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Dissertations / Theses on the topic 'Curriculum implementation'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Molapo, Moyahabo Rodgers. "How educators implement curriculum change." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.

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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 educa

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2

Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.

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3

Nevenglosky, Erica. "Barriers to Effective Curriculum Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5235.

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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 an

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4

Blatherwick, Mary Louise. "Teacher preparation for art curriculum implementation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26375.

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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 t

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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.

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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 focus

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6

Rock, Terryl. "edTPA Implementation Consultation." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6035.

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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.

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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.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementar

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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.

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In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that

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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.

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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 p

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11

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 ch

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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.

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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

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13

Childs, Margaret Mary. "Teacher adaptation of a curriculum during implementation." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/377.

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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

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14

Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.

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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.

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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 wer

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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.

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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.

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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?

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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/.

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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 p

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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.

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20

Nyseth, Jeffery C. "Implementation of a multimedia curriculum at Viterbo University." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nysethj.pdf.

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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.

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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.

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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.

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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.

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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 va

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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.

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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 partic

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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.

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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

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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.

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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

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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.

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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 implementatio

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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.

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30

Gobingca, Berington Zanoxolo. "Factors affecting the implementation of the National Curriculum Statement in the Mthatha education district." Thesis, Nelson Mandela Metropolitan University, 2012.

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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 adopt

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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.

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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 student

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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.

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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.

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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&rsq

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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.

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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 selectio

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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.

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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.

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The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in c

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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.

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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.

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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.

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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.

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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.

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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’ pedagogi

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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.

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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,

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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.

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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

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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.

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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/.

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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 primar

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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.

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McDonough, Edward Sean. "Measuring fidelity of implementation using the survey of enacted curriculum." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618629.

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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 ri

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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.

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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.

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50

Peers, Cheryl Elizabeth. "Teacher professional growth during implementation of a science curriculum innovator." Thesis, Queensland University of Technology, 2000.

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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

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