Dissertations / Theses: '330206 Curriculum Theory and Development'

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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.

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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).

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

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

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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.

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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.

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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.

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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.

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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.

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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/.

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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.

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

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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.

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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.

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Nutbrown, Cathy. "A case study of the development and implementation of a nursery curriculum based on schematic theory." Thesis, Sheffield Hallam University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281656.

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Spittler, Marc M. "The Antecedents and Consequences of Teacher Professional Discretion Over Curriculum and Instruction| A Grounded Theory Inquiry." Thesis, University of Central Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10666339.

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With the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have examined the place of the classroom teacher in the process of creating curriculum for their classroom with mixed results. The efforts to reform secondary education, from the federal level to the local level, have shut out the local input from teachers and professionals in their particular fields as to what the curriculum in the classroom should be and left that decision to people outside the classroom environment.

This research study was conducted to derive a theory developed on the empirical basis of teacher input through the lens of the methodology of grounded theory. Its goal was to identify the underlying issues and problems associated with classroom teachers; input into local curriculum as well as the barriers to changing the prevailing thought of classroom teachers on curriculum. Classroom teachers from two separate academic subject matters that are currently being taught at the middle school level were interviewed and their responses were coded using the classical grounded theory methodology and processes.

The resulting research shows that the involvement of classroom teachers is considered a benefit to the local curriculum development, regardless of experience in the classroom or length of service as a teacher. While most teachers feel that their input is paramount to learning in their particular classroom, teachers admit that they lack the skills to effectively create curriculum for implementation. It is in this manner that teachers strive to do what is best for their students; however, in some cases they lack the support and direction from the district, state or federal level. Knowing the issue as it appears to the classroom teacher, the creation, implementation and execution of locally created curriculum would be and is met with great resistance due to the adherence to the prevailing thoughts on curriculum development at the state of federal level and the need to comply with and execute the curriculum within the existing frameworks.

Further studies in looking at the existence of and use of locally teacher created and implemented curriculum, in different state or regional areas, would contribute to a better and clearer understanding of the particular issues that surround and deal with teacher involvement in the classroom curriculum decision making process. It is believed that the use of the grounded theory model as a methodological research tool provides a pathway for all interested parties to be open and candid about the issue and provide a better introspective look at the issues at hand.

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Stinson, Madonna Therese. "The Shifting Sands of Curriculum Development: A Case Study of the Development of the Years 1 to 10 - The Arts Curriculum for Queensland Schools." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365602.

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Curriculum development is a complex, problematic and challenging field. Nowadays educators and curriculum developers acknowledge that understanding of curriculum and approaches to curriculum development must be transformed in response to the rapidly changing and increasingly diverse world in which we live. This study focuses on a particular curriculum development project, the Years 1-10 The Arts Curriculum for Queensland Schools, which was undertaken at the cusp of 21st century. While grounded in a technical model of curriculum development the project was influenced by reconceptualist concepts, particularly in terms of the valuing of diversity, and extensive and ongoing consultation which involved stakeholders in the construction of the curriculum. It was constrained by power disjunctions between contributing authorities, and the existing “model of the state”. This thesis uses a narrative case study approach to document and analyse the process of curriculum development on this particular project. I worked as a participant-observer for the duration of the curriculum development project and have interwoven, into a single narrative, the personal, systemic and political influences on the developing curriculum. The initial research question focused particularly on significant influences and constraints that contributed to the development of this arts curriculum. However, during the process of analysis, a second important question emerged: ‘What does it mean to be a curriculum developer involved in systemic curriculum construction at the beginning of the 21st century? In seeking to answer this second question I draw on reconceptualist approaches to curriculum theorising. A review of literature encompasses curriculum theory, suggestions for curriculum development, outcomes-based-education, arts and drama education, and progression in drama. The body of the thesis documents, analyses and critiques this curriculum development process in three phases: developing the design brief, constructing the outcomes and syllabus, and the trial/pilot process in schools. At the end of each phase important influences and constraints are identified. I offer three insights emerging from this research which may be of value to future curriculum developers. The first of these is the proposal that we “curate” curriculum rather than create it. Curate derives from the Latin curare: to care, and curatorship is characterised by the processes of selection, organisation and “looking after” the items in a collection or exhibition. As curriculum developers we construct the curriculum out of existing materials, selecting some and discarding others. We organise and share the curriculum so that others can access and “see” things anew. I also suggest a framework for conversation about curriculum development which sees dialogue, recursivity and the valuing of diversity as essential underpinnings of the process. Finally I suggest desirable qualities of a collaborative curriculum developer. These qualities assist the developer to navigate the “shifting sands” that are inherent in any curriculum development process. This study calls for increased attention to the nature and processes of consultation. It highlights the importance of teachers’ contributions to systemic curriculum development and the need for mechanisms of support that enable and value diversity of input.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
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Ferdinand, Debra Sharon. "Workforce Education and Development Curriculum Responsiveness to Culturally and Internationally Diverse Graduate Students: A Mixed Methods Study." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/77.

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This descriptive study used a mixed methods design and sought to examine students' perceptions on workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse graduate students, at a Midwestern university on four dimensions: teaching strategies (to include delivery), curriculum inclusiveness, international responsiveness, and curriculum improvements. The research study design consisted of the mixed methods Follow-up Explanations Model (QUAN emphasized) complemented by the With-in Stage Mixed Model. A pragmatic paradigm guided the collection and analysis of the study's census data (survey and focus groups). A newly developed WED Curriculum Responsiveness Survey (.850 Cronbach's alpha index) containing closed- and open-ended questions facilitated data collection from all the population. Three follow-up focus groups gathered qualitative data for explaining the survey quantitative results. Study participants comprised all graduate students with at least one year continuous enrollment from fall 2007 to spring 2008 in a WED program at a Midwestern university. A total of 69 (44% response rate) participants responded to the census survey comprising three main study groups: U.S. majority, U.S. minority, and International students. At this snapshot in time and based on study findings of students' perceptions, WED curriculum responsiveness to culturally and internationally diverse graduate students at a Midwestern university appeared to be inadequate. This was evident in the resulting overall weak correlation in the most used and most responsive teaching strategies to students' learning style preferences in its WED program. Further, U.S. minority and international students generally perceived cultural insensitivity to occur sometimes to quite often respectively in teaching delivery and the WED curriculum content to be typically aligned to the interests of the dominant group (Caucasians). All student groups (U.S. majority, U.S. minority, and international) found a limited representation of international perspectives on WED course topics. These findings imply that students experienced much intellectual and cultural bondage with a U.S.-centric curriculum in their graduate studies that does not fully preparing them for today's global marketplace. Students' suggestions for reversing these trends were to diversify/internationalize WED curriculum content, diversify teaching styles, hire diverse faculty, and provide faculty diversity training. These suggestions were strongly supported by the theoretical and empirical literature on critical race theory, critical education theory, curriculum inclusiveness, multicultural education, and internationalization in U.S. higher education.

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Yuan, Q. (Qiqi). "Educator professionalization in and for social entrepreneurship:grounding theory in a self-study of practice in curriculum development." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201609092753.

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In the current global socio-economic development corporate success emphasizes social benefits in addition to financial profit gains brought by entrepreneurial actions (Wilenius & Kurki, 2015; Tracey & Phillips, 2007; Driver, 2012). Social entrepreneurship education is both a new territory in higher education and a rapidly growing field for research (Jones, Warner, & Kiser, 2010; Higgins, Smith, & Mirza, 2013). With more than 148 institutions worldwide teaching about social entrepreneurship, social entrepreneurship education (SEE) is moving from a wave of growth into a wave of innovation (Brock & Kim, 2011). Educators are expected to take responsibility for SEE by cultivating innovative ways of thinking and modes of pedagogy (Higgins, Smith, & Mirza, 2013). In this thesis I theorize educator professionalization based on a self-study of my practice in SEE curriculum development. This project accounts for the start one of the first post-graduate programmes in social entrepreneurship in Brazil. I participated in this project in 2015 as an under-graduate student of educational sciences in the University of Oulu, Finland. Integrating the grounded theory methodology (GTM) and self-study of practice (SSP), I examined data generated during the ten months of social entrepreneurship curriculum development. As a self-study I share my understanding of how SEE curriculum development may contribute to educator professionalization. From a GTM perspective this study contributes to the knowledge basis in SEE by theorizing educator professionalization. Studies on professionalism and professionalization acknowledge work quality as directly influenced by the professional (Jóhannesson, 1996) Meanwhile the context for professional practice strongly influences professional development (Vanassche & Kelchtermans, 2015a). Such reciprocity is confirmed by my theorizing in this study. Furthermore, reflection is examined as a practice in professional development (Schön, 1983; Kalet et al., 2007; Rué, Font, & Cebrián, 2013), and particularly in educator professionalization (Cautreels, 2003; Gillentine, 2006). Extant literature on cosmopolitanism (Josephides, 2000; Mikhaylov & Fierro, 2015; Smith & Jenkins, 2011), reflexivity (Sandywell, 1996; Vertovec & Cohen, 2002), and compassion (Miller, Wesley, & Williams, 2012; Neff & Vonk, 2009) are utilized to increase the scope of the theory I generate via this study. This study contributes to SEE in two ways. First, the self-study of practice illustrates how challenges for SEE (Miller et al., 2012; Sinha et al., 2014; Tracey & Phillips, 2007) are encountered in curriculum development. Secondly, the grounded theory in this study offers directions for future research in educator professionalization in the field of social entrepreneurship education.

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Domenghini, Cynthia M. "Physical activity and curriculum development of an after-school gardening program for youth health." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13136.

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Doctor of Philosophy
Department of Horticulture, Forestry, and Recreation Resources
Candice A. Shoemaker
Public health research shows that targeting behavior directly when promoting healthy behaviors is not as effective for sustainability. Instead the recommendation is to integrate a theoretical framework that identifies factors which affect the targeted behavior and develop the intervention aimed at those factors. The objectives of this dissertation were to measure the healthful benefits of gardening for youth. Strategies were developed for creating an after-school garden club curriculum to target healthy eating, physical activity, sedentary behavior, and gardening. Accelerometers were used to determine physical activity intensity during a garden club session following a curriculum developed to promote physical activity through gardening. In a separate experiment, a portable gas analyzer was used to measure energy expenditure of youth while gardening. The constructs of Social Cognitive Theory were used to provide a guide with strategies for developing a curriculum with a theoretical basis for an after-school garden club targeting overweight prevention. Strategies presented include activities for targeting the theoretical constructs as well as for implementing evaluations. Fourth and fifth grade students at four randomly selected elementary schools in Manhattan, Kansas were invited to join the garden club. Students with parental permission attended the club for ten weeks in the fall and twelve weeks in the spring. During the second year of implementation students with parental permission participated in the accelerometer study. For six days students wore an accelerometer and completed a daily activity log detailing their activities during that time. Students in the fourth and fifth grades from eight Manhattan, Kansas elementary schools were invited to participate in the energy expenditure study during the summer of 2010. Students who participated in this study (n=20) wore a portable gas analyzer and heart rate monitor while performing four gardening tasks. Data were used to calculate energy expenditure of youth while gardening. A theoretically-based after-school garden club curriculum was developed to target increasing youth healthy behaviors. Results from the accelerometer study showed that students were significantly more physically active at the moderate and vigorous intensity level and significantly less sedentary at garden club compared to not at garden club. For students who participated in the energy expenditure study, the gardening tasks (transplanting, weeding, cultivating, and raking) were moderate physical activity (3-5.99 METs). Gardening can be a valuable tool for promoting and increasing physical activity in youth.

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Campbell, Andrew. "An account, based on the experiences of practising English literature lecturers, of the institutional origins and development of literary theory teaching at undergraduate level : circa 1968-1990." Thesis, Anglia Ruskin University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319284.

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Ernst, Heather. "Exploring the development of thinking in senior secondary mathematics : a focus on probability." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/179516.

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Higher order thinking skills have been identified as desirable although elusive outcomes of many educational curricula. Through a qualitative case study, the alignment between the three levels of the curriculum: intended, implemented, and attained, was examined to determine the tensions and possibilities in the development of mathematical and thinking skills in senior secondary students in Gippsland, a large regional area of Victoria, Australia. Probability was the mathematical content area of focus. Data from document analysis of the intended curriculum, textbooks as the implemented curriculum, and assessments as the attained curriculum, was combined with qualitative data from semi-structured interviews with twenty students and fourteen senior secondary mathematics teachers. These diverse data sources scaffolded each other to identify tensions and possibilities influencing development of student thinking in senior secondary mathematics. This research demonstrated that the flow of content via the intended-implemented-attained curriculum was not adequate to describe all the influences on student learning. The lens of Activity Theory (Engeström, 2001) came closer to capturing the related complexities whereby the textbooks, calculators, bound reference books and assessments, combined with the balance of agency demonstrated by the teachers and students, were found to both support and cause tensions within the activity system. Probability was found to be a valuable topic to study in relation to the development of thinking skills due to its relevance in decision making, how it linked many areas of mathematics and the uniqueness of the classic, experimental, and subjective views of probability. This study is significant in the contribution it makes to understanding the tensions and possibilities associated with the development of mathematical thinking relating to probability through the lens of Activity Theory. While the intended curriculum encouraged a range of thinking skills, this intended curriculum could be implemented in a way that promotes memorisation rather than the intended higher order thinking. This study concludes with recommendations for the curriculum designers, textbook publishers, teachers, and students which may support the development of mathematical and thinking skills.
Doctor of Philosophy

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Sup, Michael J. "Sport and Development Volunteerism: A Phenomenological Inquiry of Volunteers' Experiences in a Salvadorian Program." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554021247702464.

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Loiacono, Cynthia Mansfield. "Promoting freshman college student development using cognitive developmental theory presented in a Deliberate Psychological Education-based freshman orientation program." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154122.

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Strachan, Martha Kirkland Goldstein Naomi E. Sevin. "The development of a theory-based, Miranda Rights educational curriculum : are there cognitive developmental limitations to legal learning? /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/2908.

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Dutton, Ellen E. "The Implementation of Curriculum Mapping at a Private High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/178.

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Using curriculum mapping to align the expected curriculum and the actual curriculum has been demonstrated as an effective approach for ensuring educational equity for all students. To improve student achievement, a private high school in the Midwest implemented curriculum mapping to better align curriculum and eliminate gaps and repetition between and within grade levels. The purpose of this qualitative study was to determine fundamental implementation strategies for the mapping process and teachers' and administrators' perceptions of those strategies. The theoretical framework was based on change theory. Data were collected from 10 participants through individual interviews and observations. Teachers and administrators were observed during their curricular mapping meeting time in order to record the strategies used, and each participant was interviewed in order to gather individual perceptions of the strategies used. Data were transcribed and then open coded based on repeating concepts. Thematic analysis indicated that administrators and teachers perceived a need for curriculum mapping training, using standards, collaboration time, and accountability. The outcome of the study was a professional development project for teachers incorporating curriculum mapping at the local site. Implications for positive social change include providing educational leaders with curricular alignment strategies to promote educational equity and the academic success of all students

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Chen, Hsin-Heng. "Physical education teachers career and continuing professional development in Taiwan." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10179.

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This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers, who simultaneously worked as local coordinators, were invited as participants. Life history method was followed by data analysis using constructivist grounded theory to generate findings at three levels: individual life histories, cross-case themes and a theoretical framework. In addition, the process of data analysis, both manually and using a popular software package, is critically compared. The findings suggest that teachers beliefs about professional development were closely connected to their individual career histories, and these were influenced by a set of personal and contextual factors in relation to their professional lives. Moreover, despite a major government curriculum reform, the implementation of the new curriculum resulted in very little change to these teachers practices, because: (1) the curriculum guidelines were very flexible and were difficult for teachers to fully understand; and (2) there was a lack of evaluation of, or accountability for, teachers practices. This study suggests that the Taiwanese government s aspirations for radical changes to teachers practice (both teaching and learning) are more likely to be realised by ensuring that policies and the new curriculum are based on a more realistic understanding of teachers lives and careers.

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Kanira, Eleni. "The contribution of drama in education to discourse-making and language development in the Foundation Stage curriculum." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/1297/.

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The importance of early childhood education in children's social, emotional, cognitive, physical and spiritual development is only recently gaining coinage in the formal education system in the UK, despite the fact that extensive research has been conducted in the fields of child development and child psychology for many years. Such studies reveal the importance of a child centred, humanising education in the development of the young child, and pay particular attention to the role and value of language acquisition and meaningful language use in the holistic education of young children. Against the background of a newly introduced early years curriculum in the UK (2000), this study traces the historical origin of early childhood education and the socio-cultural, political and economic factors that impact upon its delivery and implementation in various curricula, both nationally and internationally. The recent Foundation Stage curriculum document (2000) identifies language, play and human interaction as tools not only for the development of personal, social and linguistic skills but also as key processes of learning and teaching in early childhood education. However, in the absence of a well developed methodology and with insufficient Early Years training for the Foundation Stage Curriculum (2000), language teaching and learning is generally regarded more as a preparation for the formal school curriculum rather than in the context of discourse and communication for the development of personal and social skills. This situation has led to a considerable degree of professional conflict and insecurity amongst Early Years practitioners about the aims of the new curriculum and its implementation. The thesis argues that young children develop holistically (cognitively, personally and socially) through the medium of 'speech' and 'discourse', and that language is a social construct and a product of human culture. Therefore in early years, language and literacy development cannot be separated from the child's social world and the focus, in terms of teaching and learning, should be on discourse-making: the making, negotiation and development of rules, terms and conditions of the child's social world. This can offer children the linguistic resources they need to be confident and secure in familiar and unfamiliar environments and to problem-solve, organise and maintain their social worlds. The thesis argues that play and well structured Drama in Education activities can provide opportunities for meaningful communication and discourse. Drawing from the research findings, a model to structure and develop children's play for personal, social and linguistic development through Drama in Education is proposed. It will be shown that drama contains interactive tools and meaningful forms of learning which can assist teachers to create living contexts and fictitious worlds with the children within which the different functions of language can be identified and developed.

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Alderman, Lyn. "From rhetoric to practice : issues in teaching and learning touch keyboarding." Thesis, The University of Newcastle, 2004. https://eprints.qut.edu.au/54630/1/54630.pdf.

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Touch keyboarding as a vocational skill is disappearing at a time when students and educators across alleducational sectors are expected to use a computer keyboard on a regular basis. there is documentation surrounding the embedding of Information and Communication Technology (ICT) within the curricula and yet within the National Training Packages touch keyboarding, previously considered a core component, is now an elective in the Business Services framework. This situation is an odds with current practice overseas where touch keyboarding is a component of primary and secondary curricula. From Rhetoric to Practice explores the current issues and practice in teaching and learning touch keyboarding in primary, secondary and tertiary institutions. Through structured interview participants detailed current practice of teachers and their students. Further, tertiary students participated in a training program aimed at achquiring touch keyboarding as a skill to enhance their studies. The researcher's background experience of fifteen years teaching touch keyboarding and computer literacty to adults and 30 years in Business Services trade provides a strong basis for this project. The teaching experience is enhanced by industry experience in administration, course coordination in technical, community and tertiary institutions and a strong commitment to the efficient usage of a computer by all. The findings of this project identified coursework expectations requiring all students from kindergarten to tertiary to use a computer keyboard on a weekly basis and that neither teaching nor learning tough keyboarding appears in the primary, secondary and tertiary curricula in New South Wales. Further, teachers recognised tough keyboarding as the prefered style over 'hunt and peck' keyboarding while acknowledging the teaching and learning difficulties of time constraints, the need for qualified touch keyboarding teachers and issues arising when retraining students from existing poor habits. In conclusion, this project recommends that computer keyboarding be defined as a writing tool for education, vocation and life, with early instruction set in primary schooling area and embedding touch keyboarding with the secondary, technical and tertiary areas and finally to draw the attention of educational authorities to the Duty Of Care aspects associated with computer keyboarding in the classroom.

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Hernandez, Alexander Anthony. "Voices of witness, messages of hope : moral development theory and transactional response in a literature-based Holocaust studies curriculum /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087317918.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 246 p. : ill. (some col.). Advisor: Janet Hickman, College of Education. Includes bibliographical references (p. 236-246).

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Parthemore, Jessica Lea. "Examining student reading gains based on vocabulary instruction based on morphemic and definitional approaches." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1440000633.

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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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Fernandez, Teresa Sushama. "From the drawing board into schools : an analysis of the development and implementation of a new physics curriculum in New Zealand secondary schools /." The University of Waikato, 2007. http://hdl.handle.net/10289/2551.

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This thesis explored the introduction of a new physics curriculum in New Zealand secondary schools. It was part of a nationwide overhaul of the whole school curriculum from primary to secondary schools, initiated in the early 1990s. The study of curriculum change is inextricably woven with teacher change, as the teacher is seen as central to any real change in curricula in the classroom. Some theories of teacher change are reviewed here and synthesised into a list of criteria relevant to bringing about effective change in teachers and their practices. A sociocultural perspective emerged as being a useful theoretical approach in analysing and explaining these processes of curriculum change and teacher change because it takes a holistic approach that deals with 'people, places and things' and the discourses involved therein. In particular, Wenger's sociocultural theory was used to study the introduction of a new senior physics curriculum. His terms 'reification' and 'participation' were seen to apply to this research: the curriculum document was taken to be a reified communication artifact, and 'participation' is involved in every stage of its development and implementation. In the context of this theorising, data was procured from in-depth interviews with the three curriculum writers and ten physics teachers in and around a provincial city in New Zealand. The teachers were interviewed three times over a period of three years: before, during and after the first year of implementation; namely 1996 to 1998. The interviews showed that most of these ten physics teachers did not undergo any significant change in their teaching because of the introduction of 'Physics in the New Zealand Curriculum'. The reasons or barriers identified, such as lack of guidelines and clarity, and contentment with their own existing practice, were aligned with factors that have been identified by other researchers as important influences on teachers undergoing change, such as clarity of change and need for change. Three key elements were identified from these issues emerging from the data as necessary conditions or resources for teacher change: knowledge, support and time. In the present study, there was very limited knowledge held by the teachers about 'what', 'how' and 'why' changes were being implemented. Secondly, there was little social and system support for the curriculum change. Finally, teachers had little time to focus on and reflect on the change. A model of curriculum change, incorporating Wenger's notions of 'reification' and 'participation', but extended to include 'dereification' emerged from the data. 'Dereification' highlighted an important stage whereby the curriculum document as an artifact, needed to be incorporated into the plane of lived experiences of teachers. The introduction of the term 'dereification' supported the development of this model of curriculum change incorporating teacher change whereby the model outlined processes of reification and dereification involved in a mandated curriculum change. The model of curriculum change developed here also contained a screen that symbolises the lack of intersubjective linkage between teachers and the designers of the new curriculum. There was no follow-up teachers' guide, not enough explanation of the curriculum document, no direct communication between the writers and the teachers, and insufficient professional development for the teachers using it. The research findings led to three propositions: the curriculum document as a key artifact was not sufficient to effect a curriculum change; the lack of transparency of the curriculum document development was a constraint on teachers' commitment to the curriculum change; and the lack of support for teachers in their dereification of the curriculum document impacted negatively on curriculum change. The key elements of knowledge, support and time identified as crucial for teachers to effect any real change in their practice are critical at different points in the model of curriculum change. It is suggested that using such an interplay between the factors underlying teacher change and the sociocultural analysis of curriculum change, might enable more pro-active intervention at the various stages of the process of a curriculum change to effect a real change.

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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.

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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".

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Schneider, Jennifer L. "CENTERING AESTHETICALLY WITHIN PLACE: A GEOSTORY COMPOSED FROM AN ARTS-BASED PRAGMATIST INQUIRY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573255985836785.

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Wolvaardt, Jacqueline Elizabeth (Liz). "Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/39798.

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The health needs of society extend beyond the treatment of the individual and the ill. These needs are at the core of public health which addresses health at a population-level. Regulations dictate that public health must be included in the South African medical curriculum, but healthy populations hold little interest for medical students. As a result public health remains over the conceptual horizon of medical students. At the University of Pretoria the responsibility for the inclusion of public health is the responsibility of the School of Health Systems and Public Health. Participation in the medical curriculum is a minor but important part of my educational practice. But two of my professional values – care and agency – have been denied in that practice. The central purpose of the research was to construct the meaning of my educational practice with the aim of progressive realisation of my values. The study explored how public health is conceptualised as a subject in the medical curriculum at the University of Pretoria, the intended educational achievements of public health in the curriculum and the optimal strategies for its inclusion. An action research living theory design made use of a concurrent embedded mixed-methods approach. Data was gathered primarily from external experts, the academic staff of the School of Medicine and the SHSPH, key academic documents and the medical students. A constructivist grounded theory approach was employed to construct meaning from the findings. The findings revealed the effect of the historical decision to split public health and medicine and the resulting increasing distance between the disciplines. Resting on this fractured foundation is the understanding of what public health is. The understanding of public health suggests a multiple concurrent understanding that is constructed by diverse and seemingly conflicting perspectives while the discipline remains identifiable as public health. The curricular intentions of including public health in the medical curriculum at the University of Pretoria are characterised by a varied topography that includes externally and internally imposed educational tensions, constraints and intractable contradictions. Curricular intentions revolve around ontological aspirations. The medical students’ perspectives of their educational experience in public health are surprisingly similar to those of students in other countries. The current and imagined strategies to include public health formed the basis for the scepticism of educational orthodoxy and suggested the exploration of the dual uncontested spaces – social media and the elective experience in the medical curriculum. The findings from my innovative practice in using the elective experience challenge the notion that public health is over the conceptual horizon of medical students. A theme that runs through the narrative suggests, instead, that other conceptual horizons obscure meaningful engagement with medical students around public health. This research is a rich account of my complex context and my connected practice and through action research I claim to live my values of care and agency. My living theory of practice as a form of meaning making could help others to look over their own conceptual horizons in search of wholeness.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Humanities Education
unrestricted

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Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.

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34

Davis, Robert Hugh. "Authentic and eccentric adopters : an enquiry into different perceptions of a curriculum development, the Schools Council 16-19 Geography Project, among Heads of Geography." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/88597/.

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The Schools Council Geography 16-19 Project was used as a case study to investigate the project perceptions of a sample of Heads of Geography who had adopted the scheme. The department heads were sent a questionnaire containing a multiple-choice section which offered different interpretations of the project's philosophy, aims and methods. Each question was followed by three answers, one of which was a statement taken from Geography 16-19 dissemination literature and supported by statements from a project team member. The answers chosen by the Heads of Geography were scored for project-congruency. The total scores were ranked and a small sample of three Authentic Adopters (with the highest project-congruent scores) and three Eccentric Adopters (with the lowest scores) were identified. These six teachers were then interviewed with the intention of discovering which reference groups they used. The interviews were semi-structured in order to gain relevant data with which to test five hypotheses. 1. Heads of Departments who choose nonmembership reference groups are more likely to be Authentics. 2. Members of the Project Pilot Team are more likely to be Authentics than other project-adapting Heads of Geography. 3. Heads of Department who are engaged in Anticipatory Socialisation are more likely to be Authentics. 4. Heads of Department who have seldom been involved in major curriculum change are more likely to be Eccentrics. 5. Heads of Department belonging to Type B and D of Runciman's Relative Deprivation Typology (i.e. those dissatisfied with their own status and/or that of their profession) are likely to be Authentics.

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35

Samford, Wendy L. "EXPLORING SUSTAINED CHANGE IN TEACHERS’ BELIEFSAFTER PROFESSIONAL DEVELOPMENT." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1370875329.

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Brent, Timothy. "A Two-Semester Course Sequence for Jazz Ear-Training with Application for Vocal Improvisation." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/110.

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A series of interviews were conducted with Professor Armen Donelian (New School University), Professor Frank Carlberg (New England Conservatory of Music), Professor Gary Keller (University of Miami), Professor Thom Mason (University of Southern California), and Dr. Stephen Prosser (The Berklee College of Music). A comparison and analysis of existing texts whose focus was jazz aural-skill development, in combination with the information gathered from the interviews, as well as the author's personal teaching experience, served as the basis for the creation of a two-semester course sequence for jazz ear-training with application for vocal improvisation. The major content areas found to be most critical for inclusion in the sequence include: rhythm, harmony, improvisation, transcription, dictation, chord progressions, jazz articulation, the blues, guide tones, modified numeric system for chord tone identification, and sight-reading (sight-singing). It is the author's intention that this course sequence help to codify a system of jazz aural-skill development at the college-level that may be implemented in both existing jazz ear-training courses and programs where jazz ear-training courses do not currently exist.

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Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

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McKay-Brown, Lisa. "The development of music concepts in the primary school aged child : a Victorian profile /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.

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Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.

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39

Sidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.

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Mendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.

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This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social activity. A qualitative approach based on document analysis, classroom observations and semi-structured interviews with different actors in the process of teaching, learning and teacher training was used. The findings of the three studies carried out and presented in four articles in the thesis show that the lecturers do not feel ownership of the curriculum reform introducing the new pedagogical approach, and revealed a conflict of interests in the process of implementation of the reform. Students appear to be unclear about the significance of the new approach and they cannot judge if it is correctly implemented. Contextual factors such as a high number of students in the classroom, poor infrastructure and inadequate access to educational resources also affect the students’ performance in their learning. The university teachers expressed a need for training and the creation of adequate material conditions in order to be able to apply the innovations. However, signs of positive attitudes towards this approach were also revealed by the informants, which demonstrates the existing potential of the reform. It was found that the role of the teacher is crucial in making students active, motivated and self-regulated. Moreover, the students’ active learning depends on several factors, such as contextual, social and psychological aspects of the process. In relation to the acquisition of teachers’ pedagogical competence, a comparative study of the official documents of Eduardo Mondlane University and Umeå University explicitly shows a focus on the development of pedagogical competence for all categories of teachers. However, due to significant differences in historical pre-conditions, cultural contexts and educational artefacts the findings revealed many differences in the corresponding collective activity systems. In conclusion, the thesis indicates that the implementation of student-centred learning at UEM depends on the availability of good educational infrastructure and also the development of human resources. Furthermore, less hierarchical communication at the university could accelerate the process.

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Bullock, Emma P. "An Explanatory Sequential Mixed Methods Study of the School Leaders’ Role in Students’ Mathematics Achievement Through the Lens of Complexity Theory." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6096.

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School leaders are expected to make decisions that improve student mathematics achievement. However, one difficulty for school leaders has been the limited amount of research concerning content-specific (e.g., mathematics) school leadership and its effects on student achievement. School leaders do not make decisions in isolation; rather, they make decisions as part of a complex adaptive system (CAS), as proposed by complexity theory. The purpose of this study was to explore the role the school leader plays in students’ mathematics achievement through the lens of complexity theory. The researcher collected survey data from K-12 school leaders and conducted focus group interviews to answer the research questions. The researcher found a significant regression equation predicting the school-wide average SAGE mathematics proficiency scores based on several characteristics of the school leader and student demographics. Distinctive patterns emerged in the decisions and actions made by school leaders based on school-wide SAGE mathematics proficiency. Results suggest that the school leaders’ first role in promoting higher student mathematics achievement is to directly and indirectly facilitate a shared vision of mathematics education between stakeholders in the CAS. The school leader’s second role is to actively work to recruit and retain the highest quality teachers possible.

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Bald, Lisa Marie. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1875.

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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.

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Martin, Caitlin A. "Facilitating Institutional Change Through Writing-Related Faculty Development." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617961494207509.

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Waldrop, Kelly. "Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136.

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Antwi, Samuel. "Formative Research on Component Display Theory." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510679208927503.

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Brashear, Taylor. "TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/35.

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Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. The study, grounded in the adult theory of transformative learning, found evidence of worldview transformation among faculty fellows as a result of their participation in the program.

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Temiz, Nida. "An Action Research On Program Development Process For Determining Multiple Intelligences Profiles Of 1st, 2nd And 3rd Graders." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612669/index.pdf.

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This study aimed to explore a program development process and explain how each component of the process contributes to overall procedure for determining 1st, 2nd, and 3rd grade students&rsquo
multiple intelligences profiles. The action research was conducted through implementing the incremental components of development process namely
(1) needs assessment, (2) program design, (3) program implementation and verification, (4) summative evaluation. Purposeful sampling methods were used to select the participants of the study. On the basis of the purposeful sampling methods, the participants comprised of two elementary schools with their 1st, 2nd and 3rd grade students, teachers, parents
three branch teachers
instruments developers
experts from the fields of multiple intelligences, psychology, sociology, social pediatrics, neurology, psychiatry, and child neurology. The data collection methods were interview, observation, written document analysis, questionnaire. Descriptive and content qualitative analyses were used to analyze the data. For the validity and reliability purposes of the materials developed throughout the study, quantitative data and quantitative data analysis were conducted. The results of the needs assessment indicated that the 1st, 2nd and 3rd grade teachers had various purposes to determine their students&rsquo
multiple intelligences profile. They used various methods having both weaknesses and strengths. The most appropriate method was using multiple methods / sources. The program with its materials was developed in the program design phase. The materials were &ldquo
story inventory,&rdquo
&ldquo
film inventory,&rdquo
&ldquo
parent questionnaire,&rdquo
and &ldquo
performance assessment.&rdquo
The program including its materials had both weaknesses and strengths. Therefore, effective modifications were conducted on the program in the program implementation and verification phase. Finally, the results of the summative evaluation indicated that the study and the program reached their purposes largely.

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Chu, Yu-Chien. "Learning difficulties in genetics and the development of related attitudes in Taiwanese junior high schools." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/168/.

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Thesis (Ph.D.) - University of Glasgow, 2008.
Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Nauerth, Deborah Anne. "The impact of lesson study professional development on teacher self-efficacy and outcome expectancy." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19048.

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Doctor of Philosophy
Curriculum and Instruction Programs
Margaret G. Shroyer
The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using Bandura’s Social Cognitive Theory as a framework (1977). The focus of this lesson study was implementing Common Core State Standards for mathematics. Thirteen K-6 teachers participated in the lesson study professional development, completed a pre/post Mathematics Teaching Efficacy and Expectancy Beliefs Inventory (MTEEBI) and completed ongoing journaling prompts while the researcher conducted observations throughout the process. Qualitative and quantitative data gathered in this research indicated the lesson study professional development had a positive impact on both self-efficacy and outcome expectancy of the teacher participants. Though the teachers possessed a satisfactory level of self-efficacy and outcome expectancy at the onset of the study, a measurable gain was evident. Comparison of the pre and post MTEEBI surveys, through statistical analysis using a Paired-Samples t-test, indicated a significant positive change in both self-efficacy and outcome expectancy scores. Though growth for both constructs was significant at the .05 level of probability, self-efficacy growth was greater than outcome expectancy. This finding is supported in historical research of the challenge of yielding outcome expectancy growth. The qualitative analysis of observations and journal prompts corroborated the MTEEBI results, indicating a majority of the teachers’ self-efficacy and outcome expectancy beliefs were positively impacted by the lesson study professional development. Bandura’s four sources of efficacy (mastery experiences, modeling, verbal/social persuasion, physiological responses) positively impacted personal self-efficacy, while three of the four sources (mastery experiences, modeling, physiological responses) impacted outcome expectancy. Qualitative data indicated mastery experiences were most critical for both constructs. Lesson study professional development is a natural catalyst for addressing Bandura’s four sources of efficacy and thus building self-efficacy and outcome expectancy. Given the demands of rigorous educational reform, lesson study professional development is a promising approach to positively impact teacher self-efficacy and outcome expectancy, through engaging Bandura’s four sources of efficacy to develop and strengthen these beliefs. Therefore lesson study ought to be a more frequent component of teacher professional development and teacher preparation.

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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.

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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on the teachers' basic epistemological beliefs about the nature of science. The person who builds the bridge between teacher beliefs and teacher practice is the designer and facilitator of science teacher professional development. Even though these designers and facilitators of professional development are critical to science teacher change, few have studied how these professionals approach their work and what influence their beliefs have on their professional development activities. Eight developers and designers of science education professional development participated in this study through interviews and the completion of an online questionnaire. To examine the relationship between professional development providers' science beliefs and their design, development, and implementation of professional development experiences for science teachers, this study used the Views on Science Education Questionnaire (VOSE), and interview transcripts as well as analysis of the documents from teacher professional development experiences. Through a basic interpretive qualitative analysis, the predominant themes that emerged from this study suggest that the nature of science is often equated with the practice of science, personal beliefs about the nature of science have a minimal impact on the design of professional development experiences, current reform efforts in science education have a strong influence on the design of professional development, and those providing science education professional development have diverse views about epistemology and the nature of science. The results and conclusions from this study lead to a discussion of implications and recommendations for the planning and design of professional development for science teachers, including the need to making equity and social justice issues an integral part of inquiry and scientific practice.

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

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