To see the other types of publications on this topic, follow the link: Curriculum implementation.
Dissertations / Theses on the topic 'Curriculum implementation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Curriculum implementation.'
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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Molapo, Moyahabo Rodgers. "How educators implement curriculum change." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.
Full textAbstract:
This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS.
Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data.
The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
2
Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.
Full text
3
Nevenglosky, Erica. "Barriers to Effective Curriculum Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5235.
Full textAbstract:
An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity.
4
Blatherwick, Mary Louise. "Teacher preparation for art curriculum implementation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26375.
Full textAbstract:
This study addresses the question of how well prepared are elementary teachers in British Columbia to implement the New Elementary Fine Arts Curriculum Guide/Resource Book. Through questionnaires and interviews conducted with elementary teachers in a large Lower Mainland school district and university elementary art methods course instructors at three universities in British Columbia, it was possible to identify and discuss some of the educational factors that influence curriculum implementation in art. This study offers recommendations to promote a more unified approach to implementation by the Ministry of Education, curriculum committees, teacher educators and teachers, to ultimately improve the art education that is offered to elementary school students.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
5
Warren, Stan, and n/a. "Principal facilitator behaviour in curriculum implementation." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061109.175407.
Full textAbstract:
In the past ten years the emergence of studies in the area of
effective schools has focused a good deal of attention on the
role adopted by principals in the process of change. Few can
deny the importance of this role in the development and
implementation of new/changing curriculum statements. This
is especially noticeable in schools that are part of a large
'centralised' system.
This study is concerned with the role adopted by four
principals in schools in Wollongong N.S.W. where a new
syllabus in Writing K-6 was being implemented. It examined
the implementation activities used and then focused
specifically on the role adopted by the principal in that
process.1
To enable the success or otherwise of the implementation
activities to be identified, the C-BAM techniques developed by
Hall, Hord et al were modified and used. The role adopted by
each of the four principals was then considered in an effort to
identify the contribution it made to the implementation
activities.
The findings suggest that the principal does play a significant
role in Curriculum Implementation and that he/she needs
additional skills and understandings to enable the process used
to be successful. It is recommended that the C-BAM techniques
would be one useful tool that principals could use.
6
Rock, Terryl. "edTPA Implementation Consultation." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6035.
Full text
7
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.
Full text
8
Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.
Full textAbstract:
From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
9
Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.
Full textAbstract:
In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
10
Labane, Nokubonga. "Planning and managing curriculum implementation in rural schools: an investigation." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.
Full textAbstract:
Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
11
Dutton, Ellen E. "The Implementation of Curriculum Mapping at a Private High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/178.
Full textAbstract:
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
12
Kelwon, Isaiah K. (Isaiah Kiprop). "Curriculum implementation : a study in two secondary schools in Kenya." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.
Full textAbstract:
The purpose of this study was to investigate how the biological science curriculum was being implemented at the secondary school level in Kenya under the 8-4-4 system of education. In this study, the case method was used to investigate implementation in two secondary schools in Baringo district, Kenya. Data were collected using observation, interviews, questionnaires, and audio recordings.<br>Implementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were too few. Moreover, the textbooks were reported as being shallow and sketchy. In addition, the content of some topics was too difficult especially at the lower secondary (Forms I and II) level. The syllabus was also too wide for satisfactory coverage in the four-year duration of secondary education.<br>An additional problem found was that there were no inservice courses for the biology teachers. It was also found that the head teachers played a limited role as instructional supervisors because most of their time was spent on administrative duties.
13
Childs, Margaret Mary. "Teacher adaptation of a curriculum during implementation." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/377.
Full textAbstract:
The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS.
14
Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.
Full text
15
Erden, Emine. "Problems That Preschool Teachers Face In The Curriculum Implementation." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612162/index.pdf.
Full textAbstract:
This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers&rsquo<br>level of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers&rsquo<br>perspectives.
In the present study, both quantitative and qualitative data were collected. The quantitative data were gathered through a questionnaire from 223 preschool teachers teaching in public and private kindergartens in Ankara. The qualitative data were gathered through interviews with a group of participants selected from the 223 teachers. One-way repeated measure of ANOVA and multivariate analysis of variance (MANOVA) were employed to analyze the quantitative data. For the qualitative data content analysis was conducted.
The results indicated that the most frequently reported issues by the participants were the problems related to evaluation and physical facilities followed by the ones related to planning science and math activities, organizing field trips, providing parent involvement and inclusion. Results showed that the problems related to physical facilities experienced by preschool teachers working in public kindergartens were significantly differed compared to teachers working in private preschools.
16
Yulga, James. "Implementation of Microsoft's Virtual PC in networking curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JYulgaPartI2006.pdf.
Full text
17
Ozturk, Ebru. "An Assessment Of High School Biology Curriculum Implementation." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/728428/index.pdf.
Full textAbstract:
This study was conducted to investigate and assess the implementation process of the new high school biology curriculum. The major areas in the study included teaching methods and techniques, and instructional materials physical structure and facilities, and local, school and classroom level factors that influence the process of curriculum implementation. The research questions were the following: 1) How are the curriculum intentions implemented in biology classes? 2) What local, school and classroom level factors influence the implementation process of the new high school biology curriculum? A survey questionnaire, Biology Curriculum and Instruction Evaluation Questionnaire, was designed. The data collected from randomly selected 685 biology teachers working in public, Anatolian and private/foundation schools in fifteen cities were then analyzed through descriptive and inferential statistics, and qualitative data analysis techniques.
The results revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels. These differences rely on the physical structure and facilities of schools, some teacher characteristics and some teacher beliefs and perceptions. Yet, one common feature in all these different conditions is the attention called to the need for a change from learning being teacher-centered to student-centered teaching and learning process and the need to revise curriculum content and timing for its implementation.
18
Elfed-Owens, Prydwen. "The implementation of the National Curriculum in Wales." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020272/.
Full textAbstract:
The 1988 Education Reform Act offered remarkable curricular and institutional potential to Wales. It established a separate Curriculum Council for Wales to advise the Secretary of State and this resulted in the development of a distinctly Welsh curriculum for schools. Separate Orders were developed in history, geography, art and music in addition to the Welsh First and Second language Order and a Welsh dimension to the remaining subjects. In 1995 the Curriculum Cymreig (Welsh Curriculum) was given statutory status in every subject. This research focuses on the relationship between policy and practice in Wales in particular the extent to which implementation in the classroom reflects, or contrasts with the original policy. The first chapter traces the development of the Welsh Dimension from 1944 to 1988. The second chapter explores how the Education Reform Act relates to Wales and the third chapter follows the development of the Curriculum Cymreig (Welsh Curriculum) from the 1988 Act to 1st June, 1996. The fourth chapter explores implementation in the classroom through the study of a selection of the Inspectorate's reports and surveys alongside research into the effect of change on schools. The fifth chapter is an outline of the nature of the research, the selection of research process, the choice of participants and an evaluation of the methods used. It was decided that the optimum research process was the interview of key educational decision makers of major educational agencies in Wales, a report of which is outlined in chapter six. The conclusion of this research, as outlined in chapter seven, is that despite its historically disadvantaged start, the development of the distinctiveness of the Welsh curriculum is remarkable. However, although its profile appears to be rising, it is surprising that no reference is made to it in either the Bright Future series or in the Parents' Charter. Furthermore, its status and its development is hindered by loose monitoring and assessment strategies at every key stage and freedom of choice of both subjects and examination boards at Key Stage 4.
19
Sisson, Wade B. "Development and Implementation of an Interdisciplinary Psychophysiology Curriculum." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1303488058.
Full text
20
Nyseth, Jeffery C. "Implementation of a multimedia curriculum at Viterbo University." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nysethj.pdf.
Full text
21
Tse, Oi-yu Eileen, and 謝靄愉. "The vocational English curriculum: a case study of the implementation of a new curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961988.
Full text
22
Tse, Oi-yu Eileen. "The vocational English curriculum : a case study of the implementation of a new curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227778X.
Full text
23
Webb, Melessia D. "“Licensed Practical Nurse Intravenous Push Medications: Innovative Curriculum Implementation”." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8495.
Full text
24
Ross, Emily J. "An investigation of teachers' curriculum interpretation and implementation in a Queensland school." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107049/1/Emily_Ross_Thesis.pdf.
Full textAbstract:
This study analysed the process of curriculum interpretation undertaken by five primary school mathematics teachers as they implemented the Australian Curriculum in a Queensland school. It examined the process from intended to planned to enacted curriculum used by the teachers, as well as the influences impacting upon these processes. The teachers in the study employed similar strategies when interpreting the intended and planned curriculum. However, each teacher followed a unique process to enact the curriculum. The study found that while similar factors influenced this process, there were variations in terms of how it impacted on each teacher.
25
Taneri, Pervin Oya. "Implementation Of Constructivist Life Sciences Curriculum: A Case Study." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612257/index.pdf.
Full textAbstract:
The purpose of this qualitative case study is threefold: (1) to examine the implementation of current Life Sciences curriculum in a selected primary school from the perspectives of teachers, students and administrators<br>(2) to investigate the degree to which teachers&rsquo<br>, students&rsquo<br>and administrators&rsquo<br>perceptions were embedded in the classroom practices<br>and (3) to identify whether the implementation of the curriculum was conducive to principles of constructivist pedagogy.
An elementary school was chosen as a single case in an outer district of Ankara. The participants of the study were the school administrator and 2 co-administrators, 4 classroom teachers and 87 students from different 2nd and 3rd grades classrooms.
The data were collected through document analysis, observations in the Life Sciences classes, semi-structured interview with administrators, stimulated recall interview with teachers, and creative drama with students. Content analysis was used to analyze the data.
The findings indicated that the suggested Life Sciences Curriculum was conducive to the principles of constructivist pedagogy in terms of its content<br>teaching and learning processes<br>instructional methods<br>assessment methods<br>and teachers&rsquo<br>and students&rsquo<br>roles. However, the acquisitions of the LSC were not conducive to the constructivist approach.
The findings on the teachers&rsquo<br>, students&rsquo<br>and administrators&rsquo<br>perceptions about the Life Sciences curriculum indicated that in Life Sciences lessons the teachers seemed to have a role of knowledge transmitter to a group of passive students. According to the findings, the most frequently used teaching methods were lecturing, question-answer and demonstration through using textbooks, workbooks, and white boards. In addition, the most frequently used assessment methods were essay and oral exams, classroom observations and self-assessment. Overall it can be concluded from the findings that although the suggested Life Sciences curriculum was prepared in line with the principles of constructivist pedagogy, the way it was implemented had some deficiencies regarding the actualization of goals suggested by a constructivist curriculum.
26
Paulin, Robert Stanley. "Curriculum implementation in a small and isolated school district." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26586.
Full textAbstract:
The purpose of this study was to describe and analyze program implementation in a small and geographically isolated school district within the province of British Columbia. Specifically, the study focused on the sources of help, the difficulties and the reasons for decisions during the implementation of a new social studies program for grades one through three, and a new science program for grade ten, during the 1983 to 1985 school terms. Taped interviews were conducted with all the teachers and administrators ( n = 22 ) who had involvement with these programs. The transcribed tapes were then analyzed for major themes around the three categories: sources of help, difficulties, and decisions.
The main sources of help were the textbooks, curriculum
materials and whatever limited equipment and supplies were
immediately at hand in the isolated communities. The lack of
time and classroom resources; severe communication problems;
and the nature of multigraded teaching loads were the major
difficulties. Implementation decisions were made on
pragmatic grounds, including time and resources available,
multigraded classroom configurations, and the perceived
abilities of the children to be taught. The teacher was the
implementer and decisions were largely a matter of that
teacher's priorities. In this small and isolated district,
the role of the teacher was paramount, as there were few support services and personnel available. Implementation put stress on the teachers' time for planning and experimenting with program changes in multigraded classrooms.
No comparisons were drawn between this case study and other small or large school districts. Rather, implications were drawn for the improvement of program implementation in this case.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
27
Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.
Full textAbstract:
A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
28
Areaya, Solomon. "The process of curriculum development and implementation in Ethiopia." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437836.
Full textAbstract:
There are eight chapters in this thesis. Chapter One deals with current literature on curriculum implementation, which in a way helps as a theoretical framework. Chapter Two deals with methodological issues, and research questions asked. This involves discussion of qualitative case study design for studying issues of educational policy formulation, curriculum development, and implementation at school level. Chapter Three presents a brief historical account of the changing pattern of curriculum in Ethiopia with particular emphasis on the purpose of education, context of curriculum implementation, and practices of teaching & learning at different historical and political periods in the country Chapters Four to Six present three case studies: the case of the process of policy formulation and curriculum development in Ethiopia, and two cases of curriculum implementation at school level. They describe the background, the nature, and process of policy / curriculum development in Ethiopia and the reality of implementation at school level. Chapter Seven is a cross-site analysis of the key issues emerged out of the three case studies. This focuses on issues to do with top-down and `teacher proof nature of the reform, teachers' and principals' attitudes and practices, factors limiting and assisting implementation, and the implementation gap between the top and the bottom. Chapter Eight sets out a number of conclusions and implications with respect to each research question. It recognized the process of curriculum development and implementation as highly social phenomenon, which cannot be mandated, and as something that should be owned with belief, commitment, and capability for real change to happen. Furthermore, the cross-site analysis supports the literature on the area that the exclusive top-down approach to educational policy formulation and curriculum development inherently and logically has serious flaws to implement educational innovations at school level.
29
Verhovsek, Ester L. "Curriculum Change: Implementation of Complementary and Alternative Medicine (CAM)." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2592.
Full text
30
Gobingca, Berington Zanoxolo. "Factors affecting the implementation of the National Curriculum Statement in the Mthatha education district." Thesis, Nelson Mandela Metropolitan University, 2012.
Find full textAbstract:
The current investigation was conducted in the Mthatha Education District. It sought to investigate factors affecting the implementation of the National Curriculum Statement (NCS) in the Mthatha schools of the Eastern Cape Province in South Africa. Literature reviewed showed that teachers, as the key role players to the implementation of the curriculum in schools, are still experiencing difficulties in implementing the NCS. It is thus important to establish and investigate the factors affecting the implementation of the NCS. The research was both exploratory and explanatory in nature and adopted a mixed method approach. Questionnaires were distributed among 210 teachers who were randomly selected from 363 schools in the Mthatha Education District. Out of 210 teachers who were provided with questionnaires to fill out, it was 148 (70.5 percent) of them who completed and returned the questionnaires. Semi-structured interviews were conducted face-to-face with 10 purposefully selected teachers to collect the data from those who participated by filling out the questionnaires. The researcher analysed the data both quantitatively and qualitatively. The data was presented, analysed and discussed according to themes derived from the main research question and sub-questions. The quantitative data (closed-ended statements) was analysed statistically by means of the Statistical Package for Social Sciences (SPSS). In the case of the qualitative data (open-ended statements in questionnaires and interviews), similar responses were analysed in themes as per the research question and sub-questions for easy interpretation. Note-taking and tape-recording were done during the interview sessions. Qualitative data were transcribed, coded and analysed. The findings which emerged from the study indicated that intermediate-phase teachers experienced difficulties in implementing the NCS. These were attributed to, amongst others, a lack of resources such as learning material and infrastructure, redeployment of teachers, a high learner teacher ratio, inadequate in-service training and support from the DoE. These factors need to be addressed to enhance the implementation of the NCS and to avoid the repetition of those shortcomings in any future envisaged changes to the curriculum such as the implementation of CAPS.
31
Donmez, Ozge. "Implementation Of The New Eighth Grade English Language Curriculum From The Perspectives Of Teachers And Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612264/index.pdf.
Full textAbstract:
This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatli town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews with the English language teachers and focus group interviews with the 8th grade students. The data were analyzed through utilizing Nvivo 8, qualitative data analysis software. The results indicated that the participants had negative views about some aspects of the new English language curriculum due to the challenges and/or problems that they encountered during the implementation. It was found out that the teachers did not implement the suggested alternative assessment and evaluation techniques and learner-centered instructional methods and strategies in their classes. The challenges and/or problems hindering the effective
implementation of the new English language curriculum were revealed as lack of necessary materials and equipments, large class size, insufficient class hours, lack of gradual implementation of the NEC, lack of guidance and support for the teachers in implementing the NEC and Level Determination Exam (SBS).
32
Lo, Yiu-chun. "A study of the implementation of the school-based curriculum project scheme in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14804244.
Full text
33
Bicer, Kader. "An Assessment Of Information Technology Curriculum Implementation In Vocational High Schools." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610488/index.pdf.
Full textAbstract:
This study aims to provide a general picture of newly adopted IT program in vocational high schools. Through this aim, the issues of to what extent are the objectives and content of Vocational high schools&rsquo<br>new IT curriculum satisfied the
needs, how it is implemented in schools, how it is practiced under different circumstances and which factors influence its implementation process are examined. This study was designed as a formative evaluation based on CIPP Model-Process valuation. In order to grasp perceptions of vocational high school IT teachers and 11th grade IT area students&rsquo<br>two self-reported questionnaires were developed by the researcher. The sample constituted of 683 Grade 11 students and 83 IT teachers from 28 vocational high schools in the 7 urban district of Ankara. Heavily, descriptive and statistics and quantitative data analysis techniques were utilized to analyze the data however in some parts, inferential statistics were also
employed.
Results of the study indicated that the objectives of the new IT program are responsive to the local, national and global IT sector and catching the demanded skills in the world of work. Moreover it is determined that the new program supports flexibility in principle however in action there are some obstacles those barriers the adequately functioning of the new program. Therefore, this study also attempts to reveal the problems related to students, teachers, schools quality indicators and program modules in order to supply the deficiencies in the early stages of program implementation.
34
Goosen, Leilani. "Criteria and guidelines for the selection and implementation of a first programming language in high schools / L. Goosen." Thesis, North-West University, 2004. http://hdl.handle.net/10394/226.
Full textAbstract:
The choice of a first programming language is critical for fostering problem solving skills and
remains a concern in programming instruction that should be taken into account during
discussions on the Computer Science curriculum. Criteria that should be considered in
selection, therefore, need to be established. Few precedents exist for the implementation of
such a language, and guidelines for this process ought to be introduced. This study aims to
institute valid criteria and guidelines for the selection and implementation of a first programming
language in high schools. Criteria for selection were established and guidelines for
implementation introduced through a literature study, after which the validity of these was tested
empirically.
Care was taken to ensure the relevance of criteria, which were established regarding the
development of thinking and programming skills, requirements for the programming language
and its software development environment to make it appropriate for learners, new tendencies
in programming, issues influencing programming used in practice, affordability, training and
resources, and programming for various purposes.
Guidelines were introduced for the implementation of a first programming language in high
schools regarding appreciating teachers' roles in implementation, issues surrounding pilot
testing, considering cost implications at macro-implementation level, introducing a new
curriculum, and guidance, support and assessment.
The validity of selection criteria and implementation guidelines identified was empirically verified
within the South African context, in that all items in a questionnaire based on criteria and
guidelines received averages rating these as 'fairly important'.
Effect sizes designating practical significance for differences between
0 the reported importance and application/usage of criteria and guidelines and
0 the use of implementation guidelines as regarded by groups consisting of policy makers and
teachers respectively
indicate a need for more careful consideration of what is important and practical in the world of
the teachers who implement a selected language.
Key terms: selection criteria, implementation guidelines, first programming language, high
schools, Computer Studies, curriculum development, curriculum implementation, curriculum
dissemination<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2004.
35
Hart, Brandon T. "The implementation of portfolio assessment into the secondary mathematics curriculum /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/hartbt/brandonhart.pdf.
Full text
36
Mgandela, Luthando Loveth. "An evaluation of the implementation of the new history curriculum." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1031.
Full textAbstract:
The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
37
Farren, Lori. "Curriculum implementation as a political process, a New Brunswick case." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62125.pdf.
Full text
38
Reynolds, James Michael. "Curriculum implementation as a political process, a New Brunswick case." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/771.
Full text
39
Lee, Ho-yee, and 李可儀. "The effects of resource materials on curriculum implementation in geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956130.
Full text
40
Lo, Hau-yee, and 盧巧儀. "An evaluation of the implementation of a new Putonghua curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961836.
Full text
41
Wong, Kin-hang, and 黃健行. "Implementation of problem-based learning in junior secondary science curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.
Full textAbstract:
Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes.
The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions.
A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test).
The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group.
The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
42
Campbell-Comerford, Timothy. "A Social Skills Curriculum Designed for Implementation in Elementary Schools." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122941.
Full textAbstract:
Note:<br>Social skills instruction is a key component to intervening with students with emotionaland behavioral disorders (EBD). The behavior of students in the elementary school levels shouldbe assessed in order to implement behavioral intervention strategies because as they progressinto high school and later, the risk for negative life-long impact increases. The two main goalsare perceived by their friends, siblings, parents, and teachers, and to allow them to generalize theskills that they learn, being able to use the positive social skills outside of the training setting. Inorder to do so, it is crucial to assess students' behavior, to train students through directinstruction, teacher modeling, student role play, and skill review, and to allow students toevaluate themselves on their proficiency of using the newly learned skill. In the project thatfollows, a review of literature justifying social skills instruction as a valid intervention method,as well as a proposed social skills curriculum, are presented.
43
Wang, Y. (Yinghui). "Understanding the environmental education curriculum implementation gap through teachers’ beliefs." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042363.
Full textAbstract:
Given the serious environmental crisis happening in China, Environmental Education (EE) has been given more and more attention by the government, educators, public and researchers. EE in China has been increasingly promoted in recent years especially within the formal education system. However, there are always difficulties and problems involved in bringing Environmental Education into the classroom. This study focuses on the Chinese National Environmental Education Curriculum implementation issues. It aims to understand the curriculum implementation gap between the intended written curriculum and the teachers’ perceived curriculum. As the teacher is in the center of this phenomenon, there is a special focus on the teachers’ beliefs system. The research questions leading this study are 1) What are the teachers’ beliefs about EE? 2) What are their perceptions on the implementation of the EE Curriculum? 3) What role does the National EE curriculum play in teaching practice?
From a phenomenological approach, a qualitative study has been conducted in Tianjin, one of the major cities in China. Four primary school teachers from two public primary schools have been interviewed. The beliefs generated from common sources are mainly discussed as a way to make generalizations. Thematic analysis has been applied to analyze the interview data. The results are presented around three themes which are the teachers’ beliefs on EE, pedagogical practice of EE and EE curriculum application. The research has shown that the teachers have a basic understanding of EE but insufficient teaching methods, and the results also revealed some negative attitudes among the teachers. The curriculum mainly serves as a framework and theoretical reference with very limited use in teaching practice. Based on this study, the EE curriculum implementation gap is mainly generated from the teachers’ insufficient pedagogical content knowledge (PCK) and the marginal status of EE in the system. Therefore, it has been suggested that in order to narrow the implementation gap, improvements should be made to teaching training, educative curriculum design, parents’ education and the legalization of EE.
Due to the fact that the study has been conducted in the context of Tianjin, the results cannot be generalized to the whole country. But the results can set up references for other cities that share similar educational and social conditions with Tianjin.
44
Cho, Jeasik. "Curriculum implementation as lived teacher experience : two cases of teachers /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276531133.
Full text
45
Yunus, Hashimah Mohd. "Primary science in Malaysia : the implementation of a new curriculum." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3089/.
Full textAbstract:
This thesis investigates the implementation of the science curriculum in Malaysian primary schools. The study is concerned primarily with teachers' pedagogical content knowledge as a crucial determinant of teaching performance in implementing the new curriculum. The research involved the administration of a questionnaire to seven states in Malaysia to seek information regarding the implementation of the primary science curriculum. The main body of research data consists of case studies of 14 teachers. Teachers' pedagogical content knowledge and its influence of the implementation of the primary science curriculum were analysed on the basis of interviews and classroom observations. The lack of science pedagogical content knowledge is indeed a problem for teachers in implementing the curriculum. That knowledge is limited and constrained by other contributing factors - science instructional needs, especially the constructivist view of science teaching; knowledge of the ways in which children learn science; and the lack of resources and support. Teachers' belief in the subject and its teaching also affect the implementation. In the light of these constraints, it would be more appropriate to identify the necessary science pedagogical content knowledge, within the primary science curriculum, that teachers need to acquire in order to implement the curriculum as the developers intended. The key question, in the Malaysian primary school context, is how science pedagogical content knowledge is to be generated and disseminated. In-service teacher education is essential if there is to be an impact in the shorter term. Another question is the kind of initial training that will be fruitful and effective and worth investing in. Conceptual understanding and science pedagogical knowledge and skills are two promising areas of teachers' understanding of the curriculum that could be developed when planning in-service provision for Malaysian primary science education. An explicit examination to teachers' beliefs about science and the teaching and learning of science is also required in pre-service and in-service courses.
46
Lee, Ho-yee. "The effects of resource materials on curriculum implementation in geography." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906951.
Full text
47
McDonough, Edward Sean. "Measuring fidelity of implementation using the survey of enacted curriculum." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618629.
Full textAbstract:
The proper implementation of a curricular program is crucial in ensuring that the curricular content and learning intentions are delivered to students consistently and reliably. This being the case, it is essential that newly adopted curricular initiatives are evaluated for fidelity to the program's original standards. Currently, state and federal regulations require teachers to use instructional programs that have been shown to be effective through "scientifically based research" (Stavin, 2003). to satisfy the "scientifically based research" requirement of NCLB, curricular programs undergo rigorous efficacy and effectiveness testing to ensure that the program's standards are indeed valid. to further measure the validity, efficacy and effectiveness testing is often accompanied by fidelity of implementation (FOI) assessments (Century, Freeman, & Rudnick, 2008). FOI assessments serve to ensure that curricular programs are delivered to the standards prescribed by the original program model (Carroll et al., 2007; Century et al., 2008; Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000; National Research Council, 2004 Reschly & Gresham, 2006; Schoenfeld, 2002).
48
Langenbrunner, Mary R. "Kindergarten Teachers' Implementation of a Developmentally Appropriate Curriculum: A Survey." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3512.
Full text
49
Bossaer, John, Samuel C. Karpen, Adam C. Welch, Nicholas E. Hagemeier, and Jeffrey A. Gray. "Didactic Performance Before and After Implementation of an Integrated Curriculum." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5430.
Full text
50
Peers, Cheryl Elizabeth. "Teacher professional growth during implementation of a science curriculum innovator." Thesis, Queensland University of Technology, 2000.
Find full textAbstract:
Science teaching in primary schools has been of concern for at least the last two decades.
Despite the recognition of science as a key learning area, science teaching has a low status in
the curriculum, and little effective instruction occurs. Within this context, a nev>' draft
science syllabus (Queensland School Curriculum Council [QSCC], 1997), which uses
constructivism as a referent, was trialled in 60 Queensland schools. Thus, the purpose of this
research was to investigate how a professional development program designed to support
syllabus implementation, impacts on the teaching of primary science. This support was
intensive and involved close collaboration between the researcher and the teacher.
As teacher development is a critical component of successful curriculum implementation, a
carefully planned professional development program was created drawing upon the
principles of constructivism. The professional development program had two parts: (1)
workshops, and (2) follow-up support by the researcher. This support was intensive, and
involved close collaboration between the researcher and the teacher. It was designed to
assist a primary teacher to implement in the classroom, a unit of work based on the draft
syllabus.
An interpretative methodology was adopted to explore the professional growth of a primary
school teacher over a three-month period. Four specific questions guided this study. First,
in what ways does a teacher change his professional practice in response to a science
curriculum innovation? Second, what changes occur in a teacher's beliefs about science, and
the learning and teaching of science in response to a science curriculum innovation? Third,
what are the supporting conditions for professional growth during the implementation of a
unit of work based on a science curriculum innovation? Fourth, what are a teacher's
concerns about the implementation of a unit of work based on a science curriculum
innovation? A theoretical framework derived from the literature on teachers' practice and
beliefs guided the analysis of data collected for questions one and two. To answer questions
three and four, a grounded theory approach was used to identify the supporting conditions
for professional gro'Art:h, and the concerns associated with the implementation of a
constructivist-based unit of work.
Four conclusions emerged from the study. First, with appropriate professional support,
worthwhile changes to the teaching of primary science were found to be possible in a short
and medium time frame. Second, it was found that teacher professional growth may be
initiated by either a change in practice or a change in beliefs. Third, successful experiences
in implementing a curriculum innovation, and a willingness to modify beliefs and practice
,vere found to be major factors in improving the teaching of primary science. Fourth, the
provision of adequate support, and time for a teacher to engage with change and change
processes, and to adopt new practices and beliefs, were found to be central to the effective
implementation of a science curriculum innovation. A major outcome of this study is the
development of a model of professional growth in primary science education, ,vhich
identifies the key issues for syllabus implementation.