choice of many non-Chinese people when they consider to learn a foreign language. Teaching Chinese as a second language has therefore been thought highly as a new rising specialized field. Meanwhile, although most people know the importance of language development in preschool stage, the education of Chinese languge to young children has not been paid much attention to. Researches have shown that children get great improvement in all aspects of lexicology, syntax, and semantics when they get into the later stage of language development. However, overseas Chinese children often expereince a cessation of Chinese language development while receiving preschool education with the strong language. This research has made a study of the language development and education of overseas Chinese children of age 3-6. The curriculum design of preschool Chinese summer camp program which is based upon the concepts of Montesorri and Whole Language is made to bring continuous interest and motive. Need analysis and situation analysis have been done by literature review, obersvation, survey of current teaching materials and Chinese summer camp program in operation, and interviews with parents, Chinese school teachers, expatriate teachers, executive officer of overseas compatriot education, experts, and preschool teachers.
47
Shih, Meng-Ho, and 施孟和. "The Evaluation of the Whole Curriculum Projects of the Schools in the Nine-Year Compulsory Curriculum--Examples of the Elementary Schools at Kaohsiung City." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/41149414773390861933.
Full textAbstract:
碩士國立中山大學
教育研究所
90
The Evaluation of the Whole Curriculum Projects of the Schools in the Nine-Year Compulsory Curriculum--Examples of the Elementary Schools at Kaohsiung City. Meng-Ho Shih Abstract This study aims at evaluating the whole curriculum projects of the elementary schools which put Nine-Year Compulsory Curriculum into practice at Kaohsiung City. The subjects of this study contain the whole curriculum projects of eighty-six elementary schools at Kaohsiung City in 90 academic years. The collective data are analyzed by qualitative and quantitative methods. And the methods of this study are the analysis of documents, the analysis of subjects and interviews. The results of this study include the following and here also propose some concrete suggestions according to the results. 1.Investigating the process that Bureau of Education of Kaohsiung City examinates and executes the whole curriculum projects of the elementary schools. 2.Establishing the criterions of evaluating the whole curriculum projects of the elementary schools which put Nine-Year Compulsory Curriculum into practice. 3.Evaluating the whole curriculum projects based on Nine-Year Compulsory Curriculum Guideline. 4.Investigating the problems of learning objectives and competence indicators within the curriculum projects for the elementary schools. 5.Investigating the problems of the integrated curriculum within the curriculum projects for the elementary schools. 6.Investigating the version of textbooks which each learning area use and the implementation of the curriculum projects for the elementary schools. 7.Proposing suggestions for improving the whole curriculum projects and Nine-Year Compulsory Curriculum to the authorities of education and schools according the findings of this study. Keywords：Curriculum Evaluation Nine-Year Compulsory Curriculum Curriculum Project
48
Jung, Chen Szu, and 陳思融. "Effects of Whole Language Instruction and Direct Instruction on Functional Language Curriculum for Students with Mental Retardation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/61851768715118128929.
Full textAbstract:
碩士國立高雄師範大學
特殊教育學系
95
The purpose of the study was to explore and compare the effects of whole language instruction and direct instruction on functional language curriculum for four junior high school students with mild or moderate mental retardation. The methodology was alternating treatment design of single subject research, and the data analysis was visual inspection. The independent variables were whole language instruction and direct instruction. The dependent variables were the percentage of participants’ correct responses after instructions. Participants’ responses were measured by reading and writing ability tests. The reading ability tested included Chinese character identification, lexical comprehension and article comprehension; the writing ability tested included Chinese character writing, lexical usage and sentence writing. The findings of the study are: 1.Four participants’ reading and writing abilities are improved by both instructions. 2.Participants’ individual characteristics determine the effects of the two instructions. For participants with better literacy or comprehension ability, there is no difference between the two instructions’ effectiveness. For participants with lower literacy or comprehension ability, direct instruction is more effective on their functional language curriculum learning. According to the findings, suggestions for future research are proposed.
49
Oosthuizen, M. P. (Marthinus Phillipus). "An investigation into facilitating learning via the whole brain model in the Study Unit of Toothmorphology." Diss., 2002. http://hdl.handle.net/2263/30413.
Full textAbstract:
Please read the abstract in the section 00front of this documentDissertation (MEd (Curriculum, Instructional Design and Development))--University of Pretoria, 2007.
Curriculum Studies
unrestricted
50
Neves, Ana Cristina Trindade. "A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum." Thesis, 2009. http://hdl.handle.net/1807/18107.
Full textAbstract:
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.