Bibliografías temáticas / 330200 Curriculum Studies

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Literatura académica sobre el tema "330200 Curriculum Studies"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 6 de febrero de 2022

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Tesis sobre el tema "330200 Curriculum Studies"

1

Taylor, Rowena Margaret. "Teachers' conflicting responses to change: an evaluation of the implementation of senior social studies for the NCEA, 2002-2006 : a thesis presented in partial fulfilment of the degree of Doctor of Education (EdD), Massey University, Palmerston North, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1023.

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The thesis provides a socio-historical perspective through which to evaluate the first five years of implementation (2002 to 2006) of social studies within the National Certificate of Educational Achievement [NCEA] in New Zealand secondary schools. The experiences of both lead educators, with responsibilities at a national level, and classroom teachers provide insights into the personal, contextual and institutional factors which have enabled and constrained the implementation process, especially at NCEA level one. The inclusion of social studies as a subject for the new qualifications and ass
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2

Wette, Rosemary. "Making the instructional curriculum : case studies of seven teachers of adult ESOL." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/348.

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Joseph Schwab claimed that only teachers are capable of translating scholarly theory into curriculum, as only they have knowledge of and are able to co-ordinate its four cornerstones of subject matter, learners, context and the teacher. Organised around Schwab’s heuristic, this thesis explores from an ecological perspective the curriculum making practices of seven experienced, effective teachers of adult ESOL over the trajectory of a course that each one taught. While normative advice in second language teacher education texts encourages a more systems-based approach to curriculum development,
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3

Dowden, Richard Anthony. "Curriculum integration for early adolescent schooling in Aotearoa New Zealand : worthy of a serious trial : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1431.

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The concept of curriculum integration has long held seductive appeal as a way to unite knowledge and meet the educational needs of young people. However, researchers have largely dismissed the concept as a romantic but unworkable idea. Nonetheless in the short history of education in Aotearoa New Zealand (NZ), notions of integration have persistently reappeared in the national curriculum. In the 1930s, innovative teachers implemented world-class examples of curriculum integration in rural schools. Later, the Freyberg Project (1986-1991) demonstrated that curriculum integration admirably meets
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4

Chapman, David James. "Education for the environment : towards teacher empowerment : a thesis submitted as fulfillment of the requirements for the degree of Doctor of Philosophy, November 2004, Massey University, Palmerston North, New Zealand." 2004. http://hdl.handle.net/10179/1638.

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The work of this thesis involves an exploration of teachers' practice in environmental education in New Zealand schools, conducted between 1999 and 2002. Some new theorising is conducted in response to the problems faced by teachers. This seeks to reconceptualise the way we think about environmental education in schools. The purpose of this is to provide a theoretical framework that assists teachers to rethink their practice and, as a result, be empowered to act for the environment. The thesis begins by providing a general background to the field of environmental education and by setting this
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5

Bondy, Ann. "The intended and interpreted technology curriculum in four New Zealand secondary schools : does this all mean the same? : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education, Massey University." 2007. http://hdl.handle.net/10179/769.

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In 1993 a new draft technology curriculum was introduced to New Zealand schools, followed by the publication of the final document in 1995. Its design and intentions required a shift in thinking within schools, in teaching and learning, and in the wider community. This had significant implications for the way schools managed curriculum implementation, for staffing in technology, and for resourcing. Professional development opportunities, funding support and support resource material were made available over a number of years as research in this area continued. Access to this support was not co
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6

Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.

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This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from internatio
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7

Weir, Kama Jean. "Teaching health education in New Zealand secondary schools : policy into practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, New Zealand." 2009. http://hdl.handle.net/10179/1225.

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Teaching Health Education in New Zealand secondary schools: Policy into practice. Health education has a long informal history in New Zealand schools. This study attempted to illuminate and explain the effects on a small sample of secondary school health teachers of official policy changes in curriculum and assessment for Health Education in the period 1999 – 2004. These teachers were deeply concerned about the health issues that they perceived their students were facing, and saw Health Education as a means of helping students address these. The publication of Health and Physical Education in
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8

McAuley, Michael. "A small drop of ink, falling like dew : an investigation into the process of interpreting the written word into an illustration : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, New Zealand." 2008. http://hdl.handle.net/10179/1046.

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This investigation’s origin is one born of pragmatism. It seeks to improve the teaching and learning of illustration, a visual communication design discipline. The specific focus is text adaptation and the process involved in interpreting the written word into a visual image. Common characteristics of poor interpretation, identified after many years of teaching illustration, are the creation of images which are either based on relatively insignificant details from a text, or so removed from a text’s theme, that decoding an image’s intended meaning becomes extremely difficult. This study theref
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9

Rapley, Douglas James. "Policy and reality : the teaching of oral communication by Japanese teachers of English in public junior high schools in Kurashiki City, Japan : a thesis presented in the fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/794.

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In 2003 the Ministry of Education, Culture, Sports, Science and Technology (MEXT) unveiled their new junior high school (JHS) English as a Foreign Language (EFL) policy, which focused strongly on oral communication. Although there is evidence of policy noncompliance in schools until now there has been no English language research on the attitudes or practices of Japanese teachers of English (JTEs), or the views of the students, and their parents in regards to teaching/learning English speaking skills. The research, based on JHSs in a mid-sized Japanese city (pop. 475,000 approx.), focused pred
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10

Leask, Betty. "Discursive constructions of internationalisation at an Australian University: implications for professional practice." 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.

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The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes ar
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