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Dissertations / Theses on the topic 'Education Curriculum evaluation Interdisciplinary approach in education'

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Published: 4 June 2021
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1

Guignard, James Samuel. "The purpose of schooling : a rhetorical analysis of Hall, Rice, and Dewey /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209123.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"August 2005." Includes bibliographical references (leaves 208-212). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
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2

Sturman, Laura. "Project-based learning for independent study students with technology integration." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2104.

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This project developed criteria for evaluating projects for independent study students through a review of the literature and a survey of teachers. The criteria are largely student directed and multi-disciplinary, they engage higher level thinking skills and incorporates a variety of resources including technology.
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3

Courtright, Camelia A. "Integrating Reading into Math Instruction to Increase Academic Achievement of English Language Learners." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/78.

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The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple random sample selection. The objective was to measure the effectiveness of integrating guided reading instructional strategies in ELL students’ third grade math class. Students received instruction inclusively in the form of word problems. The study consisted of an experimental and control group, a total of 36 participants. The period of implementation for the experimental group occurred over a 2-week period, 5 days a week, for 60 minutes each day. Data analysis consisted of an independent samples t test on pre- and posttest scores and a Mann Whitney U test on end of semester grade level progress reading scores to detect two groups are significantly different. Analysis of Covariance (ANCOVA) revealed the mean scores for the two groups. The objective was to evaluate the impact of teaching literacy in the content of math to increase ELL students’ academic achievement.
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4

Schonert, Laurie, and Catherine Vaughan-Obregon. "Bridging the gap: A freshman focus program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1771.

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5

Suraco, Terri Lynn. "An Interdisciplinary Approach in the Art Education Curriculum." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/7.

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AN INTERDISCIPLINARY APPROACH IN THE ART EDUCATION CURRICULUM By Terri L. Suraco Under the Direction of Melody Milbrandt ABSTRACT This study investigates how interdisciplinary lessons are taught in an art education classroom. The teaching strategies used are: Integrated models, the use of "Big Ideas" (Jacobs, 1989, 2003), the use of constructivist methods (Freedman, 2003; Brooks and Brooks, 1999; Milbrandt, 2004), and the use of essential question inquiry (Erickson, 1998; Mallery, 2000) and teacher collaboration (Jacobs, 2005; Erickson, 1998; NAEA, 2005). I am the only participant in an autoethnographical study. In the Literature Review: Why arts integration is important is explored. Positives and negatives of teaching integrated disciplines are addressed. I include four units from my interdisciplinary curriculum in art education and observations with teaching reflections from the units taught in elementary and middle school. The models that are described are: Parallel Disciplines, Multidisciplinary, Interdisciplinary, and Integrated (Jacobs, 1989, 2005: Mallery, 2000;). The study results reveal how interdisciplinary teaching can be implemented in an art education classroom. IDEX WORDS: Thesis, Interdisciplinary, Integrated, Art Education, Big Ideas
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Buda, Sharon Liddell. "Curriculum design for teaching citizenship through character and diversity education using arts based integrated curriculum for art educators." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1162921623.

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7

Vanni, Amanda. "The importance of integrating curriculum disciplines in middle school classrooms." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/AVanni2008.pdf.

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8

Rossiter, Daniel J. "Perceptions of mathematics, science, and technology teachers of an interdisciplinary curriculum in a middle school." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002rossiterd.pdf.

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9

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

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10

Smith, Sandra Ellen. "Impacts and implications of integrated curricula." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Smith_SMITthesis2009.pdf.

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11

Makonnen, Karyn. "The Interdisciplinary Approach: A Music Education Methods Course Component For Preservice Education and Music Education Majors." Bowling Green State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421884052.

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12

Karuguti, M. Wallace. "A model development for an interdisciplinary approach to patient care: a case for curriculum development." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4293.

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Philosophiae Doctor - PhD
The complexity of human health and its determinants has been developing gradually and the means to attend to them has gone beyond the scope of a specific health discipline. Advocacy is underway by health stakeholders such as the World Health Organisation (WHO), higher learning institutions and individual scholars to incorporate interprofessional practice initiatives in health as a means of ensuring that health practitioners share ideas communicate and collaborate in order to put forward a comprehensive management plan for patients. These initiatives seek to ensure that a problem that could hardly be solved uniprofessionally is shed light on. The University of the Western Cape (UWC) is among the universities in the world that have incorporated an Interdisciplinary Core Courses Curriculum to be undertaken by all undergraduate students enrolled in the Faculty of Community and Health Sciences (FCHS) hence aiming at producing graduates who are collaboration conscious in their practice. This effort adds into the UWC’s endeavor of producing socially responsible graduates. This study analysed the UWC curriculum in order to ascertain its cognitive rigor for delivery of the interprofessional competencies. It further sought to identify whether the effort that the FCHS is putting through the Interdisciplinary Core Courses in having an impact on the perceptions of final year students during their field work placements in various health care institutions. The study also sought to find out whether the health care institutions practice policies are interprofessional practice friendly. Finally, the views and perceptions towards interprofessional collaboration (IPC) of institutional manager’s for institutions where UWC places more than one discipline of students for practice were explored.
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Albrecht, Bryan D. "An analysis of southeast Wisconsin's secondary technology education teachers' perceptions on aligning technology education programs with Gateway Technical College's manufacturing and engineering occupational programs." Online version, 2007. http://www.uwstout.edu/lib/thesis/2008/2008albrechtb.pdf.

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14

Bayer, John A. "Perceptions of science, mathematics, and technology education teachers on implementing an interdisciplinary curriculum at Blaine Senior High." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009bayerj.pdf.

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15

Roberts, James Rowland. "The development of an environmental ethics undergraduate curriculum for California." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2573.

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This study included an environmental ethics syllabi research project, an environmental ethics curriculum development survey of all colleges in California, and the subsequent development of tables to compare the results. The curriculum development survey of California colleges includes a listing of all course descriptions of environmental ethics and related courses.
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Sehlola, Mmahlomotse Sekinah. "A case study of the integration of environmental learning in the primary school curriculum." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06042008-073729.

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Thesis (M.Ed.(Curriculum and Instructional Design and Development))-Universiteit van Pretoria, 2007.
Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.
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17

Mensinger, Glennis Esta. "Bridging the curriculum through literature." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/804.

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This project promotes the use of literature groups based around a theme. In trying to meet the requirements of the California state framework, to integrate the subjects, this project contains two thematic units. Although the themes were designed for second and third grade, the two thematic units may be used as a guide to help teachers implement the thematics teaching approach into their classrooms.
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18

Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.

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The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.
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19

Newmeyer, Elizabeth Janette. "An integrative and holistic approach to implementing curriculum for a school garden." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3132.

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The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach the required standards while promoting peace among the students. To develop this a thorough review of literature in the following areas was used: school gardening, peace curriculum, and curriculum design.
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20

Wasman, Deanna G. "An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied from the Connected mathematics project curriculum /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988711.

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21

Church, Talitha. "Building Hypertext in the Elementary School Art Classroom: An Integrated Approach to Learning and Curriculum." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1448.

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In response to the many demands and pressures faced by both students and teachers in public schools, the art teacher in this action research study searched for ways to change her teaching practices to facilitate active inquiry. She utilized Thinking Maps®, a specialized form of graphic organizers, and Inspiration®, a hypertext linking program to promote interdisciplinary teaching and learning. The goals of the study were to increase student engagement, improve learning, and promote higher order thinking in elementary school art classes. The target group was comprised of the third grade students at Saunders Elementary School in Newport News, Virginia. Each third grade students researched the natural world through the lens of a chosen creature. The students then created personalized Inspiration® documents that described their creatures. Faced with limited time and a wide range of student abilities, the teacher used an interactive approach during the following class sessions to facilitate continued inquiry. As a result of this transition, the teaching methodology described underwent a transition from teacher-as-disseminator to teacher-as facilitator. The resulting classroom atmosphere became a student-centered community of learning. The students and the teacher collaborated to ask questions, find answers to those questions, and create relevant links within Inspiration® documents (webs). The teacher found that she could not control the design of the connections within the documents to the degree that she had previously hoped, but new revelations regarding hypertext design were assimilated. The documents produced during this study were forms of authentic assessment that held the potential for use in future teaching.
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22

Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.
Department of English
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23

Nthulanyane, Malefa Regina. "Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/378.

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The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
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24

Ferguson, Deborah Marie. "A guide to a brain-based approach to thematic, interdisciplinary teaching." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1877.

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This project promotes an interdisciplinary approach to classroom instruction as an alternative to sequential instruction typically practiced in public schools. Specifically targeted are thematic, interdisciplinary teaching strategies.
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25

Noe, Margaret Ann Lyle Laymon Ronald L. "An application of an analytical approach to the evaluation of educational programs in a selected Illinois high school." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014755.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 26, 2005. Dissertation Committee: Ronald Laymon (chair), Richard L. Berg, Larry D. Kennedy, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 222-225) and abstract. Also available in print.
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26

Flint-Ferguson, Janis D. Hesse Douglas Dean. "Putting the pieces together designing a language arts curriculum that meets the needs of the young adolescent /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416864.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed March 2, 2006. Dissertation Committee: Douglas Hesse (chair), Richard Dammers, Elizabeth McMahan, Janice Neuleib. Includes bibliographical references (leaves 184-196) and abstract. Also available in print.
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Bundy, Lovina-Marie Sawyer. "The importance of music in the elementary curriculum: How it can be integrated to meet content standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1745.

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This project will provide classroom teachers with examples of how music can be taught on a daily basis through the integration of disciplines. After completing an extensive review of literature, the writer evaluated teaching standards of both music and curriculum subject areas found similar learning goals and designed a series of twelve lesson plans that integrated these standards.
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Baca, Joaquín Javier. "Integrating spatial thinking into the curriculum through geographic information systems and the Santa Ana River watershed." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3203.

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Lesson plans were developed in order to address the inter-disciplinary nature inherent in environmental education by drawing on place-based learning approaches and relating natural and human made aspects of watershed dynamics.
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29

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

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30

Ketterer, Kimberley Anne. "Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998039.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.
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31

Littleton, Brenda Jean. "College-level reading and writing: Considering curriculum from a postmodern perspective." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2912.

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This project presents qualitative investigations into the relation of science systems to education systems, and suggests post modern constructs as models of systemic change, with application toward reading and writing literacy for the college-level adult learning.
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32

Sisk, Yvonne R. "Integrating reading and literature into content area curriculum through thematic units." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/582.

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33

Chesus-Beck, Susana. "Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1265.

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This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.
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34

Pickett, Isabel Ann. "Creating a child-centered integrated science/language arts curriculum using a year-long theme." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/672.

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35

Miller, Robert John. "An innovative approach to grammar instruction in the high school language arts classroom." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3131.

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The purpose of this study was to compare the effects on student writing of two separate approaches to teaching grammar - one traditional, and one non-traditional. Over the course of four weeks, the writing abilities of two high school English classes, similar in composition and academic skill, were compared.
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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.

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Thesis (PhD)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
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37

Carrillo, Mary, and Lorena Montoya. "Integrating a science/language arts curriculum through the use of theme cycles in a first and third grade classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1039.

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A collaborative science curriculum created by a first and third grade class. The students were provided with the global theme of change and were invited to brainstorm topics of interests that were utilized to create a science theme cycle.
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38

Chelimo, Sheila. "Structural Validity of Competency Based Assessments: An Approach to CurriculumEvaluation." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1529504437498332.

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39

Goodyear, Renee Semanski. "Bridging the curriculum thematically: Nature and literature meet." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/609.

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40

Gomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.

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41

Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.

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42

Allred, Carol Bunnell. "Rationale and implementation strategies for interdisciplinary instruction in the 6th grade social science curriculum for California public schools." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/753.

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43

Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
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44

Bledsoe, Ann M. "Implementing the connected mathematics project : the interaction between student rational number understanding and classroom mathematical practices /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074374.

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45

Dudeck, Barbara Jean. "Development of a life science curriculum for kindergarten and first grade reflecting the theories of multiple intelligence and brain-based learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1897.

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46

Guarino, Jeffrey Mark. "Comix in the classroom: A resource guide for graphic novels and comic books." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1503.

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47

Witt, Joyce Arlene McBride Lawrence W. "A humanities approach to the study of the Holocaust a curriculum for grades 7-12 /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995671.

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Thesis (D.A.)--Illinois State University, 2000.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: Lawrence McBride (chair), Donald E. Davis, Niles Holt, Alvin Goldfarb. Includes bibliographical references (leaves 291-296) and abstract. Also available in print.
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48

Jackson, Teresa. "Designing a Standards-based, Eclectic, Elaborated, and Synergistic Yearlong Theme Cycle." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/689.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Education
Elementary Education
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49

Barnes, Melanie Anne. "Integrating the language arts into the history-social science curriculum to develop critical thinking in children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/711.

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This project has developed a resource guide that will help kindergarten, first, and second grade teachers implement an integrated history-social science curriculum that encourages children to become critical thinkers.
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50

Bruns, Diane Marie. "Outside four walls: Implementing environmental education out-of-doors on school campuses." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1799.

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