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Matheus, Danielle dos Santos. "Políticas de currículo em Niterói, Rio de Janeiro: o contexto da prática." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1836.
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Esta pesquisa analisa a política curricular da Rede Municipal de Educação de Niterói, RJ, na gestão do Partido dos Trabalhadores, triênio 2005 2008. O currículo é abordado neste trabalho como artefato cultural marcado por processos de hibridação. Com base na abordagem do ciclo de políticas de Stephen Ball, as políticas de currículo são tratadas como textos, discursos e práticas produzidos em três contextos articulados entre si e permeados por relações de poder e disputas pela significação e controle simbólico do currículo. A partir das contribuições de Ernesto Laclau, entendo que no processo de produção da política curricular, sujeitos se articulam para defender determinadas concepções de currículo, as quais querem hegemonizar. A produção curricular, nessa perspectiva, é uma luta hegemônica caracterizada pela tensão entre particular e universal. O objetivo da presente pesquisa é analisar as interpretações que o contexto da prática opera sobre os textos que representam a política curricular defendida pelo poder público local. Defino o contexto da prática nesta pesquisa como o 3 e 4 ciclos do Ensino Fundamental de uma escola denominada, ficticiamente, Escola Niterói. Os sentidos curriculares produzidos nessa escola foram acessados por meio de entrevistas realizadas com professores das oito disciplinas que compõem o currículo escolar.
O contexto de produção dos textos é acessado através da análise dos quatro documentos curriculares produzidos pela Fundação Municipal de Educação, nos quais investigo também sentidos do contexto de influência da política. Analisando os sentidos que estão em jogo nos documentos curriculares e na Escola Niterói, concluo que há interpretações diversas, desenvolvidas em consonância com as demandas defendidas pelos grupos em disputa pela hegemonia no currículo. Identifico dois projetos curriculares em disputa a partir dos quais dois grupos se constituem: os que defendem a proposta da FME e os que a ela se opõem. No grupo favorável à proposta da FME, está grande parte das pedagogas da Escola Niterói, alguns poucos professores e os membros da equipe da FME; no grupo que se opõe a proposta está a maioria dos professores entrevistados que acredita na inviabilidade de sua adequação à realidade do contexto da prática. A insatisfação declarada por alguns professores passa a ser um dos elementos que une esses professores, criando uma identidade que é ao mesmo tempo fomentada em função da oposição à proposta hegemônica e do desejo de constituírem outra proposta particular.<br>This research analyzes the curriculum policy of Niteróis Public Education System during the government (2005-2008) of Partido dos Trabalhadores (Labour Party). Curriculum is addressed here as a cultural artifact that suffers hybridation processes. Based on Stephen Balls study of policy cycles, the curriculum policies were discussed as texts, discourses and practices produced by three different contexts combined, surrounded by power relationships and disputes on curriculum symbolic control and meaning. Based on Ernesto Laclaus contributions, I understand that individuals gather to defend some curriculum conception wishing that it becomes hegemonic in the process of curriculum policy production. In this sense, the curriculum production is viewed as a struggle for hegemony marked by tension between particular and universal. The purpose of this research is to analyze the practice context interpretations of the curriculum policy texts defended by the local government. The practice context, here, is the 3rd and 4th cycles of a Middle School called Escola Niterói (fictional name), accessed by interviews with teachers from the eight academic subjects.
Through the analysis of the four curriculum documents produced by the Fundação Municipal de Educação (municipal educational foundation) the context of text production is accessed, as well as the meanings of policy context of influence. On dealing with the meanings in the curriculum documents, I conclude that there are different interpretations made by different groups that are on struggle for hegemony on curriculum. Those interpretations are connected to the groups demands. Its possible to identify two disputing curriculum projects and to notice two groups linked to them: one defending the FMEs proposal and the other that is against it. Most of the pedagogues and some of the teachers of Escola Niterói, as well as the FMEs staff are in the group favorable to FMEs proposal. The majority of teachers interviewed in this research are in the opposite group, because they believe that is not viable to make the proposal adequate the context of practice. The teachers insatisfaction begins to bind them together, creating an identity that is stimulated by the opposition to the hegemonic proposal and by the desire of developing a new one at the same time.
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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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Heathcote, G. "Curriculum adaptation as a strategy for curriculum development." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.
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Moura, João Henrique Cândido de 1987. "A integração curricular no ENEM : o caso das ciências da natureza." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254172.
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Previous issue date: 2014<br>Resumo: A presente pesquisa tem como objetivo compreender os discursos (de acordo com a perspectiva de Stephen Ball) da integração curricular e da interdisciplinaridade como uma de suas expressões, nas recentes políticas públicas curriculares. Tendo como referência o Exame Nacional do Ensino Médio (ENEM) e a recente reformulação no formato e finalidade sofrida por ele, investigamos como o discurso da integração curricular aparece nas narrativas de docentes de escolas públicas e privadas, no caso das Ciências da Natureza. Tendo como princípio metodológico a narrativa proposta por Walter Benjamin, foi constituído um quadro empírico com as histórias de professores atuantes no Ensino Médio nas disciplinas de Biologia, Física e Química. Como resultados, depreende-se que a reformulação do ENEM parece não ter influenciado as práticas curriculares. Os professores reconhecem e endossam a importância do diálogo entre as disciplinas, mas criticam as interpelações advindas do trabalho interdisciplinar, sem que condições apropriadas sejam garantidas para a realização de atividades integradas<br>Abstract: This research aims to understand the discourses (according to the perspective of Stephen Ball) of curriculum integration and interdisciplinarity as one of its expressions, in recent curricular policies. With reference to the National High School Exam (ENEM) and the recent reformulation of the format and purpose experienced by it, we investigate how the discourse of curriculum integration appears in the narratives of teachers from public and private schools, in the case of Natural Sciences. Using as methodological principle the narrative proposed by Walter Benjamin, we have made an empirical framework with the stories of teachers working in secondary education in biology, physics and chemistry. As a result, it appears that the recast of ENEM seems not to have influenced the curricular practices. Teachers recognize and endorse the importance of dialogue between disciplines, but criticize the resulting interpolations of interdisciplinary work, without appropriate conditions guaranteed for the realization of integrated activities<br>Mestrado<br>Ensino e Práticas Culturais<br>Mestre em Educação
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Begg, Andrew John Cameron. "Emerging curriculum." Thesis, Open University, 2006. http://oro.open.ac.uk/54631/.
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In this autobiographical narrative study I consider how curriculum, in particular the mathematical curriculum, emerged for me throughout my life. My aims with this study are: - to show how my concept of curriculum has emerged and changed over time. - to encourage others to envisage curriculum in a range of different, but complementary ways. I started with a <i>naive</i> view of curriculum - the <i>received</i> curriculum. While teaching this changed. I began to appreciate <i>levels</i> of curriculum (national, school and classroom), to realize that within the constraints of a <i>national</i> curriculum I had professional freedom and to understand how students <i>negotiate</i> curriculum. I also became aware of curriculum as a continually changing <i>process</i> rather than a <i>product</i>. As an education officer in the curriculum development division, my views evolved further. I juggled with the conflict between <i>all planning for the classroom</i> and curriculum as government policy. My understanding grew about the <i>assessed</i> curriculum, the <i>global</i> curriculum, the development process (based on a <i>research-development-dissemination</i> model) and the notion that a curriculum should operationalize educational aims. I realized that contradictory perspectives on curriculum needed to co-exist. In the last 15 years I worked in tertiary institutions. My scholarship focussed on curriculum-related matters. My view of curriculum became <i>multi-dimensional</i> and <i>complex</i>, with associated documents and development being inseparable from curriculum; and I formulated a model in which curriculum, development and other influencing activities are envisaged as a <i>complex living system</i>.
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Leung, Wai-ming, and 梁偉明. "The differences between the intended curriculum and implemented curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961782.
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Rylander, Jonathan James. "COMPLICATED CONVERSATIONS AND CURRICULAR TRANSGRESSIONS:ENGAGING WRITING CENTERS, STUDIOS, AND CURRICULUM THEORY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491659752447516.
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Selimane, Remane. "A história e a geografia na concepção da disciplina de ciências sociais no ESG1 em Moçambique: subsídios epistemológicos e didáctico-metodológicos para a revisão curricular em curso." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9639.
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Previous issue date: 2012-02-02<br>This research fits into the theme of curriculum development. Its focus is to understand the curriculum revision in Mozambique, since the mid 2000s. It seeks to understand to what extent this process has been ongoing on the basis of valid theoretical assumptions and how that has been reflected in the improvement or not of the quality of education offered. It critically analyzes curriculum integration in the area of Social Sciences, in the Junior General Secondary Education. Specifically, the research analyzes the process of creating of the discipline of Social Sciences in the Field of Communication and Social Sciences. Thus, the basic categories are: curriculum (development, reform and integration) and (discipline of) Social Sciences, as well as patriotic references and values. The relevance of this discussion is justified primarily by its timeliness. The study is based on the epistemological principles of dialectic paradigm and the assumptions of qualitative research and develops through documentation, bibliographic and documentary research, questionnaires and interviews. The empirical research was based on documents on the subject issued at the Ministry of Education of Mozambique and fieldwork benefited from the testimony of 20 (twenty) teachers and 10 (ten) national level educational supervisors or tecnitions. In the four chapters of this work, besides the Introduction and Conclusions, it is discussed, in turn, the origin of the research problem, the author's personal motivations for its achievement and other aspects that reinforce the rationale, objectives, methodology and track the results produced. There's, also, an historical critical review on the construction of the curriculum, taking in Mozambique, having as a starting point the time when the author started to be involved in it; a critical analysis of Teaching Programs of History and Geography in the Junior General Secondary Education, and data collected through interviews and questionnaires. A theoretical approach based on the categories enunciated above and supported by critical authors. Outline the conclusions, in conclusions, which sum up the basic ideas of work, seeking to respond to the challenge put at first. The work provides an outline of some alternative strategies to the process of curriculum construction in haste. It has been assumed that the proposed strategies conducive to achieving the aims of the Social Sciences Area at General Secondary Education and strengthen the contribution of this area in the curriculum structure particularly, and in the development of Mozambican General Secondary Education curriculum, in general<br>Esta pesquisa enquadra-se na temática de desenvolvimento curricular. Seu foco é a
compreensão da revisão curricular em Moçambique, que vem decorrendo desde meados
da primeira década de 2000. Ela busca perceber em que medida este processo tem
estado a ser desenvolvido com base em pressupostos teóricos válidos e como isso pode
estar a repercutir-se na melhoria ou não da qualidade de ensino oferecida. Analisa
criticamente a integração curricular na Área das Ciências Sociais, no Ensino Secundário
Geral do 1º Ciclo. De modo concreto ela centra a sua atenção no processo da
concepção da disciplina de Ciências Sociais na Área de Comunicação e Ciências
Sociais, daí que as categorias básicas sejam: desenvolvimento, reforma e integração
(curricular) e (disciplina de) Ciências Sociais, assim como referências e valores
(pátrios). A relevância desta discussão justifica-se, fundamentalmente, pela sua
actualidade. O estudo baseou-se nos princípios epistemológicos do paradigma
dialéctico e nos pressupostos da pesquisa qualitativa e se desenvolveu através da
documentação; pesquisa bibliográfica e documental; aplicação de questionários e
entrevistas. A pesquisa empírica baseou-se em documentos sobre a matéria emitidos
pelo Ministério da Educação de Moçambique e o trabalho de campo beneficiou do
depoimento de 20 (vinte) professores e 10 (dez) técnicos pedagógicos de nível central.
Nos quatro Capítulos deste trabalho, além da Introdução e das Conclusões, abordase,
sucessivamente, a origem do problema da pesquisa, as motivações pessoais do autor
para a sua realização e outros aspectos que reforçam a justificativa, os objectivos, a
trilha metodológica e os resultados a que ela permitiu produzir; uma abordagem
preliminar seguida de uma análise histórico-crítica sobre a construção do currículo, em
Moçambique tendo como ponto de partida, a altura em que o autor passou a estar
envolvido no processo; uma análise crítica dos Programas de Ensino de História e
Geografia do Ensino Secundário Geral do 1º Ciclo, e dos dados colhidos através das
entrevistas e questionários; uma discussão teórica baseada nas categorias acima
enunciadas e fundamentada por autores críticos. Esboça-se as conclusões em
Conclusões, onde são retomadas as ideias básicas do trabalho, procurando-se responder
ao problema colocado no início. O trabalho fornece o esboço de uma estratégia
alternativa ao processo da construção curricular em apreço. Tem-se em vista que a
estratégia proposta favoreça o cumprimento das finalidades da Área de Ciências Sociais
do Ensino Secundário Geral e reforce o contributo desta Área na estrutura curricular, em
particular e no desenvolvimento do currículo do Ensino Secundário Geral, em
Moçambique, em geral
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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.
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Assunção, Alda Ribeiro Martins. "A inserção do componente currículo nos cursos de pedagogia do estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9653.
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Previous issue date: 2012-05-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The research aims to identify and analyze how the curriculum, as a curriculum
component, is considered in the courses of Pedagogy in the State of São Paulo, based on
their respective curriculum content and course descriptions. The analysis considers the
institutions with a grade 3 in the National Survey of Student Performance (Enade) 2008,
representing 41% of the total of 267 courses. Of the 110 courses surveyed, 65 indicate
the presence of the Curriculum component, under a variety of names. To understand the
processes that involved this context, the research started with a documental and
bibliographic analysis on the subject, adopting the qualitative and quantitative approach.
The work is supported by: Apple (2006), Chizzotti (2008), Chizzotti e Ponce (2011),
Gatti (2009), Gimeno Sacristán (1999, 2000, 2007), Moreira (1990), Moreira and Silva
(2009), Ponce (2006) and Silva (2003). Data collection was also made by means of
semi-structured interviews with teachers of the components involving curriculum ,
which allowed the study to broaden the understanding of the political, pedagogical and
technical interfaces of the component. The results, supported by content analysis,
showed polysemy in the statements, which often differ on the emphasis on interfaces,
pointing to multiple dimensions. It was also concluded, from the statements, that it is
necessary to make adjustments in the course descriptions in order to broaden the
number of hours allocated to curriculum components, considering the importance of this
theme for the training of future educators<br>A pesquisa tem por objetivo identificar e analisar como o currículo, enquanto
componente curricular, é contemplado nos cursos de Pedagogia do Estado de São Paulo,
a partir das suas respectivas grades curriculares e ementas. A análise considera as
instituições com nota 3 no Exame Nacional de Desempenho dos Estudantes (Enade) de
2008, que representam 41% do total de 267 cursos. Dos 110 cursos pesquisados, 65
apontam para a presença do componente Currículo, sob as mais variadas denominações.
Para compreender os processos que envolviam esse contexto, a pesquisa partiu de uma
análise documental e bibliográfica sobre o tema, adotando a abordagem qualiquantitativa.
O trabalho apoia-se em: Apple (2006), Chizzotti (2008), Chizzotti e Ponce
(2011), Gatti (2009), Gimeno Sacristán (1999; 2000, 2007), Moreira (1990), Moreira e
Silva (2009), Ponce (2006; 2009; 2011) e Silva (2003). A coleta de dados também foi
feita por meio de entrevistas semiestruturadas com docentes dos componentes que
envolvem currículo , o que possibilitou ao estudo ampliar a compreensão das
interfaces política, pedagógica e técnica do componente. Os resultados, apoiados pela
análise de conteúdo, evidenciaram uma polissemia nos discursos, que, muitas vezes,
divergem sobre a ênfase dada às interfaces, apontando para dimensões múltiplas.
Concluiu-se também, a partir dos discursos, que há necessidade de ajustes nas grades
curriculares, no sentido de ampliar a carga horária destinada aos componentes
Currículo, considerando a importância dessa temática para a formação dos futuros
pedagogos
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Francis, Janet E. "Curriculum in conflict." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ56806.pdf.
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Pásara, Luis. "El nuevo curriculum." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/116493.
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Wilbur, Helen. "Commemoration and Curriculum:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/240.
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The legacies of World War I in British culture are often explained by terms such as disillusionment and futility or by the understanding that the war shattered nineteenth century ideas of progress. These were not, however, the images of the war offered by the nation’s public and state sponsored secondary schools during the interwar years. By examining the categories of commemoration and curriculum, this study explores how British educational institutions mobilized the memory of the war in order to avoid cynicism and promote traditional forms of national, class, and gender identity. The first two chapters focus on how school memorials grew out of wartime communication within extended school communities in a way that privileged a heroic and traditional language of “high diction,” a concept developed by Paul Fussell. The following two chapters explore the ways in which discussions of how and why to teach history created a rhetoric of non-revolutionary citizenship and shaped portrayals of the war itself in a variety of British textbooks. Both processes elevated ideas including national and imperial patriotism, sportsmanship, self-sacrifice, personal and international leadership, and a continued faith in progress. This was initially accomplished by the exclusion of other possible narratives of the war, but the success of this interwar educational narrative was, in turn, undermined by subsequent economic and political events.
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Callahan, Cory Saye John W. "Educative curriculum materials." Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.
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Lemos, Guilherme Augusto Rezende. "O sujeito descentrado e a educação como estética." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6896.
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Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro<br>O ponto crucial desse trabalho, certamente, são as condições de possibilidades das relações entre o magistério e a educação, arguindo tanto o magistério como a educação sobre o sentido do não-sentido de um currículo. Minha tese é que, analisadas as possibilidades da subjetividade, a autodeterminação é inexequível, isto é, é preciso incluir o outro no eu e essa inclusão pressupõe penetrar as searas do imprevisto. Se assim o é, a subjetividade consiste na responsabilidade, na ação de responder a esse outro que não sou eu, mas que constitui também o eu. Responder ao outro obnubila o eu enquanto singularidade, não há espaço para essa singularidade, portanto ser é imprevisível. Isso significa que é vão o trabalho de tentar planejar a construção do eu (o sujeito, o cidadão) do outro no tempo. O conhecimento, a herança, é também um outro a que se deve responder e cujas respostas produzirão outros outros. O currículo é um outro a que se deve responder, e isso vale tanto para aquele que seleciona quanto para aquele a quem se destina a coleção. Assim sendo, não há um sentido possível para um currículo. O encontro com esse outro selecionado em meio a herança que, por si só é também outro, desmantela o sentido previsto posto que é imprevista a ação da responsabilidade.Resta-nos aderir à vontade de potência, ao moto contínuo da responsabilidade ante o imprevisto. Mergulhar nesse jogo que, distante de uma ação racional, segue um processo de êxtase e não de vertigem ante o conhecimento. Resta-nos deslizar as políticas de governo para as de estado, onde a educação escolar seja vista como investimento não-útil, como um jogo que rompe as bordas dos esquemas dentro-fora, interior-exterior, aqui-ali, meu-teu. Como um processo onde o planejamento futuro é impossível, já que é puro imprevisto. A presente tese não se configura como a defesa de uma ideia, mas como uma adesão, e consequente reflexão, a uma perspectiva de entendimento do que venha ser currículo, prática docente e conhecimento, no recorte da educação escolar, independente do segmento. Trata-se de uma confissão e da busca de um lugar, enquanto professor que exerce seu ofício<br>The core of this work certainly are the conditions of possibility of the relationship between teaching and education, arguing both teaching and education in relation with the sense of the nonsense of a resume. My thesis is that, analyzed the possibilities of subjectivity, self-determination is infeasible, i.e., you must include the "other" in the "I" and this inclusion involves penetrating the fields of the unexpected. If it is so, subjectivity constitutes responsibility, being the action to respond to this "other" that is not me, but that also constitutes the "I". Reply to the "other" obscures the "I" as uniqueness, there is no room for such uniqueness, so the being is the unpredictable. This means that it is vain to try to plan the construction of the "I" (the individual, the citizen) of the other in time. Knowledge, heritage, are also "others" that must be answered, and those answers will produce other "others". The curriculum is an "other" that must be answered, and this is true for both the one that selects as for the one for whom the collection is intended. Therefore, there is no possible meaning for a résumé. The encounter with the "other" selected among the inheritance, that is also "other" in itself, dismantles the intended meaning, for the action of responsibility remains unpredictable. For us, theres left the option of joining the desire of power, the perpetual motion of liability against the unforeseen. To dive into this game, distant from a rational action, following a process of ecstasy and not of vertigo towards knowledge. What is left for us is to trade government policies for state policies, where education is seen as non-useful investment, as a game that breaks the edges of the inside/out, indoor/outdoor, here/there, mine/yours schemes. As a process for which planning ahead is impossible, since it represents the pure unforeseen. This thesis is not qualified as the defense of an idea, but as an adhesion and consequent reflection, a perspective of understanding of what will be the curriculum, teaching practice and knowledge, in the scenario of school education, regardless of the segment. This is a confession and the seeking of a place as a teacher who exercises his craft
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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.
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Alharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.
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Pang, Xing. "On the nature of academic rankings: The relationship between the academic rankings’ quality of education and the curriculum in Ph.D. C&I programs in America." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1603500247163977.
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Petersen, Neal Theo. "Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.<br>This study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
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Cox, Christopher. "Understanding District Central Office Curriculum Administrators through Collaboration and Curriculum Leadership." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1468856008.
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Hong, Won Pyo. "Curriculum about others, curriculum of othering Asia in two American classrooms /." Diss., Connect to online resource - MSU authorized users, 2008.
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Clark, Lois E. "A writing-across-the-curriculum manual for administrators and curriculum specialists." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/157.
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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.
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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
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Covas, Felismina Rosa. "Flexibilidade curricular: a perceção dos seus autores num agrupamento de escolas do litoral alentejano." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26061.
Texto completo da fonteResumo:
O presente estudo tem a sua génese no quadro legal criado pelo Despacho nº 5908/2017
que autorizou, em regime de experiência pedagógica, a implementação do Projeto de
Autonomia e Flexibilidade Curricular (PAFC) dos ensinos básico e secundário, no ano
letivo 2017-2018, resultante da prioridade dada à educação pelo XXI Governo
Constitucional quando a assumiu “como um meio privilegiado de promover a justiça
social e a igualdade de oportunidades”.
O contexto do estudo foi um Agrupamento de Escolas (AE) situado no litoral
alentejano, mais precisamente os professores do referido AE, que no neste ano letivo
lecionaram turmas de 5º Ano de escolaridade, um dos anos abrangidos pelo PAFC,
procurando-se compreender a perceção dos mesmos face ao processo.
À luz do paradigma qualitativo, a nossa investigação procurou dar resposta a questões
que abrangeram as seguintes dimensões de análise: envolvimento dos docentes no
processo de construção do PAFC do Agrupamento; potencialidades e constrangimentos
encontrados na implementação do mesmo e PAFC como motor de mudança.
A realização deste estudo permitiu-nos descrever e compreender a perceção tida por
este grupo de professores que encararam esta possibilidade de mudança como uma
oportunidade.
Os resultados da investigação apontaram também para a existência de fatores que
determinaram o sucesso de implementação e desenvolvimento do PAFC tais como a
vasta experiência profissional destes professores e o profundo conhecimento dos seus
pares.
Como conclusão, é de salientar a postura tida por este grupo de professores que, tendo
consciência da necessidade de mudança de paradigma educacional, encararam o PAFC
como um filão a explorar, apesar de cientes de que o ser humano tende a oferecer, por
natureza, resistência aos processos de mudança; Curricular Flexibility - The perception of its actors in a Grouping of
Schools of the Alentejo Coast
ABSTRACT:
The present study has its genesis in the legal framework created by Order No.
5908/2017 which authorized, under the pedagogical experience regime, the
implementation of the Project of Autonomy and Curricular Flexibility (PAFC) of basic
and secondary education, in the school year 2017-2018. , resulting from the priority
given to education by the 21st Constitutional Government when it took it "as a
privileged means of promoting social justice and equal opportunities".
The context of the study was a Grouping of Schools (AE) located in the Alentejo coast,
more precisely the teachers of that AE, who in this school year taught classes of 5th
grade, one of the years covered by the PAFC, trying to understand the their perception
of the process.
In light of the qualitative paradigm, our research sought to answer questions which
covered the following dimensions of analysis: involvement of teachers in the process of
building the Group's PAFC; potentialities and constraints found in its implementation
and PAFC as a change engine.
This study allowed us to describe and understand the perception of this group of
teachers who saw this possibility of change as an opportunity.
The research results also pointed to the existence of factors that determined the
successful implementation and development of PAFC such as the vast professional
experience of these teachers and the in-depth knowledge of their peers.
In conclusion, it is noteworthy the position taken by this group of teachers who, being
aware of the need for a change in educational paradigm, viewed PAFC as a lode to
explore, although aware that the human being tends to offer, by nature, resistance to
change processes.
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Harricharan, Romila. "Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008618.
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Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
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Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.
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In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Fernandes, Sandra Faria. "Reforma curricular na escola: análise do processo de implantação da Proposta Curricular no estado de São Paulo - um novo olhar." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9787.
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Previous issue date: 2014-08-20<br>This thesis is focused on the implementation of the new Curriculum Proposal in the state of São Paulo from 2008 to 2010 in schools belonging to the Board of Education of Santos. From the analysis of the timing of implementation of Curriculum Proposal, some elements for a reflection of this process were outlined. The research had the objective of identifying factors that facilitate or hinder the deployment process, from the perspective of a supervisor, with the intent to analyze and identify possible solutions. For that, it was travelled the methodological path of the qualitative approach, in the perspective to interpret and reveal the contradictions and complexities of the investigated object from a critical-reflexive and ethical matrix. The research, even though predominantly qualitative, brings important quantitative data, which were taken into consideration. The following steps were fulfilled: observation conducted at schools; analysis of legal documents; and semi-structured interviews with the direction of the units, with the deputy directors, with teachers-coordinators and with two teachers of Portuguese and two teachers of Mathematical in each school selected for the research. Based on the interviews, responses were tabulated by hindering and facilitating factors in the implementation process, seeking also to identify the conditions under which the Proposal was implemented in schools. The purpose was to contribute to research in the area, bringing the voice of teachers and administrators, who had the opportunity of working directly with the process of implementation of the new Curriculum Proposal, point out some ways they believe to have been successful, others that were not as successful, but in analyzing their mistakes, will find directions for further changes. In the light of a theoretical framework which deals about a school for this new century, innovative projects, curriculum and educational reform processes of educational change and curriculum, the data were analyzed and discussed. It was realized that the method of implementation of the change process is much more important to business success than the nature of the desired change. The subjects presented as factors that facilitate teamwork and the role of the teacher-coordinator. As the main complicating factor, deployment strategy, claiming that the Curriculum Proposal itself was less discomforts than the way it was implemented. These results allow us to believe that strategies do not take into account local decisions on how to put into practice new projects can determine if teachers assimilate and continue to use them, or allowed to fall into disuse. Fortunately, even with a lot of resistance, the teachers and administrators did not allow the new Curriculum Proposal fell into disuse<br>Esta tese tem como tema central a implantação da nova Proposta Curricular no estado de São Paulo de 2008 a 2010, em escolas pertencentes à Diretoria de Ensino de Santos. A partir da análise do momento de implantação da Proposta Curricular, foram delineados alguns subsídios para a reflexão desse processo. A pesquisa teve como objetivo específico identificar fatores facilitadores e dificultadores no processo de implantação, a partir da ótica de uma supervisora, com a intenção de analisar e apontar possíveis soluções. Para tanto, percorreu-se o caminho metodológico da abordagem qualitativa, na perspectiva de interpretar e desvelar as contradições e complexidades do objeto investigado, a partir de uma matriz crítico-reflexiva e ética. A pesquisa, mesmo sendo predominantemente qualitativa, traz dados quantitativos que se mostraram importantes, e que, por isso, foram levados em consideração. Cumpriram-se as seguintes etapas: observação realizada nas unidades escolares; análise de documentos legais; e entrevistas semiestruturadas com a direção das unidades, com os vice-diretores, com os professores coordenadores e com dois professores de Português e dois de Matemática de cada escola selecionada para a pesquisa. Tomando como base as entrevistas, as respostas foram tabuladas por fatores dificultadores e facilitadores do processo de implantação, buscando, também, identificar as condições em que a Proposta foi implantada nas escolas. O propósito foi o de contribuir para a pesquisa na área, trazendo a voz dos professores e gestores, que tiveram a oportunidade de, trabalhando diretamente com o processo de implantação da nova Proposta Curricular, apontar alguns caminhos que acreditam ter tido sucesso e outros que não foram tão bem-sucedidos, mas que, na análise de seus desacertos, permitirão encontrar direções para novas mudanças. À luz de uma matriz teórica que versa a respeito de uma escola para esse novo século, projetos inovadores, reformas curriculares e educacionais, processos de mudanças educacionais e currículo, os dados foram analisados e discutidos. Percebeu-se que o método de implantação do processo de mudança é muito mais importante para o sucesso do empreendimento do que a natureza da mudança desejada. Os sujeitos da pesquisa apresentaram como fatores facilitadores o trabalho em equipe e o papel do professor coordenador. Como principal fator dificultador, a estratégia de implantação, alegando que a Proposta Curricular em si representou menos desconforto do que o modo como ela foi implantada. Esses resultados permitem crer que as estratégias que não levam em conta as decisões locais de como colocar em prática novos projetos podem determinar se os professores assimilam e continuam a usá-las, ou se permitem que caiam em desuso. Felizmente, mesmo com bastante resistência, os professores e gestores não permitiram que a nova Proposta Curricular caísse em desuso
28
Perez, Cassiana de Souza. "O novo currículo de Ciências Físicas e Biológicas do Estado de São Paulo (2008-2010): com a palavra os professores do ensino fundamental de ciclo II da Diretoria Regional de Ensino Centro-Oeste." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9621.
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Previous issue date: 2011-10-19<br>In 2008 the São Paulo State Department of Education (SEESP) implemented a curriculum proposal that in 2009 became the Official State Curriculum. Such a proposal was justified by the argument that the Law of Guidelines and Bases of Education (LDB) has given autonomy to schools and brought a decentralization which did not work along the years. With the National Curriculum Parameters (PCNs) a new proposal is directed towards the teaching of Natural Sciences considering the cognitive development, own experiences, age, cultural and social identities and the different meanings and values that Science can has for the students, aiming a significant learning. However the State of São Paulo did not develop clear strategies for the educators in order to deal with this new way of teaching. Such autonomy acquired by schools seemed more like a laissez-faire curriculum without discussions for a differentiated learning. So the new SEESP curricular proposal arises, sleeps with the laissez-faire curriculum and wakes up with the prescribed curriculum that must be adopted by all schools without considering the educator's heterogeneity. This research has the goal to listen to the teachers of discipline Physical and Biological Sciences from the São Paulo State Official Education in order to have answers to the following question: how teachers received, understood and are carrying out the curriculum proposed by the SEESP? We aimed to develop a qualitative research with results obtained from the dialogs with the teachers as well as the bibliographic research. We hope, with this study, bring the school, as a wholly, to a reflection process of and not for the school in a sense to contribute for the reflection of the praxis in the current curriculum context<br>No ano de 2008, a Secretaria de Estado da Educação de São Paulo (SEESP) implantou uma proposta curricular que, em 2009, passou a ser Currículo Oficial do Estado, o que é justificado devido à Lei de Diretrizes e Bases da Educação (LDB) ter dado autonomia às escolas e trazido uma descentralização que não funcionou ao longo dos anos. Com os Parâmetros Curriculares Nacionais (PCNs), uma nova proposta é direcionada no ensino de Ciências Naturais, considerando o desenvolvimento cognitivo, as experiências, a idade, as identidades cultural e social e os diferentes significados e valores que as Ciências podem ter para os educandos, objetivando uma aprendizagem significativa. Contudo, o Estado de São Paulo não desenvolveu estratégias definidas para que os educadores encarassem esse novo perfil de ensino, sendo que a autonomia adquirida pelas escolas parecia mais um laissez-faire curricular, sem discussões para uma aprendizagem diferenciada. Assim, surge a Nova Proposta Curricular da SEESP, de modo que se dorme com o laissez-faire curricular e se acorda com o currículo prescrito, sem considerar a heterogeneidade dos educandos, o qual deve ser seguido por todas as escolas da rede oficial. A presente pesquisa teve como objetivo ouvir professores da rede oficial de ensino do Estado de São Paulo, da disciplina de Ciências Físicas e Biológicas, no intuito de obter resposta para o seguinte questionamento: como os professores receberam, compreenderam e estão realizando o currículo proposto pela SEESP? Pretendeu-se desenvolver uma pesquisa qualitativa, contendo os resultados dos diálogos com os professores, bem como da pesquisa bibliográfica. Espera-se, com este estudo, levar a escola, como um todo, a um processo reflexivo da e não para a escola, no sentido de contribuir para reflexões da práxis dentro do atual contexto curricular
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Moraes, Leonardo Rodrigues de. "Inovações curriculares: um estudo de caso do curso de Pós-Graduação Lato Sensu MBA gerenciamento de obras, tecnologia e qualidade da construção." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9825.
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Previous issue date: 2014-12-15<br>This research was developed from a case study of the Post Sensu Lato that is offered by the Institute of Graduate Studies (IPOG). The objective of this research was to analyze the possible contributions of curriculum innovation for the postgraduate graduation courses in MBA Construction Management, Construction Technology and Quality, considering the current requirements for continuing qualification of engineers in Brazil, from the contributions of teachers and students of the same course. All research linked to this line of research Educator Training for Higher Education Curriculum Education PUC SP Program. The methodology was qualitative approach, working with the procedures of theoretical research, document analysis, questionnaires and interviews. The results show that the postgraduate graduation courses has a function to form to meet the demands of the market and therefore become Learning Areas. Other important issues that initially was thought to be the PBL curriculum paradigm that would bring to the course, its ability to innovate, but to conduct the search, especially fieldwork, hearing students and teachers, we believe it is just one of the PBL models can cause curricular innovations. We understand the birthing responses of students and teachers, there is a deep nexus of real possibilities for curricular innovations that can be perfectly applied in the course of MBA Construction Management, Construction Technology and Quality. Considering the central problem and the answers obtained, we concluded the research in affirming that it is perfectly possible to apply the course curriculum innovations in the study, either by PBL or another model. This application will bring, in our view, significant improvements in the curriculum and in their ability to innovate<br>Esta pesquisa foi desenvolvida a partir de um estudo de caso do Curso de Pós-
Graduação Lato Sensu que é ofertado pelo Instituto de Pós-Graduação(IPOG).
O objetivo desta pesquisa foi analisar possíveis contribuições de inovação
curricular para o curso de pós-graduação lato sensu em MBA Gerenciamento
de Obras, Tecnologia e Qualidade da Construção, considerando as exigências
atuais de qualificação continuada de engenheiros no Brasil, partir das
contribuições de professores e alunos do mesmo curso. Toda a pesquisa esta
vinculada a linha de pesquisa Formação de Educadores para o Ensino Superior
do Programa Educação Currículo da PUC SP. A metodologia empregada foi a
abordagem qualitativa, trabalhando com os procedimentos de pesquisa teórica,
análise de documentos, questionários e entrevistas. Os resultados obtidos
mostram que os cursos de pós-graduação lato sensu tem uma função de
formar para atender as exigências do mercado e por isso, se tornaram espaços
de profissionalização. Outra questões importante foi que inicialmente
pensamos o PBL como sendo o paradigma curricular que traria ao curso, sua
possibilidade de inovação, porém ao realizar a pesquisa, especialmente a
pesquisa de campo, ouvindo alunos e professores, entendemos ser o PBL
apenas um dos modelos que podem provocar inovações curriculares.
Entendemos a parir das respostas dos alunos e professores, existir um
profundo nexo de possibilidades reais de inovações curriculares que podem ser
perfeitamente aplicadas no curso de MBA Gerenciamento de Obras,
Tecnologia e Qualidade da Construção. Considerando o problema central e as
respostas conseguidas, concluímos a pesquisa no sentido de afirmar que é
perfeitamente possível aplicar no curso em estudo inovações curriculares, seja
pelo PBL ou por outro modelo. Esta aplicação poderá trazer, a nosso ver,
significativas melhorias no currículo e em sua capacidade de inovação
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Kempa, Sydnei Roberto. "Políticas de currículo em Matinhos-PR: a voz dos professores." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9598.
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Previous issue date: 2011-08-05<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This study analyses the curriculum organization policies, in the context of the Education Department in the city of Matinhos, PR, from 2005 to 2009. The studies which are concerned to the curriculum are even more relevant to the understanding of the educational phenomenon, which has different aspects and is in constant evolution. The leitmotif of this work is the continuous change movement of the curriculum organization and its implications, mainly for the teachers. The basic question which guides this work is: How do teachers cope with the continuous changes in the curriculum organization? As a unique data source, and as the most involved professionals in the curriculum changing process, the teachers voices of sixteen teachers from the municipal education system have been listened to, through semi-structured interviews. The raw material of this study was constituted from the multidimensional perceptions emerged in the teachers testimonials. The preparation of the raw material for subsequent analysis was based on the Content Analysis by Bardin (1994). The construction of the analysis was based on the Critical Pedagogy. Authors involved with the curriculum field, as Apple, Sacristán, Perez Gómez, Lima, Ball, Popkewitz provided the data to understand how the most of the changings in the curriculum scope occur and how the teachers survive them. The results are the ascertainments of how the policies are implemented and the implications they produce<br>O presente estudo analisa as políticas de organização do currículo, no contexto da Secretaria de Educação do município de Matinhos-PR do ano de 2005 a 2009. Os estudos que envolvem o currículo são cada dia mais relevantes para compreender o fenômeno educacional que é multifacetado e está em contínuo movimento. O fio condutor deste trabalho é o movimento das contínuas mudanças de organização do currículo e suas implicações principalmente sobre os professores. A questão básica perseguida ao longo do trabalho é: Como os professores lidam com as contínuas mudanças de organização do currículo? Como fonte única de dados, e maiores implicados no processo de mudança do currículo, foram ouvidos os professores. Por meio de entrevista semiestruturada, dezesseis professores da rede municipal de educação de Matinhos-PR foram ouvidos. A matéria prima do estudo se constituiu das percepções multidimensionais traduzidas nos depoimentos desses professores. A preparação do material bruto para posterior análise se baseou na metodologia da Análise de Conteúdo de Bardin (1994). As construção das análises foram fundamentas na Pedagogia Crítica. Autores do campo do currículo, como Apple, Sacristan, Perez Gómez, Lima, Ball, Popkewitz forneceram os subsídios necessários para compreender como ocorrem muitas das mudanças no âmbito do currículo e como os professores sobrevivem a elas. Os resultados são constatações de como as políticas são implementadas e as conseqüências que produzem
31
Chen, Pi-yun. "The promotion of native cultural education in Taiwan seeing from a multicultural perspective : issues and controversies." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10881/.
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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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Brown, Ryan A. "Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).
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Morita, Liang Chua. "Applying the Curriculum Cycle." 名古屋大学大学院国際言語文化研究科, 2010. http://hdl.handle.net/2237/14621.
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Klose, Dagmar. "Thesen zur Curriculum-Diskussion." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2005/467/.
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Demcoe, Elaine. "Generative curriculum, the unspeakable?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55141.pdf.
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Bartlett, Gennita B. "Newspaper design curriculum unit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/MQ54858.pdf.
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Vijayakumar, Rajarajan. "Automating curriculum management tasks /." Connect to unofficial online version of: Automating curriculum management tasks, 2006. http://minds.wisconsin.edu/bitstream/1793/18743/1/VijayakumarRaj.pdf.
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Cockett, W. A. "Multimedia and the curriculum." Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260301.
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Giesecke, Alberto. "Mi curriculum vitae comentado." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/115240.
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Loomes, Martin James. "Software engineering curriculum design." Thesis, University of Surrey, 1991. http://epubs.surrey.ac.uk/844417/.
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Software engineering design is a vital component of modern industry, unfortunately, the processes involved are still poorly understood. This poses a major problem for teachers of the subject, who are under constant pressure to improve the quality of education, but are unsure how to bring this about, or even how to detect such improvement. This thesis attempts to start the process of clarifying what we mean by "software engineering design", and apply the insights gained to the activity of curriculum design. First, we establish a method for the research, by constructing a framework to constrain and guide the process of seeking new insights. This leads to a decidedly eclectic approach to the problem, as software engineering design is viewed, and reviewed, from a number of different perspectives. Next, these views are synthesised into a model of the software engineering design process, and new insights are sought to refine the model. The central theme of this model is the idea that the design process can be considered as a one of theory building. Finally, we bring this model into direct contact with the task of curriculum design, both in a general sense, and also by providing illustrations of some of the consequences of its use.
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Broderick, Jane Tingle. "Introduction to Emergent Curriculum." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4230.
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Broderick, Jane Tingle. "Emergent Reggio Inspired Curriculum." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4244.
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Grosso, Michael. "Transportation technology curriculum guide /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1603.html.
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Thesis (M.S.)--Central Connecticut State University, 2000.<br>Thesis advisor: Michael J. Williams. " ... in partial fulfillment of the requirements for the Master of Science (plan C) [in Technology Education]." Includes bibliographical references (chapters 13-14).
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Stinnett, David. "Web-based curriculum delivery." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.
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Marks, Lori J. "Curriculum-Based Measurement: Writing." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3680.
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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
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Meier, Lori T. "Foundations for Curriculum Integration." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5883.
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Book Summary: Secondary schools are continually faced with the task of preparing students for a world that is more connected, advanced, and globalized than ever before. In order to adequately prepare students for their future, educators must provide them with strong reading and writing skills, as well as the ability to understand scientific concepts. The Handbook of Research on Science Literacy Integration in Classroom Environments is a pivotal reference source that provides vital research on the importance of cross-curriculum/discipline connections in improving student understanding and education. While highlighting topics such as curriculum integration, online learning, and instructional coaching, this publication explores practices in teaching students how to analyze and interpret data, as well as reading, writing, and speaking. This book is ideally designed for teachers, graduate-level students, academicians, instructional designers, administrators, and education researchers seeking current research on science literacy adoption in contemporary classrooms.
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Mota, Crismacleiton Galdino. "NÃcleo de trabalho, pesquisas e prÃticas sociais (NTPPS) no estado do CearÃ: breve descriÃÃo." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16789.
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O presente estudo visou a socializaÃÃo de uma proposta de reorganizaÃÃo curricular apresentada pela Secretaria de EducaÃÃo do Cearà (SEDUC), com base na Lei de Diretrizes e Bases da EducaÃÃo Nacional (Lei n 9394/96), a qual propÃe um currÃculo interdisciplinar. Sabendo que essa proposta vai de encontro Ãs escolas brasileiras, que tÃm seu ensino fundamentado numa matriz curricular multi/pluridisciplinar, este trabalho objetivou descrever e socializar a proposta de reorganizaÃÃo curricular do NÃcleo de Trabalho, Pesquisa e PrÃticas Sociais (NTPPS), apoiada pela SEDUC, com foco no Ensino MÃdio, por meio de um produto educacional tecnolÃgico, o blog. A proposta descrita pressupunha a adesÃo voluntÃria das escolas pÃblicas da rede estadual, e nosso lÃcus de pesquisa foi a EEFMJM, situada no municÃpio de Fortaleza, e teve como sujeitos da pesquisa os idealizadores e os tutores responsÃveis pelo desenvolvimento da proposta na escola. A pesquisa foi do tipo estudo de caso, de natureza bibliogrÃfica e participante, numa abordagem qualitativa. Os resultados apontaram que o projeto de reorganizaÃÃo curricular obteve Ãxito junto à comunidade escolar, fato este comprovado nos trabalhos desenvolvidos na escola, bem como nas respostas obtidas nos questionÃrios e entrevistas, bem como nas observaÃÃes realizadas durante o desenvolvimento das aÃÃes do NTPPS. Consideramos as aÃÃes do NTPPS, na escola, importante para o desenvolvimento pessoal, social e intelectual dos alunos, pois contribuiu significativamente nos resultados das avaliaÃÃes internas, assim como no desenvolvimento da autonomia e cooperatividade entre os pares e, ainda, auxiliou na elaboraÃÃo dos trabalhos interdisciplinares desenvolvidos por eles, em grupo.<br>This study aimed the socialization of a curriculum reorganization proposal submitted by the Secretary of Education of Cearà (SEDUC), based on the Law of Guidelines and Bases of National Education (Law No. 9394/96), which proposes an interdisciplinary curriculum. Knowing that this proposal is in contrast to Brazilian schools, which have their education based on a multidisciplinary curriculum, which have their education based on a multidisciplinary curriculum, this study aimed to describe and socialize the proposal for the curricular reorganization of the Work Unit, Research and Social Practices (NTPPS), supported by SEDUC, focusing on high school, and using the blog as technological educational product. The proposal described presupposed the voluntary adhesion of public schools of the state, and our research locus was the Elementary EEFMJM, located in the city of Fortaleza, and had as research subjects the creators and tutors responsible for the proposal development at the school. The research was a study case bibliographical and participant, with a qualitative approach. The results showed that the curriculum reorganization project was successful with the school community, fact confirmed by the work done at the school, as well as the answers obtained from the questionnaires and interviews, as well as the observations made during the development of NTPPS actions. We considered the actions of NTPPS in the school important for personal, social, and intellectual development of pupils because it contributed significantly on the internal assessments results, as well as in the development of autonomy and cooperativeness among peers, and assisted in the preparation of interdisciplinary work developed by them in the group.
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Destro, Denise de Souza. "Política curricular em Educação Física do município de Juiz de Fora- MG: hibridismo entre o contexto de produção do texto político e o contexto da prática." Universidade do Estado do Rio de Janeiro, 2004. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=10.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro<br>As discussões contemporâneas em relação ao campo do currículo têm se orientado na perspectiva de construções de propostas curriculares locais que dê visibilidade à participação da comunidade docente em seus diferentes momentos e aos processos culturais e experiências dos alunos como meio de se construir identidades múltiplas, favorecendo o empoderamento em contraposição às políticas curriculares globais que ainda se apresentam aos espaços escolares caracterizadas como verticalizadas, centradas no Estado, homogeineizantes e prescritivas. De acordo com essa perspectiva, analiso a política curricular da Educação Física do município de Juiz de Fora MG, cujo texto político é denominado Programa Municipal de Educação Física diretrizes curriculares (PROMEF), que se configura como uma política curricular local e diferenciada pelo fato de ter oportunizado a construção coletiva entre os responsáveis pelo Departamento de Educação Física escolar e os professores dessa disciplina que atuavam cotidianamente nas escolas contando, inclusive, com uma busca das manifestações culturais e de lazer das comunidades trabalhadas, para subsidiar os conteúdos que foram sistematizados como conhecimento pedagógico da Educação Física municipal. Esse estudo teve, assim, o objetivo de analisar a política curricular da Educação Física escolar desse município, destacando o contexto de produção desse texto político e verificar se os objetivos de tal proposta se viabilizam no contexto da prática e se essa proposta curricular se configura como incentivadora de construções identitárias múltiplas e ao empoderamento. Para dar encaminhamento aos objetivos, foram realizadas 28 entrevistas semi-estruturadas com os participantes do processo de construção da proposta e sua relação com o contexto da prática e análise do documento escrito PROMEF. De acordo com os dados coletados, essa diretriz avança em termos de políticas curriculares por ter oportunizado aos professores participarem de todo o seu processo de construção, mas não propicia o empoderamento e a construção de identidades múltiplas por pautar, sobretudo, numa orientação didático-metodológica que reforça o conhecimento historicamente elaborado, destacando a cultura discente apenas na perspectiva da superação e não como um caminho na busca do diálogo cultural crítico.<br>Modern discussions about curriculum have been orientated at the perspective of the forming of local curriculum proposals which give visibility to the participation of teachers community in their different moments and to cultural processes and students experiences as a way to form multiple identities promoting the empowerment in contrast with global curriculum politics that are still present at some schools classified as verticalized, centred at the State and prescriptive. Through this perspective I analyze the curriculum politics of Physical Education at the city of Juiz de Fora MG whose text is called Municipal Program of Physical Education (PROMEF). This program is a local and different curriculum politics because it promoted a collective construction among those responsible for Physical Education Department and the teachers of this subject that worked daily at schools searching for cultural and leisure manifestation at their communities to support the contents that has been systematized as pedagogical knowledge of municipal Physical Education. So this study had the aim of analyzing the curriculum politics of Physical Education at Juiz de Fora pointing at the context of production of this political text and check if the purposes of such proposal are possible inside the context of the practice and if this curriculum proposal stimulates multiple identity constructions and empowerment. It were made 28 semi-structured interviews with participants of this process and their relation to the context of the practice and PROMEF analysis. According to the data this directive advances in terms of curriculum politics because it has led the teachers to join in their construction process, but it doesnt allow empowerment neither the construction of multiple identities. It all happens because this directive is based on a methodological didactic orientation which enhances the historically elaborated knowledge, emphasizing the culture of students only through an overcoming perspective and not as a way to search for a critical cultural dialogue.