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Dissertations / Theses on the topic 'School curriculum innovation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools." Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.

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The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines th

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2

Williams, William Bryant Jr. "Middle school innovation: Interpretation and assessment." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618631.

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The purposes of this study were to present a historical interpretation and explanation of the middle school innovation and to examine the characteristics of model middle schools. In light of the available body of knowledge is the middle school a reasonable innovation to sustain and implement? A subsidiary purpose was to determine if there were any consensually agreed upon characteristics. The main research question is:;A comprehensive review of the literature was completed to provide the history of middle level education. Beginning with an explanation of the work of the Committee of Ten in 189

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Syed, Zin Sharifah Maimunah. "Curriculum innovation - case studies of man and the environment in the Malaysian primary school curriculum." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236385.

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4

Juárez, Beto III (José R. ). "Building innovation-based entrepreneurial communities : an assessment of practitioners' interactions with academically driven curriculum." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81624.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 39-41).<br>A growing interest in innovation-based entrepreneurship has surfaced in much of world, producing a large body of related research and capturing the attention of those aiming to direct and improve the economic impact of "practitioners'" home regions. With growing research and limited examples of newly created and successful entrepreneurial communities formed, a dear gap has emerged between what the literature des

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Wah, Lee Kean. "ESL teacher professional development & curriculum innovation : the case of the Malaysian Smart School project." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507420.

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This thesis reports on an investigation into the role of the ESL component of a teacher professional development (PO) system in a national-level curriculum innovation initiative - the Malaysian Smart School Curriculum (SSC) project. The central aim of the study was to attempt to carry out an in-depth investigation of the functioning of a PD system occurring in a context which is currently under-represented in research and theorising, with a view to contributing thereby to the further development of understanding about such systems and their overall conceptualisation. The study employed a mixed

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net, cresdee@cresdee, and Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relatio

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Meier, Lori T. "The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5887.

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This ethnographic case study investigated the science practices of teachers at onePUBLIC elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school’s overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and a

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Nicholson, Yim-wan Annie. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.

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Leung, Yat-ming. "A study of curriculum innovation in post-1976 China, with special reference to the design and implementation of the senior middle school geography curriculum." Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293903.

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10

Giannakaki, Marina-Stefania. "An examination of the link between school management and curriculum innovation : a comparative study of public and private primary schools in Greece." Thesis, University of Strathclyde, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400422.

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Porteus, Kimberley Ann. "Exploring pedagogical innovation in core curriculum serving first year students in a South African University." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006254.

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This study explores the potential for critical pedagogical innovation to expand student learning activity, meaning making and learning agency of first year undergraduate students. The study is located in a larger critical project. Rather than looking to support ‘unprepared’ students to better adapt to the current culture of higher education, the larger critical project looks to the generative potential of new students to elaborate the structure of higher education itself over time. The study emanates from a process of reflective self-critique of one higher education institution in South Africa

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Pass, Delia Raymos. "Effects of a Professional Development Initiative on Technology Innovation in the Elementary School." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/273.

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This non-equivalent group study explored the impact of teacher participation in the development and use of a web-based instructional resource on computer utilization by students. The effects of participation in the technology initiative on teacher attitudes toward computers, technology proficiency, and stages of adoption of technology were also investigated. Teacher volunteers participated in a treatment group that received a professional development intervention and a comparison or web access group (WAG) that received no professional development. The treatment, or Professional Development Gro

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Nicholson, Yim-wan Annie, and 羅艷雲. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong: the case ofF.I-III social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569725.

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Melendez, Sandra J. "The role of the Campus Technologist in diffusing innovation at a Central Texas high school." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2385.

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This study examines the role of the Campus Technologist in diffusing innovation at the Central Texas High School. The study defines the CT position, its evolution and the effects of the position on the diffusion of innovation. The study further examines the relationship of the CT with the facilitation, infusion and integration of technology in the classroom at the Central Texas High School. Interview and survey data from both the CT and the faculty provided insight and findings that indicate the role of the CT has evolved. The evolution of the CT position was found to be characterized as three

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Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.

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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The a

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Mudehwe, Florence Rutendo. "Dialogic pedagogical innovation for liberating learning practices: a case of one programme in a higher education institution in South Africa." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019737.

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The past two to three decades have seen unprecedented expansion in enrolments in Universities across the world. Increased participation rates in Higher Education, however, has not been matched by a corresponding increase in success rates as reflected in students' poor retention rates and unsatisfactory outcomes. One strand of explanation claims that students, for a variety of reasons, come to university `unprepared' and suffer an articulation gap in the transition between high school and university; the other explanation seeks to move away from the deficit perspective and puts emphasis on the

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Gabriel, Sérgio de Souza. "Ensinando o futuro no ensino médio: uma investigação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052009-151104/.

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Descreve uma investigação realizada junto a professores do Ensino Médio sobre percepções relacionadas à inovação curriculares na forma de estudos do futuro. Objetivo: Em primeiro lugar, identificar de que maneira os professores entendem o conceito de futuro em suas vidas. Em segundo lugar, identificar percepções e atitudes em relação aos estudos do futuro e à implementação destes junto a alunos do Ensino Médio da cidade de São Paulo. Em terceiro, orientar projetos nas escolas locais que adotassem essa abordagem. Método: Em sua primeira fase, questionário estruturado enviado a 200 professores p

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Souza, Jeane Edna Ruas Xavier e. "A implementação do reinventando o ensino médio: o estudo de caso de uma escola em Montes Claros – MG." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3087.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-05T10:59:12Z No. of bitstreams: 1 jeaneednaruasxavieresouza.pdf: 1312600 bytes, checksum: 60eebd1c6d227bd0ee4b31d3d9222fd7 (MD5)<br>Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T10:34:10Z (GMT) No. of bitstreams: 1 jeaneednaruasxavieresouza.pdf: 1312600 bytes, checksum: 60eebd1c6d227bd0ee4b31d3d9222fd7 (MD5)<br>Made available in DSpace on 2017-01-31T10:34:10Z (GMT). No. of bitstreams: 1 jeaneednaruasxavieresouza.pdf: 1312600 bytes, checksum: 60eebd1c6d227bd0ee4b31d3d9222fd7 (MD5)

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Muse, Frederic M. "Block Scheduling: From Possibility to Reality?" Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2954.

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This study examines teacher practices and student learning as perceived by teachers within public high schools that have implemented block scheduling. Comparisons are made between the possibilities advanced by block scheduling advocates and the actual results as interpreted from the data gathered. Comparisons are made between teaching and learning with the traditional schedule and the manner in which it takes place with block scheduling. Open-ended questionnaires were developed for use with voluntary participants who had worked with traditional scheduling and now taught with so

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Muller, Brian Allen. "Promoting the successful implementation of curricular innovations." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1723113751&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Gugushe, Tshepo Sipho. "Perceptions of curriculum innovation among educators in South African dental schools - an explorative study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2047.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009.<br>Curriculum changes that have occurred in most South African dental schools have been influenced by several factors such as organizational outlook (the dental school as a learning organization), legislative frameworks that have had an influence on higher education in South Africa and epistemological interpretations of these changes by educators within dental schools. Very little is known about how medical and dental educators experience curricular change or innovations that in effect may contest their established pe

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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.

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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed s

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McAbee, Tracy, and Natalia Ward. "Fluency Innovations in a Rural Elementary School: Lessons Learned." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5954.

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Essential factors, such as vocabulary knowledge and fluency, directly impact students’ overall reading comprehension and achievement. This session highlights one school’s eff orts to address the students’ needs in reading by focusing on fl uency. Benton Elementary, a rural high-poverty K-5 school, implemented a variety of schoolwide innovations, such as the Quick Reads program, repeated reading, Fluency Oriented Reading Instruction (FORI) strategies, while also incorporating the study of the 2,500 morphological word families. These word families account for 90 percent of words found in every b

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Meier, Lori T. "The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5915.

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This ethnographic case study investigated how school culture influenced teachers curriculum design and science instruction at an elementary magnet school with an espoused innovative ideology. Data was analyzed using a theoretical framework that emphasizes five interdependent school culture indicators. Findings suggest that the schools culture hinders the effective teaching of science. Despite high levels of perceived efficacy from teachers and administrators, as well as generous lab space and materials to teach science, it was infrequently taught. Given a wide berth to plan their individual

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Sprankles, William Thomas III. "The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.

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Mason, Peter. "The Learn to Travel Project : a case study of curriculum innovation in primary schools." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2064.

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This thesis is a case study of curriculum innovation in the primary school at a time of major change during the introduction of the National Curriculum. It involved a small number of primary schools, teachers and children. In particular the processes and impacts of the innovation were investigated. Action research methodology (Carr and Kemmis, 1986 McNiff, 1988) was employed and teachers' plans, classroom activities and children's responses were analysed. The research informs us about the nature and effects of opportunities created and constraints imposed by the National Curriculum. The case s

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Kavouri, Panagiota K. "Innovations in curriculum and administration, school climate and other factors in Greek primary schools : their relationship and impact on students' outcomes." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242845.

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Mgijima-Msindwana, Mirriam Miranda Nomso. "Implementing Educational Innovations: The case of the Secondary School Curriculum Diversification Programme in Lesotho." University of the Western Cape, 1991. http://hdl.handle.net/11394/8434.

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Philosophiae Doctor - PhD<br>Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account

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Halliday, Frances E. (Frances Elizabeth). "The influence of an innovative curriculum on the quality of middle-school students' text-based summaries /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60077.

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This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more leve

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Paleker, Parveen. "The promotion of reading among high school learners through text selection, evaluation and innovative methodologies." University of the Western Cape, 2016. http://hdl.handle.net/11394/5463.

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Magister Educationis - MEd<br>This study facilitated and evaluated the pedagogical approaches to the literacy pandemic that has afflicted South African learners, particularly high school learners in grade 8 and 10 in the English Home language classrooms. One of the key aims of the study was to find alternate and innovative pedagogical methods to increase the literacy levels in South African schools with the underlying focus being on promoting reading among High School learners. The objective of the study was to provide recommendations based on the findings of the research data, that could assi

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Cheng, Man-wai Anthony, and 鄭文煒. "The management of innovation in a Hong Kong secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955629.

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Sangoor, Khatoon Hameed. "Innovations for the school science curriculum in Bahrain : development and evaluation of units in marine ecology." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313780.

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Kanu, Okpete Roseline. "A formative evaluation of innovative curriculum implementation : the case of the junior secondary school teacher education curriculum in Imo State of Nigeria." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019621/.

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Alderuccio, Michela Chiara. "Curriculum innovations and the 'politics of legitimacy' in teachers' discourse and practice in a Mozambican primary school." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/66924/.

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In 2004, Mozambique introduced a new competency-based curriculum framed around the principles of culturally responsive pedagogy. Teachers need to strategically use local languages, traditions and culture to build on what children bring from home and share with their families to bridge the gap between schools and communities. This study is a qualitative ethnography of the teaching and learning process in one suburban primary school in Mozambique. The aims of the study were to explore teachers' ideas, values, and understanding about the teaching and learning process, and to reflect on how these

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

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The purpose of this study was to compare the effects on student writing of two separate approaches to teaching grammar - one traditional, and one non-traditional. Over the course of four weeks, the writing abilities of two high school English classes, similar in composition and academic skill, were compared.

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Govender, Samantha. "A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1325.

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Submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Curriculum & Instructional Studies at the University of Zululand, South Africa, 2013.<br>This study is aimed at understanding the efficacy of the implementation of the national curriculum innovations called “Foundations for Learning Campaign” in schools under uThungulu District, within the province of KwaZulu-Natal in South Africa. Furthermore, it included assessing the level of preparedness of educators in their teaching of basic skills in the classroom and i

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Soares, Cristine Rodrigues. "Currículo inovador: a realidade de uma escola do Ensino Fundamental II." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20765.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-01-19T10:47:40Z No. of bitstreams: 1 Cristine Rodrigues Soares.pdf: 1871924 bytes, checksum: 922e8ff058c0ed312c3e8c6d6297e706 (MD5)<br>Made available in DSpace on 2018-01-19T10:47:40Z (GMT). No. of bitstreams: 1 Cristine Rodrigues Soares.pdf: 1871924 bytes, checksum: 922e8ff058c0ed312c3e8c6d6297e706 (MD5) Previous issue date: 2018-01-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The current educational scenario in Brazil took us to rethink about the educative practice, looking for strategies in order

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Xiong, Thai. "The Impact of Technology Innovations in High School Biology Courses on Science Learning for Hmong Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5295.

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Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both H

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Dungan, Jeffrey. "International School Leadership and the Diffusion of Distance Education in East Asian International Schools." NSUWorks, 2017. http://nsuworks.nova.edu/fse_etd/136.

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Change is critical in most organizations. International schools attempting to redefine 21st century education for their students are innovating pedagogies and schools’ structures. However, the leader of an organization or school may be the most influential advocate for or barrier to change. International schools’ leaders continue to play a role in the diffusion of distance education. This study identified the knowledge and experience of international school leaders and identified themes that are related to the likelihood distance education would or would not be adopted by the schools they lead

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O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.

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This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision

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Pinto, Marcelo Barbosa. "Flexibilização curricular: a proposta do ensino médio inovador e a profissionalização do ensinar." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/1016.

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Made available in DSpace on 2017-07-10T16:38:37Z (GMT). No. of bitstreams: 1 Dissertacao Final Marcelo2.pdf: 975150 bytes, checksum: cba025c02af25f1a79bc983663dab5af (MD5) Previous issue date: 2016-02-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The Innovative High School Program (ProEMI), created by the government by means of the Ministry of Education, presents a proposal which might modify the current educational scenario. Instituted in 2009, it aims to support and develop transforming curricular proposals in Brazilian schools which have regular high school cl

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Ho, Sai Ming. "A study on the roles of English panel chairpersons in the management of curriculum developments and innovations in English language teaching in secondary schools of Hong Kong." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/495.

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Warner, Barbara Jean. "A description and analysis of the Sacramento Model Technology Schools: The first four years." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2943.

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The purpose of this study was to identify the strategies necessary and the problems encountered in integrating technology into the educational environment on a large scale basis. Using the methods of qualitative research, specifically an adaptation of educational criticism, the study described and analyzed the first four years of implementation of the Sacramento Model Technology Schools (MTS). Data used in this study came from historical documents, the memories of the Project Director, and the information gathered in guided interviews with 33 representatives of the key stakeholders in the proj

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Waghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.

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Thesis (PhD)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in sch

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Mbane, Nombeko Precious. "Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003647.

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According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this stu

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Jackson, Sylvia. "The implementation of curriculum innovation : an examination of the factors affecting the use of the 'Science 5/13' project in trial schools after the trial period." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/21856.

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The central focus of this research is the implementation of curriculum innovation: this is examined by looking in detail at one particular innovation, the Schools Council project, Science 5/13, and attempting to isolate factors affecting its use. The research has been undertaken in a sample of those schools who tried out the project materials in the initial trial stages. These schools were contacted a number of years after the completion of the trials to examine the development of the project in the post trial period.

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Preusse, David N. "Studying the Impact of a Summer Training Course on Teacher Ability to Use and Integrate an Innovative Online Museum Curriculum in Secondary Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248522/.

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This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a

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Alcântara, Hadaquel da Silva. "A implementação e a operacionalização do programa ensino médio inovador em três escolas da rede estadual de ensino de Manaus." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/1367.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-03T14:33:13Z No. of bitstreams: 1 hadaqueldasilvaalcantara.pdf: 1165433 bytes, checksum: c2964c832f10cac5063b5781d7c13b5a (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-07T15:15:16Z (GMT) No. of bitstreams: 1 hadaqueldasilvaalcantara.pdf: 1165433 bytes, checksum: c2964c832f10cac5063b5781d7c13b5a (MD5)<br>Made available in DSpace on 2016-06-07T15:15:16Z (GMT). No. of bitstreams: 1 hadaqueldasilvaalcantara.pdf: 1165433 bytes, checksum: c2964c832f10cac5063b5781d7c13b5a (MD5)

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Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.

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Shihiba, Salama Embark S. "An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/878/.

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This phenomenographical investigation explores conceptions of the communicative learner-centred approach (CLCA) held by a sample of Libyan English foreign language teachers (EFL) in relation to their implementation of an English language curriculum innovation in secondary schools. A mixed approach employing quantitative (survey questionnaire) and qualitative (semi-structure interview) research methods was used for data collection during the first phase of this research. Martons’ (1981)phenomenographical approach was employed for analysing the qualitative data and the Statistical Package of Soc

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