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1
Pereira, Liphie. "A critical realist exploration of the implementation of a new curriculum in Swaziland." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003365.
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This study offers an in-depth exploration of the conditions from which the implementation of a curriculum called the International General Certificate of Secondary Education (IGCSE), later localised into Swaziland General Certificate of Secondary Education (SGCSE), emerged and the constraining and enabling conditions for the implementation of the new I/SGCSE curriculum. It derives its theoretical foundation from Roy Bhaskar’s critical realism and Margaret Archer’s concept of analytical separability. The study therefore offers explanations about the curriculum change and its implementation that are based on how structural, cultural, and agential mechanisms operating at a deeper level of reality (the intransitive layer of reality or the domain of the real) and existing independently of what we see, know or believe of them (the transitive layer of reality or domains of the actual and empirical) interacted to condition the emergence of I/SGCSE and the way it is implemented. I conduct a critical discourse analysis of relevant literature, I/SGCSE documents and interview data in order to identify those mechanisms that were cultural and also those that were structural and agential. Bernstein’s concepts of classification and framing are used to analyse observation data in order to explore the influence of these mechanisms on the teaching practices of the teachers who took part in the study. Analysis of the data suggests that the change from General Certificate of Education Ordinary Level (GCE O-level) to I/SGCSE was conditioned by inconsistencies between the cultural and structural mechanisms of the Swazi context. Many of the cultural elements of the Swazi context such as the discourses of good citizens, of competitive advantage, and of quality education draw from global discourses which view relations between people from a postmodernist position and therefore support weakly classified and framed pedagogic practices. In contrast, the discourse of morality and many of the structural elements of the Swazi context, such as the pre2006 education system and the Tinkhundla government system, all view reality from a modernist position, therefore supporting strong relations of power and control. The cultural system therefore exerted more influence in conditioning the change from the strongly classified and framed GCE O-level curriculum to the weakly classified and framed I/SGCSE curriculum. Furthermore, the analysis of interview and observation data suggests that inconsistencies between the global discourses and the discourses and structures that teachers confront in their day-to-day lives, together with the decisions teachers made in response to structural constraints, created constraining conditions for the change from GCE O-level to I/SGCSE. The study adds to knowledge on curriculum change and implementation through insights into the enabling and constraining effects of mechanisms operating at a deeper level of reality on curriculum-change decisions and on the ability of teachers to implement curriculum changes. The focus on the deeper level of reality may therefore contribute towards emancipatory knowledge which could be used not only by the Ministry of Education and Training and teachers in Swaziland but also elsewhere to inform future planning, decision making, and practice in relation to curriculum change and implementation.
2
Speyer, Elizabeth C. "Teacher evaluation systems in four school boards." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63876.
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Bardis, Jim N. D. "Ex pede Parmenidem : an inquiry into bottomless things." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22559.
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In this thesis this writer explores first-hand via a participative hermeneutics from an objective idealist perspective the relationship between consciousness, language and the world by reconstructing the seminal philosophy contained in the fifth century poem of Parmenides of Elea--first, in dialogue format, secondly through an essay in which two men, one last and one higher, are each respectively de- and reconstructed for the purpose of indicating, in that final section of the essay, how they each define their own paradigm of education in comparison to M. J. Adler and Carl Rogers.
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Bosch, Marieke M. "Living the great mythic questions : an exploration of the inspirited school where narrative and authenticity intersect." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29495.
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This thesis is a reflection on the importance of the inspirited school and the value of living the great mythic questions. I am suggesting that we are living in a mythic and spiritual crisis that stems from an education informed by an uninspiring myth. While our traditional pedagogical aim has been to further the education of students, to develop their minds into keen and sharp tools capable of contributing to our economic society, we have forgotten to ask what that means exactly: what does it mean to be educated? Through an exploration of the roles spirituality, authenticity, and narrative play in education, this thesis proposes a vision of the inspirited school providing a rich alternative to the present myth. With authenticity as the goal of inspirited education, narrative and the writing process are the means by which to achieve this goal.
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Killingsworth, Scott Adamson. "Learning orientation : college climate antecedents, development-related outcomes, and malleability." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28981.
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Coombs, Charlotte Rosalind Compton. "Toward a conception of educational leadership." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29233.
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The question which animates this thesis is the extent to which study of extant leadership theory and research is relevant to the fostering of educational leadership. Because this question cannot be answered without an adequate account of leadership in education, the thesis develops a conception of educational leadership and assesses the relevance of the leadership literature in light of that conception.
The foundations upon which this conception of educational leadership is built are as follows: (1) the ordinary language meaning of "leadership," (2) the ideals fundamental to a liberal, democratic society, and (3) our ideal of the educated person.
Conceptual analysis of "leadership" reveals that it is used both descriptively (to denote positions) and normatively (to rate something positively). The normative use spans a continuum of standards from weak to strong. Weak-normative leadership is ascribed according to the extent to which a leader has been able to influence others to pursue a goal. Strong-normative leadership is ascribed according to the extent to which the leader's ends and means are worthwhile. It is argued that, in general, people who want educational administrators to exercise leadership want strong-normative leadership, i.e., they want administrators to envision worthwhile goals and to use morally appropriate means to influence their colleagues to pursue these goals. Thus, the sense of leadership upon which the conception of educational leadership is based is the strong-normative sense. The ideals taken to be fundamental to a liberal democracy are: (1) equal respect for persons, (2) use of intelligence in problem solving and promoting change, (3) cooperation and pooled experience in setting values and solving problems, and (4) respect for individual rights. The ideal of the educated person is characterized in terms of the acquisition of worthwhile knowledge through means which respect rational autonomy. A conception of educational leadership compatible with these ideals is explicated and defended.
Rival conceptions of educational leadership are examined. It is argued that the conception of educational leadership developed here is preferable to its rivals in that it incorporates their strengths and avoids many of their weaknesses.
Leadership theory and research are examined and shown to be generally incompatible with the conception of educational leadership explicated and defended in this thesis, and with the ordinary language concept of leadership. The thesis concludes that it is probably not appropriate to make such theory and research the central component of courses which aim to foster or improve the exercise of educational leadership; rather, study of works which attempt to clarify and justify educational goals and means would seem to be more promising.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
7
Fung, Tak-chuen Daniel, and 馮德全. "Using indicators in evaluating the implementation of educational aims: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958655.
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Halwachi, Abdul Jalil Hassan. "Higher education institutions in the Arab states : a study of objectives and their achievement." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/1914.
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Over the last two decades more attention has been paid by the governments of developed and developing countries to the role of higher education in general and universities in particular. Their major concern is the growing demand for higher education and the growing expenditure of that sector. These two reasons led to an inquiry into the role of higher education institutions, their objectives and their effective use of the resources allocated to them. The need to achieve better understanding and definition of the role of higher education institutions and effectiveness requires better understanding of the institutional objectives and their measure of achievement by the various constituencies involved in the institutions' activities. This study aimed to investigate the different objectives and to examine the appropriateness and degree of achievement of measures of a set of institutional goals in four Arab Universities. The study approach used included a literature survey of studies conducted on higher education institutions in Europe, North America and the Arab States and the collection of data by a questionnaire. The population sample represents administrators and faculty members in the four Arab Universities. Mean scores were used to generate the ranking of the objective areas, in terms of their perceived preferences among the four universities and among the respondent groups. Also, the analysis of variance technique was used to ascertain which of the objective areas and their measures received divergent views among the four universities and among the respondent groups. The analysis of variance technique was followed by Duncan's New Multiple Comparison test to identify pairs of factors which differ significantly, to help in the interpretation of the findings. The study revealed that there were differences in respondent ratings of the objective areas, their measures and degree of achievement among the four universities but not among the different respondents categories. The findings of the study provided the conclusion that: only in some objective areas were priorities perceived differently by the universities and by respondent groups; homogeneity exists among the respondent groups on the appropriateness of the measures and the degree of achievement of these measures; close correlation appears to exist between the ratings of the objective areas and their associated measures; and, finally, there was consensus among the respondents that all universities were performing poorly on the most highly rated objective areas. The results and conclusions of the study were utilised to draw up some recommendations which might be useful to decision-makers in achieving their institutional objectives.
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Teoli, Roberto. "Myth, the body and wholeness : towards a more holistic conception of education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29523.
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The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)
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Felix, Alan Alistair. "Dominant pedagogies used in three rural geography primary school classrooms in the west coast district." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.
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Goldie, J. G. "Impak van die verlengde graadprogramme aan die Universiteit van Stellenbosch : 'n evalueringstudie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/97400.
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ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these
programs. The extended degree program offers students an alternative access route to higher
education institutions. The program is aimed at students from former disadvantage school
environments that have the potential to be successful in their studies.
The literature review shows that the programs are successfully implemented over the world. The
literature also indicates that if learners are longer exposed to a specific subject, they perform better
in this subject. This statement is specifically investigated in this study because it is one of the
extended degree program`s building blocks – give students more exposure to a specific subject
and they have a better chance to achieve success in that subject.
In answering the main research question “What impact does the extended degree program has on
both the student and institution.”, both quantitative and qualitative data were collected.
Quantitative data used in this study were the final marks and throughput rates of students.
Qualitative data was obtained through interviews with students in the program.
Although the findings of this study are context specific, it contributes to the growing knowledge and
better understanding of the impact that the extended degree program has on the student and
university. The two main findings of this work were:
i) The academic performance of students in the extended degree program improved in relation
to the performance of students in the mainstream.
ii) The performance of students in the extended degree programs justifies the existence of the
programs at the University of Stellenbosch.AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.
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Wilson, Fuge Blythe Ariana. "Confluent education: Curriculum developed to create connections for students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3334.
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The purpose of this project is to develop a confluent interdisciplinary unit for use by other teachers. Confluent education focuses on teaching the affective and cognitive domains in a seamless approach in which the education of both domains are part of the objectives in the lessons. Includes lesson plans.
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Bean, Maynard K. "Factors that affected the 1986 report of the Commission on Excellence in Education." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115039/.
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Chow, Kwok-wai Terry, and 周國偉. "The dialectic of utopia and ideology in education: the implications of the critical hermeneutic of PaulRicoeur." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31233053.
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St, Clair Sean William. "The Instructional Objective Writing Assistant (IOWA) : addressing the need for learning objectives in the engineering classroom." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/19325.
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.
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During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions
amongst others is the training of human resource which is the most important of all.
In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.
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Wasserman, Elizabeth. "Implementation evaluation as a dimension of the quality assurance of a new programme for medical education and training." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16079.
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Thesis (DPhil)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: In this thesis, an ‘alignment approach’ to the quality assurance of medical curricula is developed and practically illustrated in the evaluation of a section of a new curriculum in undergraduate medical education and training instituted at the Faculty of Health Sciences of the University of Stellenbosch in 1999. The background of curriculum innovation at this institution during the 1990s is described, and the literature on the concepts of quality assurance is explored in higher education in general and in medical education and training in particular. The current focus on socially responsive curriculum renewal and accountability illustrates the need for this study. The empirical part of the study was conducted in two phases. The first phase consisted of a ‘clarification evaluation’. The planning of the new curriculum introduced in 1999 was analysed retrospectively through a study of the planning documents and interviews with leaders of the planning process. The results of this clarification evaluation are presented in the form of a ‘Logic Model’. The implicit theory of the curriculum, as represented by the Logic Model, was then evaluated regarding its consistency with trends in medical education. These trends were determined through a study of the literature on the subject published during the time of the planning of the curriculum. It was found that the planning of the curriculum was in line with most of the identified trends, but that it lacked detailed information on how the basic sciences and clinical skills training were to be addressed. This compromised the evaluability of phase I of the curriculum and of the clinical rotations1 by the method use in this study. Because of this, and also considering the time frame of this evaluation, phase I of the curriculum and the late clinical rotations were excluded from the second phase of the study. The aims identified for the curriculum during the process of clarification evaluation were also aligned with the document, The Profile of the Stellenbosch Doctor 2 . This indicates that the planning process of the curriculum was in line with its intended outcome.The second phase of the study consisted of an ‘implementation evaluation’ of phases II and III of the theoretical components and of the early and middle clinical rotations of the curriculum. Data for this implementation evaluation were collected from April 2002 to June 2003. Module chairpersons3, lecturers and students were used as sources of data for the evaluation of the theoretical phases. The perceptions of these groups regarding the implementation of phases II and III of the theoretical part of the curriculum were collected by means of questionnaires designed specifically for this study. For the evaluation of the clinical rotations, the results of the standard student feedback obtained by the Faculty of Health Sciences were used as a source of data for a secondary analysis. The study guides provided for each of the theoretical modules and the clinical rotations were also used as a secondary source for the analysis of data. The data obtained were then analysed by using the framework provided by the Logic Model. Following this, a judgment of the quality of the implementation of the curriculum was made. The planned curriculum was aligned with the practised curriculum by drawing up a ‘curriculum scoreboard’. It was found that alignment was adequately achieved for six of the identified aims, while the implementation of four of the aims was not aligned to the planning according to the criteria used in this study. The study illustrates that the methods of programme evaluation can be validly applied in the evaluation of a curriculum in medical education and training. The Logic Model enables an alignment between the planned and the practised curriculum, which can be used as a measure of the quality of a curriculum in terms of ‘fitness of purpose’. 1 See Addendum A for a diagrammatic overview of the curriculum. The curriculum was structured into three theoretical phases (phases I, II and III) and three clinical rotations (early, middle and late). 2 This document was drawn up during the initial phases of the planning process of the curriculum and regarded by the Faculty as a blueprint for the intended outcomes of the curriculum. 3 A module chairperson in the context of the Faculty of Health Sciences of the University of Stellenbosch is a senior faculty member responsible for the organisation and management of the modules presented as part of the curriculum in medical education and training.
AFRIKAANSE OPSOMMING: In hierdie tesis word ʼn ‘belyningsbenadering’ tot die gehalteversekering van mediese kurrikula ontwikkel en prakties op die proef gestel deur ʼn gedeelte van die nuwe kurrikulum vir voorgraadse mediese onderrig, wat in 1999 aan die Fakulteit Gesondheidswetenskappe van die Universiteit van Stellenbosch ingestel is, te evalueer. Die agtergrond van kurrikulumverandering in hierdie instansie gedurende die 1990’s word ondersoek, en daar word ’n oorsig gegee van die literatuur oor die konsepte van gehalteversekering wat op daardie stadium in die hoër onderwys in die algemeen en in mediese onderrig in besonder in gebruik was. Die huidige fokus op sosiaal responsiewe kurrikula en verantwoordbaarheid illustreer die noodsaaklikheid van ʼn studie van hierdie aard. Die empiriese gedeelte van die studie is in twee fases uitgevoer. Die eerste fase het bestaan uit ‘n ‘verklarende evaluasie’. Die beplanning van die 1999-kurrikulum is retrospektief geanaliseer deur die bestudering van die relevante beplanningsdokumente en deur onderhoude met leiers van die beplanningsproses te voer. Die resultate van die verklarende evaluasie is in die vorm van ʼn ‘Logika Model’ voorgestel. Die implisiete teorie van die kurrikulum, soos voorgestel in die Logika Model, is daarna geëvalueer ten opsigte van die ooreenstemming van die model met die tendense in mediese onderrig wat op daardie stadium geldig was. Hierdie tendense is nagespeur in die belangrikste literatuur oor die onderwerp wat in dieselfde tydperk as die beplanning van die 1999-kurrikulum gepubliseer is. Die bevinding was dat die beplanning van die kurrikulum in lyn is met die meerderheid geïdentifiseerde tendense, maar dat die basiese wetenskappe en opleiding in kliniese vaardighede nie in detail aangespreek is nie. Dit het die evalueerbaarheid van fase I van die kurrikulum en die kliniese rotasies4 deur die metode wat in hierdie studie gebruik is, gekompromitteer. Om hierdie rede, en met inagneming van die tydsraamwerk van hierdie evaluasie, is fase I en die laat kliniese rotasies nie in die tweede gedeelte van hierdie studie ingesluit nie. Die doelwitte van die kurrikulum wat gedurende die verklarende evaluasie geformuleer is, is ook met die dokument, Die Profiel van die Stellenbosch dokter 5, belyn. Dít het aangedui dat die beplanningsproses van die kurrikulum in lyn met die beoogde uitkoms daarvan is.Die tweede deel van die studie het bestaan uit ʼn ‘implementerings-evaluasie’ van fases II en III van die teoretiese komponente en van die vroeë en middel kliniese rotasies van die kurrikulum. Data vir die implementerings-evaluasie is vanaf April 2002 tot Junie 2003 ingesamel. Modulevoorsitters6, dosente en studente is as bronne van data vir die evaluering van die teoretiese fases gebruik. Die indrukke van hierdie groepe persone betreffende die implementering van die teoretiese fases is deur middel van vraelyste ingesamel wat spesiaal vir hierdie studie ontwerp is. Vir die evaluering van die kliniese rotasies is die resultate van die standaard studenteterugvoer wat deur die Fakulteit ingewin word, gebruik as bron vir sekondêre analise. Die studiegidse wat vir elke teoretiese module en die kliniese rotasies verskaf word, het ook as ʼn bron vir sekondêre data-analise gedien. Die data wat vir hierdie studie ingewin is, is deur middel van die raamwerk wat deur die Logika Model verskaf is, geanaliseer. Daarna is ʼn oordeel gevel oor die kwaliteit van die implementering van die kurrikulum. Die kurrikulum-soos-beplan is belyn met die uitgevoerde kurrikulum deur ’n ‘kurrikulumtelbord’ op te stel. Die bevinding was dat hierdie belyning voldoende bereik is vir ses van die geïdentifiseerde doelstellings van die kurrikulum, terwyl die uitvoering van vier van die doelstellings nie goed met die beplanning daarvan belyn was volgens die kriteria wat vir hierdie studie gebruik is nie. Hierdie studie illustreer dat die metodes van programevaluasie geldig toegepas kan word in die evaluering van ’n kurrikulum in mediese onderrig en opvoeding. Die Logika Model maak dit moontlik om die beplande kurrikulum met die uitgevoerde kurrikulum te belyn. Dit kan dan gebruik word as ’n maatstaf van die kwaliteit van ’n kurrikulum in terme van ‘geskiktheid vir doel’.4 Sien Addendum A vir ʼn diagrammatiese oorsig van die kurrikulum. Die kurrikulum is gestruktureer volgens drie teoretiese fases (fases I, II en III) en drie kliniese rotasies (vroeg, middel en laat). 5 Hierdie dokument is gedurende die vroeë fases van die beplanningsproses van die kurrikulum saamgestel en word deur die Fakulteit as ʼn bloudruk vir die beoogde uitkomste van die kurrikulum beskou.6 ’n Module-voorsitter in die konteks van die Fakulteit Gesondheidswetenskappe van die Universiteit van Stellenbosch is ʼn senior lid van die fakulteit wat verantwoordelik is vir die organisasie en bestuur van die modules wat as deel van die kurrikulum in mediese onderrig en opleiding aangebied word.
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Beerman, Susan E. "Indiana "high schools that work" school improvement pilot sites : effects of programmatic change on administrative roles and responsibilities." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027092.
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This study was designed to determine: (a) the nature and extent of programmatic changes that occurred in the nine Indiana "High Schools That Work" pilot sites, (b) how the implementation of these changes has impacted administrative roles and responsibilities, and (c) whether the principal's role is different in program implementation when another educator is directly responsible for a specific school-improvement initiative. Questionnaires were mailed to principals and site coordinators at each pilot site, and personal interviews were subsequently conducted with each of them.Findings and conclusions were:1. All pilot sites used some form of integrated, non-linear planning. Integrated, non-linear planning helped pilot-site principals and site coordinators gain support for their programs and implement a greater number of changes than the researcher expected to find.2. Communication and finding time to plan were the two most significant planning problems. When there was a breakdown in communication among constituent groups, the level of support for various initiatives diminished. Releasing teachers from classroom activities to plan this initiative provided help in the planning process.3. Administrators at each school incorporated programmatic changes to reflect changes in philosophy, curriculum, and instruction. These changes included: (a) raising academic expectations, (b) eliminating the general track, (c) revising curriculum and instructional techniques, (d) integrating subject areas across academic disciplines and between academic and vocational subjects, (e) restructuring guidance programs, (f) collaborating with business communities, (g) modifying student assessment methods, and (h) changing the structure of the school day. Changes made through the "High Schools That Work" initiative have impacted all constituent groups affiliated with the pilot-site schools.4. Educators in dual roles of principal and site coordinator maintained direct control of their projects, and their time commitments were significantly greater than those of principals at schools with separate site coordinators. In situations where a site coordinator was present, the principal primarily assumed the role of supporter. This support role was especially critical with regard to communication and problem-solving.5. When there was no separate site coordinator, the principal assumed a broader range of responsibilities and acted as initiator, supporter, facilitator, and problem-solver for the initiative. When a site coordinator was present, the principal delegated power and leadership responsibilities to him or her.Department of Educational Leadership
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Arendse, Abraham John. "Die vestiging van 'n leerkultuur in 'n kinderhuisskool." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52801.
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Thesis (MEd)--Stellenbosch University, 2002.ENGLISH ABSTRACT: The aim of this study is to research the establisment of a culture of learning in a childcare school. The appeal by the government of the establisment of a culture of learning, serves as background to this study. This appeal implies a change of attitude by both learners and educators with regard to the learning and teaching process. The objective of this change is to prioritize learning and teaching in schools. This will enable learners to effectively develope intelectually, personally and socially. The feasibility to transform the school to a learning organization , is being researched. In a learning organization , learning is being internalised. Transformation to a learning organization will ensure that the school keeps pace with, and make the neccesary adjustments relative to the change. In achieving the transformation to a learning organization, such a school can be sure that learning and teaching will remain a top priority. This study is a situational analysis of a childcare school, which requested to remain anonymous. This analysis clearly expose the lack of a culture of learning at this school, due to the cultural bagage of the learners, which are manifested in serious behavioral problems, and which in turn prevent an effective learning prosess. The behavioral problems impede an the educators abillity to teach effevtively. It leads to high stress levels and a low morale. It is very clear that this situation can only be remedied if the behavioral problems of the learners are effectively dealt with. The study begins with identifying the problems and setting the questions for research. In the ensuring chapters, a study of the literature, a situational analysis and proposed programme to establish a culture of learning, follows. The proposed programme, amongst others, put forward a strategy to eliminate the behavioral problems of learners as well as reducing the stress-levels of the educators. It uniformaly focusses on the role of the prinicipal in obviating the said encumbrances, and the transformation to a learning organization. The programme includes a comprehensive discussion of strategic planning as an instrument In establishing a culture of learning and transformation to a learning organization. The programme can possibly serve as a guideline for schools which accommodate large numbers oflearners with serious behavioral problems.
AFRIKAANSE OPSOMMING: Die vestiging van 'n leerkultuur in 'n kinderhuisskool is in hierdie studie ondersoek. Die studie is onderneem teen die agtergrond van die regenng se oproep om 'n leerkultuur in ons skole te vestig. Hierdie oproep impliseer 'n verandering in leerders en onderwysers se ingesteldheid ten opsigte van leer en onderwys. Hierdie verandering het dit ten doel dat leer en onderrig prioriteit in skole sal geniet. Die moontlikheid om die skool in 'n lerende organisasie te transformeer word ondersoek. In 'n lerende organisasie word leer geïnternaliseer. Transformasie na 'n lerende organisasie sal verseker dat die skool tred hou met verandering en die nodige koersaanpassings maak. Indien 'n skool daarin kan slaag om tot 'n lerende organisasie te transformeer sal dit verseker dat leer en onderrig altyd prioriteit by die skool sal bly. Hierdie studie is 'n situasie-analise van 'n kindershuisskool, wie op versoek anoniem wil bly. Vanuit die situasie-analise blyk dit duidelik dat daar nie 'n leerkultuur in die skool aanwesig is nie. Die leerders se kulturele bagasie, wat uitdrukking vind in ernstige gedragsprobleme, verhoed dat effektiewe leer plaasvind. Die gedragsprobleme kortwiek die onderwysers se werkverrigting aangesien dit aanleiding gee tot hoë stresvlakke en dus 'n lae moraal. Dit blyk baie duidelik dat dit slegs moontlik sal wees om 'n leerkultuur te vestig indien die leerders se gedragsprobleme effektief aangespreek kan word. Die studie begin deur die probleem en navorsingsvrae te stel. Die volgende hoofstukke behels 'n studie van die literatuur, die situasie-analise en 'n voorgestelde program om 'n leerkultuur in die skool te vestig. Die voorgestelde program doen, onder andere, strategieë aan die hand om die leerders se gedragsprobleme te elimineer en om die onderwysers se stresvlakke te laat daal. Dit fokus deurgaans op die prinsipaal se rol in die uitskakeling van bogenoemde hindernisse en sy rol in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie. Die program sluit 'n volledige bespreking van strategiese beplanning as instrument in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie in. Die program kan moontlik as riglyn dien vir skole wie groot getalle leerders met gedragsprobleme huisves.
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陸嘉文. "澳門學校之校長與教師在教學理念與評估之調查研究." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1637057.
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Paul, Stephen John. "Aesthetic Justifications for Music Education: a Theoretical Examination of Their Usefulness." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331148/.
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Justifications for music education have been studied only by examining historical trends in statements of aesthetic versus utilitarian values, and not from the perspective of evaluating the justifications' usefulness. A number of prominent writers in the music education field, while supporting aesthetic values as important for music education, have expressed doubts about the effectiveness of aesthetic justifications when used for convincing outsiders of the importance of music in the public school curriculum. These doubts, along with a preponderance of aesthetic justifications in the recent music education literature, led to the present study, which conducted a theoretical examination of the usefulness of aesthetic justifications for music education. The study addressed three research problems, namely: (1) the attitudes of the clientele groups of the public schools in terms of their values toward music as a subject in the schools; (2) the attitudes of the groups within the music education profession in terms of their values for music in the public schools and for the profession itself; and 3) the likelihood that justifications based upon "aesthetics" as a system of values would be accepted by the groups both inside arid outside the music education profession. A philosophical-sociological perspective was chosen for the theoretical analysis because the problems of the study concern the manner in which values are accepted or rejected by groups of people. The particular sociological theory chosen combined the symbolic interaction theory of George Herbert Mead and the sociology of knowledge as described by Peter Berger and Thomas Luckmann. Conclusions: Problems arise in justifying music education using aesthetic theory because (1) the symbolic universe of aesthetic theory is complex and is not well-understood by music educators or the clientele of the public schools; and (2) aesthetic theory represents gestures of a reference group with norms and values not usually found in the music educator or clientele groups.
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Sujjanun, Jintana. "A Study of the Perceptions of Students, Teachers, and Administrators of Actual and Ideal Educational Goals in Level Four Adult- Continuing Education Programs in Bangkok, Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330993/.
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This investigation sought to examine the congruence or the lack of congruence of educational goals in Level Four Adult-Continuing Education Programs in Bangkok, Thailand. The purposes of the study were to identify the actual and ideal goals of Level Four Adult-Continuing Education Programs and to determine whether any significant differences existed in the perceptions of educational goals of the programs among students, teachers, and administrators.
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Rudhumbu, Norman. "The role of academic middle managers in the planning and implementation of curriculum change in private higher education institutions in Botswana." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2979.
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The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed methods research approach which utilised a structured questionnaire and a semi-structured interview guide to gather data on AMMs‟ role in the planning and implementation of curriculum change in PHEIs in Botswana. SPSS version 21 was used for analysing quantitative data while thematic analysis was used for analysing qualitative data on the role of AMMs in the planning and implementation of curriculum change in PHEIs. The study showed that the role of AMMs in the planning and implementation of curriculum change in PHEIs was too complex and demanding because they spent most of their time on daily administrative routines instead of on core academic activities such as planning and implementing curriculum change in their departments. The AMMs in the PHEIs under study operated more like managers in academic departments than academics in management. As a result the study showed that AMMs faced more challenges than opportunities in their planning and implementation of curriculum change in PHEIs. The major challenges AMMs faced in the planning and implementation of curriculum change were a highly controlled and strict work environment, role conflict, lack of autonomy, role strain and heavy workloads which limited the time AMMs spent on the core business of managing curriculum change in their departments. The study also highlighted some of the strategies albeit a few, which, despite the numerous challenges AMMs faced, are used to try and make the planning and implementation of curriculum change by AMMs was to some extent successful. The study provided insight on the influence of AMMs biographical characteristics as well as the influence of AMM job requirements (such as having a detailed job description and having authority over curriculum matters) on how AMMs enacted their role in curriculum change. Based on the results of the study, a model to assist AMMs in the effective planning and implementation of curriculum change was proposed.
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Spillman, Nancy Joan. "Higher education: An elixir for the retiree thus a tonic to society." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1756.
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This project is to encourage citizens over 60 years of age, active and in relatively good health to continue in higher education. Academic classes in universities, colleges, and elevating classes in vocational and technical schools and elderhostel programs are available.
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Potjiri, Elizabeth Tello. "Free and compulsory primary education in Lesotho : democratic or not?" Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49968.
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Thesis (MEd)--University of Stellenbosch, 2004ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to succeed in further democratising the Free and Compulsory Primary Education (2000) programme, the whole process, but primarily the structures of education, should be anchored within thick democratic principles. Although primary education is regarded to have changed, this change has been illusory or superficial (meaning that it is still essentially the same as the colonial one), as it did not affect the structure and value systems governing the delivery of education. The reported conflicts that have come to the fore after independence have been mostly on matters of strategy rather than differences in terms of the values that drive the delivery of education in Lesotho. The focus of Lesotho's education has remained on an elitist and outwardly looking minority. This powerful minority remains geared towards the acquisition of a Western type of education driven by Western values. Lessons and opportunities that could have been learnt from Sotho (pre-colonial) educational experiences and which were regarded as democratic have been lost. I contend that a democratically driven education system has to draw its inspiration from the principles of thick democratic education. An effective and transformational educational system requires the commitment of those in political leadership as well as those in charge of education. This commitment must include a desire to implement an education system that transforms people's worldview qualitatively to put them at the service of their nation. I hold that the value of education in Lesotho can be successful when it is capable of producing men and women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic, well mannered and committed to serving their society. Education should be able to equip each and everyone to contribute meaningfully to the development of the nation. Finally, the teaching of thick democratic attributes must be founded on the bedrock of a successful education system in Lesotho from the lowest classes or grades. KEYWORDS: Free and compulsory education, democratic education, quality education, equality in education, thick and thin democracy in Lesotho.
AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in die Gratis Primêre Onderwys-projek (2000) bestaan. Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe geleer kon word en wat as demokraties beskou kon word, het verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy inspirasie uit die beginsels van demokratiese onderwys kan put. 'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese, goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien. Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade. SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys, kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.
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Escobar, Virginia Lizette. "Lessons in Character Development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2863.
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The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.
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Sharma, Seetal. "Globalisation and postcolonial identity." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262348.
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Giovannini, Eugene Vincent. "An analysis of existing and preferred goals for Virginia community colleges." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162157/.
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Yu, Kuang-Chao. "A comparison of program goals emphasized in technology education among selected groups of professionals in the state of Virginia." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37290.
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Thompson, Margie W. "The identification of change in school practice: a study of participant response from the 1983 and 1984 National Fellows Program." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49942.
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The study surveyed two groups of elementary school principals who participated in the 1983 and 1984 NAESP National Fellows Program by means of a questionnaire; one hundred seventy-three principals from the 1983 program and one hundred twenty-six from the 1984 group. The questionnaire sought to gather information in an effort to determine whether the subjects made changes in their schools in five selected categories during the 1983-1984 school year, and if so, the sources the subjects cited as motivating them to undertake such a change.
The information indicated that the highest number of respondents (N=238) reported making changes or undertaking new initiatives in their instructional programs with a seventy-nine (79%) response in this category. There were differences between the two groups in two categories: creating business/school partnerships and management style. There was relatively little difference between the two groups in the final two categories: use of technology to provide information to students and marketing the good things about school.
The investigator concluded that (1) the principal does influence change in the school and the instructional program of the school receives the greatest level of involvement from the principal; and, (2) that the information provided by the principals indicated that conventions, books, and contact with other colleagues provided the most frequently cited sources for motivation to undertake change or new initiatives; and, (3) that participation in the NAESP National Fellows Program could be considered a strong motivating force for impacting change in the schools led by the participants.Ed. D.
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Leasure, Debbie Dietrich. "The necessity of good writing criteria to the testing of writing." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9927.
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Gerber, Linda Ann. "A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1275.
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This study sought to determine the importance community college instructional stakeholders--teachers, administrators, and support staff--ascribe to 23 student outcome goals and to examine the relationships between biographical variables and stakeholders' perceptions.
The study addressed the following research questions: (a) Which of the 23 student outcomes do instructional stakeholders as a whole perceive to be most important?; (b) Can these outcomes be factored into a set underlying constructs?; (c) Does the perceived importance of student outcomes vary in relationship to the type of student the stakeholder serves?; (d) Which outcomes do stakeholders serving different types of students value most highly?; (e) Does the perceived importance of student outcomes vary in relationship to: professional role, number of years worked in a community college, number of years worked at the community college surveyed, campus assignment, and gender?
Data were collected from 241 subjects employed by a large, urban community college. Subjects rated the importance of 23 student outcomes on a Likert-like scale. The Student Outcome Goals Inventory, a survey instrument developed by the researcher, was used to collect data. Data were analyzed using one or more of the following statistical tests where appropriate: ANOVA, t Test, Factor Analysis, and Discriminant Function Analysis. The major conclusions drawn from this study were: (a) Instructional stakeholders as a group perceived outcomes related to affective constructs, basic skills development, and goal setting to be most important; (b) six constructs represent the outcomes (Personal/Social, Transfer, Credentialing, Employment, Traditional College, and Developmental); (c) Type of student served has a significant relationship to the perceived importance of 12 of the 23 outcomes with most differences occurring between stakeholders serving lower division transfer students and those serving professional/technical students; (d) Few significant relationships exist between the remaining biographical variables and the 23 outcome variables; (e) The type of students stakeholders served can be predicted with 69% accuracy. The outcomes rated most highly by stakeholders are those that represent a foundation of skills that students are typically expected to gain in their secondary education.
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Smylie, Lana Rae. "Talking about tales: Creating a culture of stories for moral engagement." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1511.
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Dodd, Patricia M. "Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3255/.
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This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning communities are gaining popularity, especially at the community college level, there is a need to determine if the learning communities are significantly different than freestanding classes. The College Classroom Environment Scales, developed by Winston, Vahala, Nichols, Gillis, Wintrow, and Rome (1989), was used as the survey instrument for this study. Using SPSS 10.1, a multivariate analysis of variance, (Hotelling's T2) was performed on five dependent variables: cathectic learning climate (CLC), inimical ambiance (IA), academic rigor (AR), affiliation (AF), and structure (ST), which yielded a significant difference. The independent variable was learning community compared to freestanding classes (group). Follow-up independent t tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent variables contributed to the multivariate difference, which resulted in significant differences in inimical ambiance, affiliation and structure. The researcher concludes that learning communities make a difference for some learners, but not necessarily all and that more research needs to be conducted to find the answers to the questions concerning the efficacy and sustainability of learning communities in higher education.
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Chan, Wing-kwong, and 陳榮光. "A study of the development of quality indicator systems in Hong Kong primary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960017.
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Jeffrey, Dennis Gordon. "Identifying the roadblocks: What impedes the transition of secondary seriously emotionally disturbed students?" CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1201.
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Lozano, Albert Steven. "Science education at an elementary school: Teaching the scientific processes to English language learners." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1246.
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Gammie, Robert Peter. "Psychological contracts in a business school context." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/228.
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Over the last three decades the UK higher education system has operated under an ideological approach sometimes referred to as New Managerialism (Deem, 2004). The psychological contract of the individual actor within this altered environment was the subject of the research in this study. The psychological contract has been defined as an individual’s beliefs regarding the terms and conditions of a reciprocal informal exchange agreement between themselves and their organisations (Rousseau, 1989). The thesis focused on the psychological contracts of higher education lecturers in a post-92 University Business School in the United Kingdom. The study considered the construction of the psychological contract, the appropriateness of the initial contract, perceived influences on the contract, and behavioural consequences of contract breach and/or violation. The research was focussed on the role of the lecturer in interpreting and unpacking his/her perceptions and understandings. The research questions required data that was personal and experiential. Interviews were undertaken which allowed participants to provide life history accounts that described and theorised about their actions in the social world over time. The approach used had a number of limitations which were identified and considered within the thesis. Notwithstanding the limitations of the research approach, the data suggested that each individual had analysed the extent to which a new employment context would deliver transactional, relational, and ideological reward. However, ideology was less relevant in making the decision to accept higher education employment than either transactional or relational elements. Post-entry, sensemaking acted as a confirmation mechanism in respect of the expectations of what the job would entail and the pecuniary and non-pecuniary benefits that would be received. Initial contracts were relatively accurate in their conceptualisation of the work involved in being a higher education academic. Within the Business School examined in this study, management decisions impacted on participants from both an economic and socio-economic perspective. Employees described how individual work contexts were altered by management decisions. Reaction to decisions depended on individual circumstances at any given juncture based on the influences from multiple contexts both internal and external to the workplace. Context was not homogenous and wide-ranging individual differences were apparent. These contexts played a part in defining to what extent changed work environments would be accepted or not. Participants were continuously active and involved in the evaluation of the multiple contexts that were relevant to them. The capacity to manipulate managers and influence decisions to counteract context change was also evident. The ability to thwart changes to work context varied between individuals and over time. This study identified how participants were able to create and shape their own work environment to satisfy their needs and wants during their careers within a structure that remained predominantly organic in nature despite a changing higher education environment. The goal of the employee was to create the idiosyncratic deal, the specific individually tailored work environment that would deliver the satisfaction required from higher education employment. The psychological contracts were self-focussed and self-oriented but this did not necessarily mean that employees were not also actively involved in assisting the organisation to achieve its ambitions. The notion that a managerial agenda had resulted in the erosion of individualism in higher education was not supported. There was evidence that the psychological contract was unilaterally changed and altered by the employee whenever he or she chose, rather than a negotiated change to a binding agreement. Alteration was intrinsically a private determination and often not communicated.
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Hairston, Joe Allen. "Development of a process for Maryland school districts to assess implementation of the National Education Goals and Maryland's School for Success Goals." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164532/.
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Ontong, Krystle. "'n Ondersoek na 'n sin van plek en 'n pedagogie van plek in 'n Wes-Kaapse skool." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85593.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study attempted to present a nuanced perspective on the sense of place of learners and the extent to which teachers practice a pedagogy of place. In the study, the researcher investigated the sense of place of twelve Grade 6 and 8 learners at a school, situated in an eco-village in the Stellenbosch vicinity. The assumption is being made that the eco-village is a more conducive context for cultivating a sense of place amongst learners. The group consisted of six learners that did not live in the eco-village and six learners that did live there. Furthermore, an attempt was made to determine what the two Social Sciences teachers' understanding of the concept "place" was, the extent to which they practiced a pedagogy of place and the influence that the eco-village had on their teaching approach. The research report comprises two components, namely (a) a theoretical-philosophical component, and (b) an empirical component. The aim of the theoretical component was to explore the idea of a "sense of place" critically. This was done firstly, by emphasising the nexus between place and space, secondly, to present more clarity on the concept "place" by discussing the multiple meanings underpinning the concept, and lastly, to investigate a sense of place as a multi-dimensional concept. Against the background of a sense of place and pedagogy of place, I critically analysed the South African curriculum statements of the Social Sciences learning area for Grades R to nine, in order to determine how these policy statements address the concept place. Teachers are confronted with these statements on a regular basis and the assumption is that the emphasis being placed on this concept in the statements might have an impact on their pedagogy. This assumption was further explored in the interviews that were conducted with teachers, in an attempt not only to determine their understanding of the concept "place" but also to determine the extent to which they practice a pedagogy of place. Before interviews were conducted with teachers, it firstly determined what learners' sense of place is regarding where they live and attend school. The aim was to establish the differences, similarities, overlappings (if any) between these two groups. This study serves as a confirmation of the complexity regarding educational discourses and practices that explicitly examine the place-specific nexus between the environment, culture and education. It challenges teachers and educators in environmental education to expand the scope of their theory, investigation and practice in order to include the social and ecological contexts of our own inhabitation and those of others. In other words the challenge for teachers and educators lies in reflecting on the relationship between the type of education that they strive for and the type of place that we inhabit and leave behind for future generations.
AFRIKAANSE OPSOMMING: Hierdie studie het dit ten doel gehad om 'n genuanseerde perspektief te bied op leerders se sin van plek asook die mate waartoe onderwysers 'n pedagogie van plek toepas. Tydens die studie is die sin van plek onder twaalf graad 6- en 8-leerders aan 'n skool, geleë in 'n eko-dorpie in die Stellenbosch-omgewing ondersoek. Die aanname is gemaak dat die eko-dorpie meer bevorderlik is vir die kweek van 'n sin van plek by leerders. Die groep het bestaan uit ses leerders wat nie in die eko-dorpie woon nie en ses leerders wat wel daar woon. Verder is daar gepoog om te bepaal wat die twee Sosiale Wetenskappe-onderwysers se opvatting van die konsep "plek" is, tot watter mate hulle 'n pedagogie van plek toepas en die invloed wat die eko-dorpie op hulle onderrigbenadering het. Die navorsingsverslag bestaan dus uit twee komponente, naamlik (a) 'n teoreties-filosofiese komponent en (b) 'n empiriese komponent. Met betrekking tot die teoretiese komponent is daar beoog om die gedagte van 'n sin van plek te verken deur dit krities te ondersoek. Dit is gedoen deur eerstens die verband tussen plek en ruimte te bespreek, tweedens meer duidelikheid omtrent die konsep "plek" te verkry deur die veelvuldige betekenisse aan die lig te bring en laastens om "sin van plek" as 'n multidimensionele begrip te ondersoek. Wat betref sin van plek en 'n pedagogie van plek, is daar verder beoog om die Suid-Afrikaanse kurrikulumverklarings ten opsigte van die leerarea Sosiale Wetenskappe vir grade R tot nege krities te analiseer om te bepaal tot watter mate die beleidsdokumente die konsep "plek" behandel. Onderwysers word op 'n daaglikse basis met hierdie verklarings gekonfronteer en die aanname is dat die klem wat op die konsep "plek" gelê word, 'n invloed op hulle pedagogie as sodanig sal hê. Hierdie aanname is verder verken in die onderhoude wat met onderwysers gevoer is waar daar nie net gepoog is om hulle opvatting van die konsep "plek" te bepaal nie, maar ook om vas te stel tot watter mate hulle 'n pedagogie van plek beoefen. Alvorens daar met onderwysers onderhoude gevoer is, is daar eerstens bepaal wat leerders se sin van plek is met betrekking tot waar hulle woon en skoolgaan. Daar is beoog om die verskille, ooreenkomste en oorvleuelings (indien enige) tussen die twee groepe leerders se sin van plek vas te stel. Die studie dien as 'n bevestiging van die kompleksiteit aangaande opvoedkundige diskoerse en praktyke wat eksplisiet die plek-spesifieke neksus tussen die omgewing, kultuur en onderwys bestudeer. Dit stel onderwysers en opvoedkundiges in omgewingsopvoeding voor die uitdaging om die omvang van hulle teorie, ondersoek en praktyk uit te brei om sodoende die sosiale en ekologiese agtergrond van ons eie en ander se bewoning in te sluit. Met ander woorde, die uitdaging vir onderwysers en opvoedkundiges lê dus daarin om te reflekteer oor die verhouding tussen die tipe opvoeding wat hulle nastreef en die tipe plekke wat ons bewoon en nalaat vir toekomstige generasies.
Andrew Mellon Foundation
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Thompson, Lisa Anne. "Bloom's taxonomy goes high tech: A software review." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3017.
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The paper is a review and evaluation of software used for the purpose of its correlation to content standards, ease of classroom use, ability to keep the student on task, and student appeal. This project was to create a software review based on instructional standards and the principles of Bloom's taxonomy, which is a classification of levels of thinking.
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Watson, James Richard. "Organizational change and reform in middle grade education: A California middle school case study." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1140.
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Slamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.
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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment system. I argue that although outcomes-based education is proclaimed to be a progressive pedagogy, an alternative argument can be made that characterises it as an old behaviourist, management theory, overlain by a new policy technology called performativity. Thereafter, I engage critically with outcomes-based assessment as a prime example of performativity. In the next step I explore the ways in which outcomes-based assessment poses a predicament to teachers and to the practice of teaching. I then construct an alternative view of education that, in my opinion, provides a way to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching. I also compare my alternative view of education with a new notion of education as therapy and standing in need of therapy, which is also presented as an alternative to instrumental approaches to education. Thereafter I consider the implications of my alternative view of education for teachers and assessment. I consider potential critiques against my argument at various stages in this dissertation. In the final chapter, I anticipate five more potential critiques against the argument developed in this dissertation and give initial responses to these. At the end of this dissertation I extend an invitation to deliberation in the spirit of my alternative view of education.
AFRIKAANSE OPSOMMING: Die kernvraag wat in hierdie proefskrif aan bod kom, is: “Hoe kan ons anders dink oor onderwys sodat die penarie wat uitkomsgebaseerde assessering vir onderwysers en die onderwyspraktyk meebring, oorkom kan word? Die vraag word beredeneer teen die agtergrond van my eie narratief en ervaring in onderwys in Suid-Afrika en in dialoog met die idees van ’n aantal kontemporêre filosowe. Ek veronderstel ’n interne skakel tussen die uitkomsgebaseerde diskoers en die verbandhoudende assesseringstelsel. Ek voer aan dat hoewel uitkomsgebaseerde onderwys as ’n progressiewe pedagogie voorgehou word, ’n alternatiewe argument gemaak kan word wat dit as ’n ou, behavioristiese bestuursteorie beskryf, wat oordek is met ’n nuwe beleidstegnologie genaamd performatiwiteit. Daarna gaan ek krities om met uitkomsgebaseerde assessering as ’n primêre voorbeeld van performatiwiteit. In die volgende stap verken ek die maniere waarop uitkomsgebaseerde assessering ’n penarie vir onderwysers en die onderwyspraktyk voorhou. Ek ontwikkel dan ’n alternatiewe beskouing van opvoeding wat, na my mening, ’n manier verskaf om die penarie wat assessering vir onderwysers en die onderwyspraktyk veroorsaak, te oorkom. Ek vergelyk ook my alternatiewe beskouing van onderwys met ’n nuwe konsep van onderwys as terapie en as behoeftig aan terapie, wat ook as ’n alternatief vir instrumentele benaderings tot onderwys aangebied word. Daarna oorweeg ek die implikasies van my alternatiewe beskouing van onderwys vir onderwysers en assessering. Ek oorweeg op verskillende stadiums in hierdie proefskrif potensiële punte van kritiek teen my argument. In die laaste hoofstuk antisipeer ek vyf bykomende potensiële punte van kritiek teen die argument wat in hierdie proefskrif ontwikkel is en gee aanvanklike reaksies daarop. Teen die einde van hierdie proefskrif rig ek ’n uitnodiging tot beraadslaging in die gees van my alternatiewe beskouing van opvoeding.
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Van, Wyk Berte. "A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49812.
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Thesis (PhD)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to logically necessary conditions which guide the concept. These logically necessary conditions (constitutive meanings) include: equity and redress, critical inquiry, communicative praxis, and citizenship. I explore how instances of these logically necessary conditions manifest in institutional plans at the universities of Cape Town, Stellenbosch, and the Western Cape. My contention is that these institutional plans seem to be tilted towards the exclusive implementation of performance indicator measures which might undermine deep educational transformation. In turn, deep educational transformation requires that logically necessary conditions be framed according to an African philosophy of educational transformation. KEYWORDS: Higher education, education policy, transformation, conceptual analysis, logically necessary conditions.
AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling; kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk dit asof hierdie institusionele planne neig na die eksklusiewe implementering van maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn. Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet word. SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie, konseptuele analise, logies-noodsaaklike voorwaardes.
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Ferreira, Flávio Batista 1981. "Regulação local da política de expansão do ensino superior público paulista : diferentes concepções de universidade no projeto do novo campus da Unicamp em Limeira." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250837.
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Orientador: Salvador Antonio Mireles SandovalDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-23T16:14:15Z (GMT). No. of bitstreams: 1 Ferreira_FlavioBatista_M.pdf: 5288687 bytes, checksum: 2c4d1fb379ffef7edb86c847fc88b81e (MD5) Previous issue date: 2013
Resumo: Este trabalho propõe-se a analisar a dinâmica de regulação local da política de expansão do acesso ao ensino de graduação das universidades públicas paulistas no processo de criação da Faculdade de Ciências Aplicadas (FCA) da UNICAMP. Os embates entre as diferentes concepções de universidade presentes nas discussões sobre o projeto do novo campus de Limeira são analisados em perspectiva histórica buscando revelar como os diferentes atores estabeleceram um complexo jogo de estratégias, negociações e ações, pelo qual as normas, imposições e constrangimentos definidos na formulação da política de ampliação do sistema de ensino superior pelo Governo do Estado foram ajustados localmente. Para a análise foram utilizados documentos sobre o processo de expansão das universidades no Brasil e em São Paulo, do processo específico de expansão da UNICAMP além de entrevistas com os membros dos grupos de trabalho responsáveis pela criação da FCA. As continuidades e rupturas nas práticas relacionadas a cada "ideia de universidade" presente no planejamento do novo campus foram detalhadas com o objetivo de evidenciar os determinantes das alterações feitas nos objetivos e metas do processo de expansão proposto pelo governo no decorrer de sua implantação.
Abstract: This study analyzes the dynamics of local regulation of the policy of expanding access to undergraduate education in public universities in Sao Paulo through in the creation of the School of Applied Sciences (FCA) at UNICAMP. The clashes between different conceptions of university in the discussions about the design of the new campus of Limeira are analyzed in historical perspective focusing on how different actors have established a complex set of strategies, negotiations and actions, whereby the rules, impositions and constraints defined in the formulation of policy to expand the higher education system by the State Government were instituted locally. For the analysis we used documents about the process of expansion of universities in Brazil and Sao Paulo, the specific process of expansion of UNICAMP in addition to interviews with members of the working groups responsible for the creation of the FCA. Continuities and ruptures in the practices related to each "idea of university" present in the planning of the new campus were detailed in order to highlight the determinants of changes in the objectives and targets of the expansion process proposed by the government during its implantation.
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
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Ashworth, Phyllis Corbett. "An examination of goals for Virginia's community colleges as perceived by members of the Virginia Senate and community college presidents." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54761.
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This study compared the perceptions of members of the Virginia Senate to those of Virginia community college presidents concerning the importance of state funding of 14 community college goal areas clustered from 31 activity statements. The study sought to determine what differences existed between the two groups concerning these goals and the priorities of the two groups for funding the goals. The study also examined the effects of the urban/rural nature of a respondent’s district or service region, the length of time as a legislator or president, the geographic location of a senator’s district, political affiliation of a senator, and the size of a president’s institution on the degree of importance for funding the goals.
The study found that presidents rated all goal areas higher than did senators. Both senators and presidents agreed that 13 of the 14 goal areas were important for funding. Of these 13, however, there were statistically significant differences for 7 goal areas. Senators and presidents both disagreed that the remaining goal area was important for state funding; the difference was statistically significant. Only 2 of the goal areas showed significant differences between urban and rural respondents. Of the 31 activity statements, presidents and senators both agreed that 24 were important for state funding. On 5 of the activities senators disagreed with the importance for state funding while presidents agreed. Both senators and presidents disagreed with the importance of funding two activities. Other variables showed little effect on the responses. The rankings of goal areas and activity statements by senators and presidents showed a high positive correlation indicating congruence between the priorities for funding of the two groups.
The study concluded that there is much agreement and congruence between senators and presidents concerning goals for Virginia’s community colleges, with greatest support for occupational/technical, developmental studies, and transfer programs.Ed. D.
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Niven, Penelope Mary. "Narrating emergence in the curious terrain of academic development research: a realist perspective." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003558.
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This dissertation adopts a realist meta-perspective on a body of the scholar's own research papers written between 2005 and 2011, all either published or in press and offered for reference in the Appendices. The six papers represent the point of departure for the thesis; they are the phenomenon for further investigation into 'what must be the case' for the research events to have emerged as they did. One aspect of this study, therefore, is an auto ethnographic account of conducting research in the field of Academic Development within varied settings and over a given time frame. But alongside this personal history it narrates cycles in the Academic Development movement in South Africa over 30 years. Margaret Archer's Social Realist principle of analytical dualism (1995) is used to disaggregate the emergent properties within these histories and to enable an analysis of the underlying mechanisms that generated them. It refers to three social domains. Firstly, it describes the material structures - the institutional environments, policies, roles or professional conditions - in which the projects were conceived. Secondly, it identifies the cultural registers that the profession was drawing on - such as theories, beliefs or discourses. Thirdly, it draws attention to the agency of individuals and communities in the field as they independently activated or mediated these various conditioning structures and registers. So the study is a systematic examination of the parts and the people in research stories, of the complex interrelationship of structural and agential elements, and of how together they have generated particular forms of knowing and kinds of knowledge in Academic Development. Drawing from this 'history-within-a-history', the study makes some claims for 'what must be the case' for substantial knowledge to flourish in a newly emergent, hotly contested and relatively unstable field. It argues that Academic Development has few shared epistemological foundations and boundaries, and its roles and functions are shifting and diverse. It describes the tensions in the field between those who have been inclined to understand it as primarily concerned with redress or equity in the postapartheid state, and yet others who have prioritised Academic Development as an efficiency project within higher education. But there is a third discourse emanating from those in the profession who have consistently argued that neither of these approaches can succeed without drawing on stronger theoretical foundations. This study endorses the view that Academic Developers need to identify more coherent ontological and epistemological frames for their research work. This has important implications for building the kind of substantial knowledge base that could be more influential in addressing the troubled terrain of South African higher education. The study refers extensively to Lewis Carroll's Alice in Wonderland (1865) and Through the Looking-Glass (1871) and to Mervyn Peake's 1946 illustrations of these children's stories, finding in these texts powerful analogies and metaphors for principles in realist philosophy and theory, and for describing a researcher's journey towards a more assured identity in the curious field of Academic Development.
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Erbstoesser, Richard James. "Student motivation: instilling a desire to learn in middle school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.
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Venter, Antoinette. "Cognitive preparation of NCS (grades 10-12) accounting learners for studies at a University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2367.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.This study focuses on the cognitive preparation of National Curriculum Statement (NCS) (Grades 10 – 12) Accounting learners for studies at a University of Technology (UoT). The purpose was to determine to what extent NCS cognitively prepares Accounting learners for studies at a UoT, and whether there is a difference in the extent to which NCS (pre-2014) and CAPS (2014) cognitively prepare learners for the first-year National Higher Certificate in Accounting and Financial Information Systems at a selected University of Technology (UoT). This study is contextually situated within the curriculum theories developed by Basil Bernstein‘s ‘code theory’ in the sociology of education. The theoretical framework for this thesis draws on the work of David Conley’s redefining college readiness, in which he argues that Higher Education (HE) readiness is a multi-faceted concept comprising numerous variables. Cognitive preparation for HE Accounting studies is reviewed in terms of the educational objectives of the cognitive domain of Benjamin Bloom. A mixed method approach for the research design was employed. The quantitative approach entailed completion and analysis of questionnaires by first-year Accounting students at a selected UoT to ascertain learners’ levels of Accounting competence as envisioned by the NCS (Grades 10 – 12). Marks for the Grade 12 National Senior Certificate (NSC) examination in Accounting were obtained so that these examination marks could be compared with students’ levels of Accounting competence and marks at the end of the first term (March). The qualitative approach entailed document analyses of the Accounting FET (Grades 10 – 12) curriculum, the curriculum of the National Higher Certificate, the NSC Accounting examination of 2014, and the National Higher Certificate in Accounting March 2015 assessment, as well as interviews with the Accounting 1 lecturers at a selected UoT. Data revealed that the NCS (Grades 10 – 12) Accounting curriculum (formal or intended curriculum) adequately prepares learners cognitively for studies at a UoT. There is little evidence that CAPS prepares learners better for tertiary studies than students not trained according to CAPS. There is a statistically significant relationship between the mark obtained in the NSC, the mark in the questionnaire and the formal assessment in March. There are, however, various other factors that contribute to academic success or failure and drop-out in HE. Findings from this study suggest that the Department of Basic Education (DBE) and universities could work more closely together in various subject groups to ensure these challenges are met and that universities provide feedback to the DBE on whether the changes implemented are making a difference to the quality of first-year students who enter university.