Dissertations / Theses: 'Curriculum subject'

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Thorpe, Anthony Richard. "Religious education in schools as a subject in the modern curriculum." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341340.

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Taylor, K. Lynn. "Thinking skill development in the context of a mainstream subject area." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/10568.

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University teaching and learning experiences which are characterized as unsatisfactory by many faculty and students can be more precisely defined as manifestations of poorly developed higher order thinking skills. Two hypotheses relevant to this problem are explored in this thesis. The first is that it is possible to use the characteristics of good and poor problem solvers documented in the literature as a productive way of recognizing and understanding the learning problems experienced by many university students. The second hypothesis is that the integration of the characteristics of effective problem solvers into a framework of general problem solving heuristics is a practical and effective strategy to move students along a continuum to better developed higher order thinking skills within the broader context of knowledge acquisition. The teaching strategy developed from the literature and illustrated in a case study, is designed to capitalize on the scholarship of faculty often underutilized in their teaching, by encouraging faculty to be more self-conscious in making process skills explicit in a way that is meaningful to their students. As demonstrated in the case study, it is a strategy which utilizes teaching opportunities and data sources available in the classroom situation. The results of the case study indicated that, in this case: (1) characteristics of good and poor problem solvers were observable in the classroom situation; (2) faculty could learn and use the strategy effectively in the context of discipline teaching; (3) the strategy did not seriously restrict the amount of content to be taught; (4) students did acquire skills specific to the strategy implemented; and (5) that particular areas of concern for further applications were encouraging students to actively engage in process tasks, to have more confidence in their use of reasoning as a tool and to place more emphasis on the cognitive skill of evaluation.

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McDougall, Julian. "Subject media : a study in the sociocultural framing of discourse." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/556/.

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This research offers an analysis of social practices and discourses at work in the assessment of Media Studies students following the OCR AS specification produced for ‘Curriculum 2000’, in its first examination session - January 2001. The purpose of the research is not to scrutinise the accuracy of such assessment, or its value, but to raise questions about subject identity at the institutional level represented by an awarding body. In particular, the intention is to investigate further issues about assessment as a social practice raised by Nick Peim in his analysis of the cultural politics of English teaching. In addition the thesis sets out to ‘test’ his suggestion that Media Studies might offer an alternative to the cultural problems he identifies within the practices of ‘Subject English.’ The method adopted is discursive and theoretical, applying critical discourse analysis, phenomenology and deconstruction. The writers whose ideas and ways of thinking about discourse, language and pedagogy are most significantly ‘applied’ to data acquired through the research are Michel Foucault and Basil Bernstein. The conclusions drawn offer a response to Peim’s suggestions, and raise more questions about subject identity for Media teachers to consider. In particular, the data analysed lends itself to an analysis of the assumptions, logical inconsistencies and oppositions set up by ‘Subject Media’ and to a discussion about the relationship between a subject’s ‘spirit’ and the reality of its assessment practices. As such it provides a ‘micro’ analysis of the boundaries placed around academic and vocational ways of learning, and seeks to question such categories.

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Greimel-Fuhrmann, Bettina, Christiane Schopf, and Doris Buchmaier. "Why Combining Interrelated Subjects does not Make a Global Subject - Lessons Learnt from the Latest Curriculum Reform of Austrian Commercial Schools." Elsevier, 2014. http://dx.doi.org/10.1016/j.sbspro.2014.01.244.

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In order to enhance students' understanding of the interrelationships between business administration, business mathematics and accounting, the recently developed curriculum of Austrian commercial schools comprises one global subject in which the contents of these three subjects have been combined. A second subject called "business practice" has been introduced to provide sufficient time to apply the acquired business knowledge to practice-oriented tasks. The results of a formative evaluation study show that several teachers have considerable difficulties to put the main ideas of these two subjects into practice and that many students find it hard to understand the identity of these two subjects. (authors' abstract)

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Beauchamp, Anthony Paul. "An investigation into IT in the secondary school curriculum : servant or subject?" Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409230.

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Seow, Dorothy Tricia Ing Chin. "The subject conceptions and practice of pre-service geography teachers in Singapore." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018404/.

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This thesis focuses on understanding the complex relationships between geography teachers’ conceptions and practice. Through the use of a Foucauldian (1971, 1979) perspective on discourse, knowledge and power, it examines the discursive structures that produce knowledge about geography and ‘good’ geography teachers (Moore, 2004) in Singapore. The research explores why pre-service teachers conceive geography in particular ways, and the links between their conceptions and practice. It emphasises the ways in which discursive power affects this relationship. The study focuses on six geography pre-service secondary school teachers over the course of one year of teacher education. Utilising concept maps, elicitation exercises and in-depth interviews, it highlights that the national curriculum was powerful in shaping respondents’ discussions of geography, but its impact was mediated by their own professional identities and past experiences of geography. The data also suggests that these conceptions did not always translate into practice because of discourses operating in the school context, which placed respondents in asymmetrical power relationships with their mentors. The mentors’ conceptions of ‘good’ geography teaching usually influenced respondents’ practice more than their own conceptions of geography. Nevertheless, respondents sometimes resisted their mentors, especially if they experienced conflict between the type of teaching that was demanded of them and their own professional identities. iv The research calls on teacher educators and policy makers to acknowledge that programmes to develop teachers’ knowledge in their academic disciplines can be undermined by powerful competing discourses that stress examinable content in school curricula. It highlights the need for teacher education institutions to examine their partnerships with schools for possible conflicts between discourses about ‘good’ teaching in schools and institutional intended outcomes. It suggests that there is a need to strengthen the professional identities of teachers as ‘geographers’ given that identity forms an important base from which teachers respond to discourse.

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Petersen, Joy. "The development of tourism as a young school subject : a comparative curriculum study." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13774.

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This dissertation is a comparative analysis of three different curricula with the aim of tracking key elements in the development of the South African tourism curriculum. Using Bernstein's theory of the reproduction of pedagogical discourse, the study elucidates the what and how of the intended and assessed tourism curriculum. Within a sociological framework, it employs specifically developed analytical tools to examine different facets of the curriculum. Throughout, the complex and dynamic nature of curriculum development is highlighted. The conclusion illuminates the difficulty of curriculum design of a young subject that has been developed from a fragmented canon and attempts a description of where the South African tourism curriculum finds itself at present.

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Smith, Vincent Titos, and B. T. Gamede. "Subject advisers’ perception of curriculum delivery in the intermediate phase within King Cetshwayo district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1794.

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A dissertation submitted in the Faculty of Education in partial fulfilment of the requirements for the Masters of Education Degree in the Department of Social Science Education at the University of Zululand, 2018.
Subject advisors encountered problems that affected curriculum delivery in the intermediate phase of schools in South Africa and other countries. There are factors influencing curriculum delivery in different countries ranging from what happens in and with the government to what takes place and is obtained in the classroom. If challenges or factors influencing curriculum delivery, such as political interference, social, economic, access to technology and environmental factors, are not addressed, this will have detrimental consequences not only to the delivery and implementation of curriculum but also to our education system. Teacher education curriculum, recruitment, training and retaining of teachers, non- professionalization of teachers, poor funding and insufficient ICT access; are the reasons for the challenges faced in the actual delivery of the curriculum. This quantitative research design was conducted in King Cetshwayo District in Kwa-Zulu Natal Province with the aim of finding out what the subject adviser`s perceptions are in curriculum delivery. The sample consisted of educators, SMT`s and subject adviser`s. Data was collected through questionnaires and quantitative research. The study revealed the need for the Department of Education to increase the number of Subject Advisers` with the purpose of educating more educators about the curriculum, through facilitated workshops and other refresher training. The study also divulged the need for the government to improve the existing infrastructures in the schools, in order to motivate educators and members of the school management team in the discharge of their duties.

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Rock, Terryl. "SSE: Improving Task 2 and Task 3 Scores by Planning, Teaching, Assessing the Subject Specific Emphasis." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6034.

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Prestage, Stephanie Anne. "An exploration of teachers' mathematical subject knowledge through considering progression in the National Curriculum." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314057.

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El, Assi Nahida. "The roles of subject leaders in enhancing the implementation of the Lebanese National Curriculum." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30998.

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The focus of this study was the roles of subject leaders in enhancing the implementation of the Lebanese New Curriculum, the implementation that started before the public schools were equipped to reflect its spirit and without the proper recognition of subject leadership as a role model. The study identifies and assesses problems of public schools, and attempts to present a conceptual framework for a possible solution where subject leaders become more involved in the implementation process and better solution providers. The research was conducted by utilizing a blend of research tools (FGI, individual interviews, observations, diary analysis, and a survey questionnaire). The focus group interview was the main research tool used to collect the data, while the others were used mainly for triangulation purposes. The whole sample was three principals, 82 teachers (29 from outside the researcher's school and 23 from her school), 13 SLs (5 vs. 8), 377 parents (17 vs. 365 -350 of whom receiv ed the survey questionnaire), and 34 students (25 in Grade 9, and 9 in Grade 12) selected from 13 schools. The initial findings were presented thus outlining general information about how subject leadership has been perceived and how subject leaders were expected to behave for a better implementation of the Lebanese national Curriculum. In Lebanese public schools ,the sustained conditions of assigning and allocating SLs to schools, and lack of proper training made the existing SLs perform their tasks in a traditional manner. To be good catalysts for proper implementation of the LNC, SLs claimed that a full-time job and the authority to impose sanctions were two major factors for their empowerment. Empowerment, to them, was essential and should come from (an) external agent(s) (the ministry, the inspectorate or the GCD) or else, it would be difficult to implement change. In general, all the participants (teachers, students and parents) selected from the public schools proved to lack a complete notion about what subject leadership entails. They perceived the existing role model for subject leadership as an outdated model that would not fit in the period of implementing change, and consequently were dissatisfied with the situation unless SLs performed some additional tasks. Whereas, the sample selected from the PCSS proved to have a clearer notion about subject leadership the thing that can be referred to their own var\ing experiences with SLs. Consequently, their demands were related to how private schools can raise their achievement standards. The importance of promoting the role of subject leaders was clear if all the participants? demands were to be satisfied for the sake of meeting the needs of all students enrolled in public schools. The specific responsibilities of the role were described, the implications of the research were summarized and reflected upon, and recommendations for policy and practice were stated.

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Stuart, Marion. "Degrees of difference : influences on the development of tourism as a subject in UK higher education." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344142.

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Vickers, Edward. "History as a school subject in Hong Kong: 1960s-2000." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242352.

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Yueh, Mei-Chun (Michelle). "Introducing a new subject: The case of environmental education in Taiwanese junior high schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2656.

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The introduction of environmental education in schools has been the focus of a long campaign worldwide since the late 1960s. The difficulties in teaching environmental education, including the choice of curriculum models, and the obstacles to changing contemporary schooling patterns have been well documented. The traditional process of new subject emergence has been detailed in the literature; whether or not environmental education should or could follow this traditional pattern of subject emergence in schools is the focus of this thesis. In Taiwan, the introduction of environmental education in junior high schools occurred as part of a nationwide curriculum change in 2002. This research used an interpretive approach to explore the views and practices of staff in three typical Taiwanese junior high schools at this time. The focus of the research was to study what happened at the level of classroom teaching and school development. The research program was designed to interview both administrators and teachers before, during and after the first year (2002 school year) of curriculum implementation in each of the three case study schools. Three rounds of interviews were conducted over a period of three years (Sept. 2001 - June 2004). As well as interviews, national and school documents were collected; and announcements and decisions from the Ministry of Education and schools were documented. Also, because the reform encouraged the development of school-based curriculum, a questionnaire was given to the one school which chose environmental education as their school-based curriculum in order to better understand the emergence of environmental education in this school. The findings show a paradox in Taiwanese junior high schooling: although each school placed considerable value on environmental education, the data showed that the introduction of environmental education via an infusion strategy during a time of national curriculum change had minimal impact in the three Taiwanese case study schools. A cross-case analysis indicated the reason for this failure was the lack of effectiveness of eleven supporting themes often discussed in the emergence of a new subject: the possibility of gaining external examination credit and entry to a university department; the prioritising of the subject in school timetabling and programming; the development of a systematic syllabus; the presence of proactive support from central government leadership; the provision of teacher professional development; the inclusion in the informal as well as the formal curriculum in a school; the inclusion of environmental education in non-formal education in society; the presence of clear subject characteristics and definition; the presence of substantial school-based material interests; the gaining of support from an external constituency, especially parents; and the presence of an emergence process that couples internal value evolution with external compulsion. The Taiwanese case studies raised three particular and additional themes for the emergence of environmental education, specifically: the need to set up long-term partnerships with local groups that have an interest in or responsibility for the local environment (e.g. societies, agencies and non-governmental organisations) to achieve local environment involvement; the need for a whole school approach through curriculum integration to achieve the transformative nature of environmental education; and the need to build up a sound cooperative network that includes people at all levels of the education system and society to achieve a national cooperation network. These three particular themes derived from the nature of environmental education as a holistic, integrative and interdisciplinary subject. In summary, the findings not only confirmed the themes important for the emergence of environmental education and other contemporary school subjects, but they also raised particular themes pertinent to the emergence of environmental education. When these three particular themes are not taken into account, the effective emergence of environmental education in contemporary schooling, as exemplified by Taiwanese junior high schools, will be difficult to achieve in mainstream education.

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Chung, Chui-ngor Jenny. "Teachers' perception of the assessment mechanisms of the subject of English in primary schools." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278333.

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MacPhail, Ann. "The social construction of higher grade physical education : teacher curriculum decision making and pupil subject choice." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/3766/.

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This study centres on understanding teachers' curriculum decision making (CDM) and pupils' subject choice in physical education. The curriculum reform chosen to illustrate these two central issues is Higher Grade Physical Education (HGPE), a nationally available qualification in physical education that has been available to fifth and sixth year (16 to 18 year olds) Scottish secondary pupils from 1993. The focus on teacher CDM and pupil subject choice contributes more generally to our understanding of the social construction of physical education as a school subject. The framework used to investigate the social construction of knowledge, teacher CDM and pupil subject choice is Basil Bernstein's model of the social construction of pedagogic discourse. Bernstein's three fields of knowledge production and reproduction and his notion of pedagogic discourse allowed the framing of the examination of the development, mediation and reproduction of the HGPE course. The study illustrates how the dominant model for innovation in Scottish schools continues to be external leadership by the centre and how agents operating at this level constructed HGPE as a science-based, sport-performance-oriented discourse. The findings suggest that teachers' and pupils' interpretations of the HGPE discourse are not explicit reasons for the decision to offer or study the subject but are more likely to be embedded in the context in which individual teachers work and in pupils' enjoyment and future vocation. Emerging issues that are discussed include the process of managing HGPE by the SEB and the extent to which the SEB exercised power to mandate precisely the form HGPE should take as it was implemented in secondary schools. A lack of external support in delivering HGPE, teacher de-professionalisation and de-skilling and professional development support for teachers are all identified and discussed. The study concludes with suggestions for the future construction of knowledge within the Scottish education system and ideas regarding what can be done to promote HGPE.

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Lebeaume, Joël. "AN HISTORY OF MANUAL WORK FOR BOYS WITHIN PRIMARY SCHOOL IN FRANCE." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12062.

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Hughes, Gwyneth. "Gender, power and resistance in post-sixteen science education : the production of student subjectivities within competing curriculum discourses and practices." Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480919.

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Hoadley, Ursula Kate. "An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994)." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/18378.

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This study sets out to develop a framework for the analysis of a school subject and uses as a focal study the NAC drama syllabus developed in1994. Drawing in the main on Basil Bernstein's theory of curriculum, an analysis is made of how a syllabus is constituted through recontextualizing, using the theoretical concepts of voice and identity, classification and framing, and hierarchy. The discourses that have been recontextualized in the formation of the syllabus are identified. Two sets of discourses are identified: educational policy discourses (namely the discourses of progressivism, utilitarianism and reconstruction and development) and educational drama discourses. The specialization of voice in the syllabus marks out the academic identity, and is an indicator of educational drama discourses evident in the syllabus. The specialization of identity marks out projected social identities, indicating the recruitment of educational policy discourses in the constitution of the syllabus. The field in which the syllabus is constructed is also examined, which following Bernstein is defined as the recontextualizing field. The syllabus writers, located in this field, act selectively on the educational policy and educational drama discourses in constituting the syllabus. The rules for selection in the development of the syllabus are examined, and these are related to the syllabus writers' situation within the recontextualizing field. It is argued that the syllabus writers are positioned subordinately within the field, and that this factor to a large extent regulates the operation of educational policy discourses as rules for selection in the drawing up of the syllabus .

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Phiri, Francinah Liseko. "An investigation into the making of subject choices from middle school phase to senior secondary phase." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-05182005-145856.

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Åström, I. Maria. "Integrated and Subject-specific : An empirical exploration of Science education in Swedish compulsory school." Licentiate thesis, Linköping University, Linköping University, Department of Social and Welfare Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15343.

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This thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation.

The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students’ results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument in this study.

The thesis consists of two studies, one quantitative and one qualitative, within the above framework. The quantitative study is an attempt to find differences in scores on students’ written results on a large-scale assessment in scientific literacy between students studying in different organisations of Science education. The qualitative study is an attempt to describe differences at classroom level between integrated Science and subject-specific Science. This gives a quite rich description of four schools (cases) in a small town and how they organise their teaching integrated or subject-specific.

No differences in students’ results between different Science organisations were found in the quantitative study in this thesis. Possible explanations for the lack of differences in students’ results are discussed in the article. An additional investigation that attempts to test the variable used in the quantitative study is carried out in the thesis, with an attempt to sharpen the teacher organisation variable. This is done to find out if it is possible that there can be found differences with the sharpened variable.

The qualitative study gives a glimpse of some differences in the implemented curriculum between schools working with integrated Science education and a school that works subjectspecifically. The teachers do the overall lesson plans in different ways according to which organisation according to integrated or subject-specific Science they work with. When asked in a survey what kind of Science organisation they have, students from the four schools studied answered differently between schools and also, sometimes, within the same school. A further analysis of this second study is carried out by defining a conceptual framework used as structure and a possible explanation for differences between students’ views and teachers’ views on the organisation of Science education. This latter analysis tries to give an enriched description in mainly the two levels of the implemented and attained curricula, and tries to discuss the difference in students’ attained curriculum.

A final discussion concludes the thesis and concerns an elaboration of the results of the thesis, problems with the main variable involved in the two studies and the possibility that the teacher actions effects also the magnitude of students’ achievement on tests.

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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.

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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy. Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components: 1. classroom instruction, 2. FFA, including Career Development Events, and 3. Supervised Agricultural Experience (SAE) programs. The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course. The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond. Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.
Ph. D.

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Yan, Baohua. "Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195230.

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Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.

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Birlean, Camelia. "The role of teachers' pedagogical and subject-matter knowledge in planning and enacting science-inquiry instruction and in assessing students' science-inquiry learning." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106249.

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This study explored the relation between pedagogical knowledge and subject-matter knowledge, in the context of inquiry-driven science instruction, and their relation to instructors' performance in the instructional process. This multiple case study focused on three distinct categories of teachers--Novice in Inquiry and in Science, Novice in Inquiry and Expert in Science, and Expert in Inquiry and in Science--and examined the commonalities and differences among them by exploring the cognitive processes these teachers used when planning and enacting an inquiry instructional situation, as well as when assessing students' learning resulting from this specific instructional event. Inquiry instruction varied across cases from largely structured to largely open. The Novice-Novice's science instruction, predominantly traditional in the approach, differed greatly from that of the Expert-Expert and of the Novice-Expert. The latter two emphasized--to various extents structured, guided, and open--inquiry strategy as part of their ongoing instruction. The open inquiry was an approach embraced solely by the Expert-Expert teacher throughout the Advanced Science Research instruction, emphasizing the creative aspect of problem generation. Edward teacher also distinguished himself from the other two participants in his view of planning and terminology used to describe it, both of which emphasized the dynamic and flexible feature of this instructional process. The Expert-Expert identified occasional planning, planning of specific skills and content critical to students' learning process during their independent inquiry. The observed teaching performance of the three participants partly reflected their planning; the alignment was least frequent for the Novice-Novice.The assessment of inquiry-based projects varied greatly across participants. Each teacher participant evaluated a set of three inquiry-based science projects that differed in their quality, and this variation increased when the inquiry-based projects were compared across participants. The inquiry-based science projects varied in their degree of complexity, sophistication, originality of the topic, and method of investigation. The projects originating from Edward teacher's instruction were qualitatively superior to those assessed by the Novice-Expert and Novice-Novice teachers. In addition, these inquiry-based projects were the only projects that addressed the criterion of originality. The instructional model depicted within the Expert-Expert teacher's case provide the beginning of a model of instructional alignment in which planning, teaching, and assessing are examined as three interconnected processes that mutually informed and continuously enhance each other.
Cette étude a exploré la relation entre les connaissances pédagogiques et disciplinaires, dans le contexte de l'approche par investigation du processus d'enseignement des sciences et leur relation avec la performance des enseignants dans le processus d'enseignement.Cette recherche s'est concentrée sur trois catégories distinctes d'enseignants: le Pédagogue Apprenti-le Scientifique Apprenti, le Pédagogue Apprenti-le Scientifique Expert et le Pédagogue Expert-le Scientifique Expert; elle examine leurs ressemblances et leurs différences, tout en explorant les processus cognitifs que ces enseignants ont utilisés durant la planification et le déroulement de la situation d'enseignement investigatif.La démarche par investigation a varié à travers ces catégories de participants, en allant de très structurée à très ouverte. L'approche scientifique du participant Apprenti-Apprenti était prédominant traditionnelle. Au contraire, l'approche scientifique de l'Expert-Expert et de l'Apprenti-Expert ont mis l'emphase sur la stratégie d'investigation qui variait de structurée à plus ouverte. L'investigation ouverte était une approche utilisée seulement par l'Expert-Expert durant la classe de recherche des sciences avancées, en mettant l'accent sur l'aspect créatif de la génération des problèmes.L'Expert-Expert s'est distingué de deux autres participants par son point de vue sur la planification, qui met en évidence l'aspect dynamique et flexible de ce processus d'enseignement. L'Expert-Expert a identifié la planification occasionnelle, laquelle comprend la planification des habilités et des contenus spécifiques et critiques pour le processus d'apprentissage des élèves pendant ces investigations indépendants. La performance observée des trois participants était partiellement reflétée dans leur planification; l'alignement était moins fréquent pour ce qui est de l'Apprenti-Apprenti.L'évaluation des projets basés sur l'approche par investigation a varié d'un participant à l'autre. Chaque participant a évalué une série de trois projets de science basés sur l'approche par investigation, projets qui étaient différents en ce qui concerne la qualité et cette variation a augmenté quand les projets ont été comparés entre les participants.Les projets de science basés sur l'investigation ont varié selon le degré de complexité, l'originalité de la problématique et la méthode d'investigation. Les projets issus de l'enseignement de l'Expert-Expert ont été supérieurs du point de vue de la qualité et comparaison avec ceux évalués par les participants Apprenti-Expert et Apprenti-Apprenti. De plus, ces projets basés sur l'investigation ont été les seuls projets qui ont rencontré les critères de l'originalité.Le modèle du processus d'enseignement du participant Expert-Expert décrit dans cette recherche représente le début d'un modèle d'alignement d'approche d'investigation dans lequel la planification, le déroulement de la planification et l'évaluation ont été examinés comme trois processus inter-liés qui se renseignent et se complètent.

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Moswate, Kholisani. "Exploring the impact of teaching music within the creative and performing arts subject in selected upper primary schools in Botswana." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1654.

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The introduction of Creative and Performing Arts (CAPA) in the school curriculum is one of the changes brought about by the educational reforms in Botswana’s education system. Fullan (2005:42) observed that “any educational change becomes a reality when it is implemented with the involvement of the key role players.” In the case of my research, the primary school teachers and school management teams are the key role-players. This research was, therefore, conducted to explore the impact of teaching music within the CAPA subject as one of the changes brought about by the educational reforms in Botswana upper primary schools. I have found the phenomenological design appropriate for my research. Babbie and Mouton (2009:28) explain this paradigm as emphasising that “human beings are engaged in the process of making sense of their lives and that they continually interpret, create and give meaning to, define, justify and rationalise their actions.” In collecting and analysing data, a mixed method of quantitative and qualitative approaches was used to explore trends regarding the teachers’ perceptions, views, emotions, feelings, experiences and preparedness for the introduction of the CAPA subject.

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Åström, Maria. "Defining integrated science education and putting it to test." Doctoral thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44858.

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The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students' science literacy scores due to different types of science education. The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning. The statistical analysis of integrated and subject-specific science education comparing students' science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls' results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys' results are shown on different science education.

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Martin, M. C. "A phenomenological study of pre-service teachers' subject knowledge in secondary design and technology." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6147/.

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This study explored the development of subject knowledge by pre-service teachers of Design and Technology (D&T) in secondary schools in England. In doing so it aimed to throw light on their lived experience of developing subject knowledge whilst on placement in schools. It was anticipated that this would help to identify the factors that shape what is learned and the ways in which pre-service teachers may be better prepared and supported for placement in the future. The study made use of phenomenology as a methodological approach in order to capture the lived experience of developing knowledge through the eyes of pre-service teachers. This was framed against an exploration of subject knowledge in Design and Technology and the extensive experience of the researcher in the field. Empirical data was gathered through a process of interviewing 11 participants three times during the course of one academic year. Processes of data reduction and explication were undertaken to explore individual experiences and aspects that they had in common. Findings from the study highlight the inadequacy of the term subject knowledge in describing the processes that take place. They demonstrate that pre-service teachers drawn on cognitive, psychomotor and affective domains in developing their understanding of materials and processes in preparation for teaching. The findings also highlight the complex, and interrelated nature of factors that affect the development of subject knowledge and the significant influence that the placement school arena, and teachers, have on shaping the nature of what can be learned. They also indicate that learning new knowledge is a central part of the experience and that developing ‘skills of knowing’ is essential. Key recommendations from the study include the preparation of pre-service teachers for their placement experiences by enabling them to understand how they learn completely new things. It is also recommended that the responsibility for the development of subject knowledge should be more in the hands of placement schools. Further work is also needed in exploring alternative ways of representing the processes that take place when knowledge is acquired by individuals as they become the teachers of the future.

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McMahon, Patrick J. "'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education." Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/2594/.

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This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory subject in the compulsory state-maintained sector, is outlined with reference to issues and debates which led to comprehensive schools delivering History as an element of the National Curriculum as initially presented in the Education Reform Act (ERA) of 1988, which has since been subject to review and amendment. The study deals with the introduction, implementation and development of the ERA (1987 –2000) and focuses on the proposals for the subject of History, responses from teachers, administrators and Government as well as amendments proposed by the Dearing reviews leading towards Curriculum 2000. The background to the current GCSE examination scheme is reviewed along with the requirements for compulsory and non-compulsory subjects, and the rationales employed by individual schools when constructing ‘GCSE option choice schemes’. Factors that may affect pupils’ perceptions of History in their Y8 and Y9 are discussed. The sets of data collected reveal ways in which pupils may be influenced by (i) personal perceptions of interest, enjoyment, demands of work and usefulness in later life and (ii) externally-controlled issues such as socio-economic circumstances, access to Special Educational Needs (SEN) or language support, and the nature of the KS3 History curriculum they experience

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Helgadóttir, Guðrún. "A survey of the attitudes of Icelandic art and craft teachers toward curriculum and practice in their subject area." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28233.

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Teachers do not merely implement the formally approved curriculum, they actively develop a personal curriculum. Teachers adopt, adapt and select to shape their personal curriculum. Teachers' attitudes, particularly toward curriculum rationales, prominent practices, policy issues and personal efficacy or concept of self as a professional are key factors in this process. This study surveyed Icelandic art and craft teachers' attitudes toward curriculum rationales, current practices and personal efficacy factors including their attitudes toward subject, student and society centered rationales for art and craft education, the practices of ability grouping and subject matter integration, their perceptions of gender differences in their students' relation to their subject. Teacher attitudes toward statements reflecting curricular autonomy, a strong self concept and the influence of others were also measured. Relations between attitudes and demographic variables were also sought. The survey was conducted by a mailed questionnaire that consisted of Likert scale items for measuring attitudes and limited choice items to elicit demographic information. It was concluded that attitudes toward curricular rationales signify a transition from subject centered to student centered rationales and that society centered rationales are currently of marginal importance to Icelandic art and craft teachers. Respondents disagreed that gender based differences in students' relations to the art and craft subjects exist. This was perhaps a denial of an unresolved issue rather than an indication that these differences do not exist. Within the school the art and craft teachers enjoyed the status of experts but believed themselves to be marginal as decision makers which could be a threat to their efficacy.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Saddler, Derrick. "Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5571.

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The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for more studies that examine the high school mathematics performance of students who learn from subject-specific and integrated course pathways. Data from a large scale observational study known as the High School Longitudinal Study of 2009 was used to compare relationships between the course pathways and students' performance on an assessment of algebraic skills. A pretest-posttest study design was used to statistically compare gain scores of high school students who learn from subject-specific course pathways to the gain scores of a comparable group of high school students who learn from integrated course pathways. Propensity score matching was used to reduce the threat of selection bias due to nonrandom assignment. The results revealed no statistical differences exist in the algebraic performance gains between high school students who learn mathematics from integrated course pathways and high school students who learn from subject-specific course pathways. Suggestions for future research are discussed.

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Rexhepi, Hasibe. "Vad är samhällskunskap? : Fem gymnasielärares förståelse av skolämnet samhällskunskap." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3302.

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Syftet med framförliggande uppsats är att bidra till ökad kunskap om gymnasielärares förståelse av ämnet samhällskunskap genom en beskrivning och analys av lärares målsättning och syfte med undervisningen med avseende på mål, innehåll och selektionsavvägningar. Den övergripande forskningsfrågan för detta arbete är: Vilken förståelse har gymnasielärare av innehållet och undervisningen i skolämnet samhällskunskap? Utifrån syftet och forskningsfrågan är målsättningen att ge svar på de didaktiska frågorna vad och varför.

För att uppnå studiens syfte har en kvalitativ metod anammats och fem semistrukturerade intervjuer har genomförts med gymnasielärare som undervisar i ämnet samhällskunskap. Lärarna i studien definierar ämnet i innehållsliga termer samt i termer av blocktillhörighet. Studien visar att undervisningen i samhällskunskap bör bidra samt syfta till förståelse av samhällets struktur och funktion, men även ge eleverna kompetenser och färdigheter för att fungera som medborgare i ett demokratiskt samhälle. Vidare visar studien att målsättning är att eleverna ska utvecklas till goda, självständiga, kritiska och handlingskraftiga demokratiska medborgare med ett samhällsintresse, där de förvärvade kunskaperna kommer till användning genom att sättas in i ett sammanhang. Resultatet ger indikationer på att kunskapsområdena politik och ekonomi, kopplat till begreppet demokrati, utgör basen för ämnet. Ämnets mest centrala begrepp är demokrati och de flesta begreppen hämtas från områdena politik och ekonomi. Studien visar också att samhällskunskapsämnet är ett "aktualitetsämne" och därför prioriteras aktuella händelser i undervisningen. Vidare påvisas att det finns ett flertal faktorer som påverkar lärarnas val av ämnesinnehåll bl.a. läroboken, lärarens intressen och preferenser, elevers och kollegors inflytande, lokala planeringsinstrument m.m. En skillnad som framträder mellan lärarna på de teoretiskt respektive pratiskt inriktade programmen är användningen av läroboken, men det råder även delade meningar bland lärarna om de lokala planeringsinstrumentens behov och betydelse för undervisningen. Resultatet visar att lärarna är tillfredsställda med samhällskunskapsämnets utformning och de tror inte att någon större framtida förändring kommer att ske med avseende på ämnesinnehållet. Men några av lärarna tror emellertid att vissa kunskapsområden och samhällsfrågor som exempelvis massmedia, livskunskap, globala frågor och miljöfrågor kommer att få större utrymme.

The purpose of this essay is to contribute to increased knowledge of high school teachers' understanding of the subject social science through a description and an analysis of teachers' aims and purpose of their instruction, regarding goals, contents and selection of subject contents. The overall research question for this work is: What understanding does high school teachers have of the contents and the teaching of the subject social science? Based on this purpose and this research question, the aim is to answer the didactic questions of what and why.

To accomplish the purpose of the study, a qualitative method has been used, and five semi-structured interviews have been conducted with high school teachers who are teaching social science. The teachers in this study define the subject in terms of contents as well as in terms of blocs belonging. The study shows that the instruction in social science should contribute to, and aim for an understanding of society's structure and function, in addition to giving the students competence and skills regarding their function as citizens of a democratic society. Furthermore, the study shows that the aim is for the students to develop into good, independent, critical and resolute democratic citizens, with an interest in society, where the obtained knowledge can be put into a context. The result indicates that the fields of politics and economics, connected to the concept of democracy, constitute the base of the subject. The most central concept of the subject is democracy and most of the concepts are drawn from the fields of politics and economics. The study also shows that social science is a subject which is sensitive to current issues, and for that reason on-going events are given priority. Furthermore, it is shown that there are several factors that influence the teachers' choice of contents: for example the course books, the teacher’s own interests and preferences, as well as that of students' and colleagues', the local instrument used for planning etc. A difference, which appears between the teachers on the theoretical and practical programs, respectively, is the use of the course book, but there is no unity amongst the teachers concerning the need for and importance of the local planning instruments, regarding the instruction. Results show that the teachers are satisfied with the form of the subject social science, and that they believe that no extensive future change will occur, regarding the contents of the subjects. However, the teachers believe that certain fields, such as mass media, "life science", global issues as well as environmental issues will be given more space.

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Grundin, Jenny. "Biologi i förskolan - med eller utan styrdokument : En studie om inkluderingen av ämnet biologi i förskoleverksamheten och hur det har förändrats under de senaste femtio åren." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43725.

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The purpose of this study is to examine the inclusion of biology in the early childhood education and how it has evolved over the last fifty years. What subjects and approaches have been included and what motives were given. This study was divided into two sub-categories were text analysis was used to find out how biology has been included in the early childhood education throughout the years. On the basis of this field study was conducted, as well as qualitative semi-structured interviews to find out how the early childhood education works and has been working with regards to biology. The results show that the curriculums as well as the teachers who have worked with this subject, has done it differently over the years. It’s also been found that the community has had a significant impact on the preschool content, as well as knowledge and personal interest.

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Fernandes, Leticia Prezzi. "Produções de casamento contemporâneas : educação, cultura e gênero." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/111895.

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Esta tese trata de como e o que uma revista voltada para noivas ensina sobre casamento. Fundamentada nos aportes dos Estudos de Gênero e Culturais em aproximação com o Pós-Estruturalismo, analisei um conjunto de 14 revistas da Inesquecível Casamento-RS (IC-RS), publicadas entre 2005 e 2012, mapeando as coisas ditas e veiculadas em suas matérias e propagandas. Entendo que a produção desse sujeito-noiva é parte de um currículo de formação de feminilidade na contemporaneidade. Assim, para formar uma noiva é necessário passar por um longo currículo em que se ensina a ser bela (mesmo que não seja assim considerada), sentir-se o centro da cena do casamento, dedicar-se aos outros e à produção de casamento, a entender a importância da data, a contratar bons profissionais, a ver o casamento como ápice da vida a dois, a entender do que é feito um casamento, a personalizar a produção e, ao mesmo tempo, respeitar e seguir tradições. Foi possível constatar que há um grande investimento em significar o casamento de determinadas formas, sobretudo ligadas ao consumo e à espetacularização do eu. Entendo que os ensinamentos da revista são muito persuasivos, uma vez que instituem o casamento como o grande sonho da vida de uma mulher e para o qual ela deve trabalhar arduamente. Esse trabalho envolve contratos com prestadores de serviços, escolher e definir o projeto de casamento e entender a importância deste momento em sua vida. Assim, mais do que um dia romântico e de expressão do amor, este é um grande momento de consumo. A constituição do sujeito-noiva passa também pela construção de um sujeito de consumo que esteja atento ao que é necessário e importante numa produção de casamento. A noiva é produzida, então, como uma consumidora exigente e soberana. Ensina-se, ainda, que a importância do casamento se dá pela sua irrepetibilidade e pela oportunidade de realizar sonhos – descritos como existentes desde a infância. Tamanha importância deve justificar os gastos, a contratação das/os melhores profissionais disponíveis. Ainda mais, o sucesso da festa é descrito como sucesso na vida conjugal – o que aumenta a demanda pela festa inesquecível e perfeita. Instituído como a coroação da relação, a produção de casamento parece significar a dimensão do amor, bem como, coloca-se como ápice da vida conjugal: momento em que todos/as os/as amigos/as e familiares terão suas atenções voltadas para esse casal, desejando o melhor futuro possível. A concentração da produção de casamento como algo feminino é reiterada durante todo o período analisado. Mesmo em áreas em que predominam profissionais homens, as mulheres que adentram estes ramos se colocam como mais qualificadas para atender casamentos, uma vez que possuem o que é denominado como “alma feminina”. Esse “relicário da essência feminina” aparece como um verdadeiro tesouro repleto de sensibilidade, dedicação e amabilidade. A espetacularização do eu parece atingir seu ápice com a celebração de casamento, de modo que é difícil retornar à “vida normal” de simples mulheres. Casar implica sentir-se bela, soberana e responsável pelas próprias decisões. Além disso, coloca-se como um momento especial em que todas as atenções se voltam para a noiva e que todos os seus desejos devem ser atendidos. Acredito que a partir dessas considerações é possível entender a necessidade de estender ao máximo esse momento descrito como de plena felicidade.
This thesis deals with how and what a magazine for brides teaches about marriage and femininity. Grounded in the contributions of Gender and Cultural Studies approaching with the Poststructuralism, I analyzed a set of 14 journals Inesquecível Casamento -RS (IC- RS), published between 2005 and 2012, charting the things said and transmitted in their materials and advertisements. I understand that the production of the bride-subject is part of a training curriculum of contemporary femininity. Thus, to form a bride is necessary to go through a long curriculum that teaches to be beautiful (even if not so considered), feel the center of the wedding scene, devote yourself to others and production of wedding understand the importance of the date, hire good professionals, see wedding as the culmination of life together, to understand of what is made a wedding, personalize the production and at the same time, respect and follow traditions. It was found that there is a large investment to mean the wedding of certain forms related to the consumption and the spectacle of self. I understand that the teachings of the magazine are very persuasive, establishing marriage as the great dream of a woman's life and for which she must work hard. This work involves contracts with service providers, choose and define the project of marriage and understand the importance of this time in your life. Thus, more than a romantic day and of expression of love, this is a great time of consumption. The constitution of the subject-bride also involves the construction of a consumer-subject aware of what is necessary and important in producing wedding. The bride is produced, then, as a sovereign and demanding consumer. It teaches also that the importance of wedding is in its uniqueness and the opportunity to fulfill dreams - described as existing since childhood. Such importance to justify the expenditures and hiring of the best professionals available. Moreover, the success of the party is described as success in the marriage - which increases demand for an unforgettable and perfect party. Established as the coronation of the relationship, the production of wedding seems to mean the dimension of love as well, stands as the apex of married life: moment the friends and family turned their attention to this couple, wishing the best possible future. The concentration of production of marriage as something feminine is reiterated throughout the analysis period. Even in areas where professionally men dominate, women who enter in these branches themselves as more qualified to attend weddings, as they have what is termed as "female soul". This "temple of feminine essence" appears as a treasure trove full of sensibility, dedication and kindness. The spectacle of the self seems to reach its peak with the wedding celebration, so it is difficult to return to "normal life" of single women. Marry implies feel beautiful, sovereign and responsible for their own decisions. In addition, arises as a special time when all eyes turn to the bride and that all your wishes must be met. I believe that from these considerations is possible to understand the need to extend the most of this time described as complete happiness.

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Scanlan, Pauline. "Cultural politics and the English curriculum : description and critical examination of the subject English as a site of ideological struggle." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1995. http://hdl.handle.net/10092/2357.

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This thesis comprises a description and critical examination of the school curriculum subject, English, as a site of ideological struggle. Its main premise is that the struggle for 'ownership' of the subject is not a new one but has spanned over a century. The argument endeavours to explore the idea that English is unlike any other curriculum area in that it has, since the mid to late nineteenth century, been regarded as a subject which has the potential to effect social transformation. This issue of social transformation or 'social engineering' is at the heart of much of the current criticism which surrounds English pedagogy. The thesis shows how the framework for the arguments associated with social engineering or social transformation can change depending upon certain social, political and historical variables. Because I am a feminist educator I have set my arguments against a background of the personal locations which I believe have contributed to my interest in the topic. Next, I place my ideas in a theoretical and political framework and look at some of the current attitudes to English and its teachers. Following this I explore the history of the subject in order to show how criticism and struggle are typical of the subject's development. Finally, I examine contemporary approaches to English teaching in order to demonstrate how and why the ideological struggles which English has wrestled with have reached a new stage of intensity in the 1990's.

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Olivier, Marina. "The development of a model for the assessment of the subject entrepreneurship and business management at the N4 level using an outcomes based education approach." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/86.

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The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.

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Radley, Kathleen Elizabeth. "The teaching of drama in secondary schools : how Cambridgeshire teachers feel the subject should be taught in relationship to the National Curriculum." Thesis, n.p, 2002. http://oro.open.ac.uk/18810.

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Stefanidis, Angelos. "Undergraduate information systems in the UK : analysing curriculum skills and industry needs." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14267.

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In recent years there have been repeated calls for universities to better equip students with skills which are relevant to business and industry. The field of Information Systems (IS), along with the wider discipline of computing, has often been described as outdated, slow to adopt new technologies and unable to keep up with the fast pace of change of the real world . Exacerbating the issue of academic relevance in relation to industry needs, universities around the world have experienced a growing disinterest in the study of IS and computing, resulting in worryingly low levels of new graduates who do not meet industry demands. To understand the contentious relationship between academia and business in relation to IS, the research presented in this thesis investigates the current IS undergraduate provision in the UK and its alignment with the skill requirements of the IS industry. This is achieved through a two-stage approach of examining the position and expectations of each stakeholder, followed by the development of a method to facilitate the alignment of their inter-related needs. As part of the first stage, the investigation into the academic stakeholder undertakes a holistic analysis of IS curriculum to quantify its content. This leads to the identification of original Career Tracks which specify the IS careers promoted by the curriculum. The second stage involves the investigation of the business stakeholder measuring the careers in demand and the skills that support them. The resulting findings from these investigations show that it is possible to determine the skills required by IS graduates in the UK to meet the demands of industry. This is achieved through the use of a newly developed IS Course Survey Framework that enables the configuration of IS courses to align to specific career tracks, thus mapping directly to the needs of industry as expressed through their job requirements and associated skills demand.

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Chung, Chui-ngor Jenny, and 鍾翠娥. "Teachers' perception of the assessment mechanisms of the subject of English in primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961599.

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Oliveira, Helen Vieira de. "Concepções de texto e a correção de produção escrita no ensino fundamental." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7826.

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O objetivo desta dissertação é verificar, de forma teórico-conceitual, como as escolhas do professor sobre o objeto da produção textual estão pautadas em documentos oficiais, tendo como base os estudos linguísticos ou a gramática normativa. Busca-se refletir sobre a abordagem que atualmente é encontrada no ensino da Língua Portuguesa, uma visão preponderantemente voltada para a interação discursiva, tendo como objetivo o estudo da textualidade e dos diferentes gêneros textuais. Como tal abordagem trabalha com o texto de forma reduzida, pois não considera o que é dito, mas atribui maior importância a estrutura do texto, o ensino acaba por não considerar o sujeito do discurso. Para entender a linha teórica escolhida pelos documentos oficiais e que acabam por refletir na prática do professor, realiza-se uma análise dos principais documentos oficiais que servem como base ao processo de ensino-aprendizagem (Parâmetros Curriculares Nacionais, Diretrizes Curriculares e Matrizes de Referência do Sistema de Avaliação da Educação Básica) e uma comparação com dados da histórica do ensino de Língua Portuguesa e da teoria do currículo, buscando relacionar o paradigma de educação Moderno e o Pós-moderno com as práticas em sala de aula.
The purpose of this research is to verify, in a theoretical-conceptual way, how the teacher's choices about the student's textual production are guided by official documents, based on the linguistic studies or the normative grammar. This work discusses the approach that is currently found in the teaching of the Portuguese Language, a point of view mainly focused on discursive interaction, which has the purpose the study of textuality and different textual genres. As this approach works with a reduced text, because does not consider what is said, but gives greater importance to the structure of the text, the teaching turns out not to consider the subject of discourse. To understand the theoretical line chosen by official documents that end up reflecting on teacher practice, we make an analysis of the main official documents that serve as the basis of teaching and learning (National Curriculum Parameters, Curriculum Guide and Reference Standard of the Assessment System of Compulsory Education) and a comparison between the data from the history of the teaching of Portuguese Language and the curriculum theory, and relating the Postmodern and Modern education paradigm with pratices in classroom.

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Sjödén, Madelene. "Geografiundervisning för en hållbar framtid. : En kvalitativ studie av geografilärares syfte och innehållsval." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67383.

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SAMMANFATTNING I den globala värld vi lever i idag behöver vi geografiska kunskaper i såväl samhället som på individnivå, för att på bästa sätt kunna bemöta en värld i ständig förändring. För att vuxna och framförallt unga människor av vår tid skall kunna se världen ur ett geografiskt perspektiv behöver vi ha en bra undervisning i geografi i vår svenska skola. Tidigare forskning visar på vikten av att ha en bra balans mellan ämnet (geografi), läraren och eleven, samt av vilken betydelse lärares uppdateringar inom ämnet har för att ämnesinnehållet skall vara relevant i det samtida samhället. För att undersöka lärarnas val av innehåll och syn på framtiden utfördes en kvalitativ intervju med fyra gymnasielärare. En induktiv ansats användes vid intervjuanalysen för att finna det unika i lärarnas svar. När en analys av resultaten utfördes användes en deduktiv ansats för att se hur resultaten förhåller sig till olika geografididaktiska typologier. Analysen visar att geografiundervisningen gått från att, under tidigare kursplaner, ha varit baserad på faktakunskaper, naturdeterminism och delvis samhällsvetenskap, till ett i dagsläget mer sammanhållet geografiämne med dynamik, pluralism och konfliktperspektiv som grundar sig i aktuella händelser och samhällsdebatter. Resultaten i denna studie visar i stor utsträckning att dagens geografiundervisning handlar om att ge eleverna förutsättningar och kunskaper att bemöta framtidens utmaningar och för att möjliggöra en önskad framtid. Nyckelord Ämnesinnehåll, curriculum-making, geografiundervisning i framtiden, förmågor.
Abstract In the global world we live in today we need geographical knowledge of society, as well as from an individual perspective to be able to meet a world in constant change. For adults but especially for young people of today to be able to see the world from a geographical perspective there is a need for relevant education of the subject within the Swedish school system. Previous studies show how important it is to have a good balance between the subject (geography), the teacher and the students, and the importance of the teacher’s up to date practice within the topic to be able to teach relevant subject matter. To study the teachers´ choices of content and their vision about the future, qualitative interviews were completed with four geography teachers at upper secondary level. An inductive approach was chosen for the analysis of the interviews to find unique qualities within their answers. When the analysis was conducted, and results gathered, a deductive approach was used to correlate the findings and how they may relate to different didactical typology within geography education. The analysis deduces that geography education has moved away from being based on factual knowledge, nature- determinism and partly social science to a more cohesive geographical subject with dynamic, pluralism and conflict perspective that is based on current affairs and social debates. To conclude, the results in this study show that the geography education today, is fundamentally based around providing an education that will give students a clear framework, to build knowledge that will meet the challenges of the future and enable them to achieve a desired outcome. Keywords Subject content, curriculum-making, future geography education, capabilities

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Morravej, Tors Natalie. "What motivates reading? : A Qualitative Study of Motivations for Reading in the English Subject Syllabi of the English and Swedish Curricula." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58747.

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The purpose of this study is to compare and contrast the motivations for reading in the subject syllabi for English in England and Sweden in the hopes of discovering how the English steering documents can inspire Swedish teachers to adopt new perspectives and approaches to reading. The aspects explored are epistemological approaches, reading content, general aims and aims within the subject, skills, requirements, discourses, and language usage. The study analyzes each of the subject syllabi from both countries and the final phase involves a comparison, which demonstrates the profitable and non-profitable similarities and dissimilarities. The study provides valuable perspectives on how teachers can broaden their interpretation of Swedish steering documents for the subject of English by departing from critical reading concepts and using a more encouraging discourse than that found in steering documents.

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Harnett, Penelope Anne Marshall. "The emergence of history as a subject within the primary curriculum during the twentieth century and its implementation in schools in the late 1990s." Thesis, University of the West of England, Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365186.

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The EInergence of History as a Subject within the PriInary Curricuhun during the Twentieth Century and its ImpleInentation in Schools in the late 1990s. The central concern of this thesis is that of curriculum change in relation to history as a subject within the primary school curriculum. The thesis documents changes which have occurred in the history curriculum during the last hundred years, and explores issues of curriculum control and teacher autonomy: who selects curriculum knowledge and on what basis is this selection made? Goodson's (1994) view that subjects are not' monolithic entities', is explored and changes and continuities within the primary history curriculum during the twentieth century are investigated. The thesis analyses official documents relating to the primary history discourse and situates them within prevailing educational ideologies and developments in historiography. U sing methodologies developed from the work of policy sociologists (Ozga: 1987, Ball: 1990, 1994), the thesis studies three contexts of policy creation and implementation relating to the history National Curriculum (Bowe & Ball: 1992). a) Within the context of influence, the thesis analyses the primary history discourse prior to the National Curriculum contextualising it within the political and educational debates relating to curriculum construction. A framework for the analysis of policy texts is developed which is used to trace the development of history as a curriculum subject throughout the twentieth century. The thesis explores Goodson' s (1994) claims that curriculum subjects have their origins in utilitarian concerns, which then move onto pedagogic and more academic justifications. Rationales for teaching history are analysed and located within different educational ideologies. The impact of changing rationales on the 'knowledge drift' of the content of the history curriculum and the developing pedagogy for history are also investigated. b) The context of text production evaluates the debates relating to the creation of the history National Curriculum and subsequent versions. The structure of the National Curriculum and its implications for primary school curriculum organisation is considered. The work of the History Working Group and its recommendations for primary school history are discussed. The History Final Report is analysed in detail as a source of evidence of official views on the history curriculum and also in terms of the earlier traditions of history education, identified in the preceding chapters. Modifications to the history National Curriculum are considered, alongside interpretations from different agencies which reveal the dynamic relationship between policy construction and implementation. The roles of agencies such as the National Curriculum Council (NCC), Schools Examination and Assessment Council (SEAC), Schools Curriculum and Assessment Authority (SCAA) and Qualifications and Curriculum Authority (QCA) are considered and their influenceon the National Curriculum analysed, alongside the roles played by commercial publishers and the Historical Association. In addition, the production of history texts is also investigated within broader educational contexts such as the Report of the Three Wise Men (Alexander, Rose & Woodhead: 1992), the curriculum review led by Lord Dearing (DFE: 1995) and the development of the Labour party's educational policies following their election victory in 1997 (DfEE: 1997a). c) Within the context of practice the thesis investigates the ways in which primary school teachers interpret the history National Curriculum within their own beliefs and values, and the impact of their different interpretations within the classroom. Interview data provide evidence of the variety of experiences which influence teachers' views of history. Different emphases which individual teachers place on various aspects of history are analysed within Evans' (1994) model of history teachers, which categorises teachers as storytellers, scientists and relativist reformers. Primary teachers' management of history as a subject within the primary curriculum is also explored and considered alongside the range of competing interests present in primary schools. The thesis combines documentary data with accounts by teachers of their beliefs and practices. In this way, links between the macro and micro spheres of policy making are identified. Thus the thesis provides insights into the extent to which central policy can be imposed on compliant teachers and the extent to which primary teachers mediate change, becoming 'policy makers in practice' (Croll: 1996). This study of curriculum history provides illuminative insights into contemporary educational concerns as they are contextualised through a broader timespan. It also contributes one example of the continuing evolution of a school subject within the primary curriculum and provides an interesting case study which might be used to analyse developments in other subject areas.

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Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.

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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.
History Beyond Borders; Historia utan gräns

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Ersson, Sebastian. "Reasons for Reading: : An Analysis of the Role of Literature in the Swedish andEnglish Subject Syllabi in the 2011 Curriculum for Upper- Secondary School (Lgy11)." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51286.

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Smith, Jennifer Ann. "Developing pupil understanding of school-subject knowledge : an exploratory study of the role of discourse in whole-class teacher-pupil interaction during English literature lessons." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21152.

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In this submission I explore the role played by discourse in the development of pupils' understanding of school-subject knowledge in secondary school classrooms in England, following changes to GCSE (General Certificate of Secondary Education) specifications in 2015. Changes to the structure, the subject content, and the assessment of GCSEs were made in an effort to focus on 'powerful knowledge' during the Key Stage (KS) 4 curriculum (for pupils aged 14 - 16 years old) and in order to promote an emphasis on knowledge that is based on academic disciplines. My research looks at the concept of powerful knowledge, based in a critical realist epistemology and a social realist theory of knowledge, and the extent to which all young people are likely to access knowledge that is powerful in the classroom. I argue that access for all pupils to the means by which to judge knowledge claims and thereby challenge and change society - the transformational power of knowledge - underpins a social justice agenda. My research explores a less-developed aspect of the social realist debate on powerful knowledge, a pedagogic discourse to enable a move away from merely teaching factual or content knowledge. I propose that for knowledge to be powerful teachers and pupils need to be 'epistemologically aware'. My case-study research contributes new empirical findings to the literature on pedagogic discourse for a powerful knowledge curriculum. I discuss the learning trajectories of 15 pupils (including five from socio-economically disadvantaged backgrounds) from two Year 10 'case' classes observed over a 12-week period, during which they studied a novel as part of their GCSE English literature course. 'Thinking notes' and concept mapping were introduced as innovative data-gathering and analytical tools with which to gain a unique and detailed analysis of pupils' learning over the series of lessons given during the 12-week period. I discuss the teachers' conceptual framing of their discipline and the role that this, together with pupils' experiences and backgrounds, has in the re-contextualisation of discipline-based knowledge in the classroom. I conclude that pedagogic discourse that makes the epistemic logic and related concepts of a subject explicit - an epistemological awareness - may enable pupils from both disadvantaged and non-disadvantaged socio-economic backgrounds to build systems of meaning that transcend their everyday understanding of the world and the context in which they view it to access powerful knowledge. I present a conceptualisation of a powerful knowledge pedagogic discourse for the study of a novel in the KS4 English literature classroom.

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Jennings, LaShay. "Teaching for the Future: The Integration of ELA in the Elementary Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3455.

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The focus was on: 4.ESS2: Earth’s Systems 1) Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering. 2) Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns. 3) Provide examples to support the claim that organisms affect the physical characteristics of their regions. 4) Analyze and interpret data on the four layers of the Earth, including thickness, composition, and physical states of these layers.

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Lin, Yun-yi, and 林紜伊. "The subject research on An Elementary School Push The "School-Basic Reading curriculum"." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/85675733625488549339.

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碩士
國立中山大學
教育研究所
93
This study was to explore the process how a specified elementary school pushed school-based curriculum, there were three purposes of the study: 1.Through the practice of school-based curriculum, to understand existing curriculum development and judge the inner value and effectiveness. 2.Through the case research of school-based curriculum, to find the interaction of related individual, affair and object during planning and executing of school-based curriculum development. 3.Through the process of exploring school-based curriculum, to find the incompleteness for reference of pushing school-based curriculum. Than to build developing and executing mechanism of school-based curriculum. ...

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Kaira, Leah Tepelunde. "Using Item Mapping to Evaluate Alignment between Curriculum and Assessment." 2010. https://scholarworks.umass.edu/open_access_dissertations/318.

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There is growing interest in alignment between state's standards and test content partly due to accountability requirements of the No Child Left Behind (NCLB) Act of 2001. Among other problems, current alignment methods almost entirely rely on subjective judgment to assess curriculum-assessment alignment. In addition none of the current alignment models accounts for student actual performance on the assessment and there are no consistent criteria for assessing alignment across the various models. Due to these problems, alignment results employing different models cannot be compared. This study applied item mapping to student response data for the Massachusetts Adult Proficiency Test (MAPT) for Math and Reading to assess alignment. Item response theory (IRT) was used to locate items on a proficiency scale and then two criterion response probability (RP) values were applied to the items to map each item to a proficiency category. Item mapping results were compared to item writers' classification of the items. Chi-square tests, correlations, and logistic regression were used to assess the degree of agreement between the two sets of data. Seven teachers were convened for a one day meeting to review items that do not map to intended grade level to explain the misalignment. Results show that in general, there was higher agreement between SMEs classification and item mapping results at RP50 than RP67. Higher agreement was also observed for items assessing lower level cognitive abilities. Item difficulty, cognitive demand, clarity of the item, level of vocabulary of item compared to reading level of examinees and mathematical concept being assessed were some of the suggested reasons for misalignment.

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Hou, I.-Ting, and 侯怡婷. "The Study on Teachers’ Perceived Curriculum of “Music Subject” and“Arts and Humanities Learning Area”." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/33860238581734393094.

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碩士
國立臺南大學
教育學系課程與教學碩士班
94
The study is to discuss if music teachers’ perception of music curriculum still stays at the period of “curriculum standard”, or they have learned about the spirit of “arts and humanities learning area” through in-service education. Music curriculum standard is the concept of subject curriculums; on the contrary, arts and humanities learning area combines the content of music, visual arts, and performance arts to express the concept of integrated curriculum. The theoretical foundations, curriculum designs, and teachers’ instructions of the two are evidently different. The subject of the study is aimed at the music teachers of Kaohsiung City. The tool is self-edited “questionnaire of teachers’ perceived curriculum of ‘music subject’ and ‘arts and humanities learning area’”. 201 questionnaires (recovery rate is 85.08%) are mailed to collect related data, and then analyzed through SPSS10.0. Besides, through judgment sampling, the researcher interviews with one supervisor of the Department of Education of Kaohsiung City Government, one specialist music teacher of arts and humanities learning area in the advisory group of compulsory education, and three elementary music teachers whose music teaching experiences are individually 16, 13, and 6 years to collect qualitative data. According to the study result, the conclusions are as follows: 1. the background data of elementary music teachers of “arts and humanities learning area”: (1) the elementary music teachers of Kaohsiung City mostly graduated from music-related subjects. (2) more than half of the elementary music teachers of Kaohsiung City are simply music teachers. (3) the materials of “arts and humanities learning area” are mostly from textbooks. 2. the analysis of music teachers’ perceived curriculum of “music subject”: (1) the elementary music teachers of Kaohsiung City have positive perception of “music subject”. (2) the elementary music teachers of Kaohsiung City approve that the curriculum goal and design of “music subject” are consistent and complete. (3) there is a gap between the materials of music curriculum content and children’s life. 3. the analysis of music teachers’ perceived curriculum of “arts and humanities learning area”: (1) the elementary music teachers of Kaohsiung City have positive perception of “arts and humanities learning area”. (2) most of the music teachers understand the curriculum model has turned from subject curriculum to integrated curriculum. (3) the curriculum content of “arts and humanities learning area” is combined with students’ life. (4) “arts and humanities learning area” is focused on the development of artistic ability. 4. the analysis of the difference between music teachers’ perceived curriculum of “music subject” and that of “arts and humanities learning area”: (1) the elementary music teachers of Kaohsiung City have positive perception of “music subject” and “arts and humanities learning area”. (2) there is a gap between the materials of music curriculum content and children’s life; the curriculum content of “arts and humanities learning area” is combined with students’ life. (3) “arts and humanities learning area” is focused on the development of artistic ability. 5. the suggestion about the music teachers of “arts and humanities learning area”: (1) improve music teachers’ ability of designing integrated curriculum. (2) school administrative course scheduling should allow teachers to teach only in their professional area. (3) plan proper in-service curriculum. (4) lessen teachers’ teaching burden. (5) establish resource centers to provide real-time interactive service. Finally, according to the study result, the researcher proposes some suggestions for related educational institutes, school administration, teachers’ instruction, and the follow-up researchers of related studies.

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Taft, Tanya Marie. "Curriculum integration in senior high school physics courses." Thesis, 2007. http://hdl.handle.net/1828/272.

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ABSTRACT Curriculum integration has become an important theme in discussions on school reform during the past ten to fifteen years (Bullough, 1999; Erickson, 2001). Martin-Kniep, Feige and Soodak (1995) maintain that integration can help students to understand and appreciate the complexity of the world that they are living in. In addition, Hargreaves and Moore (2000) claim that curriculum integration can inspire students to discover relevance in their education. Therefore, curriculum integration is perceived by many educators as the key to helping students prepare for the great changes that the developed nations are experiencing at this time (Meier, 1996; Tchudi & Lafer, 1996). The purpose of this study was to examine the impact of integrating a unit in Physics 11 with history of science, language arts and social studies on the academic achievement, attendance and attitudes of high school students. A second purpose was to assess whether it is feasible to provide curriculum integration without restructuring the current high school organization and offering in-depth professional development for teachers. A mixed methods research design was used to examine the effectiveness of this strategy by comparing a treatment group with a comparison group. Significant gains were realized in student attendance, unit and test marks. There was a clear impact on achievement and attitudes of students through integration. Analysis of individual student writings and projects not only demonstrated that integration had occurred, but also gave interesting insights into student learning and perceptions of science content, understanding and relevance. Interview data with participating teachers and reflections by the action teacher revealed numerous benefits of teachers working together on integrated curriculum. Moreover, these data made it clear that a simple model of integration was viable in the current school structure. This study demonstrated the benefits of using curriculum integration in order to help prepare students more thoroughly for further studies and work in the real world. It also presented a practical and realistic method of curriculum integration without requiring restructuring, funding and formal professional development.

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Dissertations / Theses on the topic 'Curriculum subject'

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