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Tesi sul tema "Curriculum Studies"
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1
Beheshti, Jamshid. "Library and Information Studies Curriculum". ALA, 1999. http://hdl.handle.net/10150/105051.
Testo completoAbstract (sommario):
Based on a presentation at the 27th Annual Conference of the Canadian Association for Information Science, June 9 - 12, 1999.This exploratory study attempts to map the curricula of the ALA accredited LIS programs to provide a better understanding of the nature of LIS education as is currently prevalent in the United States and Canada. The mapping methodology is based on clustering keywords of individual course titles and course descriptions from each LIS program. Hence, the study provides a relatively accurate snapshot of the curricula through a concept intensity map of the subjects being presently taught in LIS programs. It is hoped that the map will contribute to discussions in designing a more cohesive LIS education.
2
Petersen, Neal Theo. "Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.
Testo completoAbstract (sommario):
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.This study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
3
Jallad, Majid Zaki. "The Islamic studies curriculum in Jordan". Thesis, University of Manchester, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676530.
Testo completo
4
Khalsa, Sat Bir Kaur. "Incorporating Disability Studies: Revising the introductory women's studies course curriculum". Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/291543.
Testo completoAbstract (sommario):
In this thesis, Incorporating Disability Studies: Revising the Introductory Women's Studies Course, I emphasize scholarship from Disability Studies that draws on feminist scholarship. I analyze introductory women's studies courses, using on-line syllabi only, and demonstrate the lack of Disability Studies work within the introductory courses. When analyzing Disability Studies courses for themes and required texts, I discover a rich field of feminist Disability Studies scholarship. I explore the historical trajectory of the development of the "social model of disability," as well as how it differs from the traditional "medical model." I examine the influence of feminist theory on issues of language, identity, embodiment, and sexuality within Disability Studies scholarship. I reveal the omission of Disability Studies perspectives from feminist scholarship. When revising, I offer scholarship that reflects themes noted as significantly important to Disability Studies scholars. Building a URLography, I provide brief annotations to web addresses that also contribute to incorporating Disability Studies material into the introductory women's studies course.
5
Tsai, Ching-Tien. "Approaches to curriculum development : case studies of innovation in the social studies curriculum in the UK and Taiwan". Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309938.
Testo completoAbstract (sommario):
There are ten chapters in this thesis. Chapter One introduces the context of the research, with particular reference to national spirit education and the social studies curriculum in Taiwan and raises the general research questions on the basis of a preliminary study of the field. Chapter Two deals with methodological issues in a contemporary historical inquiry into cases of curriculum development in social studies in the UK and Taiwan. This involves a discussion of contemporary history, of case study of curriculum development, of cross-site analysis, of curriculum scholarship, and of the process of cross-cultural understanding. Chapters Three to Eight present six cases of social studies curriculum development in Taiwan and UK: the Chou-shan Model, Pan-chiao Model, and Nan-hai Model in Taiwan; the Humanities Curriculum Project, the dissemination of Man:A Course of Study in the UK, and the subject of History in the National Curriculum in England. They describe the background of the individual projects and their approaches to curriculum planning, change, processes of curriculum development, dissemination and evaluation. Chapter Nine is a cross-site analysis based on the six cases. This focuses on issues to do with the notion of cultural selection, curriculum control, social values, curriculum material, pedagogical method, the role of teachers in the process of curriculum development, the professional culture of teachers, teachers as subverters, the involvement of teacher training in dissemination, and the contribution of evaluation. Chapter Ten sets out a number of conclusions, in which it is recognised that curriculum projects in social studies, as cultural developments located in particular historical, social cultural settings, need to be understood in their contexts. Nevertheless, the cross-site analysis of these six cases appears to support certain retrospectively derived principles for curriculum development which appear to cross the cultural borders of the UK and Taiwan.
6
Cheng, Sze-chiu, e 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.
Testo completo
7
Callahan, Cory Saye John W. "Educative curriculum materials". Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.
Testo completo
8
Burke, Michael Terence. "Religious education as a multi-process curriculum". Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19685.
Testo completoAbstract (sommario):
Annexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.Bibliography: pages 181-187.
Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.
9
Leung, Lai-yung, e 梁麗容. "Value orientations in junior secondary social studies curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961095.
Testo completo
10
Leung, Lai-yung. "Value orientations in junior secondary social studies curriculum". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.
Testo completo
11
Lo, Tang Yim-man, e 羅鄧艷文. "A study of the dissemination activities used in a centralized education system: the case of the new 1989certificate level geography curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955824.
Testo completo
12
Mutch, Carol Anne, e n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.
Testo completoAbstract (sommario):
In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.
13
Syed, Zin Sharifah Maimunah. "Curriculum innovation - case studies of man and the environment in the Malaysian primary school curriculum". Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236385.
Testo completo
14
Mutch, Carol Anne. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365398.
Testo completoAbstract (sommario):
In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
15
Leung, Kwok-wing, e 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.
Testo completo
16
Stefan, Daniela Cristina. "Developing a framework for an undergraduate haematology curriculum in a Faculty of Health Sciences". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3187.
Testo completoAbstract (sommario):
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate. The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum. To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice. The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum. The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These iv findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum. For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines.
AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word. Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk. Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui. Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.
17
Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)". Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.
Testo completo
18
Rafea, Ahmed Mohammed. "Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.
Testo completo
19
Tejeda, Victoria Alexandria. "Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579066.
Testo completoAbstract (sommario):
The social studies curriculum has been shifting and developing since the inception of the subject itself. Current trends continue to move toward more inclusion of previously excluded cultures, religions, and experiences, as well as a more student-centered curriculum. This has not been a smooth transition, however, as some attempts continue to seem inadequate and others are met with continued conservative backlash. This thesis examines this shifting curriculum through the lens of well-remembered events from time spent as a student and a student teacher in social studies classrooms. An analysis of these experiences and related literature leads to an investigation of the possible implications for teachers and teacher education programs.
20
Meier, Lori T. "Spaceflight in the Curriculum: Social Studies as the Seeds for STEM". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5900.
Testo completo
21
Rock, Jeana T. "Teaching Another Literacy Across the Curriculum". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1866.
Testo completoAbstract (sommario):
Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing media literacy principles appropriate to each teacher's field of study in order to facilitate better student understanding and application of media literacy as well as discipline-specific knowledge and skills. Results indicate positive development for the participants in using media literacy in their current instruction if adequate time and technology resources are available and that professional development groups for teachers of various content areas are an effective way to introduce them to media literacy.
22
Banks, Vicki Kaplan. "Florida social studies leaders' perceptions regarding an afrocentric curriculum". Doctoral diss., University of Central Florida, 1998. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/17202.
Testo completoAbstract (sommario):
University of Central Florida College of Education ThesisThe purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results of the survey were reported by using mean scores and frequency distributions. The Likert survery statements examined respondents' viewpoints with regard to diversity, Afrocentrism, and Eurocentrism. The results of the survey were used to infer the respondents' perceptions regarding the five research questions. 1. What was the perceived importance of considering the diverse nature of an ethnicity in respect to the development of curriculum and instruction? 2. What was the perceived level of interest regarding the incorporation of an Afrocentric perspective into the Social Studies Curriculum? 3. How did the respondents perceive the incorporation of an alternature curriculum maintaining diverse perspectives? 4. Did the respondents belive the social studies curriculum should be altered to cater to the learning styles of ethnic and cultural groups? 5. Was there a perceived need for diverse assessment techniques to gauge the academic success of students from various cultural and ethnic groups? The mean scores assigned to each research question indicated that the leaders in the social studies agreed that diverse cultures should be included within the mainstream curriculum and that alternative assessment techniques should be used to measure those ideas. However, there was little interest in permitting the ethnicity of the school's population guide curriculum and instruction decision. Furthermore, the leaders seemed more interested in a multicultural curriculum than a curriculum incorporating only an Afrocentric perspective.
Ed.D.
Instructional Programs
Education
Curriculum and Instruction
117 p.
ix, 117 leaves, bound : ill. ; 28 cm.
23
Perry, Stephanie Leigh Grimes Perry. "Curriculum studies the creative student a Winnicottian literary analysis /". Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/stephanie_l_perry/perry_stephanie_l_200901_edd.pdf.
Testo completoAbstract (sommario):
Thesis (M.S.)--Georgia Southern University, 2009."A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Marla Morris. ETD. Includes bibliographical references (p. 402-429)
24
Jooste, Susina M. "A curriculum framework for continuing professional development in culinary studies". Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.
Testo completo
25
Wolmarans, Nicolette Sarah. "The nature of professional reasoning: An analysis of design in the engineering curriculum". Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25654.
Testo completoAbstract (sommario):
Access to the practice of a profession is controlled by formal education structures. These structures are intended to induct future professionals into the specialised knowledge, skills and values that underpin that profession. Yet, despite meeting the academic requirements of a professional degree, many graduates struggle to 'apply' specialised knowledge when confronted with problems in professional practice. This is a study of the nature of knowledge as it is mobilised in professional reasoning. The case studied was located in engineering education, because knowledge relations tend to be more explicit in education than in practice. The data were collected from design projects located in two differently structured curricula in civil and mechanical engineering curricula. The research questions that directed the study were: 1. What is the nature of the reasoning involved when specialised disciplinary knowledge is recruited to develop specific, often concrete, artefacts? 2. What is the logic of progression in a trajectory of engineering design tasks in terms of the relation between knowledge and artefact? The study draws on two intellectual fields: models of professional reasoning and design thinking on one hand, and social realism in the sociology of education on the other. These traditions take different positions on professional reasoning. Design thinking is concerned with contextual detail and case precedent, while social realism in the sociology of education is concerned with conceptual coherence within knowledge specialisations and the power of generalisation. Both offer important insights into professional reasoning, but alone neither is adequate. The analysis was done using the semantics dimension of Legitimation Code Theory, LCT (Semantics), which required an adaptation in order to fully describe the significance of contextual detail evident in the data. The findings showed that specialised knowledge and contextual detail interact far more dialectically than previously assumed. This provides empirical insights for structuring curricula. Students can be more intentionally inducted into recontextualising academic knowledge for the purpose of solving contextually emergent problems. Theoretically the study contributes to the social realist school within the sociology of education by revealing its blindness to contextual detail and consequently offering a fuller understanding of the nature of regions. This has implications for other studies of professional knowledge and education.
26
Mokou, Goitsione. "By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25460.
Testo completoAbstract (sommario):
This research study was motivated by a research project which observed differences in achievement levels within the creative arts classroom between working class schools and middle class schools. These achievement gaps were largely attributed to inadequate pedagogue skills and content knowledge and the lack of adequate materials in working class schools. The research project sought a way to address this problem by initiating a 2-year pilot extracurricular project at one working class school by introducing a methodology, freespace, which sought to simultaneously bring in facilitators and practitioners who work in the creative arts and also to provide the resources needed. Freespace is described as an informal educational tool which draws its principles from popular education discourse. The purpose of this research study was to conduct a comparative analysis of the transmission of pedagogic discourse between the informal classroom (freespace) and the formal classroom; with a particular emphasis on the regulative discourse inherent to both practices. Furthermore, this research study sought to understand the sort of contribution that informal pedagogic practice might make to the formal creative arts classroom. In order to conduct this study I employed Bernstein's model of the pedagogic device to set out my research design. I also used his methodology of developing an external language of description for coding my data. I conducted interviews with pedagogues and classroom observation to collect my data. The interview data were coded using Maton's development of Bernstein's code theory, namely Legitimation Code Theory (Specialisation) using epistemic and social relations, to allow me to capture the values and intentions of the pedagogues (the intended curriculum). To capture the enacted curriculum, I used Bernstein's framing dimensions to code the data from the classroom observations. The findings of this research study suggest that the pedagogic discourse(s) of both the formal and informal context and their inherent regulative discourses privilege an ideal learner-knower. In conclusion, this research study seeks to suggest that while the cultivated gaze has proven beneficial with respect to inculcating learners into a given dominant discourse, particularly within the creative arts; that an argument can also be made for adopting a social gaze in this particular context (working class school) in order to a) allow learners to be adequately socialised into art practise and b) allow for a plurality of the epistemic in order that both the dominant gaze and notions of achievement and effective pedagogy might be disrupted.
27
Friederichs, Susan. "Teachers' and learners' perceptions, from four ex-Model C primary schools in Cape Town, on how and why computers are used in the Grade 7 classroom". Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6964.
Testo completoAbstract (sommario):
Bibliography: leaves 91-106.The proliferation of computers in education has been studied for many years (Kulik, 1983; Loveless 1996; Underwood & Underwood 1990) including therein a diversity of standpoints from the examination of the effects of the computer on learners to the influence of computers on learning, problem solving and achievement, as well as other aspects of schooling (as cited in Lauman 2000: 2). However, little attention has been afforded to address individuals' perceptions, namely those of teachers and learners, of the technology. Given the great investments by schools due to high expectations concerning the educational benefits of computers, it is important that such research be conducted. The purpose of this study was to investigate teachers' and learners' perceptions from four ex-Model C primary schools, on how and why computers are used in the Grade 7 classroom. The data was collected primarily by means of a questionnaire, which assessed the perceptions of teachers and learners re computer usage in Grade 7, with findings substantiated by observations and teacher interviews. The study found that: (1) most teachers were comfortable with using computers and expressed positive attitudes towards computer use; (2) teachers agreed that they integrate the computer into the classroom for student-centred learning, independent learning, as a research tool and as a communication tool; (3) teachers view the computer as optimally used for word processing, with importance placed on such skills; (4) teachers believe technology is an integral part of the process of educating their learners; and (5) teachers are of the opinion that their learners perceive the computer to be important, relevant, appealing, valuable, involving and needed. Analysis of the learner data revealed that: (1) learners express enjoyment with using the computer in Grade 7; (2) learners affirm the importance of computers as learning tools; (3) learners perceive that when undertaking tasks they enjoy on the computer they find the computer to be 'entertaining', while the worst thing about the computer is perceived to be 'computer malfunctions' and 'the age of the computer' (i.e. how old the computer was); (4) learners believe the computer has a positive impact on their school work; (5) learners perceive the use of the computer in Grade 7 to be important, interesting, exciting, meaningful and needed; and (6) they feel the computer is used to prepare them for their future. The findings of this study afford us a glimpse into how a sample group of South African teachers and learners in the ex-Model C primary school context, perceive computer use in the Grade 7 classroom. Further research with larger, more representative samples is recommended in this fairly untouched area of research, particularly in South Africa, as technology continues to take on a more significant role in South African schools.
28
Alexander, Joy. "An analysis of pre-service teachers' HIV/AIDS knowledge, attitudes and self-efficacy and their HIV/AIDS teaching tasks". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/7808.
Testo completoAbstract (sommario):
Includes bibliographical references.This dissertation examines the interface between pre-service teachers' HIV/AIDSknowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy. It is located within the models of teacher education which provides a conceptual framework to analyse HIV/AIDS pre-service teacher education. This study was conducted at the Cape Peninsula University of Technology's Faculty of Education which prepares pre-service teachers for primary school and high school teaching. It involved 68 first year foundation phase pre-service teachers in 2003. With the use of a qualitatively - based vignette probe, the pre-service teachers' intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was investigated. The same pre-service teachers' were assessed for their levels of HIV/AIDS knowledge, attitudes towards people with HIV/AIDS, and their self-efficacy with regard to reducing their own risk of HIV/AIDS infection, using a quantitatively based comprehensive questionnaire probe. The overall findings of the study revealed that the interface between the pre-service teacher's HIV/AIDS knowledge, attitudes and self-efficacy, and their intentions to teach HIV/AIDS knowledge, attitudes and self-efficacy was inconsistent. The results highlighted the need for a constructivist model for HIV/AIDS pre-service teacher education which will develop pre-service teachers' HIV/AIDS subject matter expertise and their professional dexterity to critically assess and implement school - based HIV/AIDS curricula in an HIV/AIDS context of teaching.
29
Smit, Reneé. "The nature of engineering and science knowledge in curriculum: a case study in thermodynamics". Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25532.
Testo completoAbstract (sommario):
Abstract The study explores the nature of disciplinary knowledge differences and similarities between the sciences and the engineering sciences as these appear in curriculum texts. The work is presented as a case study of curriculum knowledge in thermodynamics, and the epistemic properties are investigated in four sub-cases in mechanical engineering, chemical engineering, physics and chemistry. Data was collected from prescribed undergraduate textbooks in the four disciplinary fields. The work is theoretically informed by two fields of scholarly work: the sociology of educational knowledge (in particular the work of Basil Bernstein) and the applied philosophies of science and engineering science, in order to develop a theoretical framework for analysis of the data. The framework allows the study to move beyond the typical binary classification of the sciences as 'hard-pure' and engineering sciences as 'hard-applied' disciplines. Starting from broad teleological considerations, the philosophical concepts of specialisation, idealisation and normativity are explored and developed into modalities and modal continua of variance to allow investigation of the epistemic differences and similarities in the recontextualised disciplinary knowledge from these contiguous conceptual fields. The empirical study identifies important differences in thermodynamics curriculum knowledge in terms of specialisation, normativity and idealisation across the broad disciplinary fields, rendering more complex Bernstein's notions of singulars and regions. The epistemic modalities and modes provide a way to conceive in more detail how the professional engineering science knowledge is orientated towards its field of practice. Curriculum knowledge in the engineering sciences is shown to be remarkably different from the knowledge in the sciences: both mechanical and chemical engineering knowledge emphasise particulars, rather than universals, have stronger normative aspects, and employ a limited form of idealisation in their commitment to physical realisability. By contrast, knowledge in the sciences is more universal, normativity is incidental, and idealisation is used expansively. In addition, the research findings suggest a negative correlation between idealisation and normativity as epistemic modalities: a commitment to normative concerns in the engineering sciences constrains the extent to which knowledge idealisation is pursued, compared to what is observed in the bodies of science curriculum knowledge. Furthermore, over and above differences in curriculum knowledge between the broad fields of science and engineering science, discernible variation exists between the engineering sciences investigated, raising cautions against a monolithic view of curricular epistemic properties across broad disciplinary areas.
30
Frazier, Jane. "Exploring the BA and BFA Curriculum". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1554.
Testo completoAbstract (sommario):
This thesis is a picture of my journey as an educator. I taught at the University level from Fall 2001 – Summer 2006 before I became a graduate student at Virginia Commonwealth University in Theatre Pedagogy where I continued to teach until 2008. My education and real life experiences over the last seven plus years have contributed to my teaching methodology which is ever evolving. There were several trials and tribulations as I progressed as an educator and this is an exploration of my experience teaching in the BA and BFA curriculums.
31
Reed, Delanna. "Storytelling, Multiple Intelligences and Curriculum Standards". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1291.
Testo completo
32
Findling, John C. "Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards". Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.
Testo completo
33
Meier, Lori T. "Visual Concept Mapping in Curriculum Studies: A Pedagogical Canvas for Emerging Knowledge". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5894.
Testo completo
34
Meier, Lori T. "Reclaiming Intellectual Work with Pre-Service Elementary Educators Through Curriculum Studies". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5911.
Testo completo
35
Hidegh, Margaret Elizabeth. "The curriculum decision making process, a history of the development of the 1978 Alberta social studies curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20790.pdf.
Testo completo
36
Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district". Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.
Testo completoAbstract (sommario):
This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
37
Irwin, Allan R. "Researching the use of historical case studies in secondary school science". Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326818.
Testo completo
38
Duhaylongsod, Leslie J. "Promoting Argumentation Skills in Urban Middle Schools: Studies of Teachers and Students Using a Debate-Based Social Studies Curriculum". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112708.
Testo completoAbstract (sommario):
Argumentation skills are essential to individuals’ career prospects in future economies (National Research Council, 2008) and to the success of our democracy. Unfortunately, these skills are often challenging to teach, and there is a dearth of studies addressing “the teacher’s use of specific instructional methods” (Newell, et al. 2011) to promote argumentation skills over time. In my dissertation, I examine how urban public middle school teachers promote text-based argumentation skills in classroom discussion. I draw on data from the Catalyzing Comprehension through Discussion and Debate (CCDD) research project. Specifically, I look at transcripts from enactments of lessons in the Social Studies Generation curriculum, one of the four Word Generation curricula used as an intervention in the larger CCDD study. In the first study, I compare how two co-teachers help small groups of students prepare to argue in a classroom debate. I find that both teachers help students generate claim-evidence connections and counterarguments with “supportive prompting,” but they differ in how they engage with student-generated arguments. In the second study, I examine three different teachers facilitating a classroom debate on the same topic. I identify episodes of talk containing dialogic argumentation during debates and look across classrooms for patterns of teacher actions during these episodes. I find that teachers offer a series of four moves that help students sustain dialogic argumentation. In the third and final study, I investigate what students do in classroom debates in the context of an argumentation-supporting curriculum – what moves they make, what supports they use, and what other strategies they deploy. I find that students use evidence and explain how evidence supports their claims more than what might be expected given previous studies on argumentative classroom discussions. I discuss implications for practice and research in each study.
39
Ravid, Chagit. "Bible studies in a secular school : a case study". Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.
Testo completoAbstract (sommario):
This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.
40
Swart, Kamilla Rhodes Dent. "A curriculum design for sport tourism studies in South Africa". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064504.
Testo completoAbstract (sommario):
Thesis (Ed. D.)--Illinois State University, 2001.Title from title page screen, viewed March 14, 2006. Dissertation Committee: Dent M. Rhodes (chair), Adel Al-Bataineh, Ken F.Jerrich, Douglas M. Turco. Includes bibliographical references (leaves 146-154) and abstract. Also available in print.
41
Beem, Ronald R. McBride Lawrence W. "Using local history in the secondary school social studies curriculum". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521328.
Testo completoAbstract (sommario):
Thesis (D.A.)--Illinois State University, 1994.Title from title page screen, viewed April 4, 2006. Dissertation Committee: Lawrence W. McBride (chair), M. Paul Holsinger, Mark A. Plummer, Jo Ann Rayfield, Joseph A. Braun, Jr. Includes bibliographical references (leaves 155-166) and abstract. Also available in print.
42
Joshi, Atula. "Implementing a global education curriculum, case studies of two teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23148.pdf.
Testo completo
43
Petrini, Glenda Casey. "An analysis of social studies skills in state curriculum guides". Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/82645.
Testo completoAbstract (sommario):
The purpose of this study was to answer an overall question: What is being recommended or required by states regarding social studies skills in actual curricula? The researcher examined curriculum guides to see how the states defined, classified, and organized the skills - determining whether patterns of agreement existed. Materials for the analysis were received from 39 states via letters sent to states' social studies supervisors. The states' materials were content-analyzed using the researcher's "Basic Analysis Process" which included a coding instrument based on the Essentials Of The Social Studies (1980) - a statement by NCSS to enumerate basic learning expectations for exemplary social studies programs.
The method of research, the findings of the study, the literature search, and generalizations regarding curriculum guides should interest education professionals, curriculum designers, and researchers in general. The researcher's "Comparative Content Analysis System," which is based on ideas gained from research theory on qualitative study, includes a pretesting component, a "Basic Analysis Process" for the actual content analysis of the states' documents, and a system for collecting and summarizing the findings. Three special appendices illustrate the study's findings: a state by state summary of content analysis information and tables of quantitative data revealing, for example, the most dominant skills cited at specific grade levels. The literature search, which evolved into a history of the social studies skills spanning some 100 years, documented a continued situation of confusion and chaos relative to the skills. The content analysis indicated, in varying degrees, confusion extends into states' curriculum materials as well. An open-ended aspect of the study's design allowed for the emergence of the unexpected --- such as the researcher's findings regarding desirable characteristics of "ideal" curriculum guides.Ed. D.
44
Battison, Sara Bennett. "The context of deliberation case studies in local curriculum development". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399555111.
Testo completo
45
Barragan, Denise Eileen. "Native Americans in social studies curriculum: An Alabama case study". Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278722.
Testo completoAbstract (sommario):
This study describes how some members of the Cherokee Tribe of Northeast Alabama, a state recognized community, reacts to the ways in which Native peoples are represented in the social studies curriculum of DeKalb County, Alabama. Tribal members, ages 30--80 were interviewed about their educational experiences, as well as about their perspectives on the current curriculum. Social studies curricula of this school district, as well as elsewhere in the Alabama public school system, portrays Native peoples in a negative manner, and through the interviews and an extensive analysis of the curriculum, specific examples of these negative portrayals are pinpointed. This study specifically looks at the content, language and illustrations of seven state adopted textbooks, resulting in some specific recommendations on how teachers, as well as administrators, could improve the curriculum.
46
Gagnon, Helen A. "Teaching the fifth grade social studies curriculum through thematic units". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/792.
Testo completo
47
Hass, Kerrie Lynn. "Disciplinary Literacy Instruction in High School Social Studies". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6437.
Testo completoAbstract (sommario):
Low achievement in reading is a concern in a suburban school in the southeastern part of Florida. In an attempt to combat this issue, the school's administration has focused on teaching disciplinary literacy in content area classes, specifically social studies. In addition, the state standards also require that social studies teachers meet the Reading for History/Social Studies standards. Despite the effort put forth by the administration, there has yet to be an assessment of the social studies teachers' knowledge of the Reading for History/Social Studies standards or the instructional practices used to meet these standards. The purpose of this qualitative case study was to explore social studies teachers' knowledge of the Reading for History/Social Studies standards and the instructional practices utilized to meet the demands of these standards. Shulman's theory of pedagogical content knowledge framed this study, as it explores the need for teachers to be knowledgeable in both content and pedagogy. A purposeful sample of 10 social studies teachers participated in an interview and an instructional observation and submitted documents for review. Data were analyzed using hand coding for themes. The study results showed that teachers had concerns for the pacing of their course, their knowledge/preparation, and professional development opportunities. Based on the data, a 3 half-day professional development program was created to target social studies teachers' understanding of the Reading for History/Social Studies Florida Standards and their knowledge of disciplinary literacy instruction. This program may contribute to positive social change in helping social studies teachers effectively implement disciplinary literacy instruction, thus increasing student achievement in reading.
48
Mahlalela-Thusi, Babazile. "Curriculum 2005 and (post)modernising African languages : the quantum leap". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16134.
Testo completoAbstract (sommario):
Includes bibliographical references.This study examines the status of ALs in the school context. In this thesis I argue that AL syllabi and textbooks are not at the same cognitive, affective and psycho-social level as their English counterparts. The important role of the mother tongue as a powerful platform for cognitive and psycho-social development of the African child is also discussed. My argument is that the low status of the ALs is visible in the textbooks that are in schools. With the introduction of the new Curriculum, there arises a need to write new AL textbooks. As the expertise is lacking among AL speakers to write postmodern textbooks as envisaged by Curriculum 2005, I propose a collaboration between AL and English practitioners as a necessary and feasible transitory step in the development of new AL textbooks.
49
Meier, Lori T. "Craving Bass Notes: Curriculum Studies as Educational Formation in an Elementary Master’s Degree Program". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5889.
Testo completo
50
Brahams, Yvonne Rae. "Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.
Testo completo