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Rylander, Jonathan James. "COMPLICATED CONVERSATIONS AND CURRICULAR TRANSGRESSIONS:ENGAGING WRITING CENTERS, STUDIOS, AND CURRICULUM THEORY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491659752447516.
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Chapman, Shelley Ann. "A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory." [Yellow Springs, Ohio] : Antioch University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.
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Thesis (Ph. D.)--Antioch University, 2007.<br>Title from PDF t.p. (viewed Apr. 10, 2007). Advisor: Jon F. Wergin. Keywords: transformative learning theory, deliberative curriculum theory, graduate professional education, theory building, higher education. Includes bibliographical references (p. 377-399).
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Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.
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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Berrios, Andrew M. "Organizational Learning Theory and Districtwide Curriculum Reform: Principals' Perceptions." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106801.
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Thesis advisor: Rebecca Lowenhaupt<br>This qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning<br>Thesis (EdD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Grant, Carl L. "Sunday school curriculum materials development blending theory and technology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Reichenberger, James Richard. "Applicability of educational reconstruction theory in present day curriculum planning." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005reichenbergerj.pdf.
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Balakrishnan, Suseela D. "The role of Multiple Intelligences theory in the Malaysian Curriculum." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507870.
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Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.
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Schwartz, Elaine Gail 1944. "Weaving a postmodern tapestry: Ecological literacy, ecofeminism and curriculum theory." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282332.
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As the 20th century comes to a close, humanity faces an unprecedented global ecological crisis. The postmodern tapestry which constitutes this dissertation is an educator's response to the crisis. My theory of Ecofeminist Literacy, a critical ecofeminist postmodern epistemology, constitutes the central design of this tapestry. The genesis of Ecofeminist Literacy represents the interweaving and synergism of diverse theoretical threads: Ecological Literacy, Ecofeminism, Critical Postmodern Hermeneutics, The Sociological Imagination, Gandhian Non-Violence, and Curriculum as a Process of Inquiry. Ecofeminist Literacy and its accompanying pedagogical theory, the Ecofeminist Inquiry Process, provide the basis for a politicized form of intentional culture change at all levels of schooling. Examples of the pedagogical implications of Ecofeminist Literacy and the Ecofeminist Inquiry Process for teacher education, professional development and education in the schools serve to further emphasize the significance of this critical ecofeminist postmodern epistemology. Ecofeminist Literacy provides a viable pathway towards a just and ecologically sustainable future for all living and non-living entities on Mother Earth.
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Rafea, Ahmed Mohammed. "Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.
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Molapo, Moyahabo Rodgers. "How educators implement curriculum change." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.
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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS.
Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data.
The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Brahams, Yvonne Rae. "Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1424.
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Herseth, Todd L. "Business ethics education and Mezirow's transformative learning theory." Thesis, University of South Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131552.
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<p> The purpose of this study was to determine if using intentional, transformational learning strategies in an undergraduate business ethics course improved the curriculum with respect to targeted, student learning outcomes. Since business schools have a social mandate to provide opportunities for ethical growth and development, improving the efficacy of business ethics education is of paramount importance. The importance of this mandate has been further highlighted in recent years by egregious instances of misconduct by business professionals whose actions have had obvious and profoundly negative impacts upon the stability of our financial systems and state of the world economy. </p><p> This was a quasi-experimental, quantitative study conducted at a university of approximately 8,000 students. The focus of the study was to measure the effects of intentional, transformational learning strategies on the occurrence of transformational learning and cognitive moral development among students enrolled in the university's online business ethics course. The intentional, transformational learning strategies utilized were those identified by David Warren Keller in a 2007 study and adapted to an online learning environment. The correlation between epistemological development based on the Perry Scheme (of William G. Perry Jr.) and the occurrence of transformational learning was also examined in this study. </p><p> While this curricular intervention was not found to have had a statistically significant impact on the targeted outcomes, a statistically significant correlation was observed between epistemological development and transformational learning. A principle conclusion of the researcher is that the online learning environment is the most likely explanation for the difference in the efficacy of the curricular intervention when comparing the results of the Keller study to the current study due to the affective dimensions of the student learning experience (central to transformational learning) in the online learning environment and the limitations inherent therein, which are detailed in the study. Finally, the correlation observed between epistemological development and transformational learning, while statistically significant, was inconclusive due to the absence of additional correlations which would have been expected, yet merits further study.</p>
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Rajaonarison, Andriamparanizandriny. "An international curriculum for global awareness." Thesis, University of Glasgow, 1995. http://theses.gla.ac.uk/1347/.
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The aim of an International Curriculum is to ensure that the stipulated pedagogical objectives, content of instruction, teaching-learning strategies and materials will lead to educational achievement. Thus, its role is to outline the social impact on educational systems and highlight the political role that education can play, as it will provide a basis of action for the future, with the aim of improving the curriculum and, by extension, helping people to accept change and diversity within a multiracial and multicultural society. Chapter I explores how inequality is rooted in and reproduced by economic, political and ideological forms and how the educational system contributes to hegemony. The object in Chapter II in studying French English Educational Systems has been, on the one hand, to use a comparative analysis to find out what social factors generally are at the root of the development of these distinctive forms of schooling, and on the other hand, to explore specific national differences in the chronology and forms of the development of state schooling. Chapter III highlights colonialism as a vitally important part of the heritage of most Third World countries and, in many instances - e.g. politics and education - influences relations between Madagascar and these countries - Britain and France. Chapter IV points out that underachievement is not a fate and highlights the phenomenon of underachievement as the effect of diverse factors such as social environment, socio-economic, socio-discrimination and institutional aspects.
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Leung, Wai Lun Anthony. "Curriculum integration in Hong Kong's primary schools : context, theory and practice." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30953.
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This thesis reports on a survey of the perceptions of serving primary school teachers regarding the implementation of curriculum integration in Hong Kong. The survey attempted to identify the contexts that effect the introduction of curriculum integration and to discover the extent to which respondents recognised the need to enhance the implementation of curriculum integration in primary schools. It also questioned teachers about obstacles that needed to be overcome, and teaching strategies, professional development and resources required to ensure successful implementation of curriculum integration. Finally, the thesis makes recommendations for the future policy based on these teacher concerns. A written questionnaire dealing with the context, theory and practice of the implementation of curriculum integration was administered to the participants of the Primary Retraining Course offered by the Hong Kong Institute of Education. In addition, semi-structured interviews were conducted with key informants, identified from those respondents to the questionnaire who occupied key positions in primary schools. It was found that teachers generally agreed on the benefits to students of curriculum integration. They also agreed that there was a need to extend the practice of curriculum integration, although there were felt to be some difficulties in enhancing the implementation process. These difficulties mainly concerned issues of instructional design, competence of teachers and heavy workloads. Furthermore, teachers interpreted the meaning of the term, integration, in diversified ways, which was reflected in the range of approaches deemed to be acceptable and the suggested pace of implementation. It was concluded, therefore, that a step-by-step approach to implementation should be adopted so that, in the early stages, schools should be advised to offer combinations of subject-bounded as well as integrated curriculum.
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Erskine, Brian Michael. "Postmodernist Pedagogy's Effect on Doctoral Level Political Theory Instruction and Curriculum." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/32823.
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Among the 123 political science programs listed by the American Political Science Association that grant Ph.D.s in political science, only seven require every student to complete some sort of political theory or philosophy course. Eighty-one offer students the opportunity to select political theory or philosophy as a concentration. Most surprising, 39 programs advertise no courses in political theory or philosophy at all.
Political philosophy, at the doctoral level, is being treated as an optional option. Given these findings about the lack of political philosophy and theory at the doctoral level, the study of all things theoretical or philosophical seems to be overshadowed by other subfields of research. The not so subliminal message being sent by this sort of phenomenon is that some subfields of political science have a higher priority than others.
In addition to identifying the number of political science programs that require coursework in political theory, this thesis explores the shift of the political theory offered away from traditional philosophical foundations and toward a postmodern pedagogical approach. This type of pedagogy can have the secondary effect of devaluing traditional notions of teaching and learning in favor of collaborative learning and learner centered teaching. Following the movement to reform the educational system in France after the student riots of 1968, narratives of morality were replaced by the idea that such social constructs ought to be abandoned for a focus on individualism and intertexuality.<br>Master of Arts
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Riney, Mark Reisz. "The intersection of curriculum and pedagogy: A teacher's theory of content." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186826.
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This case study is an examination of a high school English teacher's role in the curriculum process. The researcher wrote a "grammar" of a teacher's conception or theory of her subject matter from the perspective of its enactment as curriculum events. In other words, her theory of content was studied to provide an indepth examination of the teacher's role as a transformative agent of curriculum. Three different constructs were employed to capture various expressions of her theory of content during her six weeks unit on the Odyssey: (1) interviews, (2) individual lessons, and (3) academic tasks. The researcher found that the teacher had a visible theory of her subject matter. For example, she organized her curriculum around different genres (e.g., epic, tragedy, comedy, etc.), and she exposed her students to the structure of the epic. Also, her theory of literary criticism was influenced by American formalism and archetypal criticism. These schools of literary criticism complemented each other. Her version of formalism gave her a specific vocabulary and a general method to teach students to explicate literature in general. She emphasized close textual reading and required to support their ideas with passages from the text. Also, she used Joseph Campbell's monomyth to structure the narrative of the Odyssey, and she encouraged students to relate themes and symbols to their own lives and to society in general. She stressed that the Odyssey is an archetypal myth that is relevant to every epoch. In short, this study illustrates that curriculum and pedagogy are intertwined; her version of literary criticism is a pedagogy in itself, a pedagogy that is unified with--not separated from--content.
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Mettler, Gretchen G. "Growing into a Midwife: A Theory of Graduate Nurse-Midwife Students' Process of Clinical Learning." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271258271.
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Chadwick, Hunter M. Dmitriyev Grigory. "Towards a critical coaching curriculum." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/hunter_m_chadwick/Chadwick_Hunter_M_200908_edd.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Dr. Grigory Dmitriyev, major professor; Dr. John Weaver, Dr. Daniel Czech, Dr. Trey Burdette, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 109-115).
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Dutton, Ellen E. "The Implementation of Curriculum Mapping at a Private High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/178.
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Using curriculum mapping to align the expected curriculum and the actual curriculum has been demonstrated as an effective approach for ensuring educational equity for all students. To improve student achievement, a private high school in the Midwest implemented curriculum mapping to better align curriculum and eliminate gaps and repetition between and within grade levels. The purpose of this qualitative study was to determine fundamental implementation strategies for the mapping process and teachers' and administrators' perceptions of those strategies. The theoretical framework was based on change theory. Data were collected from 10 participants through individual interviews and observations. Teachers and administrators were observed during their curricular mapping meeting time in order to record the strategies used, and each participant was interviewed in order to gather individual perceptions of the strategies used. Data were transcribed and then open coded based on repeating concepts. Thematic analysis indicated that administrators and teachers perceived a need for curriculum mapping training, using standards, collaboration time, and accountability. The outcome of the study was a professional development project for teachers incorporating curriculum mapping at the local site. Implications for positive social change include providing educational leaders with curricular alignment strategies to promote educational equity and the academic success of all students
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Mohammed, Abdulameer Dhahi. "A theory of enactment: The case of a first-grade teacher." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289101.
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The purpose of this study was to examine a first grade teacher's personal theory about curriculum, and explore the ways in which this theory manifested itself about the content and the curriculum enactment process in a classroom context. Special attention was paid to analyze Sarah's (the teacher) classroom curriculum components in order to develop a theoretical model to describe Sarah's enactment theory of the curriculum in her context as a whole language teacher. The primary mode for conducting this study was classroom observations and in-depth teacher interviews. Formal curriculum standards, lesson plans, and reflective journals were used as supplementary resources for the primary data in this study. The analysis of the data suggested that this teacher had a well-developed theory about the content of her classroom curriculum that she used to set up the stage for enacting the curriculum at the classroom level. The curriculum enactment was carried out in the forms of stories, songs, group work activities, and direct teaching as structured events. In addition, Sarah used her rhythmic knowledge to process the curriculum as different segments across the classroom day. Moreover, Sarah enacted the curriculum through organizing students in different forms of communities to establish a culture for learning. The three major implications of this study are: that prospective teachers need to understand curriculum enactment as structured events, to use rhythms to help students make sense of their classroom time and predict the flow of classroom activities, and to establish a culture of learning in which students work as partners in the enacting process of classroom curriculum. Further research is needed to study the cognitive and social impacts of classroom tasks, conduct studies about curriculum enactment in different learning settings, or examine the impact of teachers' daily agenda on curriculum enactment in their context.
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Ryland, Frances Selena. "Food and healthy eating : progression in the curriculum." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4342/.
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The study examined pupils’ and teachers’ experiences of the food and healthy eating topic within the Science curriculum, including documentary analysis of the National Curriculum, schemes of work and pupils’ exercise books, and direct consultation with pupils and teachers. Pupils were consulted using questionnaires and focus groups, teachers with interviews. Data collected illustrated that, although the National Curriculum outlined what should be taught in each key stage, demonstrating progression, errors of interpretation appeared in the schemes of work. Some concepts were introduced earlier than intended and revisited without progression at later times in the pupils’ education. Pupils felt elements of the topic were repetitive due to content being covered in other school subjects and that lessons lacked preferred teaching and learning activities. Teachers were unclear about pupils’ prior learning and although they knew what teaching and learning activities engaged the pupils they did not have the time to include them. Some teachers included concepts earlier than the National Curriculum intended to increase progression. The study recommends clearer specification and guidance of when concepts should be taught, along with less frequent revisiting, supported by assessment of pupils’ prior knowledge and the inclusion of a greater variety of teaching and learning activities.
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Regagliolo, Alberto. "Latin in Spanish Primary Education: An Introduction. From Theory to Practice: An Experience." Doctoral thesis, Universidad de Alicante, 2016. http://hdl.handle.net/10045/56688.
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Oliver, Shawn L. "Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227551033.
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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Eunsook Hyun. Keywords: higher education curriculum; theological education curriculum; grounded theory; case study; comprehensive curriculum reform; faculty role in curriculum; administration role in curriculum; faculty and administration collaboration; curriculum model; organiz. Includes bibliographical references (p. 265-265).
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Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.
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This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom.
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Smith, Eugene Arlington. "Development of sustainability within a university curriculum." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28100.
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Osberg, Deborah Carol. "Curriculum, complexity and representation : rethinking the epistemology of schooling through complexity theory." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417476.
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Rolph, Paul W. "An investigation into an application of personal construct theory to curriculum evaluation." Thesis, University of Bath, 1985. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356387.
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The concern for quality in English education has resulted in pressure on educational institutions to evaluate their curricula as a matter of normal professional practice. This thesis consists of a critical account of the development, design and testing of a curriculum evaluation process which could be used by teaching staff to evaluate the curricula of their own institutions. Curriculum problems are practical ones, decisions have to be made about what to do. It is argued that a deliberative approach is an appropriate one for such problems. That is, an approach which identifies the issue(s), seeks to discover the perspectives of those involved, generates a range of possible solutions, and leads to decisions as to what solutions might be most appropriate for that context. In 1976, the author had developed an evaluation process based on personal construct theory and the related repertory grid methodology. He found this process encouraged active participation, together with the identification and exploration of the perspectives of those involved. The experience gained in this research encouraged the author to investigate whether personal construct theory and repertory grid methodology might assist in the design and development of a curriculum evaluation process for use in a wider range of educational settings. In this research the author has been able to demonstrate that personal construct theory and repertory grid methodology has assisted in the design of a curriculum evaluation process and that the process has been successfully carried through in a range of educational settings. However, the author did not find that extending the process by giving participants a statistical analysis (in a particular form of a cluster analysis) of their own data added to its usefulness.
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Morrison, David. "The underdetermination of interdisciplinarity : theory and curriculum design in undergraduate higher education." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6094/.
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Interdisciplinarity in higher education is a widely used but poorly understood term. There is a wealth of literature about the topic, but beneath the surface details very little of it agrees. Further, what attempts have been made to engage with pedagogies of interdisciplinarity in the undergraduate curriculum often suggest dubious programmes of ‘minimal understanding’ or ‘adequacy’. These are consistent only in their inconsistency and lack of standard qualifications, and are often short lived. This thesis explores why there is no consensus on interdisciplinarity, and why there is no consistently effective undergraduate curriculum to develop it, and seeks to resolve both questions via a range of empirical evidence from fields which have not heretofore been applied to interdisciplinarity research. Three problems are identified in the current research: self-contradictory pedagogic models; a general lack of reliable evidence for theories; and a lack of engagement with relevant educational and psychological research. Taking a pragmatic approach to evidence I review the existing educational research on disciplinarity and the psychological research on expertise, knowledge transfer, collaborative cognition and categorisation to see if these can yield more consistent and empirical foundations for an understanding of interdisciplinarity. The culmination of this research soundly undermines several of the persistent but ill-evidenced models of interdisciplinarity in the literature, namely pluralism, disciplinary essentialism, and competency-based models, and establishes a more coherent approach to interdisciplinary curricula. Taking the view that a model is not complete without connection to practice, I have also interviewed current academics in the ‘interdisciplinary’ field of Medieval Studies to correlate the psychological evidence with praxis. Ultimately, interdisciplinarity as a ‘thing’ or a stable academic identity is refuted in favour of interdisciplinarity as a particular focus of skills-based curriculum. This focus should ideally be developed concurrently with matching skills in a disciplinary context in order to balance breadth and depth of learning. This thesis ends with some forward-thinking considerations of curriculum models which could facilitate a balanced disciplinary and interdisciplinary approach in practice.
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Jones, Peter R. "Researching and developing a humanities curriculum for sustainable development through activity theory." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631734.
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The local to global crisis facing society and the need for sustainable development has provided the impetus for this research study based on education for sustainable development (ESD). Education is often viewed as a tool for sustainable development. However, at present, it arguably reinforces inequalities and unsustainable development. This research study therefore seeks to help analyse and address this paradox in education. It focuses on the research and development of a humanities curriculum for sustainable development in a secondary school in London. It follows the journey of a group of teachers who try and bring about change through the curriculum and explores and examines the opportunities, challenges and outcomes of the curriculum activity. The main theoretical framework used in this research study is Activity Theory. This study argues that Activity Theory, based on the Vygotskian concept of unity between consciousness and activity, shares many philosophical underpinnings with education for sustainable development. The study argues that Activity Theory's expansive and holistic qualities mean that it not only has the potential to act as an effective tool to analyse the curriculum activity system but also the potential to act as a tool for learning and change. The main methodology used for the research study was loosely based on development work research (DWR). DWR applies Activity Theory in a practical and participatory manner. DWR allowed for the teachers involved in this research activity to act as research participants, with myself as the main facilitator of the change process. Through the DWR sessions the teachers were able to critically discuss research findings, examine contradictions and tensions within and beyond the curriculum activity system and identify tools that may mediate and reorientate the curriculum towards sustainable development. 14 Overall, this study shows that Activity Theory and the DWR sessions did provide an effective means to research and develop a humanities CSD. They enabled the teachers and myself to deconstruct the humanities curriculum activity system and expand this system so it became more orientated towards sustainable development. It is hoped that this research study has not only led to positive change within the local empirical field but also contributed to the more general theoretical field. The wider implication of the study suggests that greater links between ESD and AT can be of mutual benefit to each field. ESD and SD can provide the rationale for AT and help AT move more closely back to its Marxist roots, while AT has the potential to strengthen the theoretical underpinnings of ESD and act as a vehicle for change.
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Thompson, Barbara Clare. "Curriculum theory in action: A case of children's literature in teacher education." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186566.
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This is the story of a teacher educator and her 27 students attempting to create the curriculum called "Children's Literature in the Elementary Classroom" over the course of one semester. The study uses "story" as an organizational framework for the qualitative data which was collected. The story documents the teacher educator's "theory of the content" in regard to the teaching of children's literature to pre-service teachers. The data consisted primarily of reflective and stimulated-recall journal entries, as well as the audio-tapes of each class session used for the stimulated-recall journal. The study consists of three major parts. The first part is the teacher educator's own story and the story of the class' instructional history over the semester being studied. The second part of the study is the analysis of the reflective journal and stimulated-recall journal. From the initial analysis a specific unit of analysis "day" emerged. The data was organized onto individual "day description" cards which were sorted for general "tone" of the day. Once sorted for "tone," specific analytic categories emerged. The data corpus was then sorted to discern the degree to which each day exhibited particular specific analytic characteristics. The third part of the study is three case studies which were written based upon the general "tone" sort and the specific analytic sort. The case of the "typical" day, of the "great" day, and of the "problematic" day are presented. This story's major interpretation is in regard to the development of the teacher educator's "theory of the content" as related to her philosophical beliefs about learning, teaching and the important areas of the content to address. The story suggests that one's philosophical views of teaching and learning and the content have implications for the manner in which curriculum is created. These views have implications for the messages pre-service teachers take from the course in regard to their own views of the content, specifically and teaching, generally.
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Gough, Noel Patrick, and noelg@deakin edu au. "Intertextual turns in curriculum inquiry: fictions, diffractions and deconstructions." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040517.163306.
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This thesis is based primarily on work published in academic refereed journals between 1994 and 2003. Taken as a whole, the thesis explores and enacts an evolving methodology for curriculum inquiry which foregrounds the generativity of fiction in reading, writing and representing curriculum problems and issues. This methodology is informed by the narrative and textual 'turns' in the humanities and social sciences - especially poststructuralist and deconstructive approaches to literary and cultural criticism - and is performed as a series of narrative experiments and 'intertextual turns'. Narrative theory suggests that we can think of all discourse as taking the form of a story, and poststructuralist theorising invites us to think of all discourse as taking the form of a text; this thesis argues that intertextual and deconstructive readings of the stories and texts that constitute curriculum work can produce new meanings and understandings. The thesis places particular emphasis on the uses of fiction and fictional modes of representation in curriculum inquiry and suggests that our purposes might sometimes be better served by (re)presenting the texts we produce as deliberate fictions rather than as 'factual' stories. The thesis also demonstrates that some modes and genres of fiction can help us to move our research efforts beyond 'reflection' (an optical metaphor for displacing an image) by producing texts that 'diffract' the normative storylines of curriculum inquiry (diffraction is an optical metaphor for transformation). The thesis begins with an introduction that situates (autobiographically and historically) the narrative experiments and intertextual turns performed in the thesis as both advancements in, and transgressions of, deliberative and critical reconceptualist curriculum theorising. Several of the chapters that follow examine textual continuities and discontinuities between the various objects and methods of curriculum inquiry and particular fictional genres (such as crime stories and science fiction) and/or particular fictional works (including Bram Stoker's Dracula, J.M. Coetzee's Disgrace, and Ursula Le Guin's The Telling). Other chapters demonstrate how intertextual and deconstructive reading strategies can inform inquiries focused on specific subject matters (with particular reference to environmental education) and illuminate contemporary issues and debates in curriculum (especially the internationalisation and globalisation of curriculum work). The thesis concludes with suggestions for further refinement of methodologies that privilege narrative and fiction in curriculum inquiry.
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Schneider, Jennifer L. "CENTERING AESTHETICALLY WITHIN PLACE: A GEOSTORY COMPOSED FROM AN ARTS-BASED PRAGMATIST INQUIRY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573255985836785.
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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.
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Stover, Mary Anne. "Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.
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The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.
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Britt, Tara Danielle. "Phenomenology, film and curriculum theory an inquiry into the intellectual persona of teachers /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/summer2007/tara_d_britt/britt_tara_d_200708_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 140-144) and appendices.
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Kirk, Steven Ewen. "Enacting the curriculum in English for Academic Purposes : a legitimation code theory analysis." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12942/.
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This doctoral research project sought to better understand and articulate how English for Academic Purposes (EAP) is locally enacted. The context selected was a university summer pre-sessional programme for international students. At the time of data collection, I was the course director and the questions shaping the research emerged over a number of years in this role, primarily through the observation of teaching staff. Taking a case study approach and informed by a social realist lens (Bernstein, 1990; 2000; Maton, 2014), the research asked: How is EAP locally enacted? What are the organising principles underpinning this enactment? Drawing on Bernstein's notion of recontextualisation and theorising of the epistemic pedagogic device (Maton, 2014, after Bernstein, 1990), the study explored the 'double enactment' of EAP: firstly, from the values and beliefs shaping the pre-sessional ethos into curriculum, and then from pedagogic materials into classroom practices. Data collection and analysis combined interviews with the course designers, examination of curriculum materials, and exploration of videos of teaching. The analytical framework drew on two dimensions of Maton's Legitimation Code Theory, or 'LCT' (Maton, 2014), a development of Bernstein's code theory (Bernstein, 1977; 1990; 2000). These two dimensions were Specialisation and Semantics (Maton, 2014). Specialisation's component concepts of epistemic relations (relations between knowledge and its object of study) and social relations (relations between knowledge and knowers) were used to explore the macro-orientation and goals of the pre-sessional programme. The Semantics concept of semantic gravity (the relative context dependency of meaning) was then enacted to analyse the structuring principles of materials design and classroom recontextualisation. LCT Specialisation analysis revealed a programme characterised by a stronger orientation to knowledge practices than to knower practices - i.e. an emphasis on understanding particular concepts and developing particular analytical skills, what Maton calls a trained gaze (Maton, 2014). Some curriculum-internal variation was also observed, however, enabling a nuanced view into practices. This orientation was found to shape programme thinking and design in important ways, informing both materials development and expectations of teaching. LCT Semantics analysis revealed a local curriculum characterised by a relatively wide semantic range. Learning outcomes are geared towards both explicit understanding of core course concepts and scaffolded, spiralling opportunities for students to ground these concepts in academic writing and speaking practice. Movements across curriculum threads between concepts and practice create shifts in the context-dependency of curricular knowledge. These semantic gravity waves (Maton, 2013; Macnaught, Maton, Martin & Matruglio, 2013) over curriculum time may enable students to transfer some pre-sessional learning to texts, tasks and assessments not met on the course. LCT Semantics analysis of the principles structuring lesson design and classroom practice suggest there may be underlying patterns, or what might be considered 'signature profiles'. Illustrations of practice are analysed and interpreted as exhibiting shifts in semantic gravity. These shifts are theorised as perhaps enhancing, but also sometimes hindering, effective enactment of the espoused curriculum. LCT tools enacted for this research study enable making visible how local course values are reflected and refracted throughout an EAP programme, from the macro-design of curriculum, through individual lessons on the page to their material enactment in the classroom as pedagogic practice. The findings and the conceptual toolkit itself have implications and applications for EAP programme development, teacher education and wider sector understandings of the situated realisation of university-based curriculum and pedagogy.
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Prosser, Jean Blamire. "Vocational education and training and the labour market : an economic curriculum model." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/916/.
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Meirson, Tal. "Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.
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Literacy & Learners<br>Ph.D.<br>This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy.<br>Temple University--Theses
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Gillis, Gregory Nelson 1965. "Design considerations in manufacturing composite conductors: An exposition of Percolation Theory." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282664.
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This dissertation is an exposition of Percolation Theory, directed to the audience of beginning undergraduate mathematics students, though this can include gifted high school students. The vehicle by which the theory is taught is that of problem solving. The reader of the dissertation is invited into a web of mathematical exploration and inquiry by attempting to solve the real real-world problem of designing composite conductors. By making real composite conductors, carrying out various experiments, using computers to do data collecting, and using calculators for subsequent data analysis the reader can participate in the creation of mathematics, the development of mathematical techniques, and in the discovery of new and unexpected connections. The mathematics of Percolation Theory are in this way constructed with the reader. The necessity and importance of this work are many-fold. It is the first such treatise on Percolation Theory that makes the theory accessible to a larger audience than mathematics graduate or senior college students. It will be of interest to high school and beginning college students who desire to know in what real-world contexts some of the mathematics they know can be put. This work will be of interest to educators for the hands-on way in which it reinforces the student's current mathematical ability, while enriching the student's understanding of problem solving, mathematical modeling, use of technology, and probability.
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Adebanji, Opeyemi Temilola. "Malaria education in the Foundation Phase Life Skills curriculum." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65444.
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Malaria is a major health dilemma with over 90% deaths occurring in Africa, south of the Sahara (WHO, 2003). Malaria has become endemic in South Africa, especially in the northeastern areas of three provinces, namely KwazuluNatal (KZN), Limpopo and Mpumalanga. The vulnerability of the infection is high during the summer rainy season between the months of September and May (Morris et al., 2013). ). An important case for consideration is the impact of malaria on the health of learners within these endemic areas. The study explored the possibility of promoting awareness of malaria education through the Life Skills curriculum in the Foundation Phase. The study applied Social Cognitive Theory (SCT) (Bandura, 1977) and the theory of Situated Cognition (Brown, Collins & Duguid, 1989) in an attempt to explain the link between curriculum and malaria health education. The study uses two qualitative customs of inquiry, namely narrative inquiry and case study approaches. The research sites were two primary schools in the Hamakuya area of the Vhembe district that were purposefully selected. The participants were 21 learners in the Foundation Phase from the abovementioned two schools, ten parents and seven Foundation Phase teachers. Data were collected by means of semistructured interviews and documents analysis. The data were analysed through thematic analysis (Braun & Clarke, 2006). The study results revealed that teachers did not demonstrate holistic knowledge to embrace the entirety of the content they need to teach the children in the Foundation Phase about malaria. The study highlights that malaria incorporation into the Life Skills curriculum in the Foundation Phase may become may successfully bridge the malaria knowledge gap. The need for a health curriculum that integrates curriculum elements (such as planning, enacting and assessing learning outcomes) was revealed. This is necessary to entrench Foundation Phase learners with desired learning outcomes.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Early Childhood Education<br>PhD<br>Unrestricted
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Smith, Matthew W. "Teaching the 'Third World' : difference and development in the school curriculum." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3998/.
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This research explores the communication of the 'Third World' in the school curriculum, focusing particularly on its role, location and significance. Using data collected from two UK secondary schools the thesis combines ethnographic methods with theoretical perspectives from sociology, development studies and cultural studies. The conceptual focus of the research is on the ways the communication of the 'Third World' constructs notions of difference and identity in the school curriculum, informed by its location within three frameworks of meaning: development; charity; multiculturalism. The communication of the 'Third World' through each of these is addressed in turn, focusing particularly on the variety of notions of 'self, 'world' and ' other' which are constructed. Attention is also drawn to the epistemological foundations underpinning the different constructions of the 'Third World', and to the implications this has for engagements with notions of difference. The research seeks to explain the contradictions within and between the schools' communication of the 'Third World', emphasising the micro-politics of the schools and their location within a broader political context. In particular, attention is drawn to the role of the aims, structure, and organisation of the schools in informing the communication of the 'Third World', and to tensions between national and local curricular authority. It is argued that contradictions within and between the different constructions of the 'Third World' reflect changes in how the 'Third World' and development are understood. However, the potential improvements in its communication that this suggests are being constrained at both local and national levels. Thus, the research concludes by identifying policy initiatives which can both build on this potential, and prevent further prejudiced and discriminatory constructions of the 'Third World'. It also suggests further research which will enhance our understanding in this area.
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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.
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Palko, Steffen E. "An epistemological framework for curriculum and instruction." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.
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Herrick, Caroline. "An investigation into the effectiveness of an anti-bullying curriculum." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/28685/.
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There is a body of research that emphasises the role that peers can have in either fuelling or preventing bullying behaviour. Bystanders typically reinforce bullying by joining in or passively watching (O'Connell, Pepler and Craig 1999). Social identity theory (Tajfel and Turner 1979) states that within a social group individuals are motivated to maintain a positive social identity and do so by adhering to group norms. Therefore, if bullying is normative within a group pupils are more likely to join in or passively watch (Duffy and Nesdale 2008; Gini 2006). This study evaluates the effectiveness of 'Defeat Bullying' (NSPCC 2007), a five week whole class anti-bullying curriculum. The overall aim of the curriculum was to create an anti-bullying group norm within the class. A pre-test, post-test non-equivalent groups quasi experimental design was employed, with an eight week follow up. Pupils aged 9-10 (year 5) from three schools in a predominately rural Local Authority (LA) in Yorkshire participated in the study (n = 69). School 1 received the intervention, School 2 received the intervention plus parental involvement and School 3 was the control group. Pupils' reported levels of bullying, attitudes towards bullying and knowledge of how to intervene in bullying situations were measured. Questionnaires regarding the pupils' difficult and prosocial behaviour were completed by the teachers. The impact of parental involvement on the effectiveness of the intervention was also explored. 'Defeat Bullying' (NSPCC 2007) did not have a statistically significant effect on any of the factors measured, which suggests there was no overall effect on the group norms regarding bullying. Furthermore, there was no statistically significant difference between School 1 and School 2 who received the intervention plus parental involvement. Possible reasons for the non significant results and the implications of this are discussed. The likelihood of changing group norms through the delivery of an anti-bullying curriculum is considered. The study raises questions in terms of whether or not parental involvement is important in anti-bullying interventions and if so what type of parental involvement is the most effective.
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Van, Zyl Marinda. "Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1015954.
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This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the teachers and learners involved, emerged. Direct and indirect factors influencing the implementation of MWPs were acknowledged. Student teachers‟ reflections on classroom practices experienced during their teaching practice training period for their initial teaching qualification inspired me as lecturer to embark on my own journey of inquiry and study the phenomenon above. As this study was undertaken in South Africa, the need arose to take into consideration the changes that have occurred since 1994. Observations of how democratic values and desires feature, or do not feature, when engaging with the phenomenon had to be considered. This study also aimed to emphasise inequalities in everyday practice. The discovery of “good practice” (Cooper 2010:170) contributed towards addressing the factors that emerged as influencing the implementation of MWPs. Jansens (2009:170) book Knowledge in the blood presents compelling reasons for disclosing the state of current practice and seeks alternatives to promote the required change in mathematics teaching, with one of the perspectives on mathematics education being the emphasis on implementing MWPs in the Foundation Phase. Teachers often extend their own preferences into practice and emphasise their “knowledge in the blood” as their view of good practice. Learners‟ needs and learner diversity are often overlooked. Learners‟ assessment scores, both nationally and internationally, have revealed more negative facts. These low scores have often been, and often still are, news flashes, contributing to a negative view of teachers and education. In order to address the widespread sentiment that there is “no hope for teachers” (Jansen 2011:19), and to avoid a recycling of negativity, “good practice” (Cooper 2010:170) is key to success. This study aimed to discover hope for teachers and learners.
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Roseborough, LaKisha B. "The Change Process: Curriculum Change from the Teacher's Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.
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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process.
Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teachers as they relate to Fullan’s Change Theory with initiation, implementation, and institutionalizing the change and The Concerns Based Adoption Model.
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Moberg, Emilie. "Breakdowns, overlaps and ambivalence : an Actor-network theory study of the Swedish preschool curriculum." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148631.
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Within the discipline of early childhood education research, the present study will focus on the Swedish preschool curriculum text, using a sociomaterial approach offered by Actor-network theory (ANT). The study adopts ethnographic methods, foremost participant observations in a preschool, to generate knowledge of how the curriculum text comes to act through moments in the everyday preschool work. The doctoral thesis consists of three research papers. Research paper I explores the delayed access to the field through the occurrence of a water leak. Through the focus on the value of breakdowns in ANT, the water leak becomes an empirical event where the researcher is allowed to learn about the mundane objects and practices making a preschool work, such as schedules and lists. Research paper II reports on the case of the curriculum concept of children´s interests (Moberg, 2017). Here, empirical moments are highlighted where the curriculum concept of children´s interests is defined and made to act by children and materialities. Finally, research paper III (Moberg, in press) reports on the case of an evaluation meeting where an evaluation text is to be produced. Here, the curriculum text is highlighted as vulnerable in its inability of embracing pedagogical dilemmas and ambivalence in the preschool everyday work.<br><p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Accepted.</p>
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Guidera, Julie. "Content and Citation Analysis of Interdesciplinary Humanities Textbooks Within a Framework of Curriculum Theory." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2745.
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The purpose of this dissertation was to analyze the content of textbooks used in undergraduate survey courses in interdisciplinary humanities to understand the content of the curriculum and how an author's viewpoint shapes the product. By enumerating the texts and images authors and their publishers used to illustrate 20th century culture and the transition into the 21st century, the analysis generated a description of the range of perspectives from traditional to postmodern found in six sampled textbooks. Textbook content provided chronological data, while authors' source citations established identity properties of the works' contributors. Through a ranking system of authors' treatment of content and citations, the most traditional perspectives were compared to the most postmodern. Classifying cultural contributors by identity properties gave a quantitative rate of inclusion of traditionally excluded groups. A trend of increase in "diversity-infusion" was observed among all authors when the content of the textbooks was compared in chronological sequence. The qualitative differences, as constructed for this dissertation, indicate that each textbook constitutes a varied and unique representation of author perspective. The project's contribution to future research is the development of a database of art works and literary sources from the years 1900-2006 that can be used for quantification and for further study.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction EdD
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Philpot, Helen. "A Curriculum Guide for Integrating Literary Theory into Twelfth Grade Florida english Language Arts." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1186.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>English Language Arts Education