Dissertations / Theses on the topic 'Nebraska Curriculum Development Center'

The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.

The lack of a current fire technology training program limits the employment possibilities of Inland Empire Job Corps Center trainees. The fire technology curriculum will provide Job Corps trainees with one more valuable skill to aid to their goal to gain and maintain meaningful employment after graduating from the Job Corps training program.

The fundamentals of software testing and related activities are often elusive in undergraduate curricula. A direct consequence of the lack of software testing efforts during education is the huge losses suffered by the software industry when applications are not sufficiently tested. Software practitioners have exhorted faculty members and institutions to teach more software testing in universities. The purpose of this research is to provide answers to the needs of such practitioners and introduce software-testing activities throughout the curriculum. The most important goal is to introduce software-testing education without requiring a significant amount of extra effort on behalf of faculty members or teaching assistants. The approach taken comprises the development of the Web-based Center for Automated Testing (Web-CAT) and the introduction of test-driven development (TDD) in courses. Web-CAT serves as a learning environment for software testing tasks and helps automatically assess student assignments. A comparison of student programs developed using Web-CAT with historical records indicated a significant decrease in the number of bugs in submitted programs. Undergraduate students also received exposure to the principles of software testing and were able to write test cases that were on an average better than those generated by an automated test case generator designed specifically for the assignment.
Master of Science

At the beginning of each term, a handful of students who are linguistically unable to function in an English-speaking classroom appear at the doors of intensive English language programs across the globe. The English Language Center (ELC) at Brigham Young University (BYU) is no exception. In the recent past, five to twelve students have arrived each semester inadequately prepared for the lowest level class available. When placed in that level (Level One), these so-called "Level Zero" students have had trouble progressing and have also delayed the progress of the entire class. Without intervention, these students can continue to lag behind and pull down the level of the class throughout their time at the ELC. Finding or creating a solution to this ongoing problem was the purpose of this project. The solution presented here is to develop and implement a new curriculum designed specifically for these students. This course of action presents its own challenges, such as ensuring cost-effectiveness, providing adequate staffing, and finding or creating appropriate course materials. Each of these challenges has been addressed. Cost effectiveness and adequate staffing are ensured by utilizing unpaid interns from the BYU undergraduate TESOL minor program as teachers, and paying only one experienced teacher who functions as a supervisor and a teacher as needed. Course materials, some only recently developed, were chosen for the All Skills Class, the Vocabulary Class, the Reading Class, and the Lab Class. These classes currently constitute the Foundations Prep Course. The need for this curriculum was reiterated during a needs analysis conducted Winter Semester of 2009 by the students of the BYU Linguistics 677 (Curriculum Development) class. The Foundations Prep curriculum was then developed by the author during the summer of 2009 and implemented by her the following semester at the ELC. It is again being utilized there Winter Semester 2010. Institutional and financial feasibility, progress of students, reactions of members of the Executive Council, of the Foundations Prep Teacher/Supervisor, and of the interns, have all been examined to aid in considering the efficacy of continuing this program into the future.

The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25).
Department of Elementary Education

The purpose of this project was to develop and document curricular content for Computer Numerical Control education program for Mt. San Jacinto Community College. The design of the curriculum focuses on showing students how skills learned in academic classes can be applied to the workplace.

碩士
國立中正大學
成人及繼續教育所
96
The main aim of this study was to investigate the process how the community development center planned the curriculum of personnel training. Therefore, the aims of this study were 1.To explore the conceptions and foundation while planning the course. 2.To analyze the process of curriculum planning. 3.To investigate what problems will they have and what solutions are. 4.To conclude the consultations for the other units. The methodology used in this study is Case Study method to achieve the above-mentioned purposes. All of the Interviewees are the planners of the curriculum of human resources. And choosing eight interviewees to interview. According to the data, the study can find seven indications: 1.The community development center emphasizes the offering of the basic community development concept and guidance. 2.The developing curriculum needs to notice the practicability. 3.The foundation of diagnose the situation and requirement of the community, combining them with guidance to find the learning way of the different communities. 4.The curriculum of community development talent emphasize operating and offering the opportunities to learn from each other . 5.The qualification of the teacher emphasize on the people who have the community concept and can offer the additional resources 6.The center usually faces the administration limit, such as the time isn’t enough or the staff often change. 7.The center faces some problems in the process of administrating, including less motivated students、the lack of teachers and the curriculum is highly ditto. According to the conclusions , the study provide some suggestions of the practical situation in the community development center, the governmental agency and the other study.

碩士
國立臺北科技大學
技術及職業教育研究所
90
The main purpose of this research was to review the function of the curriculum development center of Taiwan Technology and career education system, and inspect the work and the situation of eight functions of other curriculum development center to understand the operational defect of all curriculum development centers and the problem they encountered. The eight functions were collection, research development, experiment, assessment, consult and service, drilling and expanding and international exchange. For the purpose of inquiring to the implementing change for keeping up- to-date and improvement, the research aimed on 4 items below. 1. To comprehend the function of Taiwan technology and career education curriculum development center. 2. To inquire to the operation situation of Taiwan technology and career education curriculum development center. 3. To study what was the need of Taiwan technology and career schools from Taiwan technology and career education curriculum development center. 4. To inquire of the future function development of Taiwan technology and career education curriculum development center . The research methodology was based on reference books studying, specialist forums and questionnaires. to analyse the current operation problems of the function of Taiwan technology and career education curriculum development center system and inquire of the related implementing problems. After deciding the dimension and question types of questionnaire, I edited formal questionnaires, They distributed to 18 vocational high schools (which includes general senior high schools), 7 junior colleges, 20 technology colleges and 5 technology universities. The retrieve rate was 71%. After studying and analyzing the retrieve questionnaire, The conclusion was as below. 1. The current Taiwan technology and career education curriculum development center had new function and mission for the new curriculum and continued curriculum of vocational high schools. 2.There was no obvious difference function accomplishment rate ,which was set by Taiwan technology and career education curriculum development center , between public schools and private schools. 3. There was different function accomplishment rate of Taiwan technology and career education curriculum development center among different subject teachers. The general subject teachers had the highest accomplishment rate. 4.There was different function accomplishment rate of Taiwan technology and career education curriculum development center among schools in different locations. The rural off-island area schools needed special enforcement service. 5. There was no difference among different level schools, but vocational high schools needed curriculum development center the most. 6.Different subjects teachers needed the future function of Taiwan technology and career education curriculum development center earnestly, but they were earnestly with different functions.

abstract: Writing centers are learning settings and communities at the intersection of multiple disciplines and boundaries, which afford opportunities for rich learning experiences. However, navigating and negotiating boundaries as part of the learning is not easy or neutral work. Helping tutors shift from fixing to facilitating language and scaffolding literacy learning requires training. This is particularly true as tutors work with second or subsequent language (L2) writers, a well-documented area of tension. This mixed methods action research study, conducted at a large university in the United States (US), centered on a tutor training intervention designed to improve writing tutors’ scaffolding with L2 learners by increasing tutors’ concrete understanding of scaffolding and shifting the ways tutors view and value L2 writers and their writing. Using a sociocultural framework, including understanding writing centers as communities of practices and sites for experiential learning, the effectiveness of the intervention was examined through pre- and post-intervention surveys and interviews with tutors, post-intervention focus groups with L2 writers, and post-intervention observations of tutorials with L2 writers. Results indicated a shift in tutors’ use of scaffolding, reflecting increased understanding of scaffolding techniques and scaffolding as participatory and multidirectional. Results also showed that post-intervention, tutors increasingly saw themselves as learners and experienced a decrease in confidence scaffolding with L2 writers. Findings also demonstrated ways in which time, common ground, and participation mediate scaffolding within tutorials. These findings provide implications for tutor education, programmatic policy, and writing center administration and scholarship, including areas for further interdisciplinary action research.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019