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Dissertations / Theses on the topic 'Dynamics of curriculum change'

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Published: 26 June 2021

Last updated: 29 July 2025

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1

Bay, Jennifer M. "Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.

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2

Channon, David. "Exploring the dynamics of higher education curriculum change in Myanmar : a case study of internationalisation in an English department." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052077/.

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The thesis problematises the rationales for international and regional engagement in Myanmar’s higher education sector, with a particular focus on the curriculum, through Critical Discourse Analysis (CDA) of key documents related to the beginning of reform process in 2010 through to 2015. Two reports on Higher Education produced under the umbrella of the Comprehensive Education Sector Review (CESR) were analysed as well as a 2014 conference report on higher education in Myanmar. Interviews were carried out with development partners involved in the HE sector to determine their priorities for en

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3

Morrison, Eddie Michael. "Integration of knowledge of systematics in the teaching of population studies and biodiversity to grade 11 Life Sciences learners." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24766.

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The implementation of the National Curriculum Statement in 2006 saw the name of the subject known as Biology change to Life Sciences accompanied by changes in subject content. The curriculum committee excluded systematics as a separate unit from the new outcomes-based Life Sciences curriculum for grades 10 to 12 that was implemented in 2006. Educators had to include aspects of systematics in teaching these concepts without guidance from the curriculum. This posed the question whether mastery of population dynamics and biodiversity is dependent on content of systematics in the context of the ne

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4

Abba, S. B. "Some aspects of the dynamics of the curriculum changes in geography with special reference to the secondary school geography in Borno state in Nigeria." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381216.

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5

Thiessen, Dennis. "Curriculum change constructs and orientations." Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291535.

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6

Fullerton, Lindsay K. Barton Matthew. "Curriculum & program change manual." [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/FullertonLindsay.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.<br>Title from PDF title page. "March 12, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone project presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew Barton, Thesis Supervisor Includes bibliographical references (p. 95-98).

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7

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

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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS. Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educa

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8

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 teach

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Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.

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10

Priestley, Mark. "The social practices of curriculum making." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/255.

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This thesis is concerned with the ‘problem’ of change in education, an issue characterised in much of the literature as a paradox of innovation without change. The thesis draws upon school-based empirical research, undertaken in the context of the reactions by Geography, History and Modern Studies teachers to the notion of teaching integrated social subjects, set against the wider framework of the Scottish Executive’s curriculum policy. The thesis first sets the topic in its Scottish and wider context, before undertaking a comprehensive review of the themes that emerge from the worldwide liter

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11

Castro, Angela Federica. "Making sense of curriculum change : teachers' perspectives." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13102.

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This piece of research describes an exploratory case study designed to investigate the perceptions and attitudes of a group of thirteen English as a Foreign Language (EFL) teachers towards the implementation of a new Communicative English Language Curriculum at a university in the Dominican Republic (D.R.). This exploration focused on teachers’ experiences of the proposed change, the kinds of meanings they construe as they teach and learn, and the personal ways in which they interpret the worlds in which they live (Connelly & Clandinin, 1988). Three constructs were particularly relevant for th

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12

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

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13

Holt, M. "Practical and moral aspects of curriculum change." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372573.

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14

Forrest, M. St J. "Classics teachers, comprehensive reorganisation and curriculum change." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234556.

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15

Matsumoto, Masumi. "Teacher perceptions on curriculum change in Japan." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687680.

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Education reform is a topic in which almost everyone has an opinion. Education affects everyone in a "knowledge-based" society, and is the foundation on which a modern economy runs. Politicians and pundits often propose policies that claim to focus on the needs of pupils, by listening to the voices of concerned parents and gauging academic achievement. However, it is important to recognize that these are not the only concerned parties in education. Arguably the most important part of the system of education is the teachers, since it is the teachers that are responsible for implementing a curri

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16

net, cresdee@cresdee, and Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relatio

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17

Cresdee, Michelle. "Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Thesis, Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relatio

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18

Cresdee, Michelle. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /." Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relatio

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19

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

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The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the

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20

Bromage, Adrian. "Technology-led curriculum change : from anticipation to performance." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275669.

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21

Lo, Tang Yim-man. "A study of the dissemination activities used in a centralized education system : the case of the new 1989 certificate level geography curriculum /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035462.

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22

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

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23

Callahan, Cory Saye John W. "Educative curriculum materials." Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.

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24

Blien, Uwe, and Helge Sanner. "Structural change and regional employment dynamics." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1442/.

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A casual look at regional unemployment rates reveals that there are vast differences, which cannot be explained by different institutional settings. Our paper attempts to trace these differences in the labor market performance back to the regions' specialization in products that are more or less advanced in their product cycle. The model we develop shows how individual profit and utility maximization endogenously yields higher employment levels in the beginning. In later phases, however, employment decreases in the presence of process innovation. Our model suggests that the only way to escape

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25

Squires, Graham. "Understanding the dynamics of neighbourhood change." Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/understanding-the-dynamics-of-neighbourhood-change(682a6f75-22e4-4698-b8c3-fb0323e9d98b).html.

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26

Mokua, Beauty. "An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4863.

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Curriculum development and change poses a range of challenges with regard to curriculum role teachers are to play when such a change takes place. The purpose of this study was to investigate the curriculum development role of teachers as key agents in curriculum change. In evaluating the curriculum development role of teachers as key agents of change, it was imperative to look at the curriculum development role with regard to the development phases and the seven roles as outlined in the Revised National Curriculum Statement and it became evident that there was a need to make certain as to whet

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27

Weldon, Gail. "A comparative study of the construction of memory and identity in the curriculum in societies emerging from conflict Rwanda and South Africa /." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-234215.

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28

Morton, David Robert. "Changing the rules : staff reactions to planned curriculum change." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021521/.

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This study is an action research project concerned with the effect of a change initiative on primary teachers' behaviour. It involves trying out a change approach and then refining and testing that approach in a consciously conducted change experiment. The study has two investigative strands. Both of these build on previous research into change that I conducted at a school in which I was working in 1986. The 1986 research described difficulties I had in conducting school self evaluation and the development of a revised approach to change. The product of the 1986 study was a change model. One s

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29

Lorenza, Linda Merewyn. "Curriculum change and teachers’ responses: a NSW case study." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18901.

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This thesis reports on the findings of a study into NSW Arts teachers’ perceptions of curriculum change in the Arts in the Australian context. From 2015 Australian schools began to engage with a national curriculum in the Arts. There are considerable implications for both practice and policy. Teachers’ willingness to adopt a new curriculum and adapt to change is a mitigating factor. This research focussed on NSW drama, music and visual arts teachers’ perceptions of curriculum change from the state curriculum they currently teach, to the incoming Australian arts curriculum. Research was quali

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30

Verhovsek, Ester L. "Radiography Curriculum Change Update: American Society of Radiologic Technologists." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2591.

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31

Verhovsek, Ester L. "Curriculum Change: Implementation of Complementary and Alternative Medicine (CAM)." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2592.

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32

Jennings, Megan Marguerite. "Success for all : the hidden curriculum." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.

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33

Alexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.

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34

Nicholson, Yim-wan Annie. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.

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35

Chan, Ping-kwan Walter. "Evaluation of the tailoring scheme in Chinese language : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17599271.

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36

Chong, Linda Willene. "Teachers' perceptions of innovations in the family management curriculum." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30425.

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The purpose of this study was to gain an understanding of teachers' perceptions of innovations in a curriculum. The study examined three teachers' perceptions of the integrative approach and ecological perspective in the Family Management curriculum document in British Columbia. Two interviews, sixty to one hundred and twenty minutes in length, were conducted with each teacher. During the interviews, each teacher was asked to submit documents that illustrated the meaning the innovations had for their teaching. Through subsequent transcript and document analysis, descriptions of the teachers' p

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Merrill, Adeline Burroughs. "Organizational and environmental factors that influence curriculum reform : a case study in school district improvement /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809454.

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38

Mishra, Tapas K. "Dynamics of demographic change and economic development /." Louvain-la-Neuve : Univ. Catholique de Louvain, 2006. http://www.gbv.de/dms/zbw/543458008.pdf.

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39

Dixon, Suzanne. "Social dynamics and long-run urban change." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494100.

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Policies aimed at increasing urban integration are currently amongst the most important priorities for the UK government. However, there is little evidence that policy attempts to induce mixing have been successful in the long run. Hence, the thesis addresses the following four questions. First, how do patterns of segregation arise? Second, why do they persist? Third, can they be changed by policy? Fourth, can we solve the methodological problems associated with modelling neighbourhood change? The thesis argues that population patterns - including levels of deprivation and segregation arise fr

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40

Mandzy, Herring Luba T. "Vegetation dynamics and emvironmental change in Mongolia." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496582.

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41

Mele, Valentina. "Dynamics of policy change : three Italian cases." Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/953/.

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The common research interest of this thesis’s chapters is the dynamics of policy change in the context of the Italian governmental system. The collection of three published papers each included as a chapter in the core of the thesis is preceded by an introduction explaining the theoretical approach and research strategy. The chapters are consistent in following a middle-range processual theory of the politics of public policy decisions in a country case, an event-centric approach to explaining policy choice and an elite-interviewing approach to data collection. The first two chapters, respecti

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42

Tam, Fook-kei. "Views of secondary school teachers on curriculum change after the reunion." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B3196123X.

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43

Fox, Thomas B. Rich Beverly Susan. "Teacher change during the first-year implementation of a reform calculus curriculum in a small, rural high school a case study /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804931.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 12, 2006. Dissertation Committee: Beverly S. Rich (chair), Roger Day, John Dossey, George Padavil, Michael Plantholt. Includes bibliographical references (leaves 318-324) and abstract. Also available in print.

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44

Lombard, Jeffrey J. "Arts and culture teachers' experiences of and responses to curriculum change." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71700.

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Thesis (PhD)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic dispensation in 1994. One initiative since 1998 was the implementation of a new curriculum for South African public schools, C2005 as it was then called. This curriculum was later revised and streamlined as the NCS. There was a mixed reception to this new curriculum. Some perceived it as a progressive initiative by the Ministry of Education, while others argued that it was ambitious and that i

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45

Harricharan, Romila. "Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008618.

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Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study foc

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46

Sahin, Asu. "Manifestations Of Curriculum Change On Organizational Culture: Teachers&#039." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614303/index.pdf.

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The purpose of this study was to examine the manifestations of curriculum change on organizational culture of a primary school, with a specific focus on the culture of teachers. In this study, phenomenological design was used to investigate what meanings teachers attached to the changing nature and structure of their work, through the examination of the organizational culture of one primary school located in Ankara. Data were collected through face-to-face semi-structured teacher interviews aiming to find out the meaning of curriculum change and its manifestations on teacher culture for them.

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Drummond, Siobhan. "Learning across communities: volunteering for change in the tourism curriculum." Thesis, Lancaster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.716378.

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This research reviews the concept of volunteering in relation to learning and workplace experience in the vocational field of Tourism and Event Management, a relative newcomer to the university sector. It examines the ways in which volunteering is perceived and practised and evaluates its connections with a range of different communities - the academy, the case study institution and wider society. The study considers the potential for learning through volunteering practice to enhance the student experience, while creating and strengthening links across different environments. The local setting

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48

Davis, Heather C. "Curriculum Improvement: The Teacher Perspective on Change in the Classroom." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10022009-140421/.

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This study explored the curriculum change experiences of five social studies teachers, from three high schools within one school district located in a western Montana city, integrating an economics curriculum in their eleventh grade U.S. history classrooms for the first time. A review of the related literature on this topic revealed several areas of consideration regarding teachers' curriculum change experiences which guided the data collection and analysis process: commitment, workload, capacity, collaboration, and perception of the teaching profession. This qualitative, within case study was

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King, Susan. "A national curriculum for art : supporting change to primary practice." Thesis, University of York, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242165.

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50

Green, William Charles. "After the New English: Cultural politics and English curriculum change." Thesis, Green, William Charles (1991) After the New English: Cultural politics and English curriculum change. PhD thesis, Murdoch University, 1991. https://researchrepository.murdoch.edu.au/id/eprint/51513/.

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The focus of this study is on what is called the New English, a specific line of development in English teaching since the watershed period of the 1960s. Recently characterized as the 'ascendant paradigm' in language education in the North American context, in Australia and the United Kingdom it has until very recently been acknowledged as the dominant-hegemonic tradition in English teaching, arguably reaching its apotheosis in the late 1970s and early to mid 1980s. Since the mid 1970s, however, there has been extensive debate regarding literacy pedagogy and the English subjects, and allegedly

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