Rozprawy doktorskie: „Curriculum construction”

1

Bennett, Sandra. "An investigation into curriculum alignment in building construction curricula". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.

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2

Ivinson, Gabrielle Mary. "The construction of the curriculum". Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624996.

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3

Fallace, Thomas D. "The construction of the American holocaust curriculum /". Ann Arbor, MI : University Microfilms, 2003. http://wwwlib.umi.com/dissertations/preview/3120800.

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4

Dundas, Katherine Dawn. "The construction of school curriculum and music education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25836.pdf.

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5

Clucas, Scott Richard. "Construction as a Curriculum Organizer for Technology Education". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30772.

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This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified. To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere. One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs. Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent. T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum. Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.
Ph. D.

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6

Lamb, Darren Hayes. "Project based learning in an applied construction curriculum". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.

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7

Crawford, Keith. "The social construction of curriculum : economic and industrial understanding as a cross-curricular theme". Thesis, London Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302443.

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8

Landrum, David. "Re-thinking the curriculum : the social construction of citizenship education in the national curriculum". Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397047.

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9

Patrick, Katharine Anne. "Teaching and learning : the construction of an object of study /". Connect to thesis, 1998. http://eprints.unimelb.edu.au/archive/00000293.

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10

Mutch, Carol Anne, i 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.

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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.

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11

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.

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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
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12

Casey, Christopher Carl. "The development of curriculum for a high school course in construction occupations". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1568.

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13

Slaughter, Jeanne Marie 1968. "Content construction: How content becomes curriculum in secondary science classrooms". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282735.

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This study investigated the factors that influence two secondary teachers' planning and teaching when incorporating newly acquired genetics content into their existing curriculum. Data included transcriptions of six audio taped interviews, field notes from two summer content courses and eight classroom observations, classroom documents such as work sheets, and content and pedagogical diagrams completed prior to and immediately following the two summer content courses. Data were analyzed and used to construct three cases: the case of content, the case of Natalie, and the case of June. The cases were combined for additional analysis. The cross case analysis aided in the identification of influential factors and the development of a model of secondary school curriculum influences. Factors found to influence teachers as they incorporate new content into their teaching can be divided into internal and external factors. Internal factors include: the teachers' past experiences with science, personal content knowledge, confidence, and beliefs about science, learning and science teaching. External factors include: students' abilities, time constraints, and physical classroom limitations. The findings suggest that the teachers' previous content knowledge and beliefs have the greatest impact in determining the new content a teacher will incorporate into her existing curriculum.

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14

Weldon, Gail. "A comparative study of the construction of memory and identity in the curriculum in societies emerging from conflict Rwanda and South Africa /". Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-234215.

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15

Lima, JosÃ Edinardo de Sousa. "History Curriculum Construction in Reform Times: Epistemological Fundamentals and Political Pedagogical Devices". Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2023.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ
The present study aims to identify and to analyze the epistemology fundamentals and the political and educational devices which act, give shape to and constitute the History curriculum, in its prescriptive dimension and as curricular practice developed by state public network high school teachers, in High School Curricular Reform context. The theoretical reference point used for the inferences has as the first theoretical basis, the critical curricular theory which discusses the curriculum and its history in a social constructionist perspective (Goodson; Moreira and Silva; Silva; Macedo and Lopes). Another basis was the studies that investigate the teaching staff, the practice epistemology and the professional formation (Tardif; SchÃn, NÃvoa, Gauthier; Therrien and Therrien; Monteiro; Lellis; Contreras; Loiola and Therrien). Another study field was the historical knowledge epistemology (Le Goff & alli; Schaff; Fernandes; Cardoso and Brignoli; Burke; Wehling; Cardoso and Vainfas). Besides these studies, we also resort to those which investigate the education reform and, specifically, the High School Reform in Brazil (Bueno; Domingues et alli; Kuenzer; Neves; Lopes; Aguiar; Maia Filho; Zibas). And at last, we establish dialogs with studious who have been dedicating to the research about teachers formation, the curriculum and the History teaching (Fenelon; Nadai and Bittencourt; Nadai; Silva; Fonseca; Abud). To achieve the proposed objectives we chose as methodology the quality research, having as a method the deppened interview, having the teachers who teach History as a matter in the state public network High Schools. As methodological procedures used for the data collection were the semi-structures interview and the document analysis. The result of these study aims to contribute to the discussion about the subjacent curriculum model to the History teacherâs formation and the History prescriptive curriculum and the practical one in the public high schools in CearÃ.
O presente estudo tem como objetivo identificar e analisar os fundamentos epistemolÃgicos e os dispositivos polÃtico-pedagÃgicos que atuam, modelam e se constituem no currÃculo de HistÃria, em sua dimensÃo prescritiva e como prÃtica curricular desenvolvida pelos professores da rede pÃblica estadual de nÃvel mÃdio, no contexto da Reforma Curricular do Ensino MÃdio. O referencial teÃrico utilizado para as inferÃncias tem como primeira base teÃrica, a teoria curricular crÃtica que discute o currÃculo e sua histÃria em uma perspectiva construcionista social (Goodson; Moreira e Silva; Silva; Macedo e Lopes). Outra base, foram os estudos que investigam os saberes docentes, a epistemologia da prÃtica e a formaÃÃo profissional (Tardif; SchÃn; NÃvoa; Gauthier; Therrien e Therrien; Monteiro; Lellis; Contreras; Loiola e Therrien). Outro campo de estudo foi o da epistemologia do conhecimento histÃrico (Le Goff et alli; Schaff; Fernandes; Cardoso e Brignoli; Burke; Wehling; Cardoso e Vainfas). AlÃm desses, tambÃm recorremos aos estudos que investigam as reformas educacionais e, especificamente, a Reforma do Ensino MÃdio no Brasil (Bueno; Domingues et alli; Kuenzer; Neves; Lopes; Aguiar; Maia Filho; Zibas). E por fim, estabelecemos diÃlogos com estudiosos que tÃm se dedicado Ãs pesquisas sobre formaÃÃo do professor, o currÃculo e o ensino de HistÃria (Fenelon; Nadai e Bittencourt; Nadai; Silva; Fonseca; Abud). Para alcanÃarmos os objetivos propostos elegemos como metodologia a pesquisa qualitativa, tendo como mÃtodo, a entrevista aprofundada, sendo o universo populacional os professores que lecionam a disciplina HistÃria rede pÃblica estadual de Ensino MÃdio. Como procedimentos metodolÃgicos empregados para a coleta de dados foram: a entrevista semi-estruturada e a anÃlise documental. Os resultados desse estudo visam contribuir para as discussÃes acerca do modelo de currÃculo subjacente Ã formaÃÃo docente do professor de HistÃria e sobre o currÃculo de HistÃria prescritivo e o praticado na escola pÃblica de nÃvel mÃdio do CearÃ.

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16

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.

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17

Wiley, Barbara Joan. "The construction of curriculum and the culture of literacy in three kindergartens /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076412563.

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18

Dinan-Thompson, Maree Therese. "Curriculum construction and implementation : a study of Queensland health and physical education /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16213.pdf.

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19

Strauss, Alan. "The Construction of Disability among Undergraduate Students in Disability Related Majors". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194864.

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The ADA definition of disability reflects an historical shift from defining disability within the individual (the medical model) to constructing disability within the social environment (the socio-political or interactional model). Further, this shift reveals a movement away from paternalistic to empowering rehabilitation policies and service delivery systems. Similarly, academic programs in Rehabilitation are updating their undergraduate curriculum in ways that reflect changes that have taken place in public policy and service delivery related to disability, knowledge emerging from the field of disability studies, and a changing student demographic. Disability related rehabilitation research has not yet fully reflected this shift, and this has resulted in data and knowledge that are of limited utility. It has been well researched that negative attitudes toward individuals with disabilities held by rehabilitation professionals will limit the scope of services generated and provided by professionals and, ultimately, have a detrimental effect on a successful rehabilitation process. Knowledge about the ways that undergraduate students conceptualize disability may illuminate the content and origin of positive and negative attitudes and beliefs.The present study was a phenomenological examination of the framework students employed in conceptualizing, understanding and making meaning of the concept of disability. The study utilized in-depth interviews and students' course assignments in order to answer the question, "How do undergraduate students in disability related majors construct disability?" Data revealed six common themes which were: participants had difficulty defining the category of disability; disability was understood as an individual problem, requiring special accommodations, assistance and services; there was an altruistic desire among participants to challenge stereotypes surrounding disability, alongside limited self-awareness of the application of stereotypes in their own construction of disability; the meaning of disability was a reflection of participants' own identities; Concepts of opportunity, restraint, power and privilege had limited relationship with disability; and, motivation for professional practice was related to a desire to help those who need assistance. Suggestions were made relating to the undergraduate curriculum and future research.

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20

Hobson, David Allen. "Developing transparency masters for Introduction To Construction Technology for Indiana's industrial technology education curriculum". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544154.

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This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort.
Department of Industry & Technology

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21

Sohn, Dong-Shin. "A proposal for the construction of a curriculum for continuing mission education for pastors". Thesis, University of Aberdeen, 2001. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232284.

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This study has been carried out on the assumption that the Korean church needs to overcome the biased attitudes towards the understanding and practice of mission which has been formed by the influence of such complex factors as socio-political cultural situations and theological factors, and should be reformed to carry out their missionary roles in the world by their true definition. The awareness that one of the important and effective ways that can make this presupposition come about is the reformation of ministers (or Pastors). It has been argued that continuing education programmes for pastors can be a means towards solving the problem of imbalance in mission practice in the Korean church. Therefore this study has attempted to seek a way and to outline principles of how the continuing education for pastors should be planned and operated in order to contribute to the pastor's renewal and as a result, the renewal of the church so that the church can fulfil its missionary role by its nature. The principle of adult education which can be a theoretical basis of continuing education for pastors has been analysed. The current situation of the Korean church has been dealt with by focusing on its understanding and practice of mission. On the basis of information obtained from these processes, theoretical implications for curriculum planning and programme management, which should be considered in designing (or developing) a continuing mission education programme for pastors, have been suggested. That is, a continuing education programme should be holistic, integrated, and simultaneous. For this, this study has addressed five dimensions of background philosophy and methodology, each of these five dimensions consisting of two contrasting aspects, and has considered how these two aspects can be integrated harmoniously and become one: Continuing education for pastors should be global and contextual at the same time, intellectual and spiritual, theoretical and practical, evangelical and with social responsibility.

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Medellin, Kelly. "The Construction of Identity through Early Childhood Curriculum: Examining Picturebooks from a Critical Feminist Lens". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404521/.

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Picturebooks are an important part of the classroom environment in early childhood education. They open doors to new experiences, nurture students' cultural identities, and invite students to explore connections across cultures. In the United States today, many of the picturebooks that are available to teachers and students in preschool classrooms come from the state curriculum that the school district has implemented. Shifting demographic trends have led many educators to recognize a need for more diversity of literature in classrooms. This study was conducted in response to this growing concern that books should better reflect the cultures and identities of the children who read them, with a particular emphasis on young female children of color. The research question guiding this study is: How do picturebook texts and illustrations in an early childhood curriculum represent the identities of female characters of color as viewed through a critical feminist theoretical lens? To investigate this question, I critically analyzed children's picturebooks from a current early childhood curriculum adopted by the state of Texas, focusing on representations of gender and race. The selected books were analyzed using critical content and critical visual analyses to consider how the text and illustrations together represent female characters of color. Although earlier studies of picturebooks have pointed out a deficit of authentic portrayals of female characters of color, this study found that books in the sample did show some attention to authentic cultural themes including motherhood, action and agency, and subjugated knowledge and culture. However, implications for practice and research included the need for more balanced representation of diverse cultures within the curriculum to better reflect preschool demographics, as well as the need for more classroom instruction on books that give voice and agency to young female children of color as they develop their personal and cultural identities.

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DeGrasse-Johnson, Nicholeen Theresa. "Towards the Construction of a National Dance Education Policy in Jamaica:Public Education Curriculum and Ownership". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260618.

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Dance
Ph.D.
I hear and I forget I see and I remember I do and I understand --Confucius (551 - 479 BC) Fundamentally about "doing," Dance is a strong element of Jamaican social and cultural expression. This dissertation is based on the premise that in order to fully educate Jamaica's children and to accomplish "National Outcome 2: World Class Education and Training" of the Jamaican National Development Plan for 2030 (Planning Institute of Jamaica [PIOJ], 2009, p. xvi), Dance should be an integral part of Jamaica's educational curriculum. This study draws on multiple perspectives and sources (autobiographical, critical, historical, socio-cultural, and political) to construct an advocacy platform for the establishment of Dance in Jamaican schools. For the past three decades, Dance educators in Jamaica have developed Dance curricula for public educational institutions, but there is still a need to justify the validity of Dance as part of the general school curriculum and the advantage of its institutionalization to the wider society. Assuming that the objective of our schools is to provide holistic education, then it seems a common sense proposition that every child should be given the opportunity to participate in a dance program. Dance allows children to appreciate rich and diverse cultures, beliefs, and societies. It involves the "whole child" while developing dexterity, intuition, sensitivity, reasoning, memory, and imagination. Assuming that Dance is afforded the opportunity to educate, then research should be conducted to inform curriculum development and decision makers. Five research questions guided the inquiry: (a) What are the historical underpinnings of Dance in Jamaican society that inform the role of Dance in the educational system; in what ways did Dance individuals, groups, institutions and or companies shape the Dance culture in post-colonial Jamaica (1962 - 2009)? (b) In what ways can children in early childhood, primary and secondary educational institutions in Jamaica benefit from the inclusion of Dance Education in the formal school curriculum? (c) How do education stakeholders in Jamaica view the need for a national policy for Dance Education in Jamaica? (d) What factors have prevented the development of a national policy for Dance Education in Jamaica? (e) In reviewing post-Independence Government legislature and policies for education and culture (1962 - 2009), what is needed to support the development of a national policy for Dance Education? The evolution of Jamaican dance education history since Independence in 1962 is both a point of departure and an anchor to broach other themes for discussion: shifting educational philosophies and Dance as a phenomenon of cultural and aesthetic dimensions. Findings of the study strengthen the premise that for every child to be afforded the benefits of Dance Education, Dance should be included in the formal curriculum of public schools as a matter of policy. Such a policy should address major issues like curriculum revision and teacher education, making Dance an essential part of the early childhood through secondary education core curriculum. Jamaica's children need opportunities to communicate in their own unique voice--they need to `own' the Dance. This research has generated a framework towards development of an initial concept paper for policy development in Jamaica. The study is limited to Jamaica, but findings may have implications for the Caribbean region.
Temple University--Theses

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MacPhail, Ann. "The social construction of higher grade physical education : teacher curriculum decision making and pupil subject choice". Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/3766/.

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This study centres on understanding teachers' curriculum decision making (CDM) and pupils' subject choice in physical education. The curriculum reform chosen to illustrate these two central issues is Higher Grade Physical Education (HGPE), a nationally available qualification in physical education that has been available to fifth and sixth year (16 to 18 year olds) Scottish secondary pupils from 1993. The focus on teacher CDM and pupil subject choice contributes more generally to our understanding of the social construction of physical education as a school subject. The framework used to investigate the social construction of knowledge, teacher CDM and pupil subject choice is Basil Bernstein's model of the social construction of pedagogic discourse. Bernstein's three fields of knowledge production and reproduction and his notion of pedagogic discourse allowed the framing of the examination of the development, mediation and reproduction of the HGPE course. The study illustrates how the dominant model for innovation in Scottish schools continues to be external leadership by the centre and how agents operating at this level constructed HGPE as a science-based, sport-performance-oriented discourse. The findings suggest that teachers' and pupils' interpretations of the HGPE discourse are not explicit reasons for the decision to offer or study the subject but are more likely to be embedded in the context in which individual teachers work and in pupils' enjoyment and future vocation. Emerging issues that are discussed include the process of managing HGPE by the SEB and the extent to which the SEB exercised power to mandate precisely the form HGPE should take as it was implemented in secondary schools. A lack of external support in delivering HGPE, teacher de-professionalisation and de-skilling and professional development support for teachers are all identified and discussed. The study concludes with suggestions for the future construction of knowledge within the Scottish education system and ideas regarding what can be done to promote HGPE.

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Raj, Aditya. "Ethnographic study of the creation and usage of Diasporic Capital for education and identity construction of Indian Diasporic youth in Montreal". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18683.

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People from India are the second fastest growing ethno-cultural group in Canada. There are more than fifteen thousand people of Indian origin in Montreal alone. I use “diaspora” as a heuristic tool to understand the social formation and cultural patterns of these international migrants. In this research I have focused on the role of the Indian diasporic community in Montreal, specifically on the educational experiences and identity negotiation processes of youth. I have situated this inquiry within the macro terrain of globalisation and transnationalism, while the micro facets focus on social education as manifested in the contemporary society, marked by different foci of influence and similarly diverse modes of resistance. My research is located within post-formalism, and I propose critical transnational ethnography synergized by the different loops of research bricolage to study people in the diaspora. Based on my analysis, I argue that people in the diaspora invest in and create certain social energy which can be comprehended as the diasporic capital. Diasporic capital must be understood as the combination of different social energies, including but not limited to social capital, cultural capital, human capital, and economic capital. It is my contention that the role of the community on the youth depends on the manner and process through which the diasporic capital is invested in, and is used by the parents as well as the youth themselves.
Le groupe ethno-linguistique indienne connaît le deuxième plus haut taux de croissance au pays. A elle-seule, la région métropolitaine de Montréal compte plus de quinze mille personnes d'origine indienne. Comme outil heuristique, cette étude emploie concept de la diaspora afin d'analyser les dynamiques sociales et modèles culturels engendrés par les immigrants internationaux au Canada. Plus spécifiquement, cette recherche analyse les enjeux d'éducation et négotiations identitaires vecus par la communauté de jeunes indiens à Montréal. A l'échelle macro, les concepts de mondialisation et transnationalisme y sont discutés tandis qu' à l'échelle micro, l'éducation y est présentée comme le symbole d'une societé contemporaine déchirée par divers pôles d'infuences et forces de résistance. Dans une tradition post-formaliste, je propose une ethnographie a la fois transnationaliste et critique de la diaspora indienne a Montréal. Basé sur cette analyse, l'article souligne le fait que les immigrants hindous investissent tant à l'intérieur qu'à l'extérieur afin de créer une certaine énergie qui peut se concevoir comme 'capital de diaspora'. Cette forme de capital peut aussi être vu comme une combinaison de différentes formes d'énergies sociales qui incluent, mais ne se limitent pas au capital social, culturel, humain et économique. Ainsi, le rôle de la communauté sur les jeunes dépend donc de la manière à travers laquelle le capital de diaspora est investit et utilisé par les parents ainsi que la jeunesse hindou elle-même.

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Resnick, Jerelyn. "Change and tradition : gender identity construction of adolescent girls under the influence of the hidden curriculum /". Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7911.

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Lentz, Keith A. "The perceived value of facilities, curriculum and knowledge received by baccalaureate construction alumni from the University of Wisconsin-Stout". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lentzk.pdf.

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Subreenduth, Solotchnee Sharon. "Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-Apartheid curriculum". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1047358178.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains ix, 170 p. Includes abstract and vita. Advisor: Robert Lawson, School of Educational Policy and Leadership. Includes bibliographical references (p. 163-170).

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Lai-Pani, Sebastiana. "La construction d’un curriculum d’astronomie et d’astrophysique : étude de son écologie mathématique dans le système scolaire italien". Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10074.

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La thèse propose une étude de la construction d’un curriculum d’astronomie et astrophysique dans le système scolaire italien. Notre analyse de l’enseignement de cette discipline a mis en évidence une absence de mathématisation de l’enseignement de l’astronomie dans l’école italienne. Notre hypothèse est que cette carence est la cause principale d’un apprentissage mnémonique et inefficace de l’astronomie. Nous avons cherché des conditions écologiques d’un meilleur équilibre de la transposition. Les mathématiques nous ont alors semblé offrir une niche favorable à l’astronomie. Nous avons proposé les modélisations historiquement fondatrices de la discipline, comme expériences scolaires de mathématisation du monde.

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Al-Zadjali, Nihad. "ESL teacher identity construction in Omani higher education : an ethnographic case study". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65764/.

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This is an account of qualitative ethnographic case study research investigating the identity construction of English as a Second Language (ESL) teachers. This study was conducted at a higher education (HE) college, namely, Public High College (PHC) in Oman over a period of six months. In this study, I explore teacher identities in relation to the particular spatial locations of the teachers as well as the ways that networking and social capital and institutionalised cultural capital intersected with their nationalities and linguistic backgrounds to produce complex hierarchies. The thesis provides a rich exposition of teacher identity construction in Omani HE as theorised through the lens of Bourdieu, recognising the different educational practices, such as assessment and teacher evaluation, as well as the influence of space in the field of struggle within which teacher identities were implicated. The methodological approach and research design adopted in this study was dictated in part by the nature of the research questions and the theoretical framework adopted. Because I was interested in the embedded struggles in different educational practices between different groups and how these groups articulated and expressed these struggles, I positioned my research within a constructivist-interpretive paradigm. I adopted a case study approach and drew on ethnographic methods, such as semi-structured interviews, observation, and field notes. Over thirty-five local and non-local ESL teachers from western, Arab, African, and Asian contexts took part in this study. Furthermore, I kept a research diary to record my own experiences and decisions about my research. In addition, I analysed official documents from macro, meso, and micro levels. Both content analysis and thematic analysis were conducted to trace the tensions which were observed during my ethnography of teacher identity construction at Public High College in part produced by the emergence of new assessment procedures, and quality assurance agendas, and the Global North's influence on the Omani HE system. In the analysis chapters (Chapters Five to Seven), I problematise how educational practices were implicated in the production of hierarchical, spatial, and at times, male-female positioning of teachers. In the first analysis chapter, I conduct a documentary analysis of the national standards for the General Foundation Programmes to trace back potential tensions that were embedded in the new assessment processes and teacher appraisal procedures and the potential importance of these for teacher identity production. In Chapter Six, I examine the significance of space in producing hierarchical relations between local and non-local teachers and other hierarchies that cut across these groupings. My analysis shows that research respondents gained social capital from networking and highlights the complexity of this networking. In my final analysis chapter, I examine both assessment and teacher evaluation as the key processes through which teacher hierarchies at Public High College were produced. My analysis shows that assessment was one of the fields where struggle for positioning and legitimacy took place so that teacher identity production was bound up with assessment practices at Public High College. In addition, my analysis focuses on teacher evaluation processes in this chapter as another field where struggles for teacher positioning and legitimacy took place. My analysis interrogates both implicit and explicit teacher evaluation processes and the implications of such processes for the production of teacher identities. Through its ethnographic approach, the thesis shows the tensions, nuances, and power relations that pervade this HE institution, and examines how these were central in the production of teacher identities. It also shows the importance of taking teacher identity construction into account in the expansion and reform of Omani HE.

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Camuti, Alice, i Stacey J. Fisher. "Qualitative Analysis of Text Message Construction Practices in Native Speakers of Arabic". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4693.

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Mccabe, Susan M. "Leadership for Learning: Narratologic Pedagogy and Knowledge Construction in Higher Education". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2946.

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Leadership and learning are human activities occurring within an interpersonal, social context. This study was concerned with rendering the lived experiences of leaders and learners as intelligible, allowing for understanding of factors affecting knowledge construction and learning in higher education settings. The individual, personal experiences of teachers and learners were explored in order to identify factors that can be influenced by teacher leadership. Phenomenology was the philosophical and methodological structure of this study. Fifty-two nursing students enrolled in a senior level course at a regional state university participated in the study, as well as the two course co-teachers. All participants engaged in a narratologic journaling process that reflected their personal experiences with learning. Journals were kept for a 12 week-period, and narrative data reflecting individual learners and leaders' personal engagement with learning were collected at six discrete intervals during the study. The textual data were systematically analyzed, consistent with qualitative research processes, using constant comparative methods, and assisted by QSR NUD.IST computer software. Sixteen major themes and 36 sub-themes representing meaningful expressions of the lived lives of participants were identified. The lived lives of participants are about power, tension, mistakes, expectations, and most significantly about caring. Examination of the interrelationship of themes led to identification of factors impacting leadership and learning within the study classroom. Three interrelationship theme clusters were found and represent the study's major findings. The interrelationship clusters are reported as three conceptual models reflecting what it is to be a learner or leader in the classroom of study. These models are (a) the positive power of leadership, (b) tension and learning, and (c) leadership for learning, and lead to identification of pedagogy seen as positively impacting knowledge construction in a higher education classroom setting.

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Becker, Josephine Annie. "Curriculum and intra-dialogic spaces: consciousness and becoming in identity construction based on human rights values / J.A. Becker". Thesis, North-West University, 2013. http://hdl.handle.net/10394/8791.

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The growing marketisation of education has resulted in curriculum being conceptualised as a predesigned means to an end. Many South African scholars such as Jansen, (1999, 2009, 2011) and Du Preez (2009, 2011, 2012) have critiqued the instrumental nature of the post-apartheid curriculum and pleaded for an ethical perspective on curriculum conceptualisation that would encourage the construction of dialogic spaces in curriculum. This study questions technical and critical approaches to curriculum conceptualisation and advocates a reflexive conceptualisation of curriculum, intra-dialogue, identity construction, consciousness, becoming and human rights values within an ethical perspective to curriculum conceptualisation in the post-structural paradigm. The central theme of this reflexive reconceptualisation is the hope of continual revolutionary new beginnings by which identity construction (who we are) and the realisation of human rights values in the ethical relation self:other can be re-imagined. This hope has also been central to the (re)structuring of the post-apartheid curriculum premised on the values of The South African Constitution and Bill of Rights (1996). Curriculum, structured within a predesigned market-related and instrumental approach to curriculum, can however not aid identity construction, re-imagine a new society or realise human rights values. A new society is re-imagined between teacher:child, disrupting how and what they know of self:other and re-imagining new ways of knowing and being with self:other rooted in human rights values. The conditions for intra-dialogue, namely the ethical relation self:other and spaces of togetherness, are also interrelated elements in intra-dialogic curriculum spaces. The ethical relation teacher:child roots intra-dialogic curriculum spaces in human rights values and the consciousness of responsibility for self:other. Spaces of togetherness situate teacher:child in specific and non-linear space and time in which they narrate their different life experiences from which identity is constructed. Intra-dialogue is the disruptive, revolutionary and intentional action between self:other as simultaneously singular in equal difference and together in a shared humanity. Human rights values are dialogic, relational and revolutionary in nature. Human rights values are realised when teacher:child within intra-dialogic curriculum spaces premised on equal difference, freely confess autobiography and continually (re)construct identity and the relation self:other. In equal difference teacher:child are received and defined as someone – unique, dignified and irreplaceable. As equal and irreplaceable partners teacher:child disrupt, deconstruct and re-imagine the ethical relation self:other. Within intra-dialogic curriculum spaces, teacher:child can reclaim the revolutionary capacity of curriculum and revolutionise self, self:other, education and society in continual becoming.
Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

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Mahasneh, Jaser Khalaf. "A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81455.

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Recently, in the United States and worldwide, the excellence of soft skills competencies among entry-level employees has become a priority task of education. Construction employers are encountering a significant gap between the soft skills possessed by the entry level construction graduates and those needed by construction employers, thereby becoming a major challenge for both industry and academia. This research proposed a soft skills instructional curriculum that aims to increase cultivation of soft skills among construction students by exploring the soft skills needed in the construction industry and improving the soft skills educational tools in construction schools. Moreover, the research will answer broad questions such as: Which soft skills matter the most? What is the magnitude of the soft skills gap? And, how do students get help to cultivate soft skills? A stakeholders-driven exploratory embedded mixed-design research approach was adopted utilizing Design for Six Sigma (DFSS) framework. The DFSS framework is comprised of five phases: Define, Measure, Analyze, Design, and Verify. Therefore, the research defined and organized the construction related soft skills into 12 clusters. The 12 clusters were used to benchmark the soft skills clusters performance among construction graduates using a survey instrument. Simultaneously, the research identified 40 instructional strategies and then defined the relationships between each soft skills cluster and the 40 instructional strategies using structured interviews with experts from academia. The survey data was used to measure the gap in each skill cluster using Gap Score Method and prioritize them into four sets: Critical Clusters, Ideal Clusters, Lowest Priority Clusters, and Least Clusters. Then, the research implemented four Quality Function Deployment matrices using the data acquired from the survey, structured interviews, and the analysis. The four matrices were used to develop a soft skills instructional curriculum comprised of four instructional models in which each soft skills clusters set was matched with the effective instructional strategies. Finally, the research added the values of Gap Score and the value of Sigma Level for each cluster to the proposed curriculum to be used as indicators to measure the future changes in the industry's soft skills need. The proposed curriculum was shared with four experts from academia and they verified the results. It is expected that the research results will pave the road for launching any future soft skills initiatives in construction education. They revealed significant evidence of the existence of soft skills gaps among construction graduates and proposed an effective soft skills instructional curriculum. It is expected that through utilizing this curriculum, the teaching activities of construction will improve and broaden the soft skills taught in the classrooms to correlate with those needed in the marketplace. Consequently, this will help bridge the gaps between construction graduates and their employers and ultimately facilitate the recruitment of construction graduates.
Ph. D.

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35

Kokkarinen, Noora Inka Annina. "Development of a measurement tool to assess sustainability in the built environment curriculum using psychological constructs". Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6175/.

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The concept of sustainable construction is increasingly being recognised, not only as a way to reduce the environmental impact of construction, but as a valuable business strategy. Stakeholders such as companies, professional bodies, government and the education sector all have the ability to have an influence on sustainability as it is being incorporated into agendas by the government and firms. Educational institutions can take it one step further by preparing future construction professionals to enter into a changing-and hopefully sustainable industry. This research focuses on the impact that education can have on this preparation with the use of psychological constructs. This thesis contributes to original knowledge by outlining the development of a measurement tool designed specifically to tap into sustainable construction attitudes. This tool was also used to assess the level of sustainability within built environment curriculum. The research was conducted in four phases, with phase four making the contribution to knowledge. All phases were carried out using a sequential mixed methodology where quantitative data was collected in phases one and two and qualitative interviews were carried out in phase three. In phase four, quantitative data was collected before and after the intervention and subsequently analysed. This was followed by qualitative data in the form of reflective student essays. A phenomenographic approach was used to analyse qualitative data, which investigates the different ways individuals can experience or understand something. The conclusions drawn from phase four were that the quantitative results indicated that student attitudes did not improve positively after the project. However, phenomenography revealed that all students experienced increased knowledge and attitudes did indeed change. With relation to psychological constructs, it was determined that the personality traits 'conscientiousness' and 'agreeableness' were associated with sustainabilitv the most. Emotional intelligence was found to be most significant with social issues of sustain ability followed by environmental issues which lends support to the view that emotional intelligence can extend from caring about others to caring for the environment.

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Dettbarn, Dorothee. "Linking the design of facilities, recycling, and curriculum : applying a design method inspired by experiences in Latin America and South Asia to a BSU residential hall renovation". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1266028.

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In this thesis, an environmentally sound and human scale set of design principles, which values ideas like environmental friendliness, human comfort and locality, is formulated, examined and justified. These principles are inspired by experiences in Latin America and South Asia and their universal significance is illustrated through case studies from several countries around the world.In the design project, these principles are applied in a local setting, in this case a residential hall on the Ball State University campus in Muncie, Indiana. The design embraces a ‘green’ approach to campus facility renovation as part of the holistic movement to make the campus more sustainable.The design focus will be on the reuse and revitalization of materials thrown away on campus. Projects in which economic limitations enhance this specific creativity serve as role models. Through the reuse of material, the renovation process of campus facilities can be linked to the recycling program and the curriculum of the university.
Department of Architecture

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Ferris, Jennifer. "The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1623.

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Over the last the last three decades, there has been a significant and documented decrease of power engineering curriculum within U.S. electrical engineering programs. Development of lifelong learners capable of critical and independent thinking is required to replace the large number of upcoming retirees from the industry and to prepare for the engineering challenges new technologies, laws and regulations are bringing to the electrical power system. In response to these challenges, Portland State University redesigned its BSEE and MSECE power engineering programs in order to create a launching pad for successful power engineering careers. A course series on power system protection is part of the requisite curriculum for both programs. Due to the complex and applied nature of this subject, the course features a laboratory component. This thesis addresses the pedagogical and engineering problems associated with developing power systems protection laboratory curriculum. Laboratory equipment and curriculum design were guided by outcomes defined by ABET EC2000 and specific outcomes defined for the laboratory that we adopted from research commissioned by ABET. Hands-on experience with industry equipment and software enhances classroom-based course curriculum, expanding student understanding of the complexities of the subject of power system protection. Intergroup and intragroup communication is required in the laboratory, as are weekly written reports synthesizing subject material and experimental results. The outcomes of the laboratory are evaluated through a combination of grading rubrics and student participation in individual laboratory assignment surveys. The laboratory is comprised of three stations consisting of electromechanical (EM) relays and digital relay equipment. The practical experience with industry standard relays types happens in concert with a software-based simulation program. There are three phases of development; Phase I includes the design of the physical laboratory and the procural, or design and fabrication, of necessary equipment. Phase II involves the teaching term of the laboratory and the active assessment. Phase III involves the design and specification of a model-scale laboratory, to be built in future terms, which will provide students with the ability to test power system protection equipment in a physically simulated environment. This model-scale system will also provide a platform for future expansions of the power system protection laboratory in terms of distance protection, generation control, phasor measurement units, and system control schemes.

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Lin, Yu-jung, i 林育溶. "Construction of Narrative Curriculum Model". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09849331403441695893.

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碩士
國立臺南大學
教育學系課程與教學碩士班
98
This study meant to explore the use of qualitative content analysis in order to construct narrative curriculum model, and this narrative curriculum model used in the Integrative Activities Learning Areas of the specific course design. Therefore, analysis of researchers through the Egan model, Lauritzen and Jaeger model, summarized the principles of narrative curriculum, and integration " narrative curriculum theory", "the principle of process model " to construct "teaching curriculum model to integrate into the narrative," and then the "teaching curriculum model to integrate into the narrative" used in the field of integrated activities to study, "We''re Together" module. The results and findings, the researchers analyzed two narrative curriculum model and found the narrative curriculum stresses the importance of student needs, interests and ability of the student-centered approach concept, combined with constructivist point of view, and the process model principles. Therefore, researchers and so results of the analysis constructed a narrative curriculum models, included curriculum design and instructional design, composed courses with the story. After the research, the researchers made recommendations to the future course development,lecture and research of narrative curriculum.

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Fallace, Thomas Daniel. "The construction of the American Holocaust curriculum /". 2004. http://wwwlib.umi.com/dissertations/fullcit/3120800.

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WEN, SHIH-CHAN, i 溫世展. "The Curriculum Construction for Elementary Mathematically-Gifted Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/41059047790668019141.

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博士
國立臺北教育大學
課程與教學研究所
103
The purpose of this research is to construct an elementary mathematically-gifted curriculum for both acceleration and enrichment in learning, taking into account the development of the elementary mathematically-gifted students' mathematical talent as well as their four abilities on critical thinking, communication and sharing, creative thinking and self-understanding. The research is a developmental research. Through the mathematics achievement test, the researcher selected 20 fourth-grade elementary mathematically-gifted students. The teacher has been teaching experience for 20 years, and had involved in the program of the elementary mathematically-gifted students for years. The construction of the elementary mathematically-gifted curriculum lasted for two and a half years. The instruction time is about 12 lessons per semester and each lesson lasts 3 hours. There are two major results. First, it is to develop a project for elementary mathematically-gifted curriculum, including teaching materials and teaching methods. The materials compose of open-ended questions, traditional mathematics questions, challenging questions, inducing new questions from changing traditional mathematic questions, comparing and contrasting solving strategies and their completeness and the history of mathematics. The methods include teacher-demo questioning, encouraging students to question each other, encouraging students to explaining their solving strategies, asking students to give dialectic their solving strategies, asking students to record the details of their thinking process, encouraging students to use different representations for solving same problem, providing guidance for students to reflect the congruence between their representation and formula, evaluating other groups’ solving strategies and making students to practice question-posing. It is proved that this project could effectively facilitate students’ development on the four abilities abovementioned. Second, we propose the mathematically-gifted students’ developmental hierarchy of these four abilities. The conclusions put forward some suggestions for the applications of the elementary mathematically-gifted curriculum and future research. Keywords: developmental research, elementary mathematically-gifted student, elementary mathematically-gifted curriculum

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41

Dundas, Katherine. "The construction of school curriculum and music education /". 1997.

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42

Lien, Tommy, i 連輝煌. "The Construction of Water Environment Education Curriculum Content". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/27004967645856510774.

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碩士
國立臺灣師範大學
環境教育研究所
96
In 1996 The Executive Yuan of the Republic of China promulgate “the Current Stage Water Resources Policy Initiatives” which specified “Promotion of Water Education”, through integrating school and community resources by using environmental education principle to drive care of water resources education. However constrained by the meaning of water resources for human use, and difficulty of behaviour and attitude change in water usage, efforts through the education channel in recent years was unable to achieve the desired results. By expanding the meaning of water resources, in goals to broaden water-oriented care based on Water Environment, will continue the influence of environmental education through the educational spirit approach to implementing the “Water Environment Education” in line with the substance of environmental education. The approach will not only achieve learning effectiveness, in addition it meets the objectives of environmental education, hence formulate environmental action to address environmental issues. Therefore, this research develop a Grade 1-9 Curriculum of water environment education curriculum content, to provide the basis of teacher guides, in goal to provide a complete and systematic learning experience for the students. This research adopt Content Analysis. Base on the paper by Chou (1997), in line with the national environmental education concept that covers 6 fundamental elements: (1) Ecology and Principles, (2) Interaction and Interdependence, (3) Resources Conservation, (4) Environmental Management, (5) Environmental Ethics, (6) Carrying Capacity and Quality of Life. In addition, adding 2 new elements from this research: (7) Environmental Problems, (8) Execution Skills. By using a total of 8 elements as the classification framework, the research attempts to analyse the popular water education curriculum contents or teaching objectives at home and from abroad, and the Grade 1-9 Curriculum in various Learning Stages and Environmental Education-related Competence Indicators or Benchmarks and sub-materials content. Applying contents analysis methodology, to codes, to classifies, and to increase courses based on care for water resources concept as a complement to the comprehensive curriculum contents, formed a complete water environment education courses and curriculum content. Finally, a nine-year environmental education curriculum that has been sub-indicators, as well as national water resources policy, “"Water Program of the new century” as a test tool for testing. The research results are 25 elements of water environment education curriculum, 84 course concepts, with 144 acts of goal-oriented curriculum content. Further analysis using environmental education indicators on 144 courses connotation, the research found the ability to target and curriculum content can be reciprocated, so the development of the Water environment education curriculum content can be integrated into the implementation of nine-year course. In addition, through “The Water Resources Policy Initiatives in the New Century” testing, water environment education curriculum and the concept of basic elements also corresponds to the vision of three, six and eight policy advocated strategy, it can meet the Government's policy for water resources Education goals. Through nine years of school education system, and a diversified courses of the water environment education, the research believe we will be able to “create a new water culture, the establishment of a water-saving society” of water resources education overall goal.

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43

HUANG, YI-JU, i 黃意茹. "The Construction of Competency Model of Preschool Educator and Construction of Curriculum Map". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/uq93gf.

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碩士
南臺科技大學
企業管理系
106
This study constructs the model of the competency patterns and the course of develop specialty in the future for preschool educator. In the research method, a competency interview method was first used. The content of the interview was used as a data analysis. Those data had summarized to into a competency format about preschool educator. The competency format are classified according to complexity, attribute, characte of behavior index in competency format. The research established a link between competency intension（knowledge, skills, Attitude）and behavior index. After that, the researcher would make a lesson plan by competency intension（knowledge, skills, Attitude）and job training. According to the research reuslt, the lesson sorted into “basic theory” and “application integration” by complexity of class. There are ”curriculum design and plan”, “multi-element teaching method”, “the development of emotional behavior with children”, “classroom management and the skills of teacher-parent communication” in the basic theory class. Moreover, there are “Multivariate curriculum design and teaching strategies”, “the study of teaching case”, ”The study of teacher-parent communication” in the application integration class. This study constructs a curriculum map based on the competency model. It is hope can improve preschool educator’s specialty by the development and application of the competency-based program in the future.

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44

Lee, Wen-fu, i 李文富. "Curriculum Governance Mechanism of Collaboration:The Practice and Re-Construction of Curriculum and Instruction Consulting system". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/18799132113021633033.

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博士
國立中正大學
教育研究所
96
“The gap between curriculum theory and practice” and “The gap between curriculum policy and implementation ” are two important obstacles and challenges of the nine year integrated curriculum reform. These two challenges also uncover the challenges of the national level curriculum governance when Taiwan society transformed into a post-modern and democratic society. I participated in related activities of the “Compulsory Education Advisory Group” for a very long period of time and found out that “Compulsory Education Advisory Group” and “Consulting Group of Curriculum and Instruction in MOE” can become the “Curriculum and Instruction Consulting System”. From the point of view of “Curriculum Governance”, this system can have various functions of connecting “theory and practice”, “policy and implementation”, “central and local”. This system can be an important section of national level curriculum governance mechanism. Therefore, this study starts from the governance theory. Second, this study develops the “curriculum governance of collaboration” concept. Third, this study re-conceptualizes the position, concepts and meanings of “central-local curriculum and instruction consulting system”. From the theories and practice of this developing system, the future practice, policy and research ideas and recommendations will be raised in the last part of this study.

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45

Xu, Jin-Quan, i 徐金全. "A study of training curriculum for construction site inspecters". Thesis, 1994. http://ndltd.ncl.edu.tw/handle/43955941803094873737.

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LEE, YU LING, i 李玉玲. "The Study on Community's Environmental Action Curriculum Construction and Implementation". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/83198141789934266704.

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碩士
臺北市立師範學院
課程與教學研究所
93
The purpose of this study was to probe the theory of community's environmental action curriculum, to investigate the effects on an community's environmental action instruction for the 4th grades’ environmental literacy, and to evaluate its accomplishment after curriculum implementing. Through documents analysis, the researcher probed into the philosophical foundation of community's environmental action curriculum. Besides, the researcher adopted the action research approach to collect community resources and engaged in community's action curriculum design by communicating with a collaborative teamwork. The study sought 34 elementary school students in Taipei country for the experimental group and implemented curriculum two classes of every week that amounted to 16 classes. At the same time, there were three classes(102 students) were selected randomly to compare with the experimental group. The researcher also adopted questionnaire investigation approach to assess the outcome effects and to account for the qualitative data. Some major conclusions were made as following: 1. Through the teaching module of community's environmental action curriculum, the 4th grade students’ environmental literacy increased in the aspect of environment awareness and sensitivity, concept knowledge of environment, skills and experiences in environment；But there was not significant effect on the aspect of value and attitude toward environment. 2. The community's environmental action curriculum could increase students’ interest in learning and strengthen their impression on community's environment. 3. There was significant effect on the 4th grade students’ skills and experiences in environment action. It inspired students’ environmental action abilities. 4. The curriculum played a role of transforming the community and improve community environment. Students spent more time on participate in the community service. It had changed both teachers’ and students’ impression on community's environment. 5. It improved teacher's professional skills. Through teachers’ teamwork and cooperation, teachers understood how to construct and implement a community's environmental action curriculum. 6.A full-time teacher than a part-time teacher had more time and elasticity to implement curriculum. A full-time teacher was easier to observe students’ learning process and results. It’s suitable for them to promote community's environmental action curriculum. 7.The realistic difficulties of implementing community's environmental action curriculum had: (1)The teacher was insufficient for the curriculum professional knowledge； (2)The school lacked the atmosphere of developing community's curriculum ; (3)Added courses increased teachers’ and students’ burden ; (4) Curriculum implementation lacked of school administrations and teaching support . According to the findings mentioned-above, some suggestions were offered to school administrators, teachers and further research on developing environmental actin teaching module. 1. In curriculum design part: Teachers should construct curriculum real meaning with each other. Curriculum design should adjust flexibly, and it should be included in formal curriculum design. 2. In teacher instruction part: Teachers should promote their abilities of critical thinking and professional skills. They must emphasize more basic abilities, rather than traditional discipline knowledge. At the same time, they should make good use of community and parents resources, and reach the goals of environmental education by practical teaching process. 3. In school administrators part: School leaders should encourage teachers to study for increasing teachers abilities on designing local action curriculum. To strengthen teacher's professional skills, leaders must lighten teacher's routine work to spend more time on discussing the curriculum real meaning and its’ evaluation system. In addition, School leaders should be devoted to reconstruct the community learning resources and reach the ideal of constructing a learning organization.

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Li-Er, Chiou, i 邱麗娥. "The Construction and Implementation of Narrative Curriculum Approach in Kindergarten". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90550328249646796159.

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碩士
國立臺北教育大學
幼兒與家庭教育學系碩士班
99
The qualitative method was used to conduct the study of construction and implementation of narrative curriculum in kindergarten. The“Lin Family Mansion and Garden”was the scenario of the curriculum. There were 28 children participated in the study. Data were collected through observation, interviews, documents and field notes. The following research questions were discussed: 1. What were the narrative curriculum content which were constructed by the researcher and the young children？2. What was teachers’ introspection from the process of implementing the narrative curriculum？ The results of this study showed that, in the aspect of the construction process of the narrative curriculum: (1) teachers and children co-consturcted the narrative curriculums based on the children’s ideas and inquiries, (2) the narrative curriculum was developed on the local culture which would enrich children’s learning experiences. And in the aspect of the implementation of the narrative curriculum, the researcher found that (1) the children and the teachers’ knowledge of “Lin Family Mansion and Garden”was fostered through developing the narrative curriculum, (2) children embedded personal experiences in the curriculum, and understanded themselves from the ancient stories, and (3) children learned dynamic knowledge of the“Lin Family Mansion and Garden”from the narrative curriculum.

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48

PENG, YA-CHING, i 彭雅靖. "Principal Curriculum Leadership and Curriculum Construction — A Study of Indigenous Experimental Education Elementary School in Pingtung County". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/39432472500715669862.

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碩士
國立屏東大學
文教事業經營碩士在職學位學程
105
The purpose of this study is to explore how the principal of an indigenous experimental education elementary school can lead the school to organize and construct indigenous courses as well as implement the culturally responsive teaching of experimental education program. This study started from three orientations: (1) Investigate the role that principal curriculum leadership plays in the school’s curriculum construction, (2) understand the development process of the experimental education elementary school indigenous courses, and (3) explore the school-based culturally responsive teaching courses for experimental education elementary schools. The objectives were to conduct purposive sampling for an indigenous experimental education elementary school in Pingtung County; perform semi-structured interviews for its principal, directors, and teachers; and conduct a document research analysis for the subject elementary school. 　　We then organized six conclusions as follows based on the research data and discussions: I.The goal of the indigenous experimental education principal curriculum leadership is to connect the tribal cultural preservation courses via professionalism, prospective visions, active energies, overcoming difficulties, actual practices, care, and development. II.The indigenous experimental education course development processes comprised the indigenous curriculum culture energy reserve period, the indigenous standard course concept forming period, and the indigenous standard course vision execution period. III.The indigenous experimental education elementary school is connected to the various-level governments, universities, private units, communities, parents, and other curriculum resources in order to promote the culturally responsive teaching method for the dual school system. IV.The indigenous experimental education course is based on the tribal culture and school culture cooperation; and the Principal Curriculum Leadership can flexibly apply the strategies to consolidate the growth of the tribes, schools, teachers, parents, and students. V.The indigenous experimental education course is constructed to introduce external curriculum resources to supplement the professional growths of the school curriculums and use the experimental education to cultivate education innovation and student development. VI.The indigenous standard courses and teaching materials were designed to eliminate cultural differences; deepen life development for the students; and provide an education carrier for living skills, tribal cultural heritage, and natural ecological conservation. 　　Finally, we also provided suggestions for the schools, teachers, education authorities, ethnic language certification authorities, and teachers of all fields based on the phenomenon mentioned in the research discussions and conclusions.

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Huang, Chien-Jung, i 黃千容. "Research on Curriculum Construction of Arts Literacy Edducation of Community University". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/30111854681753936974.

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碩士
國立臺灣師範大學
音樂研究所
90
Abstract The purpose of the study is to examine the current status of arts education of community university in Taiwan. The researcher collected related references and analyzed them to develop the “questionnaire for arts education of community university”. Meanwhile through interviewing with the executives of community university, hoped to realize thoroughly the scheme of arts education. And try to draw research conclusions and suggestions with regard to the establishment of arts curriculum in the future. The objectives of the research are: 1.To survey the current arts education and related problems of community university in Taiwan. 2.To view the educational orientation and connotation of overseas organizations of community education. 3.To set the educational goals as the principles of arts literacy education for community university. 4.To draw up an arts literacy education program which is suitable for the culture and community development in Taiwan. The conclusions of the research included: 1.Community university has to establish its educational orientation firmly. 2.The executive authority should take the community development into account when making a plan for community university. 3.Community university should emphasize the importance of professional knowledge and the spirit of teachers and executives. 4.Community university should help to establish “Community Arts Center” which integrates the community resources and raises the culture level of community. 5.Based on research findings, the researcher draw up the “Arts Literacy Curriculum” of community university.

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50

"Implementation evaluation of the PAD system into the pattern construction curriculum". Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5887278.

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by Lun Ngai-mei, Amy.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves [1-10] (4th gp.)).
Acknowledgment --- p.i
Abstract --- p.ii -iii
Table of Content --- p.iv -viii
List of Tables --- p.vii-viii
List of Figures --- p.viii
Chapter Chapter 1 --- Introduction --- p.1-4
Chapter 1.1 --- Background of the Study --- p.4-6
Chapter 1.2 --- Purpose of the Study --- p.7-9
Chapter 1.3 --- Significance of the Study --- p.9-10
Chapter 1.4 --- Definition of Terminology --- p.10
Chapter 1.4.1 --- The Subject of 'Pattern Construction' --- p.11-13
Chapter 1.4.2 --- CAD systems in the Clothing Industry --- p.13-16
Chapter 1.4.3 --- The PAD System --- p.17-20
Chapter Chapter 2 --- Literature Review --- p.21
Chapter 2.1 --- Educational Innovation & Implementation Evaluation
Chapter 2.1.1 --- Educational Innovation --- p.21-22
Chapter 2.1.2 --- Implementation --- p.22-27
Chapter 2.1.3 --- Evaluation --- p.28
Chapter 2.1.4 --- Conducting Evaluation for an Educational Innovation --- p.29
Chapter 2.2 --- Evaluation of Instructional Materials --- p.30
Chapter 2.2.1 --- Conception & Methods in Evaluation of Instructional Systems --- p.30-31
Chapter 2.2.2 --- An Evaluation Model for Instructional System --- p.32-34
Chapter 2.3 --- A Model for Computer Software Evaluation --- p.34-36
Chapter 2.3.1 --- Description of the Model --- p.37-38
Chapter 2.3.2 --- Methodology used in the Software Evaluation Model --- p.38-39
Chapter 2.3.3 --- Discussions on the Reiser & Dick Evaluation Model --- p.39-40
Chapter 2.4 --- Conditions to Evaluating the Implementation of Educational Innovations --- p.41
Chapter 2.4.1 --- Initial Status of Learners --- p.41
Chapter 2.4.2 --- Learner Performance after a period of instruction --- p.42
Chapter 2.4.3 --- Execution of Treatment/Study of Program Implementation --- p.42-43
Chapter 2.4.4 --- Costs --- p.43
Chapter 2.4.5 --- Supplemental Information --- p.44
Chapter 2.5 --- The 'System Approach' to Instructional Design --- p.44-45
Chapter 2.5.1 --- Definition of Instructional System --- p.45
Chapter 2.5.2 --- The derivation of an instructional system --- p.46-49
Chapter 2.5.3 --- Selection of Delivery System --- p.50-52
Chapter 2.5.4 --- Individualized instruction as a delivery system --- p.53-55
Chapter 2.6 --- Applications of Computer Technology as Learning Media in a Curriculum
Chapter 2.6.1 --- Computer applications in the Curriculum --- p.55-57
Chapter 2.6.2 --- Integration of Computers into the Curriculum --- p.57-59
Chapter 2.6.3 --- Computer Software for Curriculum --- p.59-60
Chapter 2.6.4 --- Effectiveness of Computer-Based Instruction --- p.60-61
Chapter 2.7 --- The Four Modes of Experiential Learning --- p.62-63
Chapter 2.7.1 --- Individual Learning Styles --- p.63-64
Chapter 2.7.2 --- Relationship between Learning Styles & the Knowledge Structure of Academic Fields --- p.65-66
Chapter 2.8 --- Summary --- p.66-67
Chapter Chapter 3 --- Research Methodology --- p.68
Chapter 3.1 --- Research Design & Procedures --- p.68-73
Chapter 3.2 --- Research Hypotheses --- p.73
Chapter 3.2.1 --- Major Hypotheses --- p.73-74
Chapter 3.2.2 --- Other Hypotheses --- p.74
Chapter 3.3 --- Research Conditions & Sampling --- p.75
Chapter 3.3.1 --- Initial Status of Learners/Students --- p.75-76
Chapter 3.3.2 --- Learning Resources/Conditions --- p.76-77
Chapter 3.3.3 --- Computer Access Time --- p.77
Chapter 3.3.4 --- Technical Support --- p.77
Chapter 3.4 --- Research Variables --- p.78
Chapter 3.4.1 --- Independent Variables --- p.78-80
Chapter 3.4.2 --- Dependent Variables --- p.80
Chapter 3.5 --- Research Instruments --- p.80-82
Chapter 3.6 --- Statistical Analyses --- p.83-85
Chapter Chapter 4 --- Results & Discussion --- p.86
Chapter 4.1 --- Results --- p.86
Chapter 4.1.1 --- Reliabilities of Research Instruments --- p.86-88
Chapter 4.1.2 --- Factor Analyses of Pretest & Posttest Questionnaires --- p.88-89
Chapter 4.1.3 --- Pair t-tests of Achievement Scores before & after treatment --- p.90
Chapter 4.1.4 --- Analyses of Covariance/Variance on Achievement by Independent Variables --- p.91-94
Chapter 4.1.5 --- Analyses of Variance on Posttest score by Independent Variables --- p.94
Chapter 4.1.6 --- Interaction Effects --- p.95
Chapter 4.2 --- Discussion --- p.96
Chapter 4.2.1 --- Reliabilities of Research Instruments --- p.96-102
Chapter 4.2.2 --- The Major Hypotheses --- p.102-103
Chapter 4.2.3 --- Factors affecting Outcomes of Innovation --- p.104-108
Chapter 4.2.4 --- Follow-up on the Evaluation Study --- p.108
Chapter Chapter 5 --- "Conclusion, Limitations & Recommendations" --- p.109
Chapter 5.1 --- conclusion on the Evaluation Study --- p.110-117
Chapter 5.2 --- Limitations of the Study --- p.117-120
Chapter 5.3 --- Suggestions for Further Research --- p.120-123
Bibliography --- p.Bi-Bx
Appendices
App. I Statistical Results from the Pilot Study
App. II A List of CAD Suppliers
App. III Self-instructional Unit
App. IV Individualized Instructional Course - Blue-print
App. V Kolb's Learning Style Inventory
App. VI Pretest Questionnaire
App. VIIa Computer Interaction Observation Checklist - for individual student
App. VIIb Computer Interaction Observation Checklist - for small group
App. VIII Posttest Questionnaire
Tables
Table 2.1 Alternative perspectives on the Implementation Process --- p.26
Table 4.1 Reliability Table of Kolb's Learning Style Inventory --- p.86
Table 4.2 Reliability Table of Pretest Questionnaire --- p.87
Table 4.3 Reliability Table of Posttest Questionnaire --- p.88
Table 4.4 Pair t-test on Achievement Scores before & after treatment --- p.90
Table 4.5 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Demographic Data --- p.91
Table 4.6 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Entry Characteristics --- p.92
Table 4.7 Analysis of Variance on Achievement after treatmentamong different groups of subjects categorized by Learning Conditions --- p.93
Table 4.8 Analysis of Variance on Posttest scores among different groups of subjects categorized by Learners' Response after treatment --- p.94
Table 4.9 Interaction Effects between ability levels & modes of study --- p.95
Table 4.10 Distribution of Learners within the Four Dimensions of Kolb's Experiential Learning Figures --- p.99
Fig. 1.1 Pattern cutting examples of a men's jacket using a CAD system --- p.12
Fig. 1.2 Diagram showing graded patterns with grade points & sizes --- p.12
Fig. 1.3 A Production lay-plan shown on a computer screen --- p.13
Fig. 1.4 A sleeve pattern being digitized --- p.13
Fig. 1.5 A Designer's Perspective of Clothing/Textile computer programs --- p.16
Fig. 2.1 curriculum Dimensions & their Relationships in the Implementaion Process --- p.24
Fig. 2.2 An Evaluation Model for instructional design --- p.33
Fig. 2.3 An Evaluation Model for computer software --- p.36
Fig. 2.4 A Flowchart showing the stages of instructional design --- p.49
Fig. 2.5 A multi-dimensional map outlining the four dimensions of computer technologieis & their attributes --- p.56
Fig. 2.6 Modes of learning in the experiential learning cycle --- p.62
Fig. 2.7 Relationship between learning styles & modes of learning --- p.64
"Fig, 2.8 A typology of academic disciplines" --- p.66
Fig. 3.1 A modified Evaluation Model for evaluating Multi-media Approach of Instructional System & CAD software --- p.70
Fig. 4.1 Graph showing Interaction Effects between Ability Levels & Mode of Study --- p.95
Fig. 4.2 Similarities among Academic Specialities at the University of Illinois --- p.100

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