Relevant bibliographies by topics / 330206 Curriculum Theory and Development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic '330206 Curriculum Theory and Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic '330206 Curriculum Theory and Development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "330206 Curriculum Theory and Development"

1

Shire, Michael J. "Jewish Spiritual Development and Curriculum Theory." International Journal of Children's Spirituality 2, no. 2 (December 1997): 53–59. http://dx.doi.org/10.1080/1364436970020206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Travis, Thomas G., S. Kathleen Loughlin, and Eileen Mullen. "Applying Adult Development Theory to the Curriculum." Journal of Continuing Higher Education 33, no. 2 (April 1985): 22–24. http://dx.doi.org/10.1080/07377366.1985.10401028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Coşkun Yaşar, Gülşah, and Berna Aslan. "Curriculum Theory: A Review Study." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 2 (December 28, 2021): 237–60. http://dx.doi.org/10.31704/ijocis.2021.012.

Full text
Abstract:
The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.
APA, Harvard, Vancouver, ISO, and other styles
4

Wraga, William. "Curriculum Theory and Development and Public Policy Making." Journal of Curriculum and Pedagogy 3, no. 1 (June 2006): 83–87. http://dx.doi.org/10.1080/15505170.2006.10411581.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cain, Tim. "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 2 (June 24, 2004): 215–21. http://dx.doi.org/10.1017/s0265051704005650.

Full text
Abstract:
In this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory.
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Jong-Ik, and Woong Choi. "Development of training theory curriculum for school social workers." Journal of School Social Work 53 (March 30, 2021): 1–26. http://dx.doi.org/10.20993/jssw.53.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Plummeridge, Charles. "Curriculum Development in Music Education: The Limitation of Theory." Psychology of Music 13, no. 1 (April 1985): 49–57. http://dx.doi.org/10.1177/0305735685131005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hentschke, Liane, and Alda Oliveira. "Music curriculum development and evaluation based on Swanwick's theory." International Journal of Music Education os-34, no. 1 (November 1999): 14–29. http://dx.doi.org/10.1177/025576149903400103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

McDiarmid, Garnet. "The development of a conceptual-empirical theory of curriculum." Interchange 18, no. 3 (September 1987): 38–62. http://dx.doi.org/10.1007/bf01807219.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (July 2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

Full text
Abstract:
This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "330206 Curriculum Theory and Development"

1

Chapman, Shelley Ann. "A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory." [Yellow Springs, Ohio] : Antioch University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.

Full text
Abstract:
Thesis (Ph. D.)--Antioch University, 2007.
Title from PDF t.p. (viewed Apr. 10, 2007). Advisor: Jon F. Wergin. Keywords: transformative learning theory, deliberative curriculum theory, graduate professional education, theory building, higher education. Includes bibliographical references (p. 377-399).
APA, Harvard, Vancouver, ISO, and other styles
2

Grant, Carl L. "Sunday school curriculum materials development blending theory and technology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Smith, Eugene Arlington. "Development of sustainability within a university curriculum." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28100.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Brahams, Yvonne Rae. "Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Herseth, Todd L. "Business ethics education and Mezirow's transformative learning theory." Thesis, University of South Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131552.

Full text
Abstract:

The purpose of this study was to determine if using intentional, transformational learning strategies in an undergraduate business ethics course improved the curriculum with respect to targeted, student learning outcomes. Since business schools have a social mandate to provide opportunities for ethical growth and development, improving the efficacy of business ethics education is of paramount importance. The importance of this mandate has been further highlighted in recent years by egregious instances of misconduct by business professionals whose actions have had obvious and profoundly negative impacts upon the stability of our financial systems and state of the world economy.

This was a quasi-experimental, quantitative study conducted at a university of approximately 8,000 students. The focus of the study was to measure the effects of intentional, transformational learning strategies on the occurrence of transformational learning and cognitive moral development among students enrolled in the university's online business ethics course. The intentional, transformational learning strategies utilized were those identified by David Warren Keller in a 2007 study and adapted to an online learning environment. The correlation between epistemological development based on the Perry Scheme (of William G. Perry Jr.) and the occurrence of transformational learning was also examined in this study.

While this curricular intervention was not found to have had a statistically significant impact on the targeted outcomes, a statistically significant correlation was observed between epistemological development and transformational learning. A principle conclusion of the researcher is that the online learning environment is the most likely explanation for the difference in the efficacy of the curricular intervention when comparing the results of the Keller study to the current study due to the affective dimensions of the student learning experience (central to transformational learning) in the online learning environment and the limitations inherent therein, which are detailed in the study. Finally, the correlation observed between epistemological development and transformational learning, while statistically significant, was inconclusive due to the absence of additional correlations which would have been expected, yet merits further study.

APA, Harvard, Vancouver, ISO, and other styles
6

Jones, Peter R. "Researching and developing a humanities curriculum for sustainable development through activity theory." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631734.

Full text
Abstract:
The local to global crisis facing society and the need for sustainable development has provided the impetus for this research study based on education for sustainable development (ESD). Education is often viewed as a tool for sustainable development. However, at present, it arguably reinforces inequalities and unsustainable development. This research study therefore seeks to help analyse and address this paradox in education. It focuses on the research and development of a humanities curriculum for sustainable development in a secondary school in London. It follows the journey of a group of teachers who try and bring about change through the curriculum and explores and examines the opportunities, challenges and outcomes of the curriculum activity. The main theoretical framework used in this research study is Activity Theory. This study argues that Activity Theory, based on the Vygotskian concept of unity between consciousness and activity, shares many philosophical underpinnings with education for sustainable development. The study argues that Activity Theory's expansive and holistic qualities mean that it not only has the potential to act as an effective tool to analyse the curriculum activity system but also the potential to act as a tool for learning and change. The main methodology used for the research study was loosely based on development work research (DWR). DWR applies Activity Theory in a practical and participatory manner. DWR allowed for the teachers involved in this research activity to act as research participants, with myself as the main facilitator of the change process. Through the DWR sessions the teachers were able to critically discuss research findings, examine contradictions and tensions within and beyond the curriculum activity system and identify tools that may mediate and reorientate the curriculum towards sustainable development. 14 Overall, this study shows that Activity Theory and the DWR sessions did provide an effective means to research and develop a humanities CSD. They enabled the teachers and myself to deconstruct the humanities curriculum activity system and expand this system so it became more orientated towards sustainable development. It is hoped that this research study has not only led to positive change within the local empirical field but also contributed to the more general theoretical field. The wider implication of the study suggests that greater links between ESD and AT can be of mutual benefit to each field. ESD and SD can provide the rationale for AT and help AT move more closely back to its Marxist roots, while AT has the potential to strengthen the theoretical underpinnings of ESD and act as a vehicle for change.
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Matthew W. "Teaching the 'Third World' : difference and development in the school curriculum." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3998/.

Full text
Abstract:
This research explores the communication of the 'Third World' in the school curriculum, focusing particularly on its role, location and significance. Using data collected from two UK secondary schools the thesis combines ethnographic methods with theoretical perspectives from sociology, development studies and cultural studies. The conceptual focus of the research is on the ways the communication of the 'Third World' constructs notions of difference and identity in the school curriculum, informed by its location within three frameworks of meaning: development; charity; multiculturalism. The communication of the 'Third World' through each of these is addressed in turn, focusing particularly on the variety of notions of 'self, 'world' and ' other' which are constructed. Attention is also drawn to the epistemological foundations underpinning the different constructions of the 'Third World', and to the implications this has for engagements with notions of difference. The research seeks to explain the contradictions within and between the schools' communication of the 'Third World', emphasising the micro-politics of the schools and their location within a broader political context. In particular, attention is drawn to the role of the aims, structure, and organisation of the schools in informing the communication of the 'Third World', and to tensions between national and local curricular authority. It is argued that contradictions within and between the different constructions of the 'Third World' reflect changes in how the 'Third World' and development are understood. However, the potential improvements in its communication that this suggests are being constrained at both local and national levels. Thus, the research concludes by identifying policy initiatives which can both build on this potential, and prevent further prejudiced and discriminatory constructions of the 'Third World'. It also suggests further research which will enhance our understanding in this area.
APA, Harvard, Vancouver, ISO, and other styles
8

Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Logan, Austin Gerald Mary. "Pupil opinion : a contribution to child-centered theory and to curriculum and staff development." Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287911.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Labiche, Diana M. "African-American Males Drug Trafficking Behaviors: Implications for Curriculum Development." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1448385817.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "330206 Curriculum Theory and Development"

1

Tanner, Daniel. Curriculum development: Theory into practice. 3rd ed. Englewood Cliffs, N.J: Merrill, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Laurel, Tanner, ed. Curriculum development: Theory into practice. 4th ed. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ondiek, Patroba E. Curriculum development: Alternatives in educational theory & practice. Kisumu, Kenya: Lake Publishers and Enterprises, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Teacher empowerment through curriculum development: Theory into practice. Kenwyn: Juta, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Reynolds, William M. Reading curriculum theory: The development of a new hermeneutic. New York: P. Lang, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Keating, Sarah B. Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Curriculum development and evaluation in nursing. New York: Springer Publishing Company, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Development a play-based curriculum: Theory into practice in the 4-plus unit. Kettering, Northants: Jutland Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Autio, Tero. Opetussuunnitelmatutkimus: Keskustelunavauksia suomalaiseen kouluun ja opettajankoulutukseen. Tampere: Tampere University Press, 2017.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "330206 Curriculum Theory and Development"

1

Bawden, Lyndsay, Jade Hickin, and Kaley Macis-Riley. "Curriculum development: the theory." In Doing Middle Leadership Right, 38–49. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003160557-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Friedrichs, Linn. "1. John Dewey's Theory of Education and the Pragmatist Method." In Global Curriculum Development, 27–74. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839460238-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Arnon, Ilana, Jim Cottrill, Ed Dubinsky, Asuman Oktaç, Solange Roa Fuentes, María Trigueros, and Kirk Weller. "The APOS Paradigm for Research and Curriculum Development." In APOS Theory, 93–108. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7966-6_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Paraskeva, João M., and Maria Alfredo Moreira. "Itinerant curriculum theory in the making." In Teacher Education and the Development of Democratic Citizenship in Europe, 125–43. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Irfan, Humaira, Bushra Ahmed Khurram, and Yasir Hussain. "English Language Curriculum Development in Pakistani Universities." In English Language Teaching: Theory, Research and Pedagogy, 131–42. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7826-4_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Haines, Christopher A. "Rethinking Thinking About Sustainable Development Curriculum." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 141–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47877-7_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Walsh, Thomas. "Alignment and Coherence in the Context of Policy and Curriculum Development in Ireland: Tensions, Debates, and Future Directions." In Handbook of Curriculum Theory and Research, 1–21. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-82976-6_10-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Uljens, Michael, and Helena Rajakaltio. "National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach." In Bridging Educational Leadership, Curriculum Theory and Didaktik, 411–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58650-2_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Steinberg, Melvin S. "Applying Modeling Theory to Curriculum Development: From Electric Circuits to Electromagnetic Fields." In Model Based Learning and Instruction in Science, 151–71. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6494-4_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Murray, Alana D. "Moving Beyond Biography: Critical Race Theory and the Construction of the Alternative Black Curriculum in Social Studies." In The Development of the Alternative Black Curriculum, 1890-1940, 13–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91418-3_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "330206 Curriculum Theory and Development"

1

Peltsverger, Svetlana. "Maintaining balance between theory and practice in information security courses." In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047465.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Basu, Debarati, N. Dwight Barnette, Godmar Back, David McPherson, William M. Naciri, Paul E. Plassmann, Calvin J. Ribbens, Vinod K. Lohani, Margaret Ellis, and Kira R. Gantt. "Development and Analysis of a Spiral Theory-based Cybersecurity Curriculum." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162251.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Najam-ul-Hassan, Syed, Maqbool Uddin Shaikh, and Uzair Iqbal Janjua. "Data Warehousing an Academic Discipline; "Curriculum Development Approach, Methodologies and Issues"." In Communication Technologies: from Theory to Applications (ICTTA). IEEE, 2008. http://dx.doi.org/10.1109/ictta.2008.4529923.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wilcox, R. Peter. "Interactive Color Theory - Education, Research and Practice: The Development of CoMoS3." In ACADIA 1987: Integrating Computers into the Architectural Curriculum. ACADIA, 1987. http://dx.doi.org/10.52842/conf.acadia.1987.077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Hua. "Curriculum Development Strategy of Adult Education under the Theory of Modern Adult Education Development." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

Full text
Abstract:
The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
APA, Harvard, Vancouver, ISO, and other styles
7

Fang, Chunjuan. "Theory and Practice Research for Curriculum Resources Development and Utilization for Immunology Basics and Pathogen Biology." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.77.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tatnall, Arthur, and Bill Davey. "Curriculum Development in the Informing Sciences: Ecological Metaphor, Negotiation or Actor-Network?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2579.

Full text
Abstract:
Change in higher education information systems, and other informing science curricula is inevitable. This paper offers a brief consideration of three different models that can be used to describe how this change occurs. Most curriculum texts give prime consideration to approaches to curriculum change based on research, development and diffusion models, and the paper outlines some objections to the application of models of this type to describing how university curriculum in the informing sciences is built and rebuilt. It offers instead three alternate models; one based on an ecological metaphor, another on curriculum negotiations and the third on innovation translation from actor-network theory, to describe how this process occurs. This is a theoretical paper that does not advocate one model over another, and does not propose the use of any one of these models in devising a new curriculum. It is concerned only with obtaining a better understanding of how this complex process occurs.
APA, Harvard, Vancouver, ISO, and other styles
9

Lukes, Laura, Silvia Mazabel, Sarah Bean Sherman, Shandin Pete, and Brett Gilley. "DEVELOPING AN INITIAL THEORY OF CHANGE FOR THE EARTH SCIENCE EXPERIENTIAL AND INDIGENOUS LEARNING (EASEIL) PROJECT, A FACULTY AND CURRICULUM DEVELOPMENT PROJECT." In GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-378892.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tatnall, Arthur, Mohini Singh, Stephen Burgess, and Bill Davey. "Curriculum Change and the Evolution of Postgraduate e-Business Subjects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3196.

Full text
Abstract:
E-business courses were introduced in many universities around the world about ten years ago. Sometimes they were introduced at the undergraduate level, sometimes at postgraduate level and sometimes at both. This paper will present a case study examining the postgraduate e-business courses in two Australian universities and how they have changed over the last few years. The paper describes factors that influence the development of e-business courses and outlines a theory of subject development, originally intended to explain the development of new school subjects in 19fe century England. We make use of this theory to explain what has happened, and is still happening, in the case of e-business curriculum in Australia.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic '330206 Curriculum Theory and Development' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography