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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 lipca 2024

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1

Crose, Amanda Rose. "Scripted Programs: A Curriculum Evaluation". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7130.

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Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.

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Gordon, Kenneth William. "Curriculum evaluation of technical vocational training". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10698/.

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This thesis is a Case Study of a professional technical training programme designed for an Executive Agency of a major government department. The purpose was to explore the structure, strengths and weaknesses of the programme and to put forward useful suggestions for improvement. The personnel recruited into the programme are experienced technical specialists, often accustomed to the exercise of considerable responsibility and authority, earlier in their careers. The programme is intended to impart the extra skills required in their new role. There is special emphasis on assessment of student learning and curriculum evaluation and the possible confusion between the two terms. The problem of Outcomes and how the competency of the trainees is to be judged is considered. Also considered are learning styles, content and the teaching environment. Research data is included, collected from three primary and one secondary source. The primary sources consist of two questionnaires, one on Assessment of Student Learning and the other on Curriculum Evaluation. The results from these were analysed and from this data, the questions for the Interview Schedules were developed. They were designed to provide clarification or additional data where this was required. This Interview Schedule was structured as a series of open-ended questions, allowing further investigation as necessary. The data has been presented in an easily understood format, making use of tables and pie charts. Links have been established between the existing theories on adult further education and the research findings. Conclusions and suggestions for future improvement have been made.

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Gory, Ryan Patrick. "AN EVALUATION OF A GRADUATE RECREATION CURRICULUM". OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/146.

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This study examines the Recreation curriculum at Southern Illinois University, utilizing data collected from both alumni and students. The purpose of this study was to determine whether the sample audience was satisfied with the course offerings in the department of recreation and whether the curriculum was meeting the needs of professionals. Data was collected using an electronic subscription service known as Survey Monkey. The results revealed that a majority of the respondents were satisfied with course offerings and felt as if though the curriculum met their needs as professionals. Recommendations include conducting more frequent studies, updating the current curriculum, and conducting a more thorough analysis of current curriculum.

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Gory, Ryan. "An evaluation of a graduate recreation curriculum /". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967978761&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lau, Chan Po-ling, i 劉陳寶齡. "An evaluation of a school-based curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963018.

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Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.

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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.

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Walker, Sharon Lee. "Violence Prevention: Evaluation of an Adapted Curriculum". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2440/.

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The Prothrow-Stith violence prevention curriculum for high school students was adapted and presented to middle school students. An adaptation in materials, reading level and administration should not adversely effect the outcome of program participation, as the concepts that form the foundation of this curriculum are applicable to all ages. The essential question addressed in this study is as follows: Is the adapted curriculum effective? The evaluation instrument used for both pretests and posttest showed three distinct sections that were composed of general knowledge statements; statements that indicated an attitudinal predisposition toward violence; and statements that indicated a behavioral predisposition toward violence. After factor analysis the general knowledge section showed three grouping factors: factual knowledge, murder knowledge and alcohol knowledge. Factor analysis of the attitude section yielded two factors: a positive attitudinal predisposition toward violence and a negative predisposition toward violence. Seven hypotheses were tested. The analysis showed in a significant difference between the pretest and posttest for all respondents as an increase in factual knowledge; a decrease in negative attitude predisposition toward violence; and, a decrease in behavioral predisposition toward violence. There was a significant difference between the participating schools; there was no significant difference between the ages; and, results for females differed significantly from those for males. The findings imply that the adaptation of the Prothrow-Stith high school violence prevention curriculum is effective with lower grades. Designers of violence prevention, problem solving, peace making, conflict resolution and other prevention programs could look to the results of this evaluation when considering the factors that influence general knowledge, attitude and behavior toward violence. Differences between the sexes indicate an opportunity to tailor interventions and prevention strategies that stress the positive aspects of resolving conflict with peaceful, non-aggressive approaches. More detailed examination of the age differences may yield information about the influences that strengthen the quality of resilience or that indicate shifts in attitude and behavior in younger children.

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Oughton, Tim. "An evaluation of a national curriculum document, Chemistry in the New Zealand curriculum". Thesis, University of Canterbury. Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/3640.

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Before the introduction of Chemistry in the New Zealand Curriculum (CINZC) in 1995 the teaching of chemistry in New Zealand schools had largely been determined by School Certificate and Bursary examination prescriptions and a national Sixth Form Certificate syllabus. The directive given by the then Secretary for Education was that CINZC should provide the basis for development of teaching programmes and that the Achievement Aims and Objectives would be used in the development of future examination prescriptions and alternative assessment systems. The major purpose of the research presented in this thesis was to determine the extent to which CINZC has influenced teaching approaches in schools, how useful the curriculum has been to teachers, the level of support for the curriculum from teachers with different backgrounds, and to determine the major barriers or tensions that could affect successful implementation. A questionnaire was sent to a sample of secondary schools throughout New Zealand. The data collected were analysed and used to frame questions to be used in comprehensive interviews with six Christchurch chemistry teachers. The results indicated that, while a great majority of chemistry teachers agree with the philosophy and intent of CINZC implementation had been only partially successful in schools and several barriers existed, notably insufficient time and inadequate written and human resources. One very significant finding related to the differences in attitude and support for CINZC by male and female respondents. Females were generally more supportive and positive than their male counterparts. Differences between teachers of different age groups, school gender and school size were less notable. Several recommendations are made as a result of these findings. The most important immediate need is for a teacher's guide to be produced that fills in the detail many teachers are seeking. Allied to this resource is the need for a comprehensive teacher development programme to assist implementation.

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Jennings, Megan Marguerite. "Success for all : the hidden curriculum". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.

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Johnson, Michelle, i Brian Paull. "University of Arizona Curriculum Mapping". The University of Arizona, 2010. http://hdl.handle.net/10150/623888.

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Class of 2010 Abstract
OBJECTIVES: The purpose of this study was to determine the relative amount of time committed to each content area of the ACPE guidelines for curricular content and the three “outcomes expected of graduates” domains of the University of Arizona College of Pharmacy and to identify potential areas of weakness within the current curriculum. METHODS: Course coordinators were emailed and asked to fill out a questionnaire that addressed the amount of time that was spent on a given topic during lectures. The questionnaire included all topics necessary for the education of all pharmacists according to the ACPE guidelines. Questionnaires were collected from all required courses in the Doctor of Pharmacy program curriculum. Each course coordinator was asked to respond to every section with a numerical value of 0-3, indicating the amount of time spent on each topic. RESULTS: Surveys were completed by all 37 course coordinators for required courses. 42 subsections were recommended to be reviewed by the curriculum committee. CONCLUSIONS: There is a need for revision to the ACPE guidelines. A detailed description of the time and depth of each content area that should be covered within the curriculum would provide further guidance to colleges of pharmacy. Since this is not currently available, the data collected should be used as a tool to determine possible areas of deficiency within the University of Arizona Doctorate of Pharmacy curriculum. These areas need to be addressed by the curriculum committee.

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Rahilly, Timothy J. "An analysis of three learner-based formative evaluation conditions /". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60555.

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The current study seeks to determine the costs and benefits associated with three different learner-based data collection conditions; the one-to-one, dyad, and small group. It also addresses whether the dyad is a viable alternative to the other two. It examines the amount and type of data yielded in each condition. Comparisons are based on: (a) learners' comments, (b) learners' tests scores, and (c) objective measures (e.g., session length). Thirty-four (15 males, 19 females) McGill University undergraduate students participated in the study. Participants were instructed on how to report problems they encountered while learning from a six-page instructional unit. Results indicate that the one-to-one condition resulted in the least amount of feedback or data collected. The dyad and the small group conditions resulted in a similar amount of differing types of data collected. Based on the findings of the current study, the dyad appears to be a viable and cost effective alterative to the one-to-one and small group conditions.

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Larkins, Adrian, i n/a. "Evaluation of metal fabrication curriculum Bougainville Copper Limited". University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060816.154018.

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This is an evaluation study of a Metal Fabrication curriculum developed for Bougainville Copper Mine in Papua New Guinea. The curriculum is part of the Apprentice training program that is implemented in the mines own training College under the authority of the Papua New Guinea Apprenticeship Board. Several evaluation models were researched and the model which formed the basis of this study was selected because of its compatibility with the training environment that existed at Bougainville Copper Limited. The evaluation model was applied using a questionnaire and interviews to review the existing curriculum and make recommendations regarding changes. These changes included the rationalization of content associated with motor skills and the inclusion of cognitive based content related to problem solving and decision making.

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Wong, Maria Wan-Yin. "Evaluation of a biomedical science clinical training curriculum". Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2832/.

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The thesis is concerned with quality in clinical education. It explores issues pertaining to the effectiveness of a biomedical science clinical training program through an evaluation. The aim is to gather and analyze program data for the improvement of student learning. Mixed methods including self-completion questionnaires and semi-structured interviews were used to explore students' and clinical teachers' perceptions in the domains of clinical teaching, student learning, organization of the program and personal gain. Two questionnaires were developed for data collection on two consecutive cohorts of students of the Hong Kong Polytechnic University and clinical teachers from various training hospitals. Interviews with laboratory managers were used to support quantitative data of the questionnaires. Analyses of data from the first cohort revealed some deficiencies in the program including communication of goals to students, practice opportunities, shortage of clinical teaching staff, lack of initiatives from students, and inadequate communication between academics and laboratory teaching staff in the first phase of the study. The findings were reported to both academic and clinical teachers. Measures were taken to resolve these issues such as a comprehensive pre placement briefing for the students, to encourage clinical teachers to adopt different teaching strategies to foster student learning. Post training perceptions between the two cohorts were not significantly different in the second phase of the study except a slightly higher rating in the category of practice opportunities. It appeared that the intervention had not produced large effects. However, the results with implications were presented to the university, hospitals and students for further enhancement of student learning. It is through this continuous feedback mechanism that effectiveness of the program can be sustained.

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Matsubara, Amy A. (Amy Asa) Carleton University Dissertation Social Work. "Curriculum evaluation for anti-racist social work education". Ottawa, 1995.

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Tuell, Dawn, Debra Mills, Rebecca Powers i Karen E. Schetzina. "Evaluation and Utilization of a Pediatric Internet Curriculum". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/5062.

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Background: In recent years, the Accreditation Council for Graduate Medical Education (ACGME), and the Ambulatory Pediatric Association (APA) have developed detailed resident learning objectives and competencies. Maintaining adequate documentation that residents are fulfilling these objectives and competencies is a challenge. Objectives: To develop and evaluate use of an internet based curriculum, EPIC (East Tennessee Pediatric Internet Curriculum) to facilitate teaching and evaluation of the core competencies. Methods: Goals and content for the site were developed based on literature review and input from a pediatric internet committee. Resident internet-based learning is being evaluated using pre- and post- surveys over a six month period. Results: EPIC is a central location for residents to access information, including announcements, phone lists, and scheduling information. Educational content is organized around the six core competencies for resident education. For example, “Medical Knowledge”consists of a portfolio system developed for the ambulatory clinic. Portfolios include a checklist of pertinent information to be covered during a patient encounter and a related downloadable article to enhance resident knowledge. The section also includes links to other learning resources. An interactive discussion forum exists to facilitate discourse on medical and residency-related topics. Residents also complete online pre- and post- test questions during every clinical rotation and receive instant feedback on their responses. All 11 residents completed the pre-survey. Frequent or very frequent internet use was reported by 54% of residents to answer specific clinical questions and 45% of residents for general medical learning during the work day. Conclusion: Pediatric residents already utilize the internet to access medical information. EPIC accommodates residents’varying schedules and is a useful adjunct to other teaching and evaluation methods.

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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.

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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.

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Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform". Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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Ho, Chi-keung Christopher, i 何自強. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3862610X.

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A, Rahman Nor Haslynda. "From curriculum reform to classroom practice : an evaluation of the English primary curriculum in Malaysia". Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7511/.

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In 2011, a curricular reform of primary education in Malaysia known as the Standard Curriculum for Primary Schools (SCPS) was implemented for all taught subjects including English. The aim of the English language curriculum reform was to place great emphasis on the development of student communicative competence through interactive, learner-centred teaching approaches. Research suggests that the implementation of a curriculum reform at the classroom level depends largely on the extent to which teachers understand what the curriculum policy is intended to achieve and whether they perceive the policy as relevant and feasible. This study critically examines the effectiveness of the SCPS for English in three dimensions: (1) the clarity and usefulness of the curriculum documentation; (2) the effectiveness of the curriculum dissemination process; and, (3) the implementation of the curriculum in the classroom. A mixed-method was used in the study. It consisted of semi-structured interviews, document analysis, lesson observations, systematic interaction analysis of digitally recorded lessons, discourse analysis of lesson transcripts and video-stimulated reflective dialogue. The study involved 8 teachers, 2 curriculum trainers, 2 District Education Officers, and one officer from the Curriculum Development Division of Ministry of Education (MOE) in Malaysia. A total of 32 primary English lessons, four from each of the teachers involved, were also observed, video-recorded and systematically analysed. The findings revealed that the SCPS was not fully understood by the teachers and top-down, cascading of the curriculum process was largely ineffective. They also highlighted incongruence between the curriculum policy and classroom practice. The findings suggest there is a need to revise the SCPS documentation, to evaluate the curriculum dissemination process, and to support teachers in curriculum implementation at the classroom level. The wider implications of the findings for curriculum policy makers and teacher professional development are also discussed.

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Middaugh, Amanda Lyn. "Evaluating Effectiveness of an Undergraduate Dietetics Curriculum". Thesis, North Dakota State University, 2011. https://hdl.handle.net/10365/29860.

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Assessment is necessary in many programs to be certain that expected outcomes are being met. Without curriculum evaluation, higher education faculty would be unaware if students are competent in the skills and knowledge that the faculty thought they were teaching. New curriculum competencies related to dietetics are introduced every five to seven years from the Commission on Accreditation for Dietetics Education (CADE). CADE establishes the minimum requirements of foundation knowledge, skills, and competencies for institutions to train entry level dietitians. Even though a variety of criteria have been proposed to evaluate curricula, no common model or format is used because of the differences in each program, college, or university. The purpose of this study is to evaluate North Dakota State University's (NDSU) dietetics program through students' understanding and knowledge as demonstrated by the change in pretest and post-test scores to ensure they are meeting competencies. The Dietetics Program Assessment Test is made up of questions contributed by each instructor in the dietetics program at NDSU regarding their particular area of expertise. The effectiveness was assessed by comparing students' Dietetics Program Assessment pretest scores, taken during sophomore year, with their post-test scores, taken during senior year. This evaluation was used to determine if pretest scores predict program course grades or if high pretest results indicate a more successful student. Therefore, the scores could be used as a selection criterion for acceptance into the dietetics program if there is a strong correlation. Results from students in the Coordinated Program in Dietetics (CPD) were compared to those in the Didactic Program in Dietetics (DPD) and those not accepted into either program to see if there is a difference between the groups. The test was also divided into dietetics core content areas (community nutrition, medical nutrition therapy/clinical, food service, basic nutrition/lifespan, and management) to see if there was an area in which students were scoring poorly. Pretests were taken by 122 pre-dietetics students; of these, 46 were admitted into the CPD, 29 were admitted into the DPD, and 47 were not admitted into either program. A paired t-test found there to be a significant difference (p<0.0001) between individual mean pretest scores and post-test scores, which means students' knowledge about the area of dietetics had greatly improved through courses throughout each program. A t-test found there was not a significant difference between either the pretest scores (p=0.9847) or the post-test scores (p=0.4263) of those in the CPD and DPD programs. In all of the core dietetics content areas the average percentage of correct questions improved from the pretest to the post-test, and each content area had a similar improvement, roughly a 25 percentage point increase. Using an exact Kendall's Tau Test to examine the association between pretest score and final course grades, no significant difference was found in all of the core dietetics courses expect for Food Selection and Preparation Principles (HNES 261) (p=0.0324). In conclusion, since no one content area on the post-test appears to be lacking more than any other, it would appear that the students are learning from all courses. Due to the lack of association between all core dietetics course grades and pretest scores along with the small sample size, pretest scores should not currently be used alone or as one of the selection criterion for admittance into either dietetics programs.

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Barker, Chris A. "Students' assessment of biology education at Marshall University". Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.

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Cross, Kelly L. "Perceived impact of curriculum management audit recommendations on increased student achievement /". ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=990300801&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed. D.)--Boise State University, 2005.
Includes abstract and vita. Includes bibliographical references (leaves 188-193). Also available online via the ProQuest Digital Dissertations database.

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Lai, Edith Ling Yan. "Ethnographic evaluation of Second Step, a violence-prevention curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61129.pdf.

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Chakaryan, Hasmik. "A Retrospective Program Evaluation of a Domestic Violence Curriculum". University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1385044721.

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LaVigne, Bryan. "Evaluation of Northcentral Technical College's drafting and design curriculum". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lavigneb.pdf.

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Hinojosa, Eliu Misael. "Superintendents' perceptions of curriculum management audits". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026198.

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Ng'ang'a, Kanyuru Alfred. "An investigtion of adults' interactions centered on children learning mathematics a case of two elementary schools /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Davis, Edith G. Conaway Betty J. "A study of the effects of an experimental spiral physics curriculum taught to sixth grade girls and boys". Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5125.

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Halliday, Frances E. (Frances Elizabeth). "The influence of an innovative curriculum on the quality of middle-school students' text-based summaries /". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60077.

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This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality.

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Al-Gahtany, Abdulrahman M. "The present status of geography education in boys' intermediate schools of Riyadh, Saudi Arabia". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2177.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 152 p. Includes abstract. Includes bibliographical references (p. 119-125).

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Goeller, Adrienne, i Sushma Patel. "Evaluation of the Didactic Pain Management Curriculum at the University of Arizona College of Pharmacy". The University of Arizona, 2007. http://hdl.handle.net/10150/624397.

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Class of 2007 Abstract
Objectives: This study evaluated the didactic pain management curriculum from 2003 to 2006 at the University of Arizona College of Pharmacy in comparison to a compilation of current published standards. Methods: The study design was a utilization-focused evaluation conducted by two doctor of pharmacy candidates. The eleven domains of cognitive and affective abilities used for analysis were compiled from the International Association for the Study of Pain (IASP) guidelines and from published expert-panel competencies in the American Journal of Pain Management (AJPM). These documents were chosen for comparison because they were created with the purpose of developing competent and proficient pharmacy clinicians. Results: The analysis revealed that the University of Arizona College of Pharmacy was unsuccessful in meeting the recommended standards for pain management competencies. Instruction in pain management was poorly integrated, incomplete, and sporadic throughout the coursework. Conclusions: Pain management was insufficiently addressed in coursework at the University of Arizona. Separating pain from other topics, integrating pain entirely into the therapeutics course, creating a course devoted to pain management, and/or fulfilling standards through a required clerkship may improve the current curriculum. The results of the assessment will be used to provide recommendations to improve the curriculum concerning pain management.

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Tunc, Ferda. "Evaluation Of An English Language Teaching Program At A Public University Using Cipp Model". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611570/index.pdf.

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ABSTRACT EVALUATION OF AN ENGLISH LANGUAGE TEACHING PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL TUNÇ
, Ferda M.S. Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Cennet Engin DEMiR January 2010, 110 pages This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedule which was designed for the instructors. Besides, in order to obtain more detailed information about the preparatory school, written documents were examined. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze the qualitative data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that the program at Ankara University Preparatory School partially served for its purpose. The findings revealed that some improvements in the physical conditions, content, materials and assessment dimensions of the program were required to make the program more effective.

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Wilborn, LaChelle Rachel. "Hospitality curriculum: a comparative assessment based on ACPHA standards". Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/43684.

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This is what experts are saying: African American students need a "dynamic curriculum" in order to gain the competitive edge over their peers (Marshall, 1992). Top educators and industry executives at the 1993 Annual CHRIE Conference stated that "hospitality schools need to overhaul their curricula if they are to be more relevant in today’s market place" (Walkup, 1993). The purpose of the research project was to obtain information on how the curricula of HPBCUs with hospitality administration programs compared to ACPHA standards. The study sought information from those institutions of higher education and made comparisons based on ACPHA standards and expert reviewers. The study was aimed primarily at identifying the strengths and weaknesses of the HPBCUs’ curricula using the ACPHA standards as the foundation. A total of 11 HPBCUS were evaluated by 18 ACPHA reviewers. The reviewers compared the HPBCUs’ curricula to ACPHA standards using a Likert-type scale (4=Superior, 3=Satisfactory, 2=Unsatisfactory, 1=Poor). Each HPBCU curriculum was evaluated by two reviewers. Forty percent of the institutions received an approval rating for accreditation and 40% were deferred accreditation. The remaining 20% were denied the accreditation status. All accrediting decisions reflected curriculum only. It was recommended that the 11 HPBCUs follow ACPHA standards to ensure the quality of education being offered. It was also recommended that the HPBCUs’ curricula be revised to reflect areas of hospitality administration deemed necessary by ACPHA.
Master of Science

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Mokua, Beauty. "An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4863.

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Curriculum development and change poses a range of challenges with regard to curriculum role teachers are to play when such a change takes place. The purpose of this study was to investigate the curriculum development role of teachers as key agents in curriculum change. In evaluating the curriculum development role of teachers as key agents of change, it was imperative to look at the curriculum development role with regard to the development phases and the seven roles as outlined in the Revised National Curriculum Statement and it became evident that there was a need to make certain as to whether teachers were empowered for their curriculum development role by looking at their level of empowerment. This investigation was prompted by school teachers who were and are de–motivated and lack direction as to what their actual role is in curriculum development for the changing curriculum in South Africa is. The literature study established the importance of teacher development in the South African context. Curriculum development or change as variously defined, relates to teachers' knowledge, skills, attitudes and values in reaching the aim of teaching and learning. In investigating the problem at hand, it was imperative to look at the methodology that would best suit the problem. A qualitative approach was selected where focus group interviews were administered at four schools in the district. It was established that the role which teachers play as curriculum developers in the changing curriculum of South Africa is pivotal and that change cannot be successfully attained if teachers' roles are not clear and if teachers' development is not initiated before and during change process and curriculum development. This research therefore draws a conclusion that teacher involvement and development in curriculum development is imperative if South Africa is to realize its education goals.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

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Fowler, Anne. "Teaching ESL in Queensland : a lack of curriculum /". [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18279.pdf.

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Chan, Ping-kwan Walter. "Evaluation of the tailoring scheme in Chinese language : a case study /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17599271.

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Noe, Margaret Ann Lyle Laymon Ronald L. "An application of an analytical approach to the evaluation of educational programs in a selected Illinois high school". Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014755.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 26, 2005. Dissertation Committee: Ronald Laymon (chair), Richard L. Berg, Larry D. Kennedy, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 222-225) and abstract. Also available in print.

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Maison. "Curriculum evaluation in higher education : a case study of a Physics pre-service teachers curriculum in Indonesia". Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1166.

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Recent government policies about the curriculum and the needs of stakeholders for qualified graduates have provided arguments for physics pre-service teacher education programmes in Indonesia to be evaluated. These arguments have increased due to the rapid changes in local, national, and international dynamics.The purpose of this research was to evaluate by means of a case study the physics education curriculum for pre-service teachers by examining five levels of curriculum representation (the ideal, the formal/written, the perceived, the operational, and the experiential curriculum) in one Indonesian higher education institution. This case study involved (1) collecting and analysing information from government and institution documents, (2) developing and administrating surveys to assess the pre-service teachers’ and graduates’ as well as their lecturers’ perceptions of the physics education curriculum, (3) observations of teaching and learning in three different subjects, (4) oneon- one interviews with three physics lecturers, and (5) five focus group interviews with the pre-service teachers and graduates.Within this case study, the research design that was developed to answer the four research questions was a mixed method convergent parallel design for collecting and analysing quantitative and qualitative data. In this design, the researcher implemented the quantitative and qualitative methods during the same timeframe and with equal weight. While the quantitative and qualitative data were collected and analysed separately, the two sets of results were merged using strategies so that those could be interpreted together.The Indonesian government has provided generic guidelines for the ideal curriculum that is appropriate for physics pre-service teacher programmes as well as other programmes in all higher education institutions throughout Indonesia. In other words, the guidelines are expressed in very general and flexible terminologies. Therefore, by rewording them, every higher education institution can use the guidelines. However, the analyses associated with the formal/written curriculum suggest that the number of subjects and credits in the curriculum should be reduced because the curriculum was overloaded and the syllabi were overcrowded. Focus group interviews showed that several students had difficulties learning physics because some subjects in physics consisted of many theories and complex concepts. Additionally, they would like more physics content that is related to their future work as secondary school physics teachers rather than be required to study difficult physics theories.The actual process of teaching and learning in three subjects (General Physics I, Mechanics, and Laboratory Management) was observed with the focus on the content, the learning activities and lecturer’s role, the teaching resources and facilities, and the assessment. The observations, questionnaire, and interview results indicated that the lecturers provided assistance to students to learn, for example, by providing notes, examples, handouts, and library references. However, not many lecturers demonstrated enough interaction and recognition of their students' level of understanding. The lecturers’ approaches to teaching seemed to be content-centred rather than learnercentred. On the other hand, only a few pre-service teachers showed enthusiasm or were engaged in the teaching and learning process. In general, the pre-service teachers had surface approaches to learning physics. Nevertheless, lecturers, pre-service teachers as well as graduates were in agreement with the aims and objectives of the physics education curriculum.The results of this research make a distinct contribution to improve the curriculum within the field of secondary physics teacher education, which are summarised as basic assertions. In brief, the number of subjects and credits in the curriculum should be reduced; the curriculum should be more related to the pre-service teachers’ future jobs and the needs of stakeholders; the lecturers should use the physics methods that address the individuality of the pre-service teachers; and the resources, facilities and number of lecturers should be increased. These assertions have implications for the lecturers or physics teacher educators, curriculum developers, decision makers of higher education institution and future physics pre-service teachers.

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Yildiz, Umit. "Evaluation Of The Turkish Language Teaching Program For Foreigners At Minsk State Linguistic University In Belarus: A Case Study". Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/1178185/index.pdf.

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The aim of this study is to evaluate the Turkish Language Teaching Program for Foreigners at Minsk State Linguistic University in Belarus. The study aims to answer the following two main questions: 1) what are the discrepancies between the current status and the desired outcomes of the Turkish program at MSLU? 2) What aspects of the Turkish program should be maintained, strengthened or added? In order to answer these questions, data were collected from students who were attending the program in the 2002-2003 academic year, instructors who were teaching in the program in the same academic year, the graduates of the program, former instructors of this program, the parents of the students who were currently attending the program, the authorities at the institution, the employers of the graduates of this program in Minsk. Both qualitative and quantitative data were collected in the study. The quantitative data were collected through questionnaires. The qualitative data were collected through interviews and written document analysis. The results of the data showed that the Turkish Language Program at Minsk State Linguistic University partially meets the needs and demands of all the involved parties. However, it was observed that enthusiasm and interest for the Turkish language among the current students, graduates and the University authorities were high. Some changes and additions could be made in the program to make it better suited to the needs and demands of its under goers and institution.

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Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms". Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.

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Mgandela, Luthando Loveth. "An evaluation of the implementation of the new history curriculum". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1031.

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The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.

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Mowad, Laura Marie. "Evaluation of a high school leisure time physical activity curriculum". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196185969.

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Lo, Hau-yee, i 盧巧儀. "An evaluation of the implementation of a new Putonghua curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961836.

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Al-Gharaballi, Amal. "An evaluation of kindergarten curriculum in the State of Kuwait". Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294438.

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Morrison, Keith R. B. "Habermas and the school curriculum : an evaluation and case study". Thesis, Durham University, 1995. http://etheses.dur.ac.uk/972/.

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Watmough, Simon David. "An evaluation of the reform of the Liverpool medical curriculum". Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445961.

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Tudiver, Fred, Ivy A. Click, Patricia Ward i Jeri Ann Basden. "Evaluation of a Quality Improvement Curriculum for Family Medicine Residents". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6370.

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BACKGROUND AND OBJECTIVES: East Tennessee State University’s (ETSU) Department of Family Medicine initiated Quality Improvement (QI) training in its three residency programs in 2008. The purpose of the project was to develop, implement, and assess a formal curriculum and experiential learning process to train family medicine residents in QI knowledge and skills. METHODS: Family medicine faculty members received training in QI theory and design. Rising second-year residents received a daylong workshop on the basics of QI principles. Residents worked in teams to develop and implement QI projects. Self-assessed QI proficiency was measured prior to and immediately following the workshop. QI knowledge was assessed with the Quality Improvement Knowledge Application Tool (QIKAT) at baseline and following project completion. RESULTS: Two groups of residents (n=37) received training and completed at least 1 year on their projects. Analyses revealed that residents’ self-assessed QI proficiency improved after receiving a day-long training workshop and was consistent for both groups of resident training. Application of QI knowledge as assessed by the QIKAT did not improve following QI project participation in resident Group 1 but did improve in resident Group 2. CONCLUSIONS: A formal QI curriculum was successfully developed and implemented into three family medicine residency programs. Residents’ QI knowledge and skills improved following training and experience conducting QI projects. Faculty and resident commitment to the program and competing time demands proved challenging to the introduction of QI training. Future studies should assess residents’ sustained learning and translating QI residency experiences into practice.

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Taylor, Donald Wayne. "E-6A aviation maintenenace training curriculum evaluation : a case study /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7886.

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Bunting, Tia Wheatley. "Development and evaluation of a technology integrated social skills curriculum". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 188 p, 2009. http://proquest.umi.com/pqdweb?did=1818417611&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Moldovan, Russel John. "Blanchard Church of Christ handbook a curriculum development and evaluation /". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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