Tesis: "Curriculum (education)"

1

Clarke, Terence. "Curriculum development in religious education". Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294021.

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2

Peach, Sam. "Understanding curriculum in higher education". Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439139.

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3

Eastman, Michael G. "The Journey from Engineering Educator to Engineering Education Researcher". Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279363.

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Abstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri & Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd & Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson & Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation.

My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals “not cut out” to become engineers.

My study is driven by the following research questions: (1) What are engineering educators’ perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?

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4

Marks, Lori J. "Curriculum-Based Measurement: Writing". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3680.

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5

Stock, David M. "Educating for Democracy: Reviving Rhetoric in the General Education Curriculum". Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd985.pdf.

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6

Langdon, Paul. "Built environment education : a curriculum paradigm". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.

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7

Neville, Michael William. "Internationalizing the curriculum in teacher education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0012/MQ52803.pdf.

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8

Carroll, Raymond F. "Ethics education in the accounting curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ65805.pdf.

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9

Hoadley, Sarah L. "Environmental education : factors behind curriculum adoption". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/S_Hoadley_070907.pdf.

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10

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 subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom.

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11

Laws, Christopher John. "Physical education, curriculum change and individualism". Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.

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12

Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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13

Harricharan, Romila. "Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008618.

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Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.

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14

Hong, Won Pyo. "Curriculum about others, curriculum of othering Asia in two American classrooms /". Diss., Connect to online resource - MSU authorized users, 2008.

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15

Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.

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16

Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules". Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.

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17

Carvallo, Oscar R. "Values in the hidden curriculum : an axiological reproduction /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375117083.

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18

Van, Wyhe Glenn Arthur. "The accounting curriculum in higher education : a study in educational policy /". Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7644.

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19

Brown, Ryan A. "Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).

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20

Kolodziej, MIchael. "Computational Thinking in Curriculum for Higher Education". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285666.

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Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21^st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development.

Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014).

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21

Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.

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The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.

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22

Palko, Steffen E. "An epistemological framework for curriculum and instruction". [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

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23

Klose, Dagmar. "Thesen zur Curriculum-Diskussion". Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2005/467/.

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24

Ye, Wangbei y 叶王蓓. "Power and school-based curriculum development in moral education in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996799.

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25

Jennings, Megan Marguerite. "Success for all : the hidden curriculum". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.

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Žukauskienė, Milda. "Curriculum modelling of the physiotherapy professional education". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110325_133315-52749.

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Due to the changing personal and public demands as regards health care new requirements for the health care service providers have presently arisen; consequently, the whole health care system, especially rehabilitation, has been facing new challenges. The scientific research on the physiotherapy practice, as the main providers of the previously mentioned health service, stand far behind from being developed in Lithuania. Thus, this work, which analyses physiotherapy professional education with regard to systemic view, aims at developing theoretically and empirically validated curriculum model of physiotherapy education. The development of the model includes the conception of physiotherapy, its historical evolution, defines the peculiarities of physiotherapy practice and education in foreign countries and in Lithuania, and finally, it introduces a hypothetical model of the interaction between physiotherapy practice and their competences. The empirical research with reference to holistic view precondition scientific validation of the physiotherapy education parameters and curriculum modelling. The curriculum model developed on the basis of the research results and the discussion in this dissertation reflect the tendencies of physiotherapy education in the world and presuppose further research in the field of physiotherapy practice and education.
Kintant asmens ir visuomenės poreikiams, susijusiems su sveikatos priežiūra, keliami nauji reikalavimai sveikatos priežiūros paslaugų teikėjams, o tai yra iššūkis visai sveikatos priežiūros, o ypač reabilitacijos, sistemai. Kineziterapeutų, kaip pagrindinių šias paslaugas teikiančių specialistų, veiklos ir profesinio rengimo tyrimai Lietuvoje nėra plėtojami. Todėl šio darbo, kuriame profesinis kineziterapeutų rengimas analizuojamas sisteminiu požiūriu, tikslas – sukurti teoriškai ir empiriškai pagrįstą kineziterapeutų profesinio rengimo turinio modelį. Jį kuriant aptariama kineziterapijos samprata, jos istorinė kaita, aprašomi kineziterapeutų veiklos ir jų profesinio rengimo ypatumai užsienio šalyse ir Lietuvoje, pristatomas hipotetinis kineziterapeutų profesinės veiklos ir kompetencijų sąveikos modelis. Empiriniai tyrimai, atlikti remiantis holistiniu požiūriu, sudaro prielaidas moksliškai pagrįsti kineziterapeutų profesinio rengimo turinio parametrus, modeliuoti turinį, sudaro prielaidas apibrėžti kineziterapeutų kvalifikacijos lygmenis, nustatyti jiems keliamus reikalavimus ir parengti naujas studijų programas. Tyrimo rezultatų pagrindu sukurtas ir disertacijoje aprašytas modelis atspindi pasaulines kineziterapeutų profesinio rengimo tendencijas ir suponuoja tolimesnius kineziterapeutų veiklos ir jų profesinio rengimo tyrimus.

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Edidaha, Edidaha John Ukpong 1939. "CURRICULUM FOR NIGERIAN TEACHERS EDUCATION STUDENTS (ART)". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291944.

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This thesis defines and presents discipline-based art education curricula as defined by Greer 1983 for Nigerian Art Education Students. Current requirements in art education programs both in Nigeria and the United States are compared in order to more fully understand and develop this course of study. Attention is paid to the national goals and the inherent culture of Nigeria. An analysis of the curriculum of five colleges with discipline-based and education programs has been studied in order to determine a suitable outline of curricula for college teachers in Nigeria. It is concluded that Nigerian teachers, through this proposed program, will be exposed to the contemporary discipline-based approach to art education, and that Nigerian children taught by means of this approach will be able to gain a better understanding and appreciation of their artistically rich culture.

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28

Gonzalez, Reyes Mata. "Improving undergraduate higher education through curriculum reform". Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.

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Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.

This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.

This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?

Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.

The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.

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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.
Department of English

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30

Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.

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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.

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31

Groves, Suzanne Claire. "How children experience national curriculum physical education". Thesis, University of Chichester, 2001. http://eprints.chi.ac.uk/859/.

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There has been a general reluctance within education, and in particular physical education, to involve the child proactively in the research process. Assessments of children's experiences have occluded possibilities for the development of understanding by the proclivity to employ restrictive methods of research. Herein potential is confined to accessing only those categories deemed to be of significance by the researcher. This study aimed to expand upon existing studies by opening potential for accessing new possibilities through the involvement of children directly in the exposition of research issues and development of theory. An interpretive approach, adhering to a grounded theory methodology, was taken over a three-year period of data collection and analysis. Following an initial year of familiarisation with the research field, through observations in four secondary schools, a case study formed the basis of the main body of research. Diaries, group and individual interviews formed the essential basis of data that was supported by observational study. Children involved in this study were found to have the capacity for reflection and analytic acumen to cast their experience meaningfully and constructively for interpretation. Therefore, although superficially findings supported many more general issues studied to date within the subject area, analysis revealed more specifically that children's experience of physical education was organised around certain domains of awareness. These configurations formed what I have termed a 'working consciousness' in given situations. 'Physical education' as a practical, spacial and social phenomenon heightens the significance of experience through the multiplicity of sentient possibilities that it creates for the child. However, in particular, the presence of 'significant' peers was found to be a predominant determinant of actual working consciousness, on occasion overriding 'curriculum' itself.

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32

Grilli, Jennifer Hubbard. "Curriculum alternatives in graduate dental hygiene education". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2095.

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Thesis (M.S.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 85 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-60).

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33

Kwami, Robert Mawuena. "African music, education and the school curriculum". Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1989. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.296838.

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Dalfrey, Karen E. "Integrating biodefense topics into secondary education curriculum". Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4512.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 176. Thesis director: Patrick Gillevet. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Biodefense. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 167-175). Also issued in print.

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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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Eatinger, William M. "A middle school physical education curriculum guide". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/832.

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Tembo, Mark Jimu. "A Physical Education Curriculum Plan For Malawi". Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27157.

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This document is about a plan to develop physical education curriculum in Malawi. Despite its official recognition, the subject is often regarded as a low entity on the school curriculum. Several factors contribute to this status, chief among them is: lack of well-prepared teachers; equipment and materials; negative attitude by certain key individuals in the society. This document is the first attempt to develop a broad and balanced physical education curriculum in Malawi. In this document, two curriculum frameworks have been provided. One such curriculum frameworks is for the primary school (elementary) grades 1-8 and the other, the secondary (high) school 1-4. These frameworks are detailed with teaching and learning topics in physical education in such a way that every school child will have an opportunity to participate for enjoyment, knowledge and skill acquisition for personal and national benefit. This study is drawn upon the US and UK models where programs such as Saber-Tooth, Catch, Spark and Sport-England have been very successful. The assumption of this plan, comprehensive as it may be, is the essence of collective effort of the people of Malawi to implement the ideas it contains.
Ph. D.

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Burke, Michael Terence. "Religious education as a multi-process curriculum". Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19685.

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Annexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.
Bibliography: pages 181-187.
Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.

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Younk, Karina. "One province's conception of curriculum integration : transforming educational reform ideals into the Québec education program". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79986.

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This phenomenographic study explores the intentions, ideals, and practices that shape educational leaders' conceptions of curriculum integration. The study uses documents and interviews to analyse the integrative elements of three of Quebec's key educational reform documents: The final report from the commissioners of the Estates General on Education; Reaffirming the mission of our schools: Report of the task force on curriculum reform ; and the Quebec Education Program. Fifteen curriculum reform leaders who participated in the process of drafting these documents were interviewed about their conceptions of curriculum integration. The conceptual framework used to study Quebec's conceptions of curriculum integration stemmed from the review of the research literature. This study's revised framework may provide curriculum developers and other educational leaders with a template for exploring integrative intents, ideals, and practices coherent with their conceptions.

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40

Nobanda, Vusumzi Zwelandile. "Complementary of Curriculum design and development process and Curriculum implementation in the South African education system: Teachers’ experiences in the Libode Education Mega-District". Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/834.

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The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.

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Curtis, Jeremy Daniel. "The culture of hospitality and catering education : an inquiry into the culture of hospitality and catering education in eight further education colleges and four higher education institutions". Thesis, Nottingham Trent University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324732.

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Christensen, Terri L. "Individual, Institutional and Leadership Facets Influencing Faculty Curricular Leadership: A Mixed Methods Sequential, Exploratory Study". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1395846850.

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Pew, Weston. "Planting seeds| Regenerative leadership curriculum for communities of practice". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591281.

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Across much of the Western world there is a growing movement working to plant the seeds of a holistic worldview that is based on a recognition of the interdependent relationship between self, Earth, and community. One way to nurture this emergence on a local level is through community-based workshops that offer theories and practices in support of such a perspective. The purpose of this study is to create a curriculum that could be used to shape this type of workshop. The design of the curriculum content is meant to offer interior and exterior tools and experiences that catalyze both individual and group development. The primary method utilized in the research was a curriculum advisory board to assist with content development. The ultimate goals of such a workshop are two-fold: (a) to deepen participants’ relationships to self, Earth, and community; and (b) to create and inspire local community groups that can support social justice, environmental stewardship grounded in an ethic of care, and regenerative (sustainable) community development during this time of great planetary need. The findings of the research span the fields of adult development, relational education, community organizing and activism, regenerative leadership, nature connection, and sustainable community development. Tools and practices include but are not limited to meditation, dialogue, shadow work, worldview inquiries, journaling, group development, and community action plans.

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Stinnett, David. "Web-based curriculum delivery". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.

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Bauer, Christine y Christine Strauß. "Educating artists in management: an analysis of art education programmes in DACH region". Taylor & Francis Group, 2015. http://dx.doi.org/10.1080/2331186X.2015.1045217.

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Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes). We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.

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46

Lopez, Jose Luis. "General Education Teachers' Perceptions of Supporting English Language Learners in Regular Education". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6057.

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The number of culturally and linguistically diverse students at an urban elementary school in a southern state has greatly increased since the 2014-2016 school year. Corresponding low state achievement test scores have also been observed for English language learners (ELLs). The purpose of this study was to investigate the instructional strategies that general education teachers implement in their classrooms to support the academic needs of ELLs and teachers perceptions of their own abilities to instruct ELLs. The conceptual framework for this study was Bandura's theory of self-efficacy. The case study research design included interviews and observations with a sample of 10 general education teachers at the school in grades 1-5 who had ELL students in their general education classrooms. The data were transcribed, coded, and analyzed for emerging themes which included the following; teachers' beliefs in their abilities to support ELLs, their educational background, their professional development (PD) and training, their perceptions of English as a language barrier, their lack of ESL instructional resources, and their beliefs about an appropriate education and positive classroom environment. Based on the findings of this doctoral project study, a PD program was created to increase teachers' knowledge, skills and perceived competence for teaching ELLs. The study has implications for positive social change which includes a PD program for general education teachers to increase their knowledge, skills and confidence about teaching ELLs that might enhance students' learning and achievement

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Lemos, Guilherme Augusto Rezende. "O sujeito descentrado e a educação como estética". Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6896.

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Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro
O ponto crucial desse trabalho, certamente, são as condições de possibilidades das relações entre o magistério e a educação, arguindo tanto o magistério como a educação sobre o sentido do não-sentido de um currículo. Minha tese é que, analisadas as possibilidades da subjetividade, a autodeterminação é inexequível, isto é, é preciso incluir o outro no eu e essa inclusão pressupõe penetrar as searas do imprevisto. Se assim o é, a subjetividade consiste na responsabilidade, na ação de responder a esse outro que não sou eu, mas que constitui também o eu. Responder ao outro obnubila o eu enquanto singularidade, não há espaço para essa singularidade, portanto ser é imprevisível. Isso significa que é vão o trabalho de tentar planejar a construção do eu (o sujeito, o cidadão) do outro no tempo. O conhecimento, a herança, é também um outro a que se deve responder e cujas respostas produzirão outros outros. O currículo é um outro a que se deve responder, e isso vale tanto para aquele que seleciona quanto para aquele a quem se destina a coleção. Assim sendo, não há um sentido possível para um currículo. O encontro com esse outro selecionado em meio a herança que, por si só é também outro, desmantela o sentido previsto posto que é imprevista a ação da responsabilidade.Resta-nos aderir à vontade de potência, ao moto contínuo da responsabilidade ante o imprevisto. Mergulhar nesse jogo que, distante de uma ação racional, segue um processo de êxtase e não de vertigem ante o conhecimento. Resta-nos deslizar as políticas de governo para as de estado, onde a educação escolar seja vista como investimento não-útil, como um jogo que rompe as bordas dos esquemas dentro-fora, interior-exterior, aqui-ali, meu-teu. Como um processo onde o planejamento futuro é impossível, já que é puro imprevisto. A presente tese não se configura como a defesa de uma ideia, mas como uma adesão, e consequente reflexão, a uma perspectiva de entendimento do que venha ser currículo, prática docente e conhecimento, no recorte da educação escolar, independente do segmento. Trata-se de uma confissão e da busca de um lugar, enquanto professor que exerce seu ofício
The core of this work certainly are the conditions of possibility of the relationship between teaching and education, arguing both teaching and education in relation with the sense of the nonsense of a resume. My thesis is that, analyzed the possibilities of subjectivity, self-determination is infeasible, i.e., you must include the "other" in the "I" and this inclusion involves penetrating the fields of the unexpected. If it is so, subjectivity constitutes responsibility, being the action to respond to this "other" that is not me, but that also constitutes the "I". Reply to the "other" obscures the "I" as uniqueness, there is no room for such uniqueness, so the being is the unpredictable. This means that it is vain to try to plan the construction of the "I" (the individual, the citizen) of the other in time. Knowledge, heritage, are also "others" that must be answered, and those answers will produce other "others". The curriculum is an "other" that must be answered, and this is true for both the one that selects as for the one for whom the collection is intended. Therefore, there is no possible meaning for a résumé. The encounter with the "other" selected among the inheritance, that is also "other" in itself, dismantles the intended meaning, for the action of responsibility remains unpredictable. For us, theres left the option of joining the desire of power, the perpetual motion of liability against the unforeseen. To dive into this game, distant from a rational action, following a process of ecstasy and not of vertigo towards knowledge. What is left for us is to trade government policies for state policies, where education is seen as non-useful investment, as a game that breaks the edges of the inside/out, indoor/outdoor, here/there, mine/yours schemes. As a process for which planning ahead is impossible, since it represents the pure unforeseen. This thesis is not qualified as the defense of an idea, but as an adhesion and consequent reflection, a perspective of understanding of what will be the curriculum, teaching practice and knowledge, in the scenario of school education, regardless of the segment. This is a confession and the seeking of a place as a teacher who exercises his craft

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Alharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.

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Wyatt, Marla Jean. "Curriculum orientations of home economics leaders and characteristics of recommended home economics curriculum documents /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417982004.

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Bennett, Sandra. "An investigation into curriculum alignment in building construction curricula". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.

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Tesis sobre el tema "Curriculum (education)"

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