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Dissertations / Theses on the topic 'Pedagogy curriculum'

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Published: 4 June 2021

Last updated: 13 February 2022

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Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.

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Sportun, Jaime. "Advertising as a pedagogy? using literacy and critical pedagogy to empower youth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104836.

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Partially grounded in the work of George Gerbner, and also in other media theorists including John Berger, Roland Barthes and Michael Hoechsmann, this thesis aims to explore the concept of media as public pedagogy. Based on these theories, an in-depth analysis of the advertisements produced by cellular goods and service providers and their effect on the youth generation with respect to the relatively new phenomenon of cyber-bullying will be examined. Then, through the works and writings of critical pedagogues including Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe and Donaldo Macedo, a media literacy approach to education will be introduced which aims to empower youth by enabling them to critically examine the media designed for their consumption. Principalement fondée par le travail de George Gerber, mais aussi présente dans celui de d'autres théoriciens médiatiques incluant John Berger, Roland Barthes et Michael Hoechsmann, cette thèse a pour but d'explorer le concept des médias comme pédagogie publique. Fondé sur ces théories, une analyse approfondie des publicités produites par les fournisseurs de produits en téléphonie mobiles et leurs effets sur la jeune génération dans le cadre du nouveau phénomène de cyber intimidation sera examinée.Ensuite, par l'entremise de travaux et d'écrits de pédagogues critiques tels que Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe et Donaldo Macedo, une approche d'éducation médiatique sera présentée, ce qui a pour but de donner plus de pouvoir aux jeunes en leur permettant d'examiner d'une façon critique les médias conçus de leur consommation.

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Helmbrecht, Brenda M. "A Mediatic Pedagogy: Rhetoricizing Images within Composition Curriculum." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1089742902.

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au, Alison Lee@uts edu, and Alison Lee. "Gender and Geography: Literacy Pedagogy and Curriculum Politics." Murdoch University, 1992. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.144620.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.

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Lee, Alison. "Gender and geography : literacy pedagogy and curriculum politics /." Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. http://researchrepository.murdoch.edu.au/149/.

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Spooner, Holly S. "Agape: Love as the Foundation of Pedagogy and Curriculum." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882.

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Carey, Gemma Marian. "New Understanding Of 'Relevant' Keyboard Pedagogy In Tertiary Institutions." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15909/.

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In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.

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Gutierez-Schmich, Tina. "Public Pedagogy and Conflict Pedagogy: Sites of Possibility for Anti-Oppressive Teacher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20490.

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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, students of color, and students with disabilities are failing school and being pushed out at much higher rates that majority populations students while also experiencing high rates of bullying, harassment, and physical violence in school. This study explores efforts to reduce the violent experiences and academic disparities for these students through teacher practice at the classroom level. It examines public pedagogy and conflict pedagogy as curricular strategies in a preservice teacher education course over 5 years. The course aims to develop and support an advocate/activist teacher identity, a teacher identity that is not neutral and can challenge and disrupt the ideas and practices that have become normalized in our schools. This research draws on three theoretical frameworks to inform the design and analysis of this study on teacher identity: poststructuralism, feminist pragmatism, and queer theory. These theories provide a conceptual vocabulary for critically examining anti-oppressive teacher education curricula. Specifically, this work looks at the way public and conflict pedagogy can be used to achieve anti-oppressive curricular ends through the potential impact on preservice teacher identity.

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McMillan, Sylvia. "Kierkegaard and a Pedagogy of Liminality." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3624.

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There is a strain of curriculum theory especially since the reconceptionalist movement that applies existential philosophy to educational issues and questions. There is also a related branch of curriculum theory that looks especially at existentialist theology to cast light on curriculum issues from a more religious slant. Both of these strains of analysis are rooted in Kierkegaard, the father of existentialism and existential theology (Huebner, 1999; Tillich, 1948). The educational implications of the works of Kierkegaard are a subject that has been virtually unexamined in either educational or Kierkegaardian scholarship except by two scholars whose works are already 40 years old. A pedagogy of liminality aims at empowering the teacher and student to make what is being studied in the classroom something that each student will appropriate in her own way. The teacher facilitates this process by never letting the student rest for very long in any particular solution to a problem. Rather the teacher positions the student on a landscape which is filled with paradoxes. Each solution breeds a new set of questions and often equally viable though opposite solutions. The teacher thus constantly places herself and her student between dialectical poles, always reaching higher and higher syntheses in recursive process. The purpose of a pedagogy of liminality is twofold. First, it prevents the curriculum from becoming an inert object. It becomes a dynamic growing thing. Second, it requires the student to never rest in any so-called objective answer but to always be striving towards a higher answer and an even better set of questions. In this way the teacher and student in collective discourse are each appropriating the discourse uniquely in enriching their life narratives. This is consistent with Kierkegaard's primary emphasis on subjectivity and his view of objectivity as secondary and always ideally in the context and service of subjectivity. This dissertation is done in the hybrid style. The main part of the work is designed as a journal article.

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Martello, Julie Marie, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Acting on literacy curriculum and pedagogy in early childhood education." THESIS_CAESS_EEC_Martello_J.xml, 2005. http://handle.uws.edu.au:8081/1959.7/764.

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The eight published articles in this portfolio collectively constitute a reconceptualising of literacy curriculum and pedagogy in early childhood education, with an emphasis on the use of drama pedagogy. The portfolio includes a synthesis of the themes that unify the articles and a review of the qualitative research methods that inform the articles, namely theoretical/conceptual and case study research. In relation to literacy curriculum, the portfolio explicates an inclusive and extended definition of literacy which reflects the wide range of social and cultural practices that engage young students in their everyday lives. From a sociocultural perspective, the articles investigate current literacy practices involving spoken, written and visual modes of representation and highlight the prevalence of multimodal texts within the concept of multiliteracies. Reconceptualising literacy pedagogy is another major theme of the articles in the portfolio. The majority of articles explore the use of drama pedagogy for the teaching and learning of literacies in early childhood education. A second pedagogical strategy researched in the articles is the explicit teaching of knowledge about language to young school students. The portfolio is underpinned by the premise that the proposed reforms of literacy curriculum and pedagogy contribute to social justice in education by facilitating success in literacy for more young students Doctor of Education

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Martello, Julie. "Acting on literacy curriculum and pedagogy in early childhood education." View Thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060201.103358/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2005. A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the award of the degree of Doctor of Education, May 2005. Includes bibliography.

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Hill, Landon. "Unique forms of knowledge and curriculum in hip-hop pedagogy." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.

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Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.

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Meirson, Tal. "Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.

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Literacy & Learners Ph.D. This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy. Temple University--Theses

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DUARTE, Jos? Itapuan dos Santos. "Estudos pedag?gico e curricular para implanta??o do curso em agropecu?ria no campus de Porto Grande - Amap?" Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2273.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-04T18:22:29Z No. of bitstreams: 1 2017 - Jos? Itapuan dos Santos Duarte.pdf: 551218 bytes, checksum: e96df1c95380056bf7fff48be069c0d8 (MD5) Made available in DSpace on 2018-05-04T18:22:29Z (GMT). No. of bitstreams: 1 2017 - Jos? Itapuan dos Santos Duarte.pdf: 551218 bytes, checksum: e96df1c95380056bf7fff48be069c0d8 (MD5) Previous issue date: 2017-02-22 Through this work we will focus on the pedagogical and curricular studies for the implementation of the agricultural course in the campus of Porto Grande - Amap? with a specific focus on the agricultural course, with a view to an analysis where one can perceive how the curriculum and pedagogy in the educational scope changes According to time and needs, whether social, political or economic. It is necessary to present a brief history of the state of Amap? and the municipality of Porto Grande, with a succinct approach to its history, creation, and economic potential Of the respective area for implantation, especially that focused on the area of agriculture and livestock. The methodology proposed in this study was based on the following topics: In the methodology of the present work qualitative research was adopted, in a participatory approach. The case study technique was used to allow the study of something unique. In the qualitative research of this work describe on the process of implantation of the Technical Course in Agropecu?ria at the Federal Institute of Education, Science and Technology of Amap?. Qualitative research was adopted aiming at the execution of this dissertation, in the first place, through a broad bibliographic reference, which dealt with several themes focused on the field of curriculum development, concepts related to education in the field, as well as information geared to the reality of Agriculture and livestock from Amap? and specifically from the municipality of Porto Grande, and we also make a consistent reflection on the main aspects that encompass the reality of the elaboration of a curricular grid for a given course. The perceptions and perspectives of the first IFAP students, an analysis carried out in this work was a first step to get to know better a little of the school reality in the city of Porto Grande. It is not a closed study with ready and finished answers. But, a step, to think about the reality of the subjects involved with aspects such as economic, political, cultural, religious, and especially with regard to IFAP campus Porto Grande that is being implemented to absorb the educational demand of the Region. Este documento aborda os estudos pedag?gico e curricular para implanta??o do curso em agropecu?ria no campus de Porto Grande ? Amap? com enfoque espec?fico no curso de Agropecu?ria, com vistas a uma an?lise onde se possa perceber como o curr?culo e a pedagogia no ?mbito educacional mudam de acordo com o tempo e as necessidades, quer sejam de ordem social, pol?tica ou econ?mica, sendo necess?ria a apresenta??o de um breve hist?rico da realidade do Estado Amap? e do munic?pio de Porto Grande, com sucinta abordagem de sua hist?ria, cria??o, e potencial econ?mico da respectiva ?rea para implanta??o, sobretudo aquela voltada para a ?rea da agropecu?ria. A metodologia proposta neste estudo pautou-se na observ?ncia de uma pesquisa qualitativa, em abordagem participativa. Utilizou-se a t?cnica de estudo de caso, por permitir o estudo de algo singular. A pesquisa qualitativa deste trabalho descreveu o processo de implanta??o do curso T?cnico em Agropecu?ria no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amap?. Esta modalidade de pesquisa foi adotada visando ? execu??o desta disserta??o, em primeiro lugar, por meio de um amplo referencial bibliogr?fico, o qual tratou diversas tem?ticas voltadas para o campo de elabora??o curricular, conceitos relacionados ? educa??o no campo, bem como informa??es voltadas para a realidade da agricultura e pecu?ria do Amap? e de forma espec?fica do munic?pio de Porto Grande, tecendo-se ainda, uma reflex?o consistente sobre os principais aspectos que englobam a realidade da elabora??o de uma grade curricular para o determinado curso. A an?lise das percep??es e das perspectivas dos primeiros alunos do IFAP foi realizada neste trabalho no intuito de conhecer melhor um pouco da realidade escolar no munic?pio de Porto Grande, n?o sendo um estudo fechado com repostas prontas, mas um passo para pensar a realidade dos sujeitos envolvidos com os aspectos como econ?micos, pol?ticos, culturais, religiosos, e principalmente no que concerne ao IFAP campus Porto Grande que est? sendo implantado para absorver a demanda educacional da Regi?o.

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Assunção, Alda Ribeiro Martins. "A inserção do componente currículo nos cursos de pedagogia do estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9653.

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Made available in DSpace on 2016-04-27T14:30:56Z (GMT). No. of bitstreams: 1 Alda Ribeiro Martins Assuncao.pdf: 553822 bytes, checksum: ef881a244406382ae0168f2610e6fe62 (MD5) Previous issue date: 2012-05-18 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The research aims to identify and analyze how the curriculum, as a curriculum component, is considered in the courses of Pedagogy in the State of São Paulo, based on their respective curriculum content and course descriptions. The analysis considers the institutions with a grade 3 in the National Survey of Student Performance (Enade) 2008, representing 41% of the total of 267 courses. Of the 110 courses surveyed, 65 indicate the presence of the Curriculum component, under a variety of names. To understand the processes that involved this context, the research started with a documental and bibliographic analysis on the subject, adopting the qualitative and quantitative approach. The work is supported by: Apple (2006), Chizzotti (2008), Chizzotti e Ponce (2011), Gatti (2009), Gimeno Sacristán (1999, 2000, 2007), Moreira (1990), Moreira and Silva (2009), Ponce (2006) and Silva (2003). Data collection was also made by means of semi-structured interviews with teachers of the components involving curriculum , which allowed the study to broaden the understanding of the political, pedagogical and technical interfaces of the component. The results, supported by content analysis, showed polysemy in the statements, which often differ on the emphasis on interfaces, pointing to multiple dimensions. It was also concluded, from the statements, that it is necessary to make adjustments in the course descriptions in order to broaden the number of hours allocated to curriculum components, considering the importance of this theme for the training of future educators A pesquisa tem por objetivo identificar e analisar como o currículo, enquanto componente curricular, é contemplado nos cursos de Pedagogia do Estado de São Paulo, a partir das suas respectivas grades curriculares e ementas. A análise considera as instituições com nota 3 no Exame Nacional de Desempenho dos Estudantes (Enade) de 2008, que representam 41% do total de 267 cursos. Dos 110 cursos pesquisados, 65 apontam para a presença do componente Currículo, sob as mais variadas denominações. Para compreender os processos que envolviam esse contexto, a pesquisa partiu de uma análise documental e bibliográfica sobre o tema, adotando a abordagem qualiquantitativa. O trabalho apoia-se em: Apple (2006), Chizzotti (2008), Chizzotti e Ponce (2011), Gatti (2009), Gimeno Sacristán (1999; 2000, 2007), Moreira (1990), Moreira e Silva (2009), Ponce (2006; 2009; 2011) e Silva (2003). A coleta de dados também foi feita por meio de entrevistas semiestruturadas com docentes dos componentes que envolvem currículo , o que possibilitou ao estudo ampliar a compreensão das interfaces política, pedagógica e técnica do componente. Os resultados, apoiados pela análise de conteúdo, evidenciaram uma polissemia nos discursos, que, muitas vezes, divergem sobre a ênfase dada às interfaces, apontando para dimensões múltiplas. Concluiu-se também, a partir dos discursos, que há necessidade de ajustes nas grades curriculares, no sentido de ampliar a carga horária destinada aos componentes Currículo, considerando a importância dessa temática para a formação dos futuros pedagogos

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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.

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Meier, Lori T. "Negotiating a Pedagogy of Teacher Education: An Ever-Renewed Adventure of Hope." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5916.

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Freitas, Silvana Alves. "Formação inicial de pedagogas(os) para a concepção e gestão do currículo." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/18845.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-11T12:01:26Z No. of bitstreams: 1 Silvana Alves Freitas.pdf: 1414342 bytes, checksum: eb5e4b355294cc8a80856014b6634160 (MD5) Made available in DSpace on 2016-08-11T12:01:26Z (GMT). No. of bitstreams: 1 Silvana Alves Freitas.pdf: 1414342 bytes, checksum: eb5e4b355294cc8a80856014b6634160 (MD5) Previous issue date: 2016-08-05 Conselho Nacional de Desenvolvimento Científico e Tecnológico This theoretical research presents as its most important point the pedagogue’s initial training, concerning to the conception and management of the curriculum. It is said that these two points are central elements of their training. That is because curriculum – constituted by contents (knowledge) and form (way of enabling and articulating interpersonal relations) – is a trigger, organizer and enabler of all pedagogical work. The research also brings the necessity or understanding which elements must be present in the Pedagogy Course so pedagogues are prepared to build (conceive and execute) and manage the curriculum (mediate and organize the scholar community around the curriculum building). Those are inherent activities to their future curricular pedagogical work, as teachers and as managers as well. This thesis offers an alternative to pedagogues’ training, which tries to offer theoretical, practical and innovator subsidies, so the curriculum’s conception and management training get included in Pedagogy Course’s own curriculum. This way, with this training, the future pedagogues will be able to have more control over the pedagogical work they will develop as teachers and managers. That will contribute to the construction of an independent way of thinking and acting on the future professionals. With qualitative approach and theoretical construction substantiated in authors as Bernstein (1996,1998), Masetto (2004, 2012, 2014), Moreira (2008, 2013) Gimeno Sacristán (2000, 2013), Lopes e Macedo (2011), Hamilton (1992) Marx (1985) Kosik (1976) Sánchez Vázquez (1996), Feldmann (2003, 2009), Chizzotti (2008, 2012) Franco (2002, 2005, 2012), Fusari (1993, 2005, 2009, 2014), Pimenta (2006, 2014), Paro (1999, 2014, 2015), Libâneo (2001, 2010, 2013), Carbonell (2002), Canário (2006), Vale (2015), Veiga (1998, 2007) e Bahia (2000), the research deals with curriculum, work, pedagogical work, pedagogical training, teaching, educational management and educational innovation. The documental analysis is used for the gathering of data and the analysis of content is used to understand the pedagogical and curricular formation offered, under the perspective of the normative curriculum to the empirical curriculum. To do so, the implications foreseen on the legal curriculum determinations are analysed, for both pedagogue’s action and their initial training, on the aspects of curriculum’s conception and management. It also shows the disciplinary composition accomplished by Pedagogy courses in order to actualize that training, through the analysis of different Pedagogy Courses’ curriculum, based on three recent researches by Gatti and Nunes (2009), Pimenta and Fusari (2014) and Assunção (2012). The analysis revealed the absence of integration between the theoretical formation’s knowledges, and also between those theoretical knowledges and practical formation. That difficults the understanding of curriculum as a construction. On the other hand, it is revealed that curriculum has a potential to integrate the knowledges about pedagogical work within themselves and with the pedagogical work done in formal education. The proposition of curriculum as the integrational axis so pedagogues are trained for the curriculum’s conception and management is based on the afore-mentioned potential A pesquisa de cunho teórico apresenta como ponto fulcral a formação inicial das(os) pedagogas(os) referente à concepção e gestão do currículo como elementos centrais de sua formação. Isto se justifica com base no pensamento de que o currículo composto por conteúdo (conhecimentos e saberes) e forma (maneira como viabiliza e articula as relações interpessoais) se constitui como desencadeador, organizador e viabilizador de todo o trabalho pedagógico. O estudo traz como questão central a necessidade de compreender quais elementos devem estar presentes no currículo do curso de Pedagogia para formar pedagogas(os) preparadas(os) para construir (conceber e executar) e gerir o currículo (mediar e organizar a comunidade escolar em torno da construção curricular) como atividades inerentes ao seu futuro trabalho pedagógico curricular, tanto como docentes quanto como gestoras(es). A tese propõe uma alternativa para a formação de pedagogas(os), na qual busca oferecer subsídios teóricos e práticos inovadores para incluir no currículo do curso de Pedagogia a formação voltada à concepção e à gestão do currículo. Assim, a partir dessa formação, as futuras(os) pedagogas(os) possam ter um domínio maior sobre o trabalho pedagógico que irão desenvolver como docentes e gestoras(es). Isto contribuirá com a construção de um pensar e agir autônomos das(os) futuras(os) profissionais. Com abordagem qualitativa e construção teórica fundamentada em autores como Bernstein (1996,1998), Masetto (2004, 2012, 2014), Moreira (2008, 2013) Gimeno Sacristán (2000, 2013), Lopes e Macedo (2011), Hamilton (1992) Marx (1985) Kosik (1976) Sánchez Vázquez (1996), Feldmann (2003, 2009), Chizzotti (2008, 2012) Franco (2002, 2005, 2012), Fusari (1993, 2005, 2009, 2014), Pimenta (2006, 2014), Paro (1999, 2014, 2015), Libâneo (2001, 2010, 2013), Carbonell (2002), Canário (2006), Vale (2015), Veiga (1998, 2007) e Bahia (2000) trata-se sobre o currículo, o trabalho, o trabalho pedagógico, a formação pedagógica, a docência, a gestão educacional e a inovação educacional. Emprega a análise documental para a coleta de dados e a análise do conteúdo para compreender a formação pedagógica e curricular oferecida a partir da perspectiva do currículo previsto ao currículo realizado. Para isto, analisa-se as implicações previstas nas determinações curriculares legais, tanto para a atuação como para a formação inicial das(os) pedagogas(os), no que tange a concepção e gestão do currículo. E mostra-se a composição disciplinar realizada pelos cursos de Pedagogia para efetivarem essa formação, mediante análise das matrizes curriculares dos Cursos de Pedagogia a partir de três pesquisas realizadas recentemente por Gatti e Nunes (2009), por Pimenta e Fusari (2014) e por Assunção (2012). A análise revelou a ausência de integração entre os conhecimentos da formação teórica e deles com a formação prática dificultando a compreensão do currículo, enquanto construção. Revelou-se, por outro lado, o potencial que o currículo possui para integrar os conhecimentos sobre o trabalho pedagógico e estes às práticas pedagógicas realizadas no contexto da educação escolarizada. É a partir desse potencial que se realiza a proposição do currículo como eixo integrador da formação das(os) pedagogas(os) para a concepção e gestão do currículo

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Kom, Brian S. R. "Tuning In to a Hit Parade Pedagogy." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30559.

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Contemporary popular music is a ubiquitous social, cultural, and pedagogical force. Enabled by ever-evolving and -expanding technology, its songs and lyrics are transmitted into our most public and private spaces. For this study, I present the Billboard music charts as a functioning pedagogy and curriculum. Riffing on Richter’s denkbilder, Aoki’s curricular worlds of plan and lived experience, Giroux’s public pedagogy, and Giroux & Simon’s theorizing on youth culture, I sound out messages and motives embedded within the hit parade pedagogy. DJing a methodology of qualitative inquiry, autoethnography, and free association, I listen closely to chart-topping songs by Lady Gaga, Katy Perry, and P!nk that feature themes of marginalization, and consider the paradox presented by the juxtaposition of their popularity and subject matter. I suggest that this playlist legitimizes and perpetuates its listeners’ marginalization, running counter to its supposed intent to galvanize and inspire. Before signing off, I consider the implications for school-based educators and pedagogy in regard to engaging marginalization, particularly the notion of implementing a curriculum with which students may participate and sing along.

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Birk, Tammy A. "Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138.

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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. 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:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008. Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.

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Riney, Mark Reisz. "The intersection of curriculum and pedagogy: A teacher's theory of content." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186826.

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This case study is an examination of a high school English teacher's role in the curriculum process. The researcher wrote a "grammar" of a teacher's conception or theory of her subject matter from the perspective of its enactment as curriculum events. In other words, her theory of content was studied to provide an indepth examination of the teacher's role as a transformative agent of curriculum. Three different constructs were employed to capture various expressions of her theory of content during her six weeks unit on the Odyssey: (1) interviews, (2) individual lessons, and (3) academic tasks. The researcher found that the teacher had a visible theory of her subject matter. For example, she organized her curriculum around different genres (e.g., epic, tragedy, comedy, etc.), and she exposed her students to the structure of the epic. Also, her theory of literary criticism was influenced by American formalism and archetypal criticism. These schools of literary criticism complemented each other. Her version of formalism gave her a specific vocabulary and a general method to teach students to explicate literature in general. She emphasized close textual reading and required to support their ideas with passages from the text. Also, she used Joseph Campbell's monomyth to structure the narrative of the Odyssey, and she encouraged students to relate themes and symbols to their own lives and to society in general. She stressed that the Odyssey is an archetypal myth that is relevant to every epoch. In short, this study illustrates that curriculum and pedagogy are intertwined; her version of literary criticism is a pedagogy in itself, a pedagogy that is unified with--not separated from--content.

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Poulson, Louise. "Education policy, curriculum and pedagogy in English and literacy, 1991-2005." Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438612.

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Guo, Yuan. "Perspectives on curriculum and pedagogy in a private kindergarten in China." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/13338/.

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Set against the rapid development of private kindergartens in China in the last two decades, this thesis explores the Chinese perspectives of practitioners, parents and children on the curriculum and pedagogy of a private kindergarten delivering the Western Multiple Intelligence (MI) programme. This ethnographic study captures practitioners and parents perspectives by employing multiple methods including participant and non-participant observations, formal and informal interviews. It generated data on children's views through multiple participatory techniques. Research findings identify a changing perspective of childhood and children's rights in early childhood education and care (ECEC) provision in China. Practitioners and parents demonstrated a positive view about the MI programme and supporting children’s learning in relation to their different patterns of intelligences. Children liked the opportunities to develop their own interests in the areas of play provision linked to individual intelligences. Whilst practitioners and parents valued play-based activities in the MI programme, children conceptualised play differently and viewed some activities as 'learning' rather than 'play', which were defined by adults as 'play'. Practitioners and parents believed there was rich provision for 'play', however children felt opportunities for 'play' at kindergarten were fairly limited, in particular their 'play' time had been reduced in the final year of kindergarten due to the pressure of the transition from kindergarten to primary school. Children generally felt controlled and led by adults for most of their time at kindergarten and they articulated competently their interests, preferences and experiences in the kindergarten. The thesis identifies a need for Chinese policy-makers and ECEC practitioners to address the challenges of transplanting international programmes to a society with a Confucian educational tradition. Addressing the issue of children's participation in and construction of their kindergarten life would require acknowledging a wider range of stakeholder perspectives, including children's own voices.

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Hoffman, Jeffrey Cornè. "A service learning pedagogy for an undergraduate bachelor of nursing curriculum." University of Western Cape, 2021. http://hdl.handle.net/11394/8287.

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Philosophiae Doctor - PhD Globally, healthcare curricula are being transformed to serve societal needs and strengthen the provision of healthcare services towards ensuring Primary Health Care. Community Engagement and its typology were deemed significant to redress the nature of healthcare services, as well as the nature of the nursing curriculum, in order to develop socially accountable graduates. SL is known as a philosophy and an approach to community development and pedagogy. In this current study, the primary focus of SL was viewed as pedagogy, with the intention of fostering skills and values associated with accountability.

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Searcy, Naryn. "Integrating Indigenous and Eurocentric pedagogy within the English First Peoples curriculum." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58149.

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This study focuses on the incorporation of Aboriginal content and pedagogy into senior level academic secondary school courses with students of both Aboriginal and non-Aboriginal ancestry within the English First Peoples curriculum. The results reveal the positive relationship between Indigenous approaches, student engagement, and academic performance as well as challenges and tensions resulting from the merging of diverse educational perspectives. Both theoretical support for the use of Indigenous pedagogy as well as practical classroom examples are described. These findings have the potential to support educators as we move towards increased collective understanding of the necessity of the acknowledgement of Indigenous culture and perspectives both within our public education system and society as a whole. Education, Faculty of (Okanagan) Graduate

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Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.

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Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance? The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity. Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.

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Brustolin, Gisela Maria. "Aspectos da educação do corpo no curriculo de pedagogia." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274763.

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Orientador: Silvia Cristina Franco Amaral Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica Made available in DSpace on 2018-08-15T01:16:18Z (GMT). No. of bitstreams: 1 Brustolin_GiselaMaria_M.pdf: 574098 bytes, checksum: 01977a6ad5ad852834120f5b1a4bd603 (MD5) Previous issue date: 2009 Resumo: A educação do corpo nas escolas é entendida, na maioria das vezes, apenas como responsabilidade da disciplina educação física. Contudo, na Educação Infantil e séries iniciais do Ensino Fundamental, o número de horas relativas às aulas de educação física é pouco se comparado ao tempo que a criança permanece na escola. As condutas esperadas, os trajes, a arquitetura, os cuidados com a saúde e higiene, o espaço físico em que o corpo está inserido, a mobília e os utensílios são algumas das muitas maneiras de educá-lo. Assim, o principal objetivo deste estudo é analisar quais aspectos da educação do corpo são encontrados nos currículos dos cursos de pedagogia, que podem influenciar os/as professores/as da Educação Infantil e Ensino Fundamental. As questões que nortearam esta pesquisa foram: como os/as professores/as que passam a maior parte do tempo com as crianças são preparados/as para lidar com o corpo dos/as alunos/as e com seu próprio corpo durante a interação professor (a) /aluno (a)? Quais conteúdos do currículo permitem compreender, dialogar e contribuir com a educação do corpo? Foram analisados os currículos de duas Universidades da Região Metropolitana de Campinas, uma pública estadual e uma privada sem fins lucrativos, considerando os títulos das disciplinas oferecidas, suas ementas e seus planos de aula disponíveis, com a finalidade de responder a esses questionamentos. Abstract: In the most of time, body education at schools is understood as charge just for physical education classes. However, at preeschool and Primary School the time applied for physical education classes is small, compared to the full time that children spend in school. The expected behaviors, the customs, the architecture, health and hygiene care, the physical space which the body is inserted, furniture and utensils, are some of the many ways to educate the body. Then, the main target of this study is analyzing the aspects of body education found at pedagogy courses programs, which can influence preeschool and Primary School teachers. The questions that guided this study were: How do the teachers, whose spend most of the time with the children in school, are prepared to handle with them own bodies and student's bodies during the interaction between teacher and student? Which do program subjects allow to understand, to dialogue and to improve with the body education? It has been analyzed the programs of two Universities at the Campinas Metropolitan Area: one governmental administration and one private non - profit administration, considering the titles of the courses offered, their menus and their lesson plans available, in order to answer these questions. Mestrado Educação Fisica e Sociedade Mestre em Educação Física

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Rautenbach, Deirdre. "Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27566.

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The aim of this study was to investigate the content, organisation and outcomes of undergraduate vocal pedagogy modules. Goals and objectives guide outcomes which in turn will facilitate the delineation of the content or scope of the moduls. The organisation of content will involve the sequencing of study units appropriate for beginner, intermediate and advanced levels of undergraduate vocal pedagogy studies. A qualitative research method was chosen to direct the empirical investigation. Primary data collection was conducted through semi-structured interviews. Certain participants opted to reply in writing and similarly structured open-ended questionnaires were sent electronically to them. Purposive sampling was used to select South African respondents by virtue of their knowledge and expertise in the field of vocal pedagogy. A degree of snowballing also followed and valuable data was collected from participants in Canada and the USA. The investigation regarding the restructuring of vocal pedagogy modules was viewed from a multi-disciplinary and holistic perspective. Establishing the underlying principles that direct the goals, objectives, scope and sequencing of undergraduate vocal pedagogy modules guided the study. Goals direct the bringing together of relevant and mutually supportive disciplines essential to undergraduate vocal pedagogy modules. The demands of prospective careers for students dictate what knowledge and skills they need to be equipped with. Moreover, the judgement of lecturers based on institutional level descriptors as well as knowledge and experience of appropriate content designation for beginner, intermediate and advanced students further guides the formulation of goals and objectives. The rich and diverse body of vocal pedagogy literature provides the material that informs the scope of undergraduate modules. Sequencing of content for a vocal pedagogy offering is directed by the scientific base of knowledge, feedback from students, the tried and trusted traditions of established lecturers and authors, as well as the intuitive teaching talent of lecturers. Scaffolding (the gradually diminishing role of a lecturer as students gain independence) emerged as an important component of creating a balanced undergraduate pedagogy offering. Lecturers should have a reflective and deep knowledge of vocal pedagogy in order to successfully integrate it with vocal practice. This is the hallmark of a holistic approach that will effectively equip students for a career after tertiary training. From the information received from participants it can be concluded that a vital requirement for organising content is that learning and therefore also teaching should be a gradual and ongoing process. The basic building blocks of vocal pedagogy (posture, breathing, phonation, resonance and articulation) should be supplemented by auxiliary disciplines (historical background of vocal pedagogy, psychology and ethics, comparative pedagogies, and elements of performance) that support and further inform vocal pedagogy studies. Dissertation (MMus)--University of Pretoria, 2012. Music unrestricted

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Goudie, Mun Har Eliza. "Student teachers' experiences of the art and design curriculum : a transformative pedagogy." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020332/.

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The thesis examines the learning process in the critical reflective activity of art production. It invokes a notion of critical aesthetics as a normative theory about how we ought to educate student teachers to be reflective autonomous learners in a world of change and uncertainty. As a teacher-researcher in the study, the writer introduces a pedagogy of critical aesthetics to engage students in the social construction of collective and self knowledge. It is argued that the aesthetic formation of visual art is rooted in social and moral consciousness and that this pedagogy enables learners to perceive the Art curriculum as a process of making sense of their everyday life experiences. Under appropriate pedagogic interventions, they adopt different modes of aesthetic understanding in the construction of symbolic forms and reflexively monitor their aesthetic actions to create new cultural meanings. Grounded in the empirical data of the students' visual texts and pedagogic discourse, the writer develops a notion of sublimation as a modality by which various kinds and levels of consciousness are integrated or combined in the production of cultural forms. The thesis examines the complex relationships between the subjective formation of consciousness, procedural operations of morality and the external reality of sociocultural life. This mobilization of internal human energies in non-discursive and discursive communications may be ideological and produce intended or unintended consequences. While visual art as a cognitive tool in the education of persons is not highly recognized in teacher education in Hong Kong, the self-empowering engagement with critical and aesthetic activities creates a space for symbolic resistance to inequitable social conditions and education. The concept of de-alienation of sensuous, affective and critical beings points to the possibility of social and curricular change as a consequence of authentic education through a sublimated process of expanding of human energy.

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Elzinga, Laura Jo. "The Relationship Between the Use of Curriculum Materials and Inquiry-Based Pedagogy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8905.

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Little change has resulted from decades of attempts at reforming the teaching of mathematics (Davis et al., 1990). This study involved approximately 43 teachers who had completed an inquiry-based professional development program prior to being provided with a new mathematics curriculum designed to support inquiry-based teaching. It analyzed the relationships between their implementation of the inquiry-based teaching and their use of the curriculum materials. A series of bivariate correlations were run to investigate the relationships between the professional development and aspects related to the implementation of the new curriculum. The factors being so inter-related, it was hypothesized that relationships would exist between all of the factors, but only some of the expected relationships materialized. Like others before, this study supports the idea that merely providing professional development and new curriculum will not always result in a change in teaching. While the teachers in this study were not necessarily resistant to change, a lack of time to implement new teaching does seem to have affected the level of change in teaching. Future research is needed related to methods and timing related to the implementation of new teaching practices and curriculum and their relationship to teacher change.

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Green, Anna Theresa. "The gendering of secondary music education : curriculum, pedagogy and the classroom experience." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021824/.

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This thesis explores the extent to which curriculum content and pedagogy in current secondary music education can be understood as gendered. The study is situated primarily within a qualitative paradigm whilst also possessing some quantitative aspects. It consists of a mixed-methods investigation into the practices and beliefs of music teachers and their pupils via a) a survey across 78 co-educational, non-selective and non-denominational English secondary schools; and b) detailed case-studies of three purposively selected music departments of contrasting complexions. The research springs from, replicates and extends that conducted for L. Green’s early study (1993) concerning gender and music and its findings are examined in the light of a range of historical and theoretical concepts that underpin this domain including Green (1997), O’Neill (1997), Paechter, (2000, 2009), Harrison (2009), Legg (2010), Abramo (2011), Armstrong (2011) and Bjork (2011). Throughout the thesis I compare and contrast three data sets (L. Green’s survey, the modern-day survey and the present case studies) in order to explore similarities and differences between the thoughts and behaviours of both past and current respondents. In addition I aim to extend existing theoretical paradigms by identifying how particular aspects of curriculum and pedagogy can be defined as feminine-gendered’ or ‘masculine-gendered’, (regardless of the sex of the teacher) through the development of a framework of descriptive criteria. In particular I review data emanating from the case studies in the light of this, examining how gendered practices and approaches affect pupils’ responses. Despite evidence of change concerning gendered participation in school music nowadays (such as boys’ improved involvement in 14+ examinations) I show how wide-ranging, complex and deeply-embedded historical constructs continue to govern the dynamics of the music classroom. These reveal themselves, both overtly and covertly, via the expression of a broad range of beliefs and behaviours which usefully elucidate and illuminate the concepts expressed throughout this study.

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Bauer, Edstrom Melissa. "Mindful curriculum and pedagogy in the practice of a home economics educator." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59354.

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A common conception is that the singular focus of home economics educators and home economics education is the development of a technical perspective (technê) in students with the goal of producing a product through reasoned, instrumental action (poïesis). However, taking such a curricular and pedagogical focus reduces the opportunity for interaction with praxis and phronesis. By excluding thoughtful engagement with the topics in this subject area, teachers may unknowingly facilitate mindlessness in themselves and their students regarding everyday life actions, which has the potential to unintentionally propagate harmful ideas and actions. This research is positioned on the idea that attaining a mindful disposition can help educators develop curriculum and pedagogy that challenges students to think critically and, as a result, make thoughtful decisions about their actions in their everyday lives. The home economics curriculum engages with everyday life actions. While they are ‘small’, everyday life actions have the potential to be emancipatory. The purpose of this study is to investigate what non-meditative mindfulness looks like in the practice of a mindful home economics educator and to uncover connections between education, home economics, and mindfulness. Through the use of case study and action research methodology, the research investigates how a home economics teacher engages with and employs mindfulness in her curriculum and pedagogy. Data collected throughout the semester delivery of secondary school courses include a reflective personal journal on classroom activity; lessons and classroom documents; and feedback from students within the course. Four themes identified from the data that appeared to reduce mindless tendencies in my teaching practice were: i) having an intentionally evolving curriculum and pedagogy, ii) the inclusion of place-based learning opportunities, (iii) the inclusion of inquiry based learning opportunities, and iv) the importance of external validation. This research indicates that engaging with non-meditative mindfulness has an impact on both an educator’s thinking about his or her pedagogy and also on his or her practice. Employing non-meditative mindfulness may appeal to educators because it offers the opportunity for individuals to experience empowering, transformative ways of thinking without demanding that individuals commit significant amounts of time to modifying their practice. Education, Faculty of Graduate

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Lewis, Lucy Karelyn. "A model for developing a holistic collegiate curriculum for string performance and pedagogy." Thesis, The University of Iowa, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638399.

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This thesis is directed toward teachers who work primarily with music degree students on the collegiate level. Pedagogy is simply too often "hit or miss" in a student's degree curriculum, and yet the reality is that most musicians will have to teach at some point in their careers, whether they realize it as students or not. This thesis provides a model for how to holistically integrate pedagogy into all aspects of the performance curriculum, so that string performance students are provided with the necessary tools to be both excellent performers and teachers, regardless of whether they ever take a pedagogy class. This is accomplished through: the examination of survey results regarding how schools are incorporating the National Association for Schools of Music requirements and recommendations for the integration of pedagogy into course curricula; an overview of survey results reporting how string performers and educators feel about the quality of the education they received in regards to preparedness for artist string teaching; and a discussion of how to create a holistic curriculum for performance and pedagogy that encompasses the three main areas of most string performance curriculums (the private studio, chamber music, and orchestra). The overarching goal of this thesis is to build on the rich tradition of string playing and teaching that already exists, by introducing a curriculum that will holistically educate the student as both performer and pedagogue. At the heart of this approach is the need for fostering a "see one, do one, teach one" mentality in students.

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Robertson, Anne. "Let the children speak : Year 1 children inform Cognitive Acceleration pedagogy." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021730/.

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Cognitive Acceleration (CA) Intervention Programmes claim to raise children’s thinking abilities. Evidence from cognitive tests suggests that participants achieve a higher level of thinking by the end of the Year 1 Programme and better results the following year in National Standard Attainment Tests than non- participants. However, test results measuring impact neither inform teachers about how to improve their pedagogy nor give any insights into how the children experience being learners during CA lessons. A constructivist approach is used in this two year study to better understand the children’s perspective on learning within the CA Programme. Interviews where children have opportunities to express their personal constructs afford insights into their understanding of learning during lessons. The impact of CA on children’s developing personal constructs regarding what helps learning is considered. Observations of CA lessons provide insights into the way teachers actualise the CA pedagogy and the way in which children respond within the lessons. The participants of the first year of this study are one group of six children from each of six classes - four CA classes and their four teachers and two non-CA classes and their two teachers. The participants of the second year are one group of six children from each of the same four CA teachers. Interviews reveal how the teachers understand what helps children learn. At the end of the first year the four CA teachers participate in a short intervention. This provided opportunities for the teachers to discuss the children’s constructs to inform the teachers’ understanding of the learning process with a view to using this information to improve teaching. Analyses of observations reveal differences in the actualisation of the CA pedagogy in each class. At the end of the first year, analyses of personal constructs indicate that CA participant children participating verbalise their understanding of learning very differently from non-CA participant children indicating that the CA Progamme has made a substantial difference to the children’s awareness of being a learner and their ability to articulate their ideas. Analyses of personal constructs in the second year of the study indicate that the children are more conscious of the CA pedagogy helping them to learn. Also, results from CA lesson observations in the second year indicate that the teachers have made substantial changes to their pedagogy in line with CA theory which gives support to the belief that understanding the children’s perspectives holds practical implications for teachers in order to maximise children’s thinking abilities through the CA Programme. This study adds a new dimension to the CA literature. This is the first time that the impact of CA is considered through the voices of Year 1 children. In addition, the teachers demonstrate improved pedagogy subsequent to listening to children’s lived experience and set themselves personal targets to implement their new understanding.

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Angermund, Malin. "The Computing Curriculum : En textanalys av rekommendationer för implementeringen av den nya läroplanen i England 2014." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-364029.

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Sammanfattning Denna studie syftar till att problematisera och diskutera argument som ligger till grund för läroplansförändringar. I följande studie studeras rekommendationer som låg till grund för implementeringen av den nya läroplanen i England 2014, ”The computing curriculum”, då man önskade marknadsanpassa undervisningen inom digital teknik (digitalisering). Studien görs genom en kvalitativ textanalys av två rapporter skrivna 2011–2012. Rapporterna som analyserats är “Next Gen. Transforming the UK into the world’s leading talent hub for the video games and visual effects industries” samt “Shut down or restart? The way forward for computing in UK schools”. För att uppnå syftet har följande frågeställningar formulerats: På vilka nivåer i skolsystemet läggs ansvaret i rekommendationerna? Finns det förslag på arbetsfördelning eller ekonomiska förutsättningar för att rekommendationerna skall kunna utföras? Resultatet som framkommit av analysen är att totalt 7 av de 21 analyserade rekommendationerna utgår från formuleringsarenan, 12 från transformeringsarenan och 2 från realiseringsarenan. I diskussionsdelen framkommer också att det i dessa rekommendationer finns förslag på arbetsfördelning och ekonomiska förutsättningar för att rekommendationerna skall kunna utföras.

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Pente, Patti Vera. "Being at the edge of landscape : sense of place and pedagogy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2579.

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This study is an experiment in landscape art where artists put large pieces of fabric in personally significant places to be marked by the land. Landscape art is a site of power that can challenge embedded assumptions regarding national identity within tensions among local, national, and global scales. This research ruptures the Canadian myth of wilderness nation through the creation of an alternative landscape art that is informed by a theoretical discourse on the threshold as a site of difference and of learning. Inspired by the creative processes of the participating artists, Peter von Tiesenhausen, Pat Beaton, and Robert Dmytruk, I consider pedagogical implications for art education when pedagogy is structured on the powerful premise that learning is an uncertain, relational, and continual process. Using my understanding of the methodology of a/r/tography, I create and poetically analyze art that offers opportunities for personal reflection into the nature of transformative educational practices. This form of arts-based research is influenced by the notion of assemblage, as presented by Deleuze and Guattari (1984), as well as practices of narrative, action research, and autoethnography, all of which echo the research method of currere (Pinar & Grumet, 1976). Within a/r/tography, image and text are creatively juxtaposed to inspire new understandings about the pedagogical thresholds among my roles of artist, researcher, and teacher. Arguing that social change must begin from a personal awareness of one's tacit values, I posit that a/r/tography can be an educational opening into reflection of such values due to the embodied, personal nature of art-making. Through a philosophical discussion of subjectivity and community following the work of Jean-Luc Nancy and Jacque Derrida, I take the participants' and my local, significant places as sites from which to reverse the binary of landscape and artist, following an artistic version of deconstruction. From this a/r/tographical inquiry into elements of the land that serve as structural and heuristic supports, I critique the neoliberal subject position within nationalism, education, and landscape art. I draw on understandings of identity as theorized and performed from the premise that it, like learning, is an unpredictable, relational activity of emergence that is alway slocated on the threshold of difference between one person and another. Thus, I examine the educational, ontological, and social importance of what it means to exist within community in the land. In doing so, I raise questions regarding the normative structures of our educational institutions and suggest that social transformation could begin through art practices as a creative form of pedagogy.

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Sroczynski, Claudete Inês. "Professores universitários e reformulações curriculares : movimentos no curso de Pedagogia da UNEMAT- Campus Sinop." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56469.

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Esta tese tem como orientação que um currículo sintetiza relações sociais e, portanto, a materialização de suas reformas, tanto as decorrentes de políticas educacionais, curriculares e institucionais, quanto as provocadas por movimentos internos e demandas sociais externas, expressam processos de contradições, tensões, conflitos e consensos. Neste sentido, adotei a concepção de currículo como construção social dinâmica, com o objetivo de compreender como os professores do Curso de Pedagogia da Universidade do Estado de Mato Grosso (UNEMAT) – Campus Sinop, conceberam e vivenciaram as proposições curriculares institucionalizadas e as silenciadas, decorrentes de dois processos de reformulações curriculares produzidos entre os anos 1990 a 2010 e como estas construções foram absorvidas no interior do curso. Este curso de Pedagogia foi criado em 1990 junto com a implantação do Campus da UNEMAT na cidade de Sinop – MT. Os processos de reformas curriculares constituem-se como realidade empírica deste estudo, exigindo a adoção de procedimentos de investigação que possibilitassem apreender as diferentes dimensões que dinamizam tais processos, que se caracterizam como fenômeno educativo, conectado a fenômenos sociais mais amplos. A via de acesso adotada foi o estudo de caso numa abordagem qualitativa, e a operacionalização metodológica comportou: estudos bibliográficos, análises de documentos e análise das narrativas geradas por doze entrevistas dando voz ao sujeito professor universitário que participou ou que foi afetado por tais movimentos. Com esta orientação metodológica, buscando assegurar coerência com a concepção de currículo como construção social e entendendo com Popkewitz (1997) reforma como uma prática política e social, e não necessariamente como mudança, este estudo possibilitou inferir que o professor do Curso de Pedagogia, sujeito desta pesquisa, se constituiu como professor universitário no exercício da profissão docente, no interior do próprio curso, interferindo e sendo também afetado pelas reformulações curriculares, tanto em relação às proposições institucionalizadas, quanto às silenciadas, aflorando assim, contradições em sua trajetória. A partir de tais embasamentos verifiquei que os dois movimentos de reformas curriculares foram provocados por conjuntos de demandas sociais, políticas, institucionais e pedagógicas contextualizadas em uma dada realidade, que tanto fundamentaram as proposições de mudanças, quanto possibilitaram o emergir do esgotamento dos currículos, o que indica que as proposições institucionalizadas necessariamente não atendem e não representam interesses e proposições de todos os professores do curso, pois, os consensos construídos foram os possíveis, e não unanimidades. E as silenciadas possuem a potencialidade de operar atitudes e fortalecer discursos que confrontam o instituído. For this thesis, a curriculum synthesizes social relationships and so, the materialization of its reforms, arising from both the educational, curricular and institutional policies, as those caused by internal movement and external social demands, expresses processes of contradictions, conflicts and consensus. So, I adopted the concept of curriculum as a social dynamic construction, in order to understand how the teachers of the Pedagogy Course from UNEMAT, Campus of Sinop, conceived and experienced the institutionalized curricular proposal and the silenced ones, due to two curricular reformulations processes that were engendered between the years of 1990 and 2010, and how these constructions were absorbed inside de Course. This Pedagogy Course was created in 1990 with the implementation of the UNEMAT´s Campus in the city of Sinop – MT, Brazil. The curricular reforms processes are the empirical reality of this study, which required the adoption of investigative procedures that would enable the apprehension of the different dimensions that can give dynamism to these processes, that are characterized as educational phenomenon, engendered to wider social phenomenon. The case report, in a qualitative approach, was adopted as the access path, and the methodological operation was supported by: bibliographic studies, documents analysis, as well as analysis of the narratives generated by twelve interviews that gave voice to the university professors who participated or were affected by such movements. With this methodological orientation, seeking to ensure coherence with the conception of curriculum as a social construction and based on Popkewitz understanding (1997) reform as a social political practice, and not necessarily as a change, this study allowed to infer that the teacher of this Pedagogy Course, subject of this research, constituted himself as university professor in the exercise of the teaching profession within the Pedagogy Course, interfering and also been affected by the curricular reformulations, both in relation to the institutionalized propositions as well as the silenced ones, thus showing contradictions in his career. From these bases, I verified that the two curricular reforms´ movements were caused by sets of social, political, institutional and educational demands contextualized in a specific reality, that substantiated the propositions for change, and enabled the emergence of the curriculums exhaustion, indicating that the institutionalized proposals do not necessarily meet and do not represent interests and propositions from all the professors of the course, once the consensuses built were those that would be possible, and not unanimity. And the silenced propositions have the capability to change attitudes and strengthen discourses that confront the instituted one.

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Archer, Arlene Hillary. "Access to academic practices in an engineering curriculum : drawing on students' representational resources through a multimodal pedagogy." Doctoral thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/23682.

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Mai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.

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Mai, Hwai-min Aminah, and 買慧敏. "Grammar pedagogy and the task-based curriculum: Hong Kong teachers' beliefs and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196347X.

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Beck, Fabio de Lima. "Power, pedagogy and control : selected aspects of curriculum in higher education in Brazil." Thesis, Institute of Education (University of London), 1997. http://eprints.ioe.ac.uk/7297/.

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This thesis is focused on the official processes to establish curriculum for undergraduate courses in Brazil. The investigation covers the colonial period to the present. The main argument of the investigation stresses that the formation and development of the processes to establish undergraduate curriculum in Brazil were and are an outcome of an interplay between state, academic and professional interests in curriculum. This interplay has varied over time and has differently affected specific undergraduate curricula, such as pedagogy and agronomy, processes which are illustrated in this thesis. The first chapter is an introduction to the thesis and presents the organizing ideas and the structure of the thesis. The second chapter begins with the colonial period and identifies the main background of curriculum for higher education in Brazil. The third chapter deals with the period 1930-1945, a period during which education became an issue of state and public concerns and the first Brazilian ideas about education and curriculum appeared. The fourth chapter deals with the period 1945- 1964, and on the elaboration of the first national law for Brazilian education and its curricular implications. The fifth chapter investigates the period 1964-1974, a period in which the government promoted a major reform in Brazilian higher education with important curricular consequences. The sixth chapter covers the period 1974-1985 and the transition to democracy which introduced new forces in the disputes over curriculum. The seventh chapter deals with period 1985-1994, a period of return to democracy and to civilian government. The conclusion of the thesis is offered in chapter eight.

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Harris, Muriel Ann. "The impact of the GCSE on the curriculum and pedagogy of English departments." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267145.

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Gallardo, Rocio E. "Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices." Thesis, The University of Texas at El Paso, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708539.

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The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher’s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline & Necochea, 2006; Romo & Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers’ experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers’ practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretaría de Educación Pública, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.

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

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This study is an action research project concerned with the effect of a change initiative on primary teachers' behaviour. It involves trying out a change approach and then refining and testing that approach in a consciously conducted change experiment. The study has two investigative strands. Both of these build on previous research into change that I conducted at a school in which I was working in 1986. The 1986 research described difficulties I had in conducting school self evaluation and the development of a revised approach to change. The product of the 1986 study was a change model. One strand of this study is an investigation into the effectiveness of that model in supporting teachers moving along the path to change. The second investigative strand of the study is concerned with the wider effect of implementing the change model on staff relationships in primary schools. The phrase 'changing the rules' in the title of the study harks back to an article by Helen Simons (1987) in which she suggests that activities such as self evaluation are 'against the rules of schools as institutions'. One element of this second strand of the study is an investigation into the rules governing staff relationships. It examines whether the closed behaviours that initially undermined the 1986 initiative are more widely prevalent in primary schools. The 1986 change initiative appeared to leave a residual effect of increased openness and collaboration between staff. A further element of this strand of the study is therefore an examination of whether implementing the change model affects staff relationships in other primary schools. The study examines the extent to which the change model acts to dismantle closed patterns of interaction between staff and replace them with more open ones. During the time that has elapsed between setting out and concluding this research there has been a growing focus on staff relationships in schools. Reviewing research into school culture Fullan (1991) suggests that "we have not yet made much head way in how to establish collaborative cultures in schools". This study is an investigation into a possible process by which the rules of schools I have known as a teacher, deputy headteacher and headteacher might be changed.

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Ferreira, Maria Manuela Costa Malheiro Dias Aurélio. "An investigation into the problems of curriculum planning and development in geography with special reference to the curriculum of the secondary schools of Portugal." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018716/.

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This study aims to investigate problems of curriculum planning and development in geography, with special reference to the curriculum of Portuguese secondary schools. It identifies the theoretical and practical influences which affect curriculum planning and development and gives some suggestions and a rationale that can be employed to overcome these problems. The theoretical bases of curriculum planning and development in general and of curriculum planning and development in geography are examined first. Following this theoretical backg round, the evolution of geographical education over the past 150 years is indicated in order to contribute to an awareness of curriculum change in the past. In order to obtain evidence of the present main problems concerning geographical education and to collect opinions on how to improve it, questionnaires were sent to geography teachers in secondary schools. Questionnaires were also sent to 9th year and 12th year students respectively, (approximately 15 and 18 year old) to ascertain their views about geography and its teaching. To discover how the process of curriculum planning takes place at school level, interviews were undertaken with the heads of geography departments of eight secondary schools which differ in several aspects, e.g. in location, in type, in size, in number of geography teachers and their qualifications and in the availability of teaching resources, among others. In orderto find out how the process of curriculum planning has evolved since the revolution of April 25th 1974 interviews were conducted with curriculum planners. Lastly, strategies and conditions needed for curriculum development in geography are put forward. The essential conclusions of this investigation are that in orderto improvethe delivery of the geography curriculum in Portugal it will be necessary: first, to develop the links between the central, regional and school authorities; secondly, to raise the level of qualifications of teachers of geography; and thirdly, to increase the resources available to schools' geography departments. Consequently the quality of delivery of the curriculum will depend on teachers having expertise in schoolbased curriculum development. The possible ways of extending this study are also discussed in the final chapter.

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Buterbaugh, Walz Ivy. "Training the 21st Century Voice Teacher: An Overview and Curriculum Survey of the Undergraduate Experience." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725201.

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Cruz, Ian M. "Redefining the Performance Degree Curriculum for the Crossover Saxophonist." UKnowledge, 2017. http://uknowledge.uky.edu/music_etds/84.

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Many collegiate saxophone performance degree programs are overwhelmingly classical, adopting from other performance programs in the Western music tradition. However, there is a growing number of saxophone compositions that are “crossover” in nature. Crossover is a term used to describe the fusion of popular music styles in a classical setting. There is also evidence that collegiate music education as a whole is moving towards a more diverse curriculum, which emphasizes ethnomusicology. Due to this trend in composition and education, it is becoming increasingly important that saxophonists have the training of both classical and jazz disciplines. The problem is that while many colleges have saxophone majors, there is a strong divide between classical and jazz education. This leaves students in a Bachelor of Music in Saxophone Performance degree track without the ability to accurately perform crossover music or have the opportunity to perform jazz and other genres of music. The purpose of this study is to develop a crossover degree in saxophone performance by highlighting aspects of crossover saxophone repertoire and reviewing current university degree catalogs. The research in this study is meant to diagnose omissions in performance degree programs as far as crossover development and to create a new degree track for saxophonists in an effort to promote diverse performance ability.

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Owuor, Jenipher. "Kenya's urban high school teachers' perceptions of diversity : implications for curriculum implementation and pedagogy." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2852.

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This study focuses on illuminating Kenya's urban high school teachers' perceptions of students' diversity and how these differences influence their curriculum implementation, pedagogy, and students' classroom interactions in the learning process. Located within theoretical frameworks of intersectionality and critical pedagogy, the study shows how multiple layered identities and differences identified by teachers interplay and intersect to influence their performance and students' academic success. The theoretical debate over critical pedagogy in diverse contexts shows how Kenya's high school teachers effectively develop classroom environments that address differences and acknowledge arrays of factors that create inequalities. Findings also show that teachers' work continue to be informed by government and institutional policies that favor uniformity and conformity creating contradictions and dilemmas for them. The study applies a mixed qualitative methodology based on interpretive and descriptive phenomenology to inform the study. Participants were selected based on purposive sampling from urban high schools in western Kenya. Data for the study were generated through baseline questionnaires, field interviews, classroom observations, and analysis of archival documents. Findings highlighted arrays of factors identified by participants as contributing to students differences in their specific context. Differences identified by teachers that were common across institutions were academic abilities, entry behavior, primary education backgrounds, proficiency in English language, socio-economic status, and students' motivational status. Some of the factors perceived to influence teaching and learning differed across disciplines, gender of the participants, and the nature of the schools. It was concluded that the impact of these differences on teaching and learning needs to be addressed if high school access, quality, and subsequent academic performance is to be realized for all students in Kenya's high schools.

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