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Dissertations / Theses on the topic 'The elementary curriculum'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

De, Maci Lola De Julio. "Curriculum design in creative writing." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.

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2

Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.

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This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subj

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3

Hinman, Sarah N. "Elementary education teachers' acceptability of reading curriculum-based measurements /." Online version of thesis, 2010. http://hdl.handle.net/1850/12284.

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4

Tracy, Trinity. "Curriculum integration in one elementary afterschool program." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2449.

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Much educational research is currently devoted to determining the most effective instructional strategies for raising student achievement. The instructional strategy used in this study is curriculum integration, which is defined as the process of students and teachers collaboratively designing curriculum and studying real-world problems. The purpose of this study was to understand the implementation of curriculum integration with upper elementary school students in an afterschool program. For this study the guiding research question was "What are the dynamics of implementing curriculum integra

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5

Brow, Jo-Ann. "Developing an art curriculum for elementary education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1506.

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6

Anders, Deborah Ann. "Teachers' classroom knowledge as curriculum script." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185646.

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This study was designed to capture and portray a teacher's classroom knowledge as curriculum script. The task framework suggested by Doyle (1980, 1983, 1986) was combined with the descriptions of the activity organization and materials used to convey the content, to examine activities embedded within classroom events in order to determine the patterns which might suggest the content and character of the teacher's knowledge for one content area, mathematics. The teacher taught two math groups each week: a second grade, homogeneous group three days per week, and her combination second and third

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7

Reid, Mark Joseph. "Curriculum deliberations of a teacher planning group /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008428.

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8

Willems, Patricia K. "Food activities in the guidance curriculum." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999willemsp.pdf.

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9

Meier, Lori T. "Curricular Experiences and Dilemmas Using the U.S. Naturalization Test Within Elementary Teacher Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5903.

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10

Robertson, Laura, D. Lee, Alissa A. Lange, Ryan A. Nivens, and Jamie Price. "Integrated STEM Learning for Elementary Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5925.

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We are a collaborative group of K-5 teachers, pre-service teachers, and higher education faculty. In our session we will share our work to design integrated STEM learning units aligned to Tennessee's elementary math and science standards. We will discuss strategies for planning integrated STEM learning as well as use a station format to model interactive, hands-on learning activities. Special emphasis will be placed on math and science standards that may be challenging for teachers.

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11

Bastiaans, Patricia A. "Integrating art into the basic elementary school curriculum." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/312.

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12

Meier, Lori T. "Teaching Tomorrowland: Elementary Teachers and the Outside Curriculum of Disney." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5905.

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13

Story, Kathleen Ann. "Arbor Day curriculum unit for grades kindergarten through grade six." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/705.

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14

Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.

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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.

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15

Mooneyham, John C. "Instructional Strategies for Elementary English Learners." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5921.

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16

Wan, Wai-yan. "Teachers' concerns about curriculum integration : a case study of a Hong Kong primary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755845.

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17

Ho, Yuen-ching. "Value orientations in primary Chinese language curriculum of Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118382X.

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18

Crawford, Kathleen Marie 1959. "Curriculum negotiation in an inquiry-based classroom." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288716.

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This teacher research takes place in an inquiry based, intermediate, multiage classroom in Tucson, Arizona. The purpose of this research is to explore how students and teacher determine a new class focus through the use of a broad concept to make decisions about curriculum. In particular, this research examines the process of negotiation the teacher and students create to make connections from a previous class focus in order to discover a new focus of study. As a qualitative study, this teacher research employs the data collection techniques such as the use of field notes, reflective journals

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19

Leung, Kwok-wing. "Exploring curriculum leadership : a case study of school-based curriculum development in a local primary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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20

Buchanan, Carolyn Alma 1934. "AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291993.

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This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations

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21

Bellah, Kimberly A. "Elementary teachers' experiences in adopting an Agricultural Literacy Curriculum." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013383.

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22

Brinkley, Nancy Jane. "Rain forest curriculum for upper elementary and middle grades." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1267.

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23

Miles-English, Karen Anne. "Sixth-grade map and globe skills curriculum." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/705.

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There has been much concern recently about the lack of basic map and globe skills among America's youth. Map and globe skills are a basic tool of social studies used throughout the rest of students' academic, professional and personal lives. These skills incorporate the development of problem-solving and critical-thinking skills. The focus of this project was to develop a map and globe skills curriculum for teaching these skills to sixth-graders in Putnam County, Florida, when they first encounter daily social studies classes. Although curricula have been developed, they do not include all of

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24

Ho, Yuen-ching, and 何婉貞. "Value orientations in primary Chinese language curriculum of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960893.

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25

Crocker, Judith Leslie. "Continuing professional development and curriculum development enhancing teacher satisfaction and commitment /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35339883.

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26

Gagnon, Helen A. "Teaching the fifth grade social studies curriculum through thematic units." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/792.

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27

Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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28

Khousadian, Sophia. "Key Transformational Leadership Strategies for Curriculum Development in Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843104.

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<p> As a result of the changing educational expectations and regulatory environment, there is a need for elementary school teachers to consider carefully curriculum development. The purpose of this research is to identify key transformational leadership strategies for curriculum development in elementary schools. Other than the requirements of credentials, teacher’s deal with state- required policies and standardized testing. Study methods included interviews of retired elementary school teachers in California to discover transformational leadership strategies implemented in developing c

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29

Meier, Lori T. "The New Colonizers: Elementary Teacher (Mis)Education in Mandated Times." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5912.

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This paper will consider the complex challenges to current elementary undergraduate teacher education through the lens of recent (and intrusive) teacher education mandates at the higher education level and discuss the missing opportunities for faculty inclined towards critical pedagogy, curriculum studies, and foundations.

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30

Meier, Lori T. "Reclaiming Intellectual Work with Pre-Service Elementary Educators Through Curriculum Studies." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5911.

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31

Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.

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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.

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32

Goodyear, Renee Semanski. "Bridging the curriculum thematically: Nature and literature meet." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/609.

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33

Cannon, Ashley N. "Incorporating drama across the curriculum into the intermediate elementary classroom." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1020.

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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.<br>Bachelors<br>Education<br>Education

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34

Deloge, Nancy F. "Character-based education: Its place in the elementary school curriculum." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/805.

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35

Munro, Samantha. "Integrating Literature in an Elementary School Mathematics Classroom." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/76.

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Historically, mathematics education has consisted of rote learning through workbooks and textbooks, leaving students with the thought that mathematics is dull, unimaginative, and inaccessible. Educators have looked for ways to change these views of students, one current suggestion being through the integration of children's literature in the mathematics curriculum. To further investigate this suggestion, the study "Integrating Children's Literature in an Elementary School Mathematics Classroom" was conducted in a 3rd grade Johnson City Classroom to determine how students reacted to the integra

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36

Chan, Yip Ah-may Amy. "A study of the curriculum development strategy for the certificate in primary education programme." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597432.

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37

Dogan, Oguzhan. "Upper Elementary Mathematics Curriculum In Turkey: A Critical Discourse Analysis." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614470/index.pdf.

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The purpose of this study was to trace the reflections of critical issues, such as neo-liberalism, cultural differences based on social class, gender stereotyping, and nationalism in the elementary mathematics education in Turkey. Critical discourse analysis was conducted to examine these possible reflections. By researching mathematics education from a critical perspective, this study aimed to contribute constructing a starting point for socially responsible mathematics education. There were four main data sources in the study: elementary mathematics curriculum, 6th, 7th, and 8th grade elemen

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38

Muirheid, Amanda J. "Visual Culture within Comprehensive Art Education and Elementary Art Curriculum." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/80.

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This thesis addresses why a comprehensive art education curriculum needs to merge with visual culture in order to better serve current elementary students today. The review of literature supports this theory and proves that the two approaches work together to make learning relevant and effective. The units of study provided make up a guideline that show teachers how to include visual culture into the current comprehensive art education structure. This allows students to bring their own ideas and experiences into the classroom, and results in making the visual arts more personal. Following

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39

Schaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.

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The study examined the benefits of implementing multicultural music education into an elementary school's music curriculum. Conducted in a region with a culturally diverse student population, the study surveyed in-service music teachers and elementary students' parents on their perceptions of multicultural music education. Meanwhile, a set of experimental classes focused on Chinese music was taught to a diverse class of Grade 5 students to study their reactions and learning outcomes when studying non-Western music. Results indicate that (a) multicultural music needs to be better implemented in

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40

Campbell-Comerford, Timothy. "A Social Skills Curriculum Designed for Implementation in Elementary Schools." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122941.

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Note:<br>Social skills instruction is a key component to intervening with students with emotionaland behavioral disorders (EBD). The behavior of students in the elementary school levels shouldbe assessed in order to implement behavioral intervention strategies because as they progressinto high school and later, the risk for negative life-long impact increases. The two main goalsare perceived by their friends, siblings, parents, and teachers, and to allow them to generalize theskills that they learn, being able to use the positive social skills outside of the training setting. Inorder to do so,

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41

Cowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.

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The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then aft

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42

Hopper, Jean. "The Efficacy of Advance Organizers in Upper Elementary School Curriculum." UNF Digital Commons, 1992. http://digitalcommons.unf.edu/etd/76.

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The purpose of this study was to provide a synthesis and evaluation of research regarding the efficacy of using advance organizers as a pre instructional teaching strategy to enhance students' cognitive growth. Additionally, two sample advance organizers are provided as a model for classroom application, along with caveats for advance organizer construction, presentation and usage. The third component of this study was an evaluation of selected advance organizer studies based on the work of Mayer (1979). The conclusion was that advance organizers do facilitate long term retention and conceptua

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43

Starkes, Kathryn Elizabeth. "Curriculum : a palette for the mind : modeling reflective curriculum inquiry for curricular content." 2009. http://hdl.handle.net/2152/6632.

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Curriculum is a means by which the medium of thought finds expression. It is a palette for the mind. Curriculum is a device by which thoughts are given form that can be shared. In the hands of a curriculum artist, symphonies of thought are conceived, composed, and performed. Like a palette in the hands of a master, curriculum in the hands of a teacher can transform minds. This dissertation seeks to examine, through reflective inquiry, the efficacy of an integrative, concept‐driven curriculum framework for novice elementary teachers, and, thereby, posit a generalized model of reflective curricu

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44

Ying, Lo Yen, and 羅雁盈. ""Curriculum Deliberation” of elementary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49690151672962947290.

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碩士<br>國立臺北教育大學<br>課程與教學研究所<br>95<br>The main idea of this research is to find the possibility of teacher deliberation in integrative activity course,therefore this research is named the “Curriculum Deliberation” of elementary school, and it is extend three studies purpose: 1. What is the curriculum deliberation progress of the 5th grade teacher when they are in integrative activity course? 2. How is the 5th grade teacher combine deliberate into commonplaces? 3. What is the relationship between those three teachers when they are in the group deliberation? The research is: 1. The 5th gr

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45

Romberger, Joyce Elizabeth. "Curriculum development leadership for elementary principals." 1988. https://scholarworks.umass.edu/dissertations/AAI8813272.

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The local school is the level at which school improvement occurs. The key leaders of the local schools are the principals and they should be involved in improving the curriculum for school improvement. However, principals encounter difficulties. Their role is unclear. They do not possess the necessary skills. To acquire such skills, staff development programs are needed for principals. In this exploratory study, a staff development program was designed and implemented to assist principals to gain curriculum development competencies. A list of fifty-four activities was mailed to eighty-eight Pe

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46

陳猷貿. "Study on elementary school social studies teacher's perceived curriculum, and operatioal curriculum." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26445342790677836348.

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碩士<br>國立花蓮教育大學<br>國民教育研究所<br>97<br>The author has observed the issue of curriculum reformation in the class and it is the origin of this study. This study is to discuss the differentiation and the root cause of difference regarding the “formal curriculum,” “perceived curriculum” and “operational curriculum” of the nine-year integrated curriculum in accordance with the Goodlad curriculum level and Brophy curriculum transformation theory. For the purpose of solving the core issue, the formal course is deducted by interpreting recycling interview and observation method within the scope of element

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47

Tien，Jui-Ching and 田瑞卿. "The Integration of Mythology to Elementary Curriculum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45776353787978254492.

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48

Sung, Juihung, and 宋瑞虹. "A Study on Curriculum Transformation of Elementary School Taiwanese Expert Teacher—from perceived curriculum to operational curriculum." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/8dgaw5.

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碩士<br>國立屏東教育大學<br>教育學系碩士班<br>101<br>This study is aimed at discussing the curriculum transformation of elementary school Taiwanese expert teacher from the perspectives of perceived curriculum and operational curriculum. It is designed in the manner of case study, selecting one elementary school Taiwanese expert teacher as the study subject and collecting data by means of classroom observation, semi-structured interviews, and document analysis for a whole semester. This study concludes its findings as follows: 1. Concerning perceived curriculum, the expert teacher adopts the perspective between

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49

De, Wet William Christoffel. "Onderwyserbetrokkenheid by kurrikulering in die primêre skool." Thesis, 2014. http://hdl.handle.net/10210/9107.

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D.Ed. (Curriculum Studies)<br>The subject of this research was defined as : the devising of strategies for increased teacher involvement in curriculum development, with a view to improving the quality of education. This effort to develop a paradigm for curriculum development showed that such a paradigm should be constructed using both philosophical and relevant procedural points of departure. Study of the literature and of personal correspondence received from developed countries indicated that the teacher should only be expected to participate in those areas of curriculum development which co

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50

Hsiao, Mei-hua, and 蕭梅華. "Integrating Pet Dogs into the Elementary School Curriculum." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/ee9g5y.

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碩士<br>玄奘大學<br>應用外語學系碩士班<br>101<br>The purpose of this study is to integrate pet-themed material into the fifth- and sixth-grade English curriculum, on the assumption that elementary school students are fond of animals, especially pets, and will therefore find such material enjoyable. A questionnaire found that most of the students at a Taipei elementary school do indeed like pets, especially dogs. Unfortunately, few elementary school English textbooks incorporate animal or pet themes. The researcher therefore compiled some supplementary material, such as stories and songs, from English-languag

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