Relevant bibliographies by topics / Teaching and Leadership Curriculum (Theses)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teaching and Leadership Curriculum (Theses)'

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Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Teaching and Leadership Curriculum (Theses)"

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Johnson, Elizabeth D., Fiona L. Bird, Jeanette Fyffe, and Emma Yench. "Champions or Helpers: Leadership in Curriculum Reform in Science." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 74–90. http://dx.doi.org/10.53761/1.9.3.7.

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This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education.
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Rutkiene, Ausra, and Ilona Tandzegolskiene. "APPROACHES TO THE LEADERSHIP IN EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 549–59. http://dx.doi.org/10.17770/sie2021vol1.6374.

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The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.
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Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers, and William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.

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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.
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Zou, Ping, Lauren Easton, Emily Mudrick, Stephanie Grzelak, and Rick Vanderlee. "Strengths-based student-led presentations in clinical reflection seminars: Narratives of learning experiences." Journal of Nursing Education and Practice 8, no. 3 (November 2, 2017): 48. http://dx.doi.org/10.5430/jnep.v8n3p48.

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According to the strengths-based care theory, the strengths-based student-led presentation was designed and implemented in order to improve learning and teaching experiences in clinical reflection seminars. This paper describes learning experiences of both the instructor and the learners, explores common narrative themes, and discusses future implications of strengths-based applications in undergraduate nursing education. Through reflection on learning experiences, four themes, including creating a caring and empathetic learning environment, an open self-directed curriculum design, reciprocal learning, and leadership to influence peers and practicum, have been explored.
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GUSAROVA, M. S., A. V. KOPYTOVA, and I. G. RESHETNIKOVA. "FORMATION OF LEADERSHIP COMPETENCIES OF MODERN RUSSIAN CIVIL ENGINEER IN THE EDUCATIONAL PROCESS." Periódico Tchê Química 16, no. 31 (January 20, 2019): 903–12. http://dx.doi.org/10.52571/ptq.v16.n31.2019.913_periodico31_pgs_903_912.pdf.

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The article presents the author's view on the new training course "Personnel Management" for masterdegree builders aimed at forming leadership competencies. It is necessary to change the paradigm of training an engineer and include in the process of the formation such subjects that are aimed at forming his or her organizational competencies, leadership, responsibility for making decisions in the field of team management. As a part of the new training approach, it is proposed to build the leadership skills with the help of active teaching methods: business games, project teams, case studies, training. Basing on work experience and curriculum development, it is known that the main difficulty for compilers of curricula is a selection of those subjects that will help to implement these competencies. Therefore, we propose the subject (module) "Personnel management" that has the deep basis of knowledge of many personal issues and is made up of a set of interdisciplinary themes with a set of new activity tools. The condition for the training of civil engineers is to increase the activity component: application of project management, work in small groups (teams), CDIO initiative, interdisciplinary approaches, practice-oriented training.
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Keevy, Zondre, and Juliet Perumal. "Promoting transformational leadership practices of retail managers." Journal of Management Development 33, no. 10 (October 7, 2014): 919–31. http://dx.doi.org/10.1108/jmd-05-2012-0057.

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Purpose – The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues. Design/methodology/approach – A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers’ environment, their preferred teaching methodology and benefits experienced from attending the MDP. Findings – By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities. Originality/value – This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning.
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Galang, Aljon Delmo. "Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 236–49. http://dx.doi.org/10.47134/ijsl.v1i3.43.

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Due to the COVID-19 pandemic, the Philippine educational landscape is greatly affected. This education issue concerns the country's curriculum and instruction (CIN), covering students' learning, delivery modalities, competencies, teachers' characteristics, and community involvement. Nonetheless, the CIN must be developed, considering the students, teachers, community, and the pressing challenges in the teaching-learning process, promoting quality education while considering the pandemic, by looking into teachers' perspectives. This qualitative research used content analysis to derive insights from the critical reflections of sixteen (16) teacher participants. It aims to present the participants' reflections on the New Normal education issues, leading to curriculum and instruction development inputs. Furthermore, the emerging themes are (a) essentiality and feasibility in choosing learning competencies; (b) good quality, flexibility, sustainability, and safety in choosing learning modalities; (c) learning materials' alignment, sufficiency, and proper distribution; (d) devotion, adaptability, and helpfulness of teachers; (e) reaching out students and task individualization; and (f) leadership and involvement needed to achieve success in education. Moreover, the findings suggest that the New Normal classroom requires a curriculum and instruction, teacher, leadership, and involvement adaptive and flexible of the changing and multifaceted educational landscape brought by the persisting disease.
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Mai, Daniel H., Heather Newton, Peter R. Farrell, Paul Mullan, and Rupa Kapoor. "Assessment of Clinical Leadership Training Needs in Senior Pediatric Residents." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052098859. http://dx.doi.org/10.1177/2382120520988593.

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Introduction: Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comprehensive needs assessment of our pediatric residents’ existing leadership experiences and knowledge and to identify training gaps within our program. Methods: First, we held focus groups with senior pediatric residents to understand their clinical leadership experiences and identify training needs. Notes were transcribed and independently coded by 2 researchers, with thematic saturation achieved. Next, we focused each session on 1 leadership content area identified from the aforementioned themes to better understand the specific training needs for each topic. Results: Four major themes were identified: (1) Effective and timely communication with supervisors, learners, ancillary staff, and patients is indispensable in promoting safe patient care, avoiding conflict, and preventing misunderstanding. (2) Training in teaching methods is desired, especially gaining the skills needed to teach various levels of learners, in different settings and under time constraints. (3) Time management, availability of resources, and team logistics were often learned through trial-and-error. (4) Self-care, self-acceptance, emotional regulation, and peer debriefing are relied upon to manage negative emotions; rarely are resilience and wellness strategies employed in “real-time.” Conclusion: Senior residents currently face gaps in clinical leadership training and may benefit from additional instruction in content areas related to these 4 themes. Our next steps are to utilize the identified themes to develop a longitudinal and skills-based clinical leadership curriculum to address the gap in graduate medical education.
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Clark, Marcia, Jonathan White, Sharla King, and Mike Carbonaro. "Exploring Surgeons' Perceptions of the Role of Simulation in Surgical Education: A Needs Assessment." Canadian Medical Education Journal 2, no. 2 (November 22, 2011): e44-e52. http://dx.doi.org/10.36834/cmej.36547.

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Introduction: The last two decades have seen the adoption of simulation-based surgical education in various disciplines. The current study’s goal was to perform a needs assessment using the results to inform future curricular planning and needs of surgeons and learners.Methods: A survey was distributed to 26 surgeon educators and interviews were conducted with 8 of these surgeons. Analysis of survey results included reliability and descriptive statistics. Interviews were analyzed for thematic content with a constant comparison technique, developing coding and categorization of themes.Results: The survey response rate was 81%. The inter-item reliability, according to Cronbach’s alpha was 0.81 with strongest agreement for statements related to learning new skills, training new residents and the positive impact on patient safety and learning. There was less strong agreement for maintenance of skills, improving team functioning and reducing teaching in the operating room. Interview results confirmed those themes from the survey and highlighted inconsistencies for identified perceived barriers and a focus on acquisition of skills only. Interview responses specified concerns with integrating simulation into existing curricula and the need for more evaluation as a robust educational strategy.Conclusion: The findings were summarized in four themes: 1) use of simulation, 2) integration into curriculum, 3) leadership, and 4) understanding gaps in simulation use. This study exemplifies a mixed-methods approach to planning a surgical simulation program through a general needs assessment.
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Mughal, Shahid Hussain, Muhammad Mujtaba Asad, and Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement." International Journal of Educational Management 35, no. 1 (October 8, 2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.

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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.
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Dissertations / Theses on the topic "Teaching and Leadership Curriculum (Theses)"

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Taylor, Heather A. "The case for integrated teaching strategies does it stand up to the test? /." Click HERE to connect, 2009. http://digital.library.okstate.edu/etd/Taylor_okstate_0664M_10368.pdf.

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White, Megan C. "Leadership skills : teaching collaboration through the fourth grade social studies curriculum." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1052.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education
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Cox, Christopher. "Understanding District Central Office Curriculum Administrators through Collaboration and Curriculum Leadership." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1468856008.

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Williams, Hailey Elizabeth. "Teaching Equivalence Relations through Drawing using the PEAK-E Curriculum." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1962.

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AN ABSTRACT OF THE THESIS OF Hailey Williams, for the Master’s Degree in Behavior Analysis, presented on 7/8/16, at Southern Illinois University Carbondale. TITLE: TEACHING EQUIVALENCE RELATIONS THROUGH DRAWING USING THE PEAK-E CURRICULUM MAJOR PROFESSOR: Dr. Mark R. Dixon The purpose of this study was to observe the formation of equivalence response classes using drawing to demonstrate the transformation of stimulus function from arbitrary textual words to simple drawings. Two children with Autism were taught directly trained relations, which paired together three stimuli from three separate class formations. The children were taught to relate A-B and B-C relations in trial blocks, and then tested with B-A and C-A relations. This train-test method was used to see if derived relations had emerged. Both participants demonstrated adequate learning in achieve mastery criteria in all the directly trained and derived relations from this study. The data is represented in a multiple baseline graph with an embedded multiple probe design. The outcome of this study indicates that the use of drawing and other creative behaviors have value in both relation frame theory and PEAK. There are also several implications of the study addressed here, including drawing as a verbal behavior and the role of internal events and covert behaviors in learning.
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Chi, Angel. "The journey to teaching online| A case study of faculty preparation and experiences in online teaching." Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.

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When Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.

Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.

The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.

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Tempa, Tshering. "Teaching wildlife biology in Bhutan development of wildlife biology curriculum and teaching modules /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-10212008-220358/.

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Bennett, Douglas Shields. "Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in a rural school jurisdiction in southern Alberta. Through a qualitative analysis, this study shared teachers' perceptions as they described the role professional development plays in enhancing teacher efficacy and changing teaching practices in the implementation of new curriculum. Data were collected during face-to-face, semi-structured interviews, and the analysis of data revealed six topics: the need for change, professional development and curriculum implementation, professional development and teaching practices, professional development and teacher efficacy, professional development and student learning and motivation. Major findings from this study concluded that teacher participants recognize PD as the common thread that motivates teachers, improves their sense of efficacy, assists them in successful curriculum implementation, heightens their awareness of the need to improve teaching practices and the need to become student-centered and improve student learning. Principal participants concurred with teacher participants, and recognize the role leaders play in motivating teachers to become actively engaged in professional learning activities. Professional development plays a key role in providing teachers with knowledge and skills to hone their teaching practices, to rejuvenate them, and to improve student learning. It also assists teachers in successfully implementing new curricula. As teachers become aware of the need to change teaching practices in order to improve teacher efficacy, professional development provides opportunities to gain confidence and heighten their sense of personal efficacy.
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Macke, Greg W. "TEACHING ADDITION THROUGH STIMULUS EQUIVALENCE TRAINING USING THE PEAK-E CURRICULUM." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1918.

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The purpose of the study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in teaching addition skills to children with developmental disabilities. In the present study, three participants were taught to match sample addition problems (A) to a number of pictures (B) corresponding to the sum of A (A-B), and to match sample pictures (B) to textual numbers (C) (B-C). They were then tested to see if they could match sample addition problems (A) to with the textual numbers (C) that were the solution of the addition problems A (A-C). Following mastery of the A-B and B-C relations, none of the participants were able to demonstrate the derived transitive A-C relation. An additional training phase was conducted across all participants whereby two of the five stimulus classes were provided “equivalence” C-A training (matching the textual number C to the equation A), after which all of the participants were able to demonstrate the derived transitive A-C relations across all stimulus classes without direct training of any of the stimulus classes. The results expand on previous research evaluating behavioral approaches to teaching math skills by showing how the development of equivalence class can result in the untrained emergence of novel math skills. Keywords: Stimulus Equivalence, PEAK, Addition, Autism, Developmental Disabilities
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Lipkind, Erin Robin. "TEACHER, LEADERSHIP, AND CURRICULUM FACTORS PREDICTIVE OF STUDENT ACHIEVEMENT IN INDIAN EDUCATION FOR ALL." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10092009-134244/.

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This study examines the teacher, leader, and curriculum variables predictive of student achievement in Indian Education for All (IEFA). IEFA, a Montana educational mandate based on Montana constitutional law, was first funded in 2005, and little research had previously been conducted on the effectiveness of implementation efforts. While compulsory, implementation had been piecemeal and wrought with misunderstanding, differences in opinion, prejudice, and questions about its legitimacy. The challenges inherent in the implementation of an ambiguous educational reform with no state-adopted curriculum or benchmarks for student achievement have become evident. With the dearth of research, it was not known how well students were learning what was mandated, nor was it known which precise variables impact or measure this learning. To determine this, second through fifth grade elementary school teachers and school leaders located in Missoula County completed a survey questionnaire, and Missoula County fifth grade students completed a student assessment based on the Essential Understandings of Montana Indians and the Montana Standards for Social Studies. Descriptive data provided information on mean fifth grade student IEFA scores, teacher and leader demographics, professional development participation, and implementation needs, and frequency of use of materials provided to all schools by the Montana Office of Public Instruction. Multiple regression analysis was used to determine if relationships exist between the predictor variables (teacher, leader, and curriculum variables) and the outcome variable (student achievement). However, none of the independent variables was found to have significant predictive value. Educators, including the Montana Office of Public Instruction, may use these findings to determine strategies that might most successfully impact IEFA implementation and to direct the course of further research.
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Schulz, Jonathan Edward. "Promoting Teaching as Design in Elementary Mathematics: Exploring the Potential of Curriculum Support Materials." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29707.

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This design research study explored the potential of Curriculum Support Materials for promoting teaching as design. Conducted over a four-month period, the study traced the design, development, and pilot testing of a web site intended to serve as a professional development resource for teachers. The purpose of this exploratory study was to evaluate the web siteâ s potential for promoting elementary mathematics teachersâ understanding of teaching as a design activity and for supporting teachers in engaging in teaching as design. A team of four second grade teachers tested the web site during a two-week pilot unit on introducing the concepts of multiplication and division. Qualitative data were collected from these teachers through a planning and teaching log, a post-unit questionnaire, and a post-unit focus group interview. The findings indicated that the web site had the potential to promote teachersâ understanding of teaching as design, but that the web siteâ s potential as a stand-alone resource for supporting teachers in engaging in teaching as design was limited. Two specific features of the web site, the Unit Checklist and the videos addressing the related mathematics content, were identified as potentially valuable resources that could be incorporated into an ongoing professional development experience. Suggestions for revisions to the web site are discussed along with recommendations for further study.
Ed. D.
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Books on the topic "Teaching and Leadership Curriculum (Theses)"

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Curriculum leadership. Glenview, Ill: Scott, Foresman, 1987.

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Law and leadership: Integrating leadership studies into the law school curriculum. Farnham, Surrey, England: Ashgate Pub., 2012.

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Floyd, Boschee, and Whitehead Bruce M, eds. Curriculum leadership: Development and implementation. Thousand Oaks: SAGE Publications, 2006.

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Floyd, Boschee, and Whitehead Bruce M, eds. Curriculum leadership: Strategies for development and implementation. 2nd ed. Thousand Oaks, Calif: Sage Publications, 2008.

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University teaching in focus: A learning-centred approach. Victoria, Australia: ACER Press, 2012.

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Pearson, Henry. Language for curriculum leaders. Windsor: NFER-NELSON Publishing, 1992.

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Pearson, Henry. Language for curriculum leaders. Windsor, Berkshire, UK: NFER-Nelson, 1992.

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MacGregor, Mariam G. Building everyday leadership in all teens: Promoting attitudes and actions for respect and success, a curriculum guide for teachers and youth workers. Minneapolis: Free Spirit Pub., 2006.

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Transformations: Leadership for bodybrain-compatible learning. 3rd ed. Kent, Wash: Books for Educators, 2000.

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Burton, Neil. Leading the curriculum in the primary school. London: PCP/Sage Publications, 2005.

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Book chapters on the topic "Teaching and Leadership Curriculum (Theses)"

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VanTassel-Baska, Joyce. "Teaching Leadership Skills to Gifted Learners." In Content–Based Curriculum for high-ability learners, 409–32. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-23.

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Khan, Jashim, Tang Yuqing, Yuan Yue, and Zhang Yuheng. "Co-Creating Teaching Excellence in Curriculum Design Through Leadership and Entrepreneurship." In Exploring Disciplinary Teaching Excellence in Higher Education, 163–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69158-5_10.

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Samier, Eugenie A., and Eman S. ElKaleh. "Editors’ Introduction: An Overview of the Educational Administration and Leadership Curriculum: Traditions of Islamic Educational Administration and Leadership in Higher Education." In Teaching Educational Leadership in Muslim Countries, 1–20. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6818-9_1.

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Tapala, Tshepo T. "School leadership and curriculum management for quality teaching and learning by school management teams." In School Leadership for Democratic Education in South Africa, 134–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-9.

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Dimmock, Clive, Salleh Hairon, and Cheng-Yong Tan. "Curriculum, Leadership and Religion in Singapore Schools: How a Secular Government Engineers Social Harmony and the ‘State Interest’." In International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 533–51. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_31.

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Castner, Daniel J. "Early Childhood Curriculum Leadership." In Professional and Ethical Consideration for Early Childhood Leaders, 227–46. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch011.

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This chapter puts theory and research in curriculum, leadership, and early childhood teaching in dialogue to consider possibilities for early childhood curriculum leadership. Structures of macro-curriculum design and micro-curricular approaches to curriculum implementation elucidated conceptual orientations, political interests, and processes involved in curriculum leadership. By building off of the strengths, while also recognizing the limitations of disparate factions of curriculum studies, the chapter concludes with a vision for democratic curriculum leadership. Democratic curriculum leadership simultaneously embraces critical awareness and pragmatic artistry to elevate the professional integrity of early childhood teachers. For these reasons, early childhood curriculum leadership has the potential to democratize early education, elevating teachers to the status of lead professionals who balance various and sometimes competing obligations of teaching young children.
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Pandey, Satyendra C., and Pinaki Nandan Pattnaik. "Teaching Sustainable Entrepreneurship and Leadership." In Building an Entrepreneurial and Sustainable Society, 114–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2704-7.ch006.

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Sustainability has been a part of the corporate lexicon for over a decade now. This has made it important for business schools across the globe to recognize the importance of sustainability and incorporate it into the curricula to train future managers. There are very few instances of having a core specialization being offered in the area of sustainability in an Indian management institute. This case study is an experiential documentation of a course titled Sustainable Entrepreneurship and Leadership offered at a leading university in India. This is a case study of the development of course in Sustainable Entrepreneurship and Leadership: its curriculum design, pedagogy, and evaluation methods. Through this course, an attempt was made to introduce the concept of sustainability in leadership and entrepreneurial ventures to the students. Also, a tryst was made to develop an appreciation towards the triple bottom line of profit, people, and the planet.
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Iqbal, Tahir. "Teaching for Leadership, Innovation, and Creativity." In Advances in Educational Marketing, Administration, and Leadership, 199–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch012.

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As the world enters the age of digitalization, it is demanded by time that the education curriculum be updated to the latest version. However, in the contemporary research literature, many different notable researchers and authors have established that there is a disparity which exists in the education curriculum and the educational practices especially in the business sector. This disparity is characterized by gaps in technology and knowledge which must be bridged for the business sector to reap the fruits of a global education in the contemporary timeframe. In this connection, the role of the teachers and the educators is of critical importance primarily due to the fact that they are assigned the heavy responsibility of interacting with students.
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Makokotlela, Matlala Violet, and Nomvula Monica Nxumalo. "Alternation of Curriculum Delivery Mode in Primary Schools." In Advances in Educational Marketing, Administration, and Leadership, 95–111. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch007.

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This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.
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Ngoepe, Mapula M. "Exploring Heads of Departments' Management of the Mathematics Curriculum During COVID-19." In Advances in Educational Marketing, Administration, and Leadership, 232–45. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch015.

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Heads of departments (HoDs) play a central role in managing teaching and learning in the schools. Moreover, good leadership contributes to school improvement and to learner achievement, especially in mathematics. South African mathematics achievement levels are still regarded as the lowest. The purpose of the chapter is to explore HoDs' management of the mathematics curriculum and challenges encountered during COVID-19. This investigation was situated within the qualitative research paradigm. A comprehensive literature review method was incorporated as an approach to collect, analyse, and interpret data. Themes of focus included managing the mathematics curriculum, resources availability, intervention strategies for teaching and learning during COVID-19, curriculum completion management, record keeping, teacher development, and learner support, among others. The present study seeks to problematise the notion that HoDs do not seem to have a good understanding of curriculum management with particular focus on mathematics in the schools during the COVID-19 pandemic.
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Conference papers on the topic "Teaching and Leadership Curriculum (Theses)"

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Nieuwenhuysen, Paul. "Information Literacy Didactics for Higher Education and Research: Some Lessons from an International Workshop." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3497.

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This contribution identifies challenges in information literacy didactics in contemporary higher education all over the world: • Heterogeneity among organizations for higher education hinders co-operation. • Information literacy is competing with media literacy. • Leadership and responsibility are needed in information literacy education. • Developing information literacy training materials requires an adequate budget. • Expertise in didactics is also needed for teaching in the area of information literacy. • Marketing should support information literacy didactics. • Information literacy should be integrated in the curriculum of all students. • Libraries should not neglect contemporary information systems. • Study materials should be adapted to the upcoming mobile information technology tools. • Regional training and workshops on information literacy didactics would be welcome. • Data management skills become important besides information literacy. These challenges should be faced constructively and therefore we formulate for each challenge also a recommendation towards stakeholders. This paper is based mainly on recent project activities of organizations of higher education in Flanders, Belgium, aimed at 1. getting a view on the growing expertise in didactics to upgrade the level of information literacy in their region, and paving the way towards more efficient cooperation on information literacy didactics with partner universities, mainly in developing countries, 2. sharing their experience with universities in developing countries, in Asia, Africa and America, in the form of a fruitful international workshop and follow-up activities.
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Asra, Afifah, Syamsul Amar, and Azwar Ananda. "The Influence of Training, Teaching Experience, Principal Leadership, the Understanding of Curriculum to Teacher’s Performance." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181146.

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Suci Martalina, Debby, and Yasir Arafat Hutapea. "The Development of Innovative Learning Module on the Teaching of Acid-Base Titration Based on Curriculum 2013." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.70.

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Zakiah, Netty. "Evaluation of the Implementation of the Teaching and Learning Process of Physical Education Sport and Health (PJOK) Subjects Using the 2013 Curriculum in State Islamic Senior High School (MAN) at Medan City." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.66.

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Buzzetto-More, Nicole, and Bryant Mitchell. "Student Performance and Perceptions in a Web-Based Competitive Computer Simulation." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3353.

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Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.
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