Tesis sobre el tema "Curriculum-based learning"
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Rasori, Tina Marie. "Becoming historians a project-based learning curriculum /". Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.
Texto completoTitle from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).
Lamb, Darren Hayes. "Project based learning in an applied construction curriculum". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.
Texto completoBrown, Steven A. "Evaluating leadership development curriculum based on learning contract feedback". Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.
Texto completoReddy, Sarasvathie y Sioux McKenna. "The Guinea pigs of a problem-based learning curriculum". Routledge, 2016. http://hdl.handle.net/10962/66730.
Texto completoParticipants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
Buchanan, Carolyn Alma 1934. "AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291993.
Texto completoYip, Chi-sio y 葉{213d7e}兆. "Students' perceptions of project learning through a school-based curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27588580.
Texto completoWong, Kin-hang y 黃健行. "Implementation of problem-based learning in junior secondary science curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.
Texto completopublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Molnar, Michelle Lynn. "Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community". Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193354.
Texto completoЛобода, Андрій Миколайович, Андрей Николаевич Лобода, Andrii Mykolaiovych Loboda, T. Poulton, P. Bamidis, S. Tabagari, G. Derbissalina y N. Schavlakadze. "Curriculum transformation in the ePBLnet project: Is modernisation by "repurposing" from another curriculum worth thr effort? What is the best way to do it?" Thesis, The Association for Medical Education in Europe (AMEE), 2014. http://essuir.sumdu.edu.ua/handle/123456789/36651.
Texto completoePBLnet - это финансируемый ЕС надрегиональный проект, включающий страны Восточной Европы, Юго-Восточной Азии и Кавказа. Он включает модернизацию программы медицинского обучения в шести университетах Грузии, Украины и Казахстана с целью создания единой образовательной сети и ее распространению по всей Евразии. Карагандинский, Астанинский, Давид Твилдиани и Запорожский Медицинские университеты, а также Сумской и Кутаиский государственные университеты разрабатывают Проблемно ориентированные учебные программы для перехода к системе обучения с большей составляющей клинической практики, чем ранее использовавшиеся предметно ориентированные программы. Университет Святого Георга, Университет Никосии и Университет Аристотеля в Салониках являются партнерами в этой трансформации, которая основана на учебной программе университета Святого Георга и включает интерактивное Проблемно ориентированное обучение с помощью технологии "виртуального пациента". Преимущество совместного подхода к такой трансформации в том, что постсоветские страны сохраняют подобные образовательные структуры и сталкиваются с аналогичными проблемами, что дает возможность для межинституциональных решений. Тем не менее есть много культурных особенностей (социальных, общественных, медицинских)при адаптации учебного плана, предоставленого Великобританией. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/36651
ePBLnet is an EC-funded supra-regional project across Eastern Europe, South-East Asia and the Caucuses. It is modernising the medical curricula in six institutions in Georgia, Ukraine and Kazakhstan, with a remit to build networks and develop dissemination activities to form a sustainable network across EurAsia. Karaganda, Astana, David Tvildiani and Zaporozhia Medical Universities, and Sumy and Kutaisi State Universities, have chosen to develop a Problem Based Learning (PBL) curricula, moving to learning styles with greater relevance to clinical practice than their previous subject-based didactic curricula. St George’s University, University of Nicosia and Aristotle University of Thessaloniki are partners in this transformation, which is based on the St George’s curriculum and includes an interactive PBL using ‘virtual patients’. An advantage of a consortium approach to these developments, is that post-Soviet countries retain similar educational structures and face similar challenges and opportunities for crossinstitutional solutions. Nevertheless there are many cultural issues (social, societal, healthcare), in adapting a UK curriculum. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/36651
Buda, Sharon Liddell. "Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.
Texto completoFry, Jana. "The Effect of a Change Facilitator on Project-Based Learning Curriculum Design". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984230/.
Texto completoRichardson, Karen Work. "Looking at/looking through: Teachers planning for curriculum -based learning with technology". W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154152.
Texto completoGreen, Darrell W. "Authentic Learning in Engineering Technology Through the use of a Technology and Learning Matrix Based Curriculum". NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/545.
Texto completoSloan, Connor J. "Destination education: A place-based look at the influences of school gardens". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/15.
Texto completoMoore, Patricia Ann. "Teachers as disseminators of object-based learning, curriculum development for an art museum-based, inservice program". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/MQ50353.pdf.
Texto completoCullen, Lorraine Ann. "Leading curriculum change : developing inquiry based teaching and learning in a primary school". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14288/.
Texto completoNadershahi, Nader A. "Assessment of case-based integrated learning as a part of dental curriculum reform". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/97.
Texto completoSlater, Charles. "Medical students' recognition of core knowledge in a supported problem-based learning curriculum". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11215.
Texto completoThis study aims to achieve insight into how students identify core knowledge in a supported problem-based learning (PBL) medical curriculum. Self-directed learning and an emphasis on the clinical relevance of core knowledge are features of this curriculum.
Marulcu, Ismail. "Investigating the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines". Thesis, Boston College, 2010. http://hdl.handle.net/2345/1532.
Texto completoThis mixed method study examined the impact of a LEGOTM-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K-12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Harris, Molly Ann. "Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology Laboratory". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HarrisMA2009.pdf.
Texto completoTang, Cecilia Han-Lian McDonald Scott P. "Creating a problem-based learning unit how curriculum development affects science teachers' understandings of reform-based pedagogies /". [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-31/index.html.
Texto completoToland, Catherine K. "Implementing Proficiency-Based Learning: Perspectives Of Three Vermont High School Social Studies Teachers". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/673.
Texto completoLennon-Dearing, Robin, Joe Florence, Linda Garrett, Ivy A. Click y Suzanne Abercrombie. "A Rural Community-Based Interdisciplinary Curriculum: A Social Work Perspective". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6371.
Texto completoStewart, Priscilla Anne. "So . . . We're Going for a Walk: A Placed-Based Outdoor Art Experiential Learning Experience". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7543.
Texto completoNutbrown, Cathy. "A case study of the development and implementation of a nursery curriculum based on schematic theory". Thesis, Sheffield Hallam University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281656.
Texto completoMohoric, Lauren E. "Restructuring to a Substantial Choice-based Art Curriculum". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent15877419441678.
Texto completoRazak, Aishah Abdul. "Enhancing teaching and learning using digital games-based learning (DGBL) within the curriculum for excellence (CtE) : an exploratory study". Thesis, University of the West of Scotland, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751390.
Texto completoLai, Chun. "An exploration into factors that affect student perception of their online foreign language learning experience". Diss., Connect to online resource - MSU authorized users, 2006.
Buscar texto completoTitle from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 125-131). Also issued in print.
Seitz, Amy Elizabeth. "WILD RESEARCH: DEVELOPMENT OF INQUIRY-BASED CURRICULUM FOR THE CINCINNATI ZOO & BOTANICAL GARDEN". Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1164212560.
Texto completoRose, Alfred Paul. "Leadership for curriculum change : implementation of resource-based learning in Green Bay integrated school district /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36175.pdf.
Texto completoRasheed, Michelle Christian. "Learning in Place: Teachers' Experiences with a Place-based Language Arts Curriculum in Rural Appalachia". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103051.
Texto completoDoctor of Philosophy
This qualitative case study examined teachers experiences with a language arts curriculum for high-poverty rural gifted students. The study focused on one rural Appalachian school district where 16 elementary teachers working in eight schools implemented the Promoting PLACE in Rural Schools curriculum with third- and fourth-grade students. Methods included analytic induction and thematic coding of four distinct sources of evidence: fidelity logs, observation documents, questionnaires, and an interview. These sources were used to generate understandings about how teachers perceived their experiences with a rural specific curriculum designed for gifted students. These understandings suggested existing barriers influence implementation and impede students from access to the curriculum in its entirety. Insights from this case study offer implications for practitioners, administrators, policymakers, community members, and researchers to mitigate instructional challenges and increase students' access to place-based gifted curriculum.
Sari, Rahim. "A Suggested English Language Teaching Program For Gulhane Military Medical Academy". Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1136845/index.pdf.
Texto completolhane Military Medical Faculty and suggest a new program based on the Monitor Model. The study, as an example of a systematic study of a language program and that of a proposed syllabus, is expected to aid the practice of English Language Teaching in Turkey. The data sources were 230 students, 25 doctors and 7 teachers. The data analysis showed that students do not like the contents of the course books. Students reported speaking and reading as priority skills. To understand and translate medical material, to get an overseas assignment, to talk to foreigners and to follow lectures were the common language-related goals. Students&
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needs and goals and available resources were surveyed and a new second language teaching program was suggested for Phase 1. A general curriculum model and a program design model were also suggested together with the syllabuses for Phase 1. In the suggested program, grammar, writing and other conscious learning activities are separated from comprehension or (subconscious) acquisition-based activities. The suggested design has three topic-based syllabuses organized in modular format for three levels: Advanced, intermediate and elementary. For the majority advanced level classes new materials need to be developed and for elementary and intermediate levels new course books are suggested. A sample module was prepared, piloted and the results are discussed. The piloted module was found better than the previous form of the lessons both by the students and the teachers.
Kim, Nam Ju. "Enhancing Students’ Higher Order Thinking Skills through Computer-based Scaffolding in Problem-based Learning". DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5488.
Texto completoBoland, Josephine Anne. "Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland". Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/5804.
Texto completoZollinger, Steven Ray. "The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4120.
Texto completoPhuthi, Nduduzo. "Enhancing quality academic practice through integrated industry-based learning". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24125.
Texto completoThesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
Mdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
Texto completoCockerham, Deborah Pyle. "The Impact of an Inquiry-Based Learning Curriculum upon Digital Awareness and Well-Being among Adolescents with Learning and Attentional Disabilities". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609162/.
Texto completoHurk, Maria Mathea van den. "Individual study in problem-based learning studies on the relation between individual study and curriculum characteristics /". [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 1999. http://arno.unimaas.nl/show.cgi?fid=6876.
Texto completoYang, Sin-Ru y 楊欣儒. "Practice Place-Based Bunun Textbook: Using Project-Based Learning Curriculum". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18853131738846852671.
Texto completo靜宜大學
生態人文學系
104
The main purpose of this research is to provide a set of teaching material for those who are planning to apply environmental education course in Bunun Tribe with Project-Based Learning (PBL). This set of textbooks are mainly according to the module of “Protecting Environment Deeply.” This course combines with PBL and Place-Based Education (PBE), and the major characteristic of this module is combing the feature of Bunun Tribe. The lesson plan is base on the Grade 1-9 Curriculum Guidelines of Ministry of Education. According to the result of demonstration, the feedback from students, file analysis and so on, the research team makes a further modification of the module and compiles this set of textbooks. Hope to provide a teaching guideline for those who would like to design the lesson of PBE for this area. It would be more mature and can adapt to the environment issue when developing the relative teaching material. This set of textbooks including: 1. “Protecting Environment Deeply” teacher’s manual 2. “Protecting Environment Deeply” student’s manual
Pansini-Murrell, J., Melanie Haith-Cooper, Phipps Fiona E. MacVane y D. Ball. "Implementing Problem Based Learning in a Midwifery Curriculum". 1998. http://hdl.handle.net/10454/6743.
Texto completoLi, Yong-Xin y 李永信. "Competency-Based Curriculum: The Research of Project-Based Learning Competence Indicators". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8buyuj.
Texto completo國立彰化師範大學
工業教育與技術學系
104
The research is to explore the relations of three topics, including “competency-based curriculum (CBC)”, “project-based learning (PBL)” and “competence indicators” (CI). Research has three purposes: (1) understanding the current situation and the emerging trends of PBL and CI by Science and Technology Text Mining; (2) develop, construct and confirm the hierarchy of PBL competence indicators; (3) understanding the relative important of PBL competence indicators. The research methods includes three steps: (1) Using the application of Web of Science (WoS) and CiteSpace, to analyze the current situation and the emerging trends of PBL and CI; (2) Using the Fuzzy Delphi method (FDM) and fuzzy Semantic Scales Method (FSSM), to confirm the hierarchy of PBL competence indicators; (3) Using the Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Semantic Scales Method (FSSM), to evaluate relative weight value of PBL competence indicators. The research results includes three aspects: (1) by mining the WoS Core Collection, located 522 references of PBL, and 1343 references of CI, then, by using the applications of WoS and CiteSpace, to identify the main emerging trends and reflect on the current status of PBL and CI; (2) through 15 experts in related fields of PBL, and using FDM and FSSM to identify the hierarchy of PBL competence indicators, including three dimensions (knowledge, skills and attitudes which had ten competence indicators); (3) through 15 experts in related fields of PBL and CI, and using FAHP and FSSM to evaluate the relative weight values of PBL which has three dimension (knowledge, skills and attitudes), and the relative weight value are 0.340, 0.321 and 0.339. The contribution of the research has three aspects: (1) by Science and Technology Text Mining of PBL and CI, to provide a knowledge map for researchers and practitioners; (2) using FDM, FAHP and FSSM are innovative research methods; (3) the hierarchy of PBL competence indicators is an important reference for analysis, design, development, implementation, and evaluation of CBC.
Haith-Cooper, Melanie, Phipps Fiona E. MacVane, J. Pansini-Murrell y D. Ball. "Problem Based Learning in a Women-centred Midwifery Curriculum". 1999. http://hdl.handle.net/10454/6728.
Texto completoHaith-Cooper, Melanie, Phipps Fiona E. MacVane, J. Pansini-Murrell y D. Ball. "Implementation Of Problem Based Learning in a Midwifery Curriculum". 1999. http://hdl.handle.net/10454/6742.
Texto completoMdaka, Mzamani Jully. "Mathematics teaching and learning on Outcomes Based Education and Curriculum 2005". Thesis, 2007. http://hdl.handle.net/10539/2052.
Texto completoThis study seeks to establish if teaching Grade 7 Algebra accords with Outcomes Based Education [OBE] in a sample of three state primary schools in a province, South Africa. Following the methods of illuminative evaluation the researcher looked for ‘matches’ and ‘mismatches’ between what was planned in an OBE text with what ‘actually happens’ in classroom teaching to gauge if the shift to outcomes has taken place in teaching Mathematics in these schools, and make recommendations to improve. Data was collected using document analysis to establish how percentages was planned to be taught by teachers and using naturalistic observations with follow-up probing interviews to establish how this teaching actually took place in classrooms. The data was checked by questionnaire data seeking the views of educators doing this teaching. The data showed 5 Patterns in this teaching, one only according with planned OBE teaching, 2 other Patters where teaching was more-or-less as intended, and 2 further Patterns where teaching failed to accord with the OBE text. Just over half the teachers or 58% of the sample seemed to have shifted to OBE, and less than half or 42% of educators seem not to have done so. Primary amongst the findings is that educators failed to teach Mathematics conceptually first as planned, preferring in a variety of ways to omit conceptual explanations by way of introduction to lessons in favour of ‘guiding examples’, ‘group work’ and ‘report back’, ‘teacher and learner assessment’ and ‘concluding exercises’, the six categories which emerged for teaching in these lessons. The study recommends primarily that educators re-claim teaching Mathematics conceptually first, and prior to completing examples and giving exercises to learners. It concludes that fewer educators than expected seem to have shifted towards OBE teaching in these Mathematics classrooms, 6 years into the national innovation, C 2005.
Pansini-Murrell, J., Phipps Fiona E. MacVane, Melanie Haith-Cooper y D. Ball. "The Integration of Problem-Based Learning Within a Feminist Curriculum". 1998. http://hdl.handle.net/10454/6744.
Texto completosheng-yu, chen y 陳勝裕. "An Action Research of the School-based Curriculum — How a Learning-path Curriculum was Developed". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/03903041142927798102.
Texto completo臺中師範學院
自然科學教育學系碩士班
92
In this study, the researcher explores the schoolyard learning-path curriculum was developed for the third grades in elementary school. The study results in both the change of student learning and the promotion of professional knowledge. Which was implemented by constant refection and modification. While the difficulties of curricular development arose, the relevant strategies were formed accordingly. A collaborative action research, which was teamed up by the researcher himself and the other fourteen colleagues, aims at the development of a learning-path located in the schoolyard. It involved participation observation, interviews with students and document collections. All the process was circulated through curricular design, implementation, and reflection. The difficulties of the curricular development can be classified into three groups, including working-sheet design, teaching strategies, and student problems. They were solved by teacher reflection and teamwork. While the curriculum was implemented, the difficulties confronted were either from the problems of instruction or administrative support. The problems of instruction were conquered by classroom observations, well preparation, and mastery of class management. In respect with the administrative support, the remedy was to provide support for instruction, taking best advantage of available helping resources, relevant workshops, and the enhancement of teacher ability for curriculum development. The change of student learning can be further detailed in the improvement of taking care of campus, enjoy learning to take an active interest in the resources on their campus, the progress of thinking and expression, the increase of problem-solving capacity, and being able to cooperate with peers. Also come up with the development was the promotion of professional knowledge for the teachers who understood the importance of the school environmental resources, conversations between the teachers, curriculum design, and the sense of achievement. Several suggestions are made in regard to three aspects. In terms of the curriculum and instruction, first of all, teachers should prepare well before the implement of school-based curriculum; secondly, students’ prior experience should be concerned; thirdly, it is possible to integrate local education and environmental education. When it refers to teachers, the desire to do the advanced study is necessary. Teachers need timely support and encouragement from the school administrative system, which can also facilitate in integrating variant teaching resources, reorganizing the ways of in-service teacher training, and the implement of curriculum evaluation.
Stec, Thomas L. "Group process in the context of a problem-based learning curriculum". 2004. http://purl.galileo.usg.edu/uga%5Fetd/stec%5Fthomas%5Fl%5F200412%5Fedd.
Texto completoHsieh, Jing-Yi y 謝靚怡. "Effects of Curriculum-Based Dynamic Assessment on Students WithMathematical Learning Difficulties". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/82684084706115259293.
Texto completo國立臺北教育大學
特殊教育學系碩士班
94
Abstract The purpose of this study was to explore the effects of curriculum-based dynamic assessment on three 5th-grade elementary subjects, with mathematical learning difficulties. The study implemented curriculum- based dynamic assessment to collect the data that the students with mathematical learning difficulties had the progress space in their abilities, to clarify what were students' learning difficulties, and to assist in making the students' education decision. The researcher used Lidz’s (1991) curriculum- based dynamic assessment. Assessment device is pretest-mediation-posttest. Based on the delayed multiple baseline across subjects design, data were analyzed by visual analysis, interobservers’ agreement, teaching journal and interviews.The main findings of this study were as follows: 1. The subjects’ modifiability index can be promoted by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 2. The subjects’ learning behaviors can be promoted by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 3. The subjects’ response to mediation can be promoted by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 4. Being compared posttest with pretest, the subjects can be promoted obviously by curriculum-based dynamic assessment, and the effects of this experiment intervention on subjects were good. 5. After the mediation of curriculum-based dynamic assessment, the subjects’ mathematical learning difficulties had been reduced. So the subjects’ previously mathematical learning difficulties might be caused by the elements of external environments. The subjects had been classified external learning problems, so they can move through level 2 or 1. Finally, Several suggestions were provided for future practice and research.
Iemjinda, M. "Task-based learning and curriculum innovation in a Thai EFL context". Thesis, 2003. https://eprints.utas.edu.au/15794/1/1Iemjinda_Front_matter.pdf.
Texto completo