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Dissertations / Theses on the topic 'Factors that influence curriculum'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

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

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Hainey-Turcotte, Andrea J. "The factors that influence middle level teachers to incorporate community service-learning into the curriculum /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135920.

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3

Fossum, Farrah W. "Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf.

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Wang, Li. "Investigating How Participation In a Techonology-Based Project Has Influenced Education Faculty Members' Beliefs and Practices with Technology Integration: Factors That Influence Faculty Technology Integration and Implications for Faculty's Integration of Technology." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/5.

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This qualitative research study investigated the experiences of five education faculty members about their experiences with technology. These faculty members come from different areas of education. They participated in a technology-based project, the purpose of which was to help faculty members integrate technology into their classrooms and implement technology in their instructions. Before the project, all of the faculty members had experiences with technology, such as emails, Internet searches and PowerPoint applications. During the project, most of them learned web page design and more technology integration into their curriculum and instruction. The purpose of this study is to respond to the need to identify, study and disseminate examples of technology using teachers and portray a group of education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and factors that influence their beliefs and practices with technology integration are the focus of this study. Based on the literature and the research studies, the following questions were formulated in the following: 1. How has participation in the technology-based project influenced faculty members' beliefs and practices with technology integration? 2. What are the factors that influence faculty members' practices regarding technology? The findings are the following. All participants have always believed that technology is an important tool and should be integrated into the teaching and learning. However they believe that technology is not the only tool that can be used to enhance teaching and learning. Their experienced in the grant project have increased their confidence and comfort in using technology by being exposed to presentations and having real hands-on activities within a certain time period that did not conflict their academic calendars. Factors that influence their beliefs and practices are: experiences in the project, access to technology and technical problems, Administrative support (from the department and project directors) and technical support: from the students, from faculty, from technician, technological leadership, communication within the community and outside, time, and subject Issues. Internal factors identified include personal belief, personal feelings with technology use, demand of time to learn, learning style, and classroom teaching.
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West, Dustin R. "Social Factors that Influence Religious Motivation of College-Age LDS Young Adults to Read Religious Texts: A Qualitative Study." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1030.

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This qualitative study investigated the religious motivation of college-age LDS young single adults. In particular, this study sought to answer the following question: “What are the contexts and social factors that influence religious motivation of collegeage LDS young adults to study religious texts?” To examine this question, a phenomenological approach was used to explore what participants had in common with feeling motivated to read religious texts. The primary sources of data came from one-on-one interviews that describe the personal experiences and perspectives of 10 college-age LDS young single adults. Sociocultural theory guided the analysis and interpretation of data and findings. Findings indicated the following: (a) regardless of the context, it appeared that involvement in discussions about the scriptures increased the likelihood of an individual feeling motivated to read, (b) even when other contexts included elements that encouraged scripture reading, it appeared that friends strongly influenced whether or not individuals felt motivated to read scriptures, (c) it appeared that environments of expectation influenced motivation to read, and (d) it appeared that individuals who spent time marking and writing in their scriptures felt motivated to read. Based on these findings, it is recommended that further research be done to explore the following: (a) What types of discussions influence motivation to read religious texts? (b) What other religious practices are influenced by friends? (c) How should expectations be communicated and maintained? (d) Is there a difference in motivation between marking (coloring) things in the scriptures and writing (journaling) in the scriptures? It is also important to examine these findings to see if they hold true within other religious contexts and denominations.
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Shafer, Frances Keller. "AN INVESTIGATION OF SELECTED FACTORS THAT INFLUENCE MIDDLE-LEVEL TEACHERS' PROFESSIONAL DEVELOPMENT CHOICES." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674093561&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008.
"Department of Curriculum and Instruction." Keywords: Availability of professional development, Curriculum director, Middle school designation, Middle-level teachers, Participation in professional development, Professional development. Includes bibliographical references (p. 73-85). Also available online.
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Jones, Kimberly. "Curricular, Instructional, and Co-curricular Factors Perceived to Influence Students Dropping Out." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5730.

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District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.
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Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.

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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this study. The research questions were designed to understand the factors that motivate students to remain engaged in academic courses. Ten students enrolled in a high school equivalency program in a large northeastern city participated in semi-structured, individual interviews. Coding and thematic analysis were used to identify, describe, and interpret the data collected. The findings indicated that factors such as individual drive, the instructor's encouragement and high expectations, relevant topics, and connection to school all contributed to sustain a learner's persistence. A professional development project was designed from the findings to provide instructors with research-based best practices and techniques to increase students' motivation and persistence through active learning experiences in student-centered classrooms. The project will impact social change by helping educators to have more insights on theories about adult learning styles and a deeper understanding of current approaches to inspire active participation, sustain learner motivation, and improve student academic performance.
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Fidge, Roy. "A study to identify the factors of influence on headteachers when considering whether or not to include sex education in the primary curriculum." Thesis, n.p, 1998. http://ethos.bl.uk/.

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Kimbugwe, Francis Kambugu. "An investigation of factors which influence integrating indigenous knowledge of medicinal plants into the learning programme for Grade 9 General Science." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003506.

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This study explores knowledge of some medicinal plants amongst the sub-urban community of and around a township in the Eastern Cape province. This qualitative interpretivist case study presents the prior knowledge of medicinal plants possessed by Grade 9 learners, which is used as a springboard toward interviewing traditional healers, herbal practitioners and lecturers at a university in the departments of Botany and Pharmacy. The data obtained from the informants reveals the factors that can influence integration of indigenous knowledge of medicinal plants in the learning programme for grade 9 General Science. These factors include: prior knowledge and enthusiasm of Grade 9 learners and teachers, support of the community which include parents, traditional healers, herbal practitioners and professionals who could introduce indigenous knowledge of medicinal plants into formal education, availability of resource materials and complexity of identifying pharmacologically tested plants from other indigenous medicinal plants. The analysis and discussion of the findings, have led me to conclude that the enthusiasm of learners who have a rich background of indigenous knowledge on medicinal plants is likely to be hampered by the unenthusiastic teachers as well as the reluctance of herbal practitioners in their communities to part with this knowledge. Hence I recommend that teachers be motivated through workshops and in-service training, conducted by goverr\ment paid herbal practitioners using the prior knowledge of learners as a stepping-stone.
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Cohen, Aviva. "Pre-service teacher education curriculum : a study of the factors which have influenced the curriculum developed in primary school departments in Israeli colleges for teacher education in the last twenty years." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30894.

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This study examines the external and the internal factors impacting on the development of 'Teacher Education Curricula' (T.E.C) in the primary school departments in Israeli 'Colleges for Teacher Education' (C.F.T.E) over the past twenty years, since the 'Academism' process started, within a conceptual framework adapted from Stark et al. (1986) Stark and Lauttuca (1997). Within this framework the study examines two dilemmas: Teacher Training (T.T) versus Teacher Education (T.E) and practical versus academic concerning identifying areas of commonality and difference, and analysing current preferred directions. This study uses an interpretive methodological tradition, thus the questionnaire and the case study have been qualitatively analysed. The results reveal that the impact of different factors has caused significant major and minor changes in the T.E.C. These include organisational and structural changes as well as changes in curriculum content. Two internal factors, Colleges and Departments, appeared to be the most influential factors. They generated micro level changes, and had a vital role in determining the extent of other factors' impact on the T.E.C. The most significant direction since the last macro level change caused by the 'Academism' process, forced on the C.F.T.E by the Ministry of Education and the Academic external influencing factors, represent micro level changes. These have emerged through local Departmental initiatives and represent: partnership sub-approach as part of the school-based approach; the collaborative, reflective and research sub-approaches as part of the constructivist approach; and, the whole personal development approach. The Teacher Education orientation appeared as the most common, and played a vital role in internalising these three directions identified above in the T.E.C. The academic direction represented the Colleges' most preferred direction.
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Tucker, Craig. "Where do we go from here? : the aspirations and expectations of the graduating class in a rural island high school: science curriculum, information technologies, parental, community, and other factors of influence /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0031/MQ47485.pdf.

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Jamieson, Susan. "Critical thinking in a community of inquiry : applying a socio-constructivist framework to problem-based learning tutorials in a Scottish medical curriculum, to investigate critical thinking and the factors that influence this." Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24446.

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In medical education, critical thinking is held to underpin the key professional skills of clinical reasoning, clinical judgment and decision-making. The promotion of critical thinking is an intended learning outcome for the problem-based learning (PBL) component of medical curricula, but there is limited empirical evidence for critical thinking during PBL tutorials. Existing studies do not explicitly address the role of social interactions between group members, or the effect of scaffolding, on enabling or impeding critical thinking. Application of an adapted, socio-constructivist Community of Inquiry (CoI) framework allowed these issues to be addressed. The adapted CoI framework incorporated three constructs: cognitive presence, a proxy for critical thinking; social presence, reflecting the social environment and social interactions between CoI members; and teaching presence, reflecting hard and soft scaffolding. Six PBL groups were recruited from the early years of a Scottish medical curriculum. For each group, a two-hour PBL tutorial featuring two different scenarios was recorded and transcribed. The twelve discourses were subjected to interpretivist analysis, with contextual coding of utterances. From a CoI perspective, critical thinking was a function of the community; individual members generally contributed just one or two aspects of critical thinking per utterance. Different aspects of critical thinking were associated with different steps of the PBL process. There was no evidence for sustained progression through stages of critical thinking. The specific PBL context promoted the creative thinking component of critical thinking, and information-gathering. Social presence was evident throughout, and likely facilitated discourse, which in turn enabled aspects of critical thinking. Teaching presence manifest differently in the various steps of the PBL process and between discourses, the latter reflecting facilitator style, scaffolding interventions bystudents, and the specific scenario. The findings have implications for facilitator training, student induction, and scenario design.
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Phuroe, Marotole Richard. "An investigation into the factors which influence the implementation of the national curriculum statement (NCS) by the school management team (SMT) at selected further education and training schools (FET schools) in the Motheo district." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/140.

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Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011
After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.
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Millard, Elaine. "Differently literate : an enquiry into the cultural and social factors that influence the differences between boys' and girls' positioning within the school language curriculum, with a particular focus on the attitudes and reading preferences of boys." Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387758.

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Hoadley, Sarah L. "Environmental education : factors behind curriculum adoption." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/S_Hoadley_070907.pdf.

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Gardner, Christine Elizabeth. "Achieving curriculum objectives : exploring the factors involved." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366389.

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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Moeller, Mary. "Factors That Influence Peer Grading." Ashland University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1430752119.

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Sun, Hongmei. "Factors that influence chelate cooperativity." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6583/.

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Lohmeyer, Terrie N. "Curriculum influence of the Navy Intermediate Officer Leadership Training Course." Thesis, San Diego, California, San Diego State University, 1999. http://hdl.handle.net/10945/37777.

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CIVINS
In its ongoing effort to produce well-rounded leaders, the United States Navy requires both its enlisted and officer members to attend leadership courses at specified career milestones. Officers, for example, attend the Intermediate Officer Leadership Training Course (IOLTC) at the department head pr mid-career point. This course supports the Navy's mission to "be organized, trained, and equipped primarily for prompt and sustained combat incident to operations at sea" by providing the leadership skills necessary to carry out this mission (Dalton, 1994). The course provides leadership training in the areas of values, leadership, communication, subordinate development,managing systems and processes, command development and mission execution. The course mission is to provide advanced education and training in the concepts, philosophies, elements, tools, and practices of effective leadership and management required to function as an intermediate level officer (Chief of Naval Educations and Training, 1997). Considering the manpower and financial resources expended, is this training effective? Do students use the information taught once they return to the work site? Did transfer of learning occur? These questions were explored in an ongoing study to determine what IOLTC curriculum topics had the greatest influence on modifying their leadership behavior. The study group consisted of IOLTC students at the Naval Leader Training Unit Coronado who were surveyed after completion of the course to determine if their leadership behaviors changed as a result of the IOLTC.
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Sorensen, Kathryn Hassell. "The influence of curriculum structure on retention of science majors /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008449.

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Marcela, Michael Richard. "Factors influencing curriculum in elementary self-contained special education classrooms." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10052007-143103/.

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Yoder, Kristine E. "Host factors that influence HIV integration /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9993983.

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Adams, Gretchen. "The factors that influence career choice." University of the Western Cape, 2014. http://hdl.handle.net/11394/4671.

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Magister Artium - MA
The primary aim of the study was to examine factors that influence career choices such as the individual, situational and environmental variables. The study was conducted in the motor retail industry whereby 223 respondents participated in the study by completing the questionnaire. Participants indicated that parents’ or relatives’ advice, association with others in the field, talent, skills and abilities, business opportunities and personal interests as significant influences on their career choices. The participants also identified perceived benefits such as employment security, potential for personal growth and development and opportunity to use skills and abilities as influential factors on career choice. The study also found that in the motor retail industry participants indicated that their gender has influenced their career choice; however educational levels were not seen as an influential factor on career choice. Furthermore, the study also examined participants’ perception of organisational career support with regards to utilisation of career support activities and management’s support for career development purposes. Even though participants indicated that the organisation has exposed them to career support activities, the participants’ use of career support activities were limited to training and mentoring within the organisation or externally to assist them with career development. It is the hope of the researcher that the identified factors influencing career choice and the examination of the organisational career support systems would be helpful to human resources practitioners and career counsellors, in order to assist individuals with career decision making as well as career development within the organisation as well as externally.
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Olckers, Lorna. "Judging essays : factors that influence markers." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/12423.

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Includes bibliographical references (leaves 92-95).
This thesis is an exploration of assessment with particular focus on the marking of essay assignments and the validity or soundness of that process.
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French, Neil. "Factors which influence organisational knowledge sharing." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/23806.

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This research investigated which combination of factors had a positive and significant impact on knowledge sharing within an organisation. By finding this combination it will allow organisations to prioritise resources to specific factors that are seen to positively affect knowledge sharing. One hundred and seventy nine employees of a prominent South African company gave an indication into which factors in combination would provide a model that best predicts a positive impact on knowledge sharing. Statistical testing carried out on the resulting data gave an indication of the best fitting model. It was found that three of the four identified factors contributed 62% to the overall positive effect on knowledge sharing when measured together. Copyright
Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
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Whitaker, Westry Allen. "We Became Teachers| The Influence of Personal Reading on Curriculum Understanding." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630632.

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The books we care about are part of us (Sumara 1996, 2002). It is the story of this literary experience as told by three currently practicing English teachers that interests me when I ask, "How does a teacher's personal reading inform his or her understanding of curriculum?" Seeking the representation of this story, I employ qualitative methods that value unique perspectives, interpretations, and the presence of my subjectivity (van Manen, 1990; Seidman, 2006; Jardine, 2006). The combined use of autobiography—in the tradition of currere (Pinar, 1975)—and the hermeneutic method (Heidegger, 2008; Nakkula & Ravitch, 1998) best matches this responsibility. By representing the profound impact of personal reading on my teaching of literature, I contribute my autobiographical voice and story to this study.

This dissertation is influenced by contemporary literary theory, Sumara's (1996, 2002) scholarship on reading and curriculum, and Rosenblatt's (1994, 1995) reader response theory. Data collection follows Seidman's (2006) discussion of semi-structured conversations, analysis is performed with attention to van Manen's (1990) qualitative human science design, and representation is carried out following Seidman's (2006) description of participant narrative profiles. I begin this analysis by exploring two super-ordinate themes: personal reading and curriculum understanding. Sub-themes in the area of personal reading are unique. Sub-themes representing curriculum understanding are consistent across participants. These sub-themes include a teacher's definition of curriculum, professional identity, and teaching of literature. Analysis reveals a recognizable relationship between each teacher's personal reading and curriculum understanding: each teacher's personal reading experience is reflected in his or her teaching of literature.

Through its exploration of the relationship between personal reading and curriculum understanding, this study provides a glimpse into the tangled intricacies of curriculum. Since many reading experiences described in this work were born outside of the classroom, this study confirms the perspective that curriculum includes all learning opportunities inside and outside the classroom. Beyond this confirmation, this study reaffirms several key components of teaching and learning: the fundamental function of literature to interrupt familiarity, the role of teacher as interrupter, and the respect for existential experience as a source of scholarship.

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Stroud, C. A. "Gender differences in the factors influencing option choice." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376409.

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Gray, H. Joey. "Factors influencing responses on student evaluations of teachers in recreation curriculum." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219896.

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Thesis (Ph.D.)--Indiana University, Dept. of Recreation and Park Administration, 2006.
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1995. Adviser: Sarah J. Young. "Title from dissertation home page (viewed June 21, 2007)."
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Gray, Craig. "A study of factors affecting a curriculum innovation in university chemistry." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360097.

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Johns, Emily M. Busiek. "Investigating factors relevant to a multicultural HIV/AIDS Curriculum for Assemblies of God." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1306.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009.
The HIV/AIDS crisis in South Africa has reached pandemic levels, with over 1 000 deaths per day. The church in South Africa represents a largely untapped resource for addressing this problem. One of the largest Evangelical church groups in South Africa is the Assemblies of God (AOG/SA). This church group consists of three culturally distinct fraternals: The Group (white), The Association (coloured), and The Movement (black). Although they function under one executive committee, these fraternals have remained organizationally distinct even after the dismantling of apartheid laws in 1991. On the issue of HIV/AIDS, all three fraternals have remained largely quiet and uninvolved. They have made no attempt to strategize on a unified response to the pandemic, nor have they attempted to promote culturally relevant curricula capable of empowering their pastors and theological students to respond effectively to this crisis. The research consisted of two phases, following Rothman and Thomas's Intervention Research model (1994), with special emphasis on the design and development component. The first phase identified and assessed educational, cultural, and religious factors relevant to the development and delivery of a clergy-focused multicultural curriculum intervention addressing the HIV/AIDS pandemic in South Africa. Data-gathering strategy for the first phase consisted of semi-structured interviews with ethnographic notions. The target groups for the first phase of the research included 15 credentialed AOG/SA pastors and the three fraternal leaders. The leaders and fraternal members participated in semistructured interviews designed to establish cultural and religious points of divergence pertaining to topics surrounding the AIDS pandemic (e.g. sickness, death, sexuality and gender roles). The second phase of the research consisted of the development and delivery of a curriculum intervention. Integrating the cultural and religious factors identified in the first phase of the research, the nine-day curriculum intervention was presented to 34 tertiary-level theological students in two culturally distinct venues. The content of the curriculum primarily emphasized aspects of gender, tradition, and culture as they relate to HIV/AIDS and surrounding issues. The intervention utilized three curriculum theories that were deemed relevant to the educational context of South Africa: humanistic curriculum theory, social reconstructionist curriculum theory and dialogue curriculum theory. Data-gathering strategies for the second phase of the research utilized both quantitative and qualitative instruments with ethnographic notions. The quantitative instruments included the Scale of Basic HIV/AIDS Knowledge (SHAK), Personal Reflections of Men with HIV/AIDS (PRM) and Personal Reflections of Women with HIV/AIDS (PRW). Reflective journaling was used to acquire qualitative data from student participants. Scores significantly improved on the SHAK in both venues. Scores on the PRW improved in both venues, significantly so in one. Unexpectedly, scores on the PRM declined at both venues, although not significantly so. Males with HIV/AIDS were viewed more negatively by both genders at the end of the intervention in both venues. Reflective journal entries indicated that students at both venues clearly perceived a need for the church to be involved in the pandemic; many proposed that sex education should be taking place within the context of church youth ministry. Affective responses were markedly positive for those suffering with AIDS, particularly females. The data clearly indicated that the curriculum was effective in two culturally distinct venues.
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Gonzales, Valerie Anne. "Factors that influence priming in young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ32746.pdf.

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Henderson, Samantha Lou. "Factors that Influence Special Education Teacher Retention." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618670.

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In this study, the factors that influence special education teachers to remain in their profession for at least five years were identified and analyzed. The study involved a mixed-methods design including a survey and interviews with experienced special educators. The survey items and their categorizations as relational support or organizational factors were based upon Billingsley's (2004) landmark research. The population consisted of special educators who remained in their current teaching positions for at least five years. The sample group for the survey included 35 veteran special educators from eight school districts in Missouri, and the stratified interview sample of five educators was gleaned from the survey participants. Survey and interview data were collected and analyzed. Quantitative findings indicated no significant difference existed at a 5% probability level between the response data modes for relational support factors and the response data modes for organizational factors. The four most influential retention factors included enjoyment gained from job, ability to make a difference in the lives of students, support of district-level special education administrators, and support of fellow special education teachers. Four themes emerged from the interview data gathered: making a difference was of utmost influence, relational support factors were more influential than organizational factors, and the actions of both building-level and special education administrators promoted an increase in special education teacher retention. The data collected in this study may assist administrators as they address influential teacher retention factors in order to increase the retention of experienced and qualified special education teachers.

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Amiss, Julie E. "Bayes factors : comparisons, simulation methods and influence." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/1014/.

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Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.

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This study explores the factors that influence the ways in which intermediate students learn comprehension strategies. A substantial scholarship offers evidence of the success of three factors: the teacher, Support structures, and the efficacy of the specific comprehension strategies taught.
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Shezi, Siphesihle Elton. "Factors that influence university students’ career decisions." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1490.

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A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the Degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University Of Zululand, South Africa, 2013
The study used a mixed methods methodology to investigate the factors that influence university students’ career decisions. This was motivated by the fact that students in disadvantaged communities are challenged by the negative socio-political conditions that resulted from the South African Apartheid system and these conditions limited the resources for people in disadvantaged communities. As more opportunities became available, it is vital that students entering tertiary education are equipped with the necessary skills and support to make informed career decisions. The sample consisted of 155 third year students from four faculties at the University of Zululand. Data was collected using a questionnaire. The data was analysed using a systematic approach. The results indicated that the factors influencing influence university students’ career decisions are the students’ educational background, home background, parental marital status parental occupation socio- economic status, the love for their careers, financial aid and high employment opportunities. The dissertation concludes that appropriate career education and guidance are essential for previously disadvantaged tertiary education students in order for them to maximize the opportunities available to them.
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Storm, Jessica L. "How External Factors Influence Higher Education Philanthropy." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1572006791377665.

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39

Don, Jacqueline Linda. "Factors which influence children's disclosure of secrets." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486457.

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This thesis presents five studies investigating factors which influence children's disclosure of secrets. It is the largest investigation on this subject, to date, and has important implications for forensic interviewing and future research. The first, and central, theme of this thesis concerns the circumstances that influence children's disclosure of secrets, this was addressed in all five studies. The second theme explores the understanding of the concept of secrecy, and the third theme, . children's flexible thinking about secrets, and were considered in Studies 1 and 2. The fourth theme, about children's categorisation of secrets was addressed in Studies 1 to 4. Previous research has methodological limitations and therefore this thesis identified more rigorous and reliable methodology for investigating children's actual disclosures of secrets. Study 1 included focus groups of children aged 6-, 8- and lO-years, whilst Study 2 used vignettes and a short interview with children aged 5- to lO-years, to investigate factors influencing children's disclosure of secrets. Studies 3 and 4 incorporated improved methodology to investigate disclosures of positive and negative secrets by children aged 4 to 7 years. Study 5 looked at the effect of delay and secret imposition on disclosures of a negative event by children aged 5 to 7 years. The results offer a variety offactors which potentially influence children's disclosure of secrets. It is apparent that children do diffe~entiate between types of secrets, and this can effect their disclosure decisions. Additional factors influencing disclosure include: the nature of the imposition of the secret; identity of the imposer; emotional effect of secrecy imposition; the identity of the receiver of the disclosure, and delay in questioning. The conclusions of this thesis were consistent with previous research in that it was found that older children are able to think flexibly about secrets, and consider multiple factors in their disclosure decisions. In a forensic context implications for children's eyewitnesses testimony, and potential focus and methodology for future research are identified.
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Freer, Christopher Michael. "Parental Influence on Curricular Decisions in Private Schools: Negotiating Parental Expectations." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/32.

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Parental input and participation on curricular decisions influence the educational process in private schools. Parental participation in the development and continual examination of the curriculum is essential to maintaining an educational environment that reflects the ideals and goals of all of the stakeholders. However, parents often have differing ideas from schools on what the curriculum should encompass. The problem facing private school leaders is how to negotiate the tensions resulting from conflicting parental expectations for the curriculum of the school. Literature is reviewed surrounding the main research question for this study: how do school leaders respond to the differences in expectations for curriculum between parents and private secondary schools? Areas of the literature reviewed include the purpose of education, the curriculum development process in schools and the role of educational leadership in the curriculum development process. The overall research design of this study is framed by a qualitative methodology that includes a multiple-site case study that aims to create a better understanding of the dynamics of parental influences on curriculum in private schools. Data from the Upper Schools of three private schools in a metropolitan area were collected over the period of one academic semester from a variety of sources, including interviews, observations and document analysis. The emerging themes were constructed around the current and past knowledge of informants within the context of the social interactions of the stakeholders in the three schools. Several significant findings resulted from this study, which provides a framework to understand how school leaders negotiate parental curriculum expectations. These findings include parental influence and expectations, the distinction between leadership with the curriculum versus the co-curriculum, and the factors influencing the negotiation of curriculum conflict. This inquiry is important because it creates a dialogue among the stakeholders who influence curriculum in private schools. The results of this study help school leaders understand the influences of parents on the curriculum of their schools and offer practical suggestions for private school leaders on how to negotiate the differences in expectations for curriculum between parents and private secondary schools.
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Endsley, Matthew D. "Non-graded curriculum influence on suspensions of American males| A quantitative study." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585975.

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Schools suspend 28.3% of African American males in traditional middle schools using a graded curriculum compared to 11% of all students (Krezmien, Leone, & Achilles, 2006; Losen & Skiba, 2010; Planty et al., 2009). African American males are more than two and half times more likely to receive a suspension than the average middle school student (Losen & Skiba, 2010). Researchers have consistently found that the disproportionate suspension statistics for African American males are not solely attributed to socioeconomic or other demographic factors (Skiba et al., 2002; Wallace et al., 2009; American Psychological Association Zero Tolerance Task Force, 2008). From 1973 to 2006, a timeframe marked by increased focus on zero tolerance and high-stakes testing, African American suspension rates almost tripled (Losen & Skiba, 2010). The perpetuation of the achievement gap, increased dropout rates, and higher prison rates are all distinct characteristics of the increased use of suspensions of African American males (Advancement Project, 2010; Finkel, 2010; Balfanz, Spirikakis, Neild, & Legters, 2003). There is a direct relationship between failing grades and suspensions (Safer, Heaton, & Parker, 1981). Traditional schools using graded curricula are not increasing achievement levels for African American males. Conversely, research suggests alternative grading practices, including non-graded curricula, can increase intrinsic motivation, student engagement, positive student attitudes, academic achievement, and positive behavior (Butler & Nisan, 1986; Kohn, 1994; Linnenbrink & Pintrich, 2003; Cotton, 2000). The purpose of this quantitative, causal-comparative study is to investigate the extent of disproportionality and elevated rate of suspensions among African American males in middle schools with an alternative, non-graded curriculum. The study attempts to establish what, if any, statistically significant difference exists between the independent variable, type of school curriculum assessment, and the dependent variables, suspension proportion and suspension rate. The population of the study consists of middle school African American males in alternative schools using a non-graded curriculum from two different regions of America. The results are meaningful because the data suggests that there is no difference in the proportion of African American males suspended in the alternative setting versus the traditional setting. The results of the study are also encouraging because the data suggests there is a difference in the percentage of African American males suspended in the alternative setting versus the traditional setting. It is the researcher’s belief that high-stakes testing and utilization of graded curricula attribute to the elevated rate of suspensions among African American males. However, there is a need of further research to clarify the contributing factors to the disproportionality of suspensions.

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Lipkind, Erin Robin. "TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10092009-134244/.

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This study examines the teacher, leader, and curriculum variables predictive of student achievement in Indian Education for All (IEFA). IEFA, a Montana educational mandate based on Montana constitutional law, was first funded in 2005, and little research had previously been conducted on the effectiveness of implementation efforts. While compulsory, implementation had been piecemeal and wrought with misunderstanding, differences in opinion, prejudice, and questions about its legitimacy. The challenges inherent in the implementation of an ambiguous educational reform with no state-adopted curriculum or benchmarks for student achievement have become evident. With the dearth of research, it was not known how well students were learning what was mandated, nor was it known which precise variables impact or measure this learning. To determine this, second through fifth grade elementary school teachers and school leaders located in Missoula County completed a survey questionnaire, and Missoula County fifth grade students completed a student assessment based on the Essential Understandings of Montana Indians and the Montana Standards for Social Studies. Descriptive data provided information on mean fifth grade student IEFA scores, teacher and leader demographics, professional development participation, and implementation needs, and frequency of use of materials provided to all schools by the Montana Office of Public Instruction. Multiple regression analysis was used to determine if relationships exist between the predictor variables (teacher, leader, and curriculum variables) and the outcome variable (student achievement). However, none of the independent variables was found to have significant predictive value. Educators, including the Montana Office of Public Instruction, may use these findings to determine strategies that might most successfully impact IEFA implementation and to direct the course of further research.
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Cunningham, Lisa Namey. "The identification of early factors related to academic achievement among deaf students." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2693.

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The purpose of this research study was to examine specific factors believed to be related to academic achievement in deaf children. More specifically, this research sought to determine whether there was a significant difference in achievement between those students whose parents use oral communication only and those whose parents use some type of sign language. An additional purpose of this research was to determine if there was a significant difference in academic achievement with those deaf students who used amplification devices early in life. This study also sought to determine whether providing early intervention programs which emphasizes and enables parents to develop a language rich environment had a significant impact on the academic achievement of deaf children and whether the age at which initial services are received influence deaf student’s subsequent academic achievement This study examined the relationship, if any, between intellectual ability and academic achievement among deaf children. Finally, this study sought to investigate the relationship between the degree of hearing loss and academic achievement. Purposive sampling was used to select subjects for this study. All 228 eligible Deaf/Hard of Hearing (DHH) students enrolled in a Broward County Public School were Included In the original sample. Sixty-one students actually participated in this study. A correlational method of statistical analysis as well as a cross classification (crosstabs) was used to analyze the data. The results show that academic achievement in the areas of reading and mathematics was significantly related to parental mode of communication and the mode of communication used in school. Academic achievement, in the area of reading, was also significantly related to intellectual ability. The reading achievement was also found to be significantly related to degree of hearing loss. Written language was not significantly related to any factors investigated in this study. Additional research should be conducted to further investigate the low academic achievement among deaf children. The diversity among signing systems at school and between home and school should also be analyzed. Finally, future studies should examine curriculum and instruction methods to increase the academic achievement of deaf children.
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Jebe, Nomakhaya. "A study of factors influencing curriculum management in Bizana schools in the Eastern Cape Privince." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007295.

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The study sought to investigate factors influencing curriculum management in Bizana schools. A survey design which used mainly qualitative aspects of research was used in the study. Questionnaires and interview schedules were used to collect data. Participants (N=60) were made up of 10 learners,10 teachers, 10 School Management Team members ( SMTs), 10 parents and 20 district officials. The teachers, learners, parents and SMTs including principals were selected from 3 schools being a Primary School, a Junior Secondary School and a Senior Secondary School. Frequency tables were used to present quantitative data while verbal quotes were presented in support of themes that emerged from the qualitative data. The findings of the study revealed that the following factors were regarded as the causes of poor curriculum management; lack of training and skills on the part of curriculum managers, un-availability of resources in schools, the level of parental involvement in curriculum and regular systemic changes. It was recommended that the Department of Education should ensure that all curriculum managers are being trained to provide them with enough skills. The Department of Education should also supply schools with adequate resources. Parents should also be trained on curriculum issues. Too many changes in the system within a short space of time should be avoided.
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45

Khan, Muhammad Arif, and Sandra Larsson. "A Study of Factors That Influence Green Purchase." Thesis, Umeå universitet, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-67840.

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Title: “A Study of Factors That Affect Green Purchase”   Due to the environmental issues, green products have got more attention during the latest years and the availability of such products is increasing in many food stores. The appearance of eco-label assists the consumers in the store to buy eco-friendly products which are less harmful to the environment. Eco-labels which are frequently available in the food stores are; The Nordic eco-label (Svanen), Krav, The Euro Flower, MSC label (Marine stewardship council) and Bra Miljöval.  Governments in some countries are supporting these labels to ensure the sustainable development and a better quality of life for everyone, and for the generations to come. A question, which arises here, is that what compels the consumers to choose eco-labelled products over conventional ones. We have short-listed several factors during literature review which can influence the consumers green purchase behavior and these factors are; Eco-motivation, Eco-knowledge, Gender, Peer influence, Price and Shelf space.    The purpose of this study is to get a deeper understanding of the factors that can affect green purchase of food products in the store. Thus our main research question that we want to answer with our study is: “Which are the most important factors that influence the purchase behavior of eco-labelled products?” Along with this main research question we are also interested to know if ‘shelf space’ is an important factor that can affect the consumer’s choice of eco-labelled products in the store. Due to lack of data there is still no clear understanding about the role of shelf space in the purchase decision of green products. To answer these questions we will investigate all these factors and try to understand their influence on consumer green purchase behavior.  This quantitative study is carried out in Umeå, Sweden with 150 respondents and focuses mainly on the food market consumers. We stand on objectivist position for this study and we believe that cross-sectional research design is most suitable to fulfill our research purpose. We developed several null hypotheses and for this purpose we distributed our research questionnaire at the entrance of different super markets in Umeå, Sweden to collect our data from the respondents. We applied convenience sampling with simple quota to this research. We evaluated the gathered data with help of SPSS. Results proved that eco-motivation and shelf space plays vital role (positive correlated) in the purchase decision of eco-labelled products. We have provided statistical evidence that eco-motivation and shelf space induce actual purchase of green products. Eco-knowledge shows to induce interest in eco-labelled product but does not help in actual purchase of eco-labelled products. Surprisingly price and gender has not shown any influence on the consumer green purchase. We believe that our findings and recommendations can contribute in the area of consumer’s ecological behavior research. Due to our sampling technique (convenience) and small size of our respondent we cannot generalize the results of this study.   Key words: Purchase decision, Green marketing, Eco-labeling, Shelf space, Eco-motivation, Eco-knowledge, Gender, Price, Peer influence
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Boyko, Oleksandr, and University of Lethbridge Faculty of Arts and Science. "Influence of various factors on plant homologuous recombination." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2004, 2004. http://hdl.handle.net/10133/243.

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The genome of living organisms is constantly subjected to the environmental influences that result in different negative, negligible or positive impacts. The ability to maintain the genome integrity and simultaneously provide its flexibility is the main determinant for the evolutionary success of any species. One of the important aspects of genome maintenance is the precise regulation of the DNA repair machinery. Results reported here indicate the existence of a tight, age-dependent regulation of homologous recombination, one of the two main DNA double-strand break repair pathways. We show that recombination is influenced by conditions such as the change of temperature (cold or warm), day length, water availability (drought or overwatering stress) and salinity. These stresses not only influence the genome stability of stress-subjected generations but also change the recombination in subsequent generations. This indicates the possible involvement of homologous recombination in plant evolution and development of plant stress tolerance.
xiv, 121 leaves ; 29 cm.
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47

Hung, Chung-Feng, and 洪崇峰. "Investigation of Factors that Influence Elementary School P.E. Teachers’ Curriculum Decision-Making In Taoyuan County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/91132492794063653495.

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碩士
國立體育學院
體育研究所
91
The purpose of this study was to investigate the factors that influence elementary P.E. teachers’ curriculum decision-making. By inducing the influencing factor dimensions, the importances of elementary P.E. teachers’ concern during decision-making process were obtained. Finally to clarify the differences of factor dimensions that effect in the process of curriculum decision-making of elementary P.E. teachers with varied backgrounds. In order to accomplish the purpose, a self-designed instrument entitle “The Questionnaire of the Influential Factors of Elementary P.E. Teachers’ Curriculum Decision-Making” was used to the survey research. The samples were P.E. teachers of public elementary schools in Taoyuan County. 500 questionnaires were sent, with 405(81%) valid copies returned. The reply data was analyzed by using t-test and one-way ANOVA. According to the results, conclusions of the study were listed as follows: 1.There were 29 influential factors in curriculum decision-making classified into 6 factor dimensions. 2.Elementary P.E. teachers perceived the most important factor dimension of the 6 was “teacher”, the second were “instructional materials” and “school characteristics”, the third were “attitudes and suggestions of others” and “curriculum selection and evaluation”, the lowest was “parents”. 3.Elementary P.E. teachers with different gender, education, job undertaken, and level of teaching showed significant differences in the 6 curriculum decision-making factor dimensions. 4.Teachers with physical education showed significant differences in the “parents” factor dimension. 5.Teachers with different seniority in teaching had significant differences in “attitudes and suggestions of others” and “curriculum selection and evaluation”. In “attitudes and suggestions of others” factor dimension, between teachers with more than 26 years seniority in teaching and those with 3-10 years, there were significant differences. In “curriculum selection and evaluation”, teachers with more than 26 years seniority in teaching showed significant differences with other seniorities.
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Chen, Pei-Yu, and 陳珮瑜. "Influence of green energy curriculum intervention and background factors on students' green energy knowledge in a vocational senior high school." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/83358191659365035506.

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碩士
國立屏東科技大學
環境工程與科學系所
102
This thesis focuses on the investigation of the distribution of vocational-high-school students’ background knowledge about green energy and the influence of green-energy instruction upon green energy cognition of the students, and some possible influential factors related to the investigation. In this study, the number of vocation high school students (participants) was 173. A questionnaire approach was used to survey the background knowledge of green energy of participants. Then, two lectures were given to participants, and a set of pre- and post-test was conducted for each lecture with one-week time span. According to the analyses of data using descriptive statistics, one-way ANOVA-post hoc comparison (Bonferroniz), paired-samples t test, Spearman rank correlation, and multiple regression analysis, It is concluded that the participants got above-middle scores, indicating that their background knowledge of green energy was acceptable. The two lectures of green energy significantly influenced the students’ green energy awareness, and the number of instruction positively correlated to the scores. For the factors influential on participants’ understanding of green energy, it is inferred that a) no significant difference was observed between the participants’ background (e.g., age, major, and class time) and the four test scores, b) the lecture number much more significantly influenced on green energy test score than the participants’ background, c) the green energy test score was significantly higher for female than for male participants in the second post-test, and d) family income significantly influenced the participants’ background knowledge about green energy.
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Kulik, Joel J. "The human nature of chemistry curriculum design and development: a Canadian case study." 2014. http://hdl.handle.net/1993/23897.

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This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum.
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HSU, CHUAN-TING, and 許娟婷. "A Study on the Development Process, Influence Factors and Coping Strategies of the School-Based Curriculum Improvement Project for the Yung Shiu Elementary School in Yunlin." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48ufz5.

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碩士
國立中正大學
教育學碩士在職專班
104
A Study on the Development Process, Influence Factors and Coping Strategies of the School-Based Curriculum Improvement Project for the Yung Shiu Elementary School in Yunlin Abstract The aim of the study is to investigate the Yung Shiu Elementary School which was effected by the decreasing birth rate. The Yunlin county government copes with the improvement project to the minischool to develop the school-based curriculum. Case study is adopted in the study using interviews with eight participants who are the principal and the teachers in this school. After analyzing the transcripts, some suggestions from the results are provided as the reference to develop the school-based curriculum effectively. The results are as follows: 1 Firstly, in the development process, the principal visited the key person of the school district founded the public and transparent communication platform. Moreover, the teachers attend some workshops about curriculum design to improve their abilities, and integrate the scholar guidance to coordinate the coherent curriculum for each grade. However, in implementing, the principal was changed and the administrative personnel were recombined. 2 Secondly, there are nine influential factors in the development process which are the participants’ motivation, the curriculum leadership, the type and the scale of activity, the time of program, the responsibility and possession on the whole program, the needed resources, the school climate, the school vision, and the professional development of participants. 3 Thirdly, some coping strategies include: first of all, the principal needed to listen to the teachers’ idea and communicate with the teachers actively, helped the teachers to retrieve the instruction enthusiasm, recognized the teachers’ pains about the devotion of curriculum, and respected and trusted the decision about the main shaft of curriculum decided by the teachers. Moreover, when the curriculum was implemented, the teachers discover that teaching materials are too difficult to the students. Therefore, the teachers need to administer and modify the teaching materials and to exam the learning outcomes at the same time. After implementing, if the curriculum wants to be improved over a long period of time, it needs to be altered.At the same time,let the parents understands the meaning of the curriculum. Key words: improvement project, school-based curriculum , developmentInfluential factor/coping strategy
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