Дисертації: "Internationalisation of curriculum programs"

1

Chalapati, Supaporn, and Supaporn chalapati@rmit edu au. "The Internationalisation of Higher Education in Thailand: Case Studies of Two English-Medium Business Graduate Programs." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.145018.

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This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.

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2

Crose, Amanda Rose. "Scripted Programs: A Curriculum Evaluation." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7130.

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Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.

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3

Miller, John Edward. "Curricular emphasis in Industrial Distribution programs and programs of similar theme." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/87.

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Thirteen state-sponsored colleges and universities within the United States offer a bachelor level degree in Industrial Distribution. The first of these emerged in the 1950s in response to industry demands for unique educational preparation of entry-level professionals. Since the 1980s, increased sophistication in the field has accelerated the demand for educational preparation of Industrial Distribution professionals. The problem facing educators is to determine the mix of courses that will provide the appropriate curricular focus when developing or refining the programs at their individual institutions. In the first phase of this study, the curricular focus of the current bachelor level programs in Industrial Distribution is identified in the form of eight curricular groupings representing the required courses in those programs. The second phase of this study investigates the curricula of programs that contain a similar theme of focus at state-sponsored colleges and universities. The purpose is to identify programs other than formal Industrial Distribution programs, which have similar curricular focus, and may therefore provide graduates of similar educational preparation. In addition to providing educators with insight into the relationship between formal Industrial Distribution programs and those of similar theme, this portion of the study provides managers in the field with information to consider when evaluating schools as potential sources of new hires. State-sponsored schools in the study were identified from the membership of the American Association of State-Sponsored Colleges and Universities (AASCU). Findings included ninety-six institutions from the six most populous and six least populous states, as of the 2000 U.S. Census. These institutions provided a representative sample of the 387 colleges and universities currently members of AASCU. The identified schools offer over four hundred programs of similar theme to the thirteen formal Industrial Distribution programs. The overwhelming majority of those programs are in colleges of Business and Technology, and are generally marketed as supporting general or governmental business, with no reference in catalogs, and departmental literature or Internet websites as supporting fields directly identifiable with Industrial Distribution.

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4

Bell, Maureen. "Internationalisation of the curriculum in higher education through study abroad and global learning." Faculty of Education, 2008. http://ro.uow.edu.au/theses/130.

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Internationalisation of the curriculum is a major issue for academics, administrators and policy makers in an era of market-driven changes affecting the higher education sector. It is a key program strategy within the wider activity of internationalisation of higher education. The latter is increasingly seen by policy makers and university administrators as driven by international student mobility and the need for revenue from international student fees. These are critical issues for universities in the globally competitive market environment.Despite its importance as a concept, it is not yet clear just what internationalisation of the curriculum means, or how it should be implemented. Thus it attracts a variety of perspectives and understandings. For example, it could be described simultaneously as a systemic reaction to the neo-liberal economic imperatives of marketisation and as an educational response to globalisation. One important outcome of the work described herein is the development of recommendations for internationalisation of the curriculum to assist and empower academics in providing international learning outcomes for their students.The literature review carried out as part of this study revealed that only a relatively small amount of research, evaluation and guidance on internationalisation of the curriculum has been published. It was also clear that very little is known about the ways in which academics and students experience internationalisation of the curriculum.The research reported herein was designed to fill this gap by documenting and analysing the staff and student experience. The research is therefore grounded in the interpretive paradigm and utilises case study method. Using the curricular areas of the Best Practice Guidelines for Internationalising the Curriculum (Whalley, 1997) as a framework, two summer study abroad programs and one global learning course at Australian and Singaporean universities were chosen for study. These programs were offered within science faculties however the curriculum for the study abroad programs included languages and commerce subjects. After data gathering the Presage, Process and Product structure of the 3P Model of Learning (Biggs, 2003) was used as an interpretive tool.The cross-case analysis surfaces common themes and highlights contradictions and tensions that were seen to lead to problems in practice. In particular, the two study abroad programs were found to be top-down and failed to offer students an authentic international learning opportunity. In contrast, the third case, a global learning course, was found to be both top-down and education-led and afforded a level of international engagement for students.Academic goodwill was found to be the most critical factor for success of internationalisation of the curriculum initiatives. Other factors that were found to have negative impacts include: the absence of theoretical frameworks underpinning internationalisation of the curriculum and curriculum planning; the non-alignment of assessment policy and practice across partner institutions; and the failure to develop student learning communities.From the themes identified in the cross case analysis a set of recommendations for internationalisation of the curriculum is offered by the author to help academics and administrators develop policy and a disciplinary vision for courses and programs that lead to international outcomes for students. These recommendations refer to the need for: theory-based, education-led models and disciplinary visions for internationalising the curriculum; equity of student access; student engagement within and across institutions; local and transnational student learning communities; policy-based procedures and professional development and support for academics.

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5

Haji, Abdul Mumin Khadizah. "An exploration of the internationalisation of the nursing and midwifery curriculum in Brunei Darussalam." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/362827/.

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This study explored curriculum developers’ experiences of developing and internationalising the nursing and midwifery curriculum in Brunei Darussalam (henceforth: ‘Brunei’), and students’ and graduates’ views of learning from the curriculum. The internationalisation of the curriculum, in education generally and health care and nursing in particular, has featured as a phenomenon in much global literature, describing attempts to ensure that curricula are fit for purpose, both to meet globally acceptable standards and accommodate an increasingly mobile workforce. A qualitative case study approach was used for the research. Data were collected from 34 participants (curriculum developers [n=17], students [n=8], graduates [n=9]) through semi-structured in-depth individual interviews. Qualitative data analysis used grounded theory principles and thematic analytic methods. Literature indicated that the evolution of the internationalisation of the nursing and midwifery curriculum in Brunei initially occurred due to the influence of the British over Brunei, from 1888 until 1983. The findings in this study showed that, in contemporary times, the integration of international perspectives into the curriculum has been culturally influenced whereby only perspectives considered as usable, culturally acceptable and applicable in Brunei would be selected for the curriculum. These international perspectives were further adapted to ensure relevancy to the Brunei context, in order to preserve its local identity. Data also indicated that curriculum users have contrasting perceptions on what constitutes relevance. Importantly students and graduates have particular views which characteristically were ignored in curriculum development. This study has implications for the development of an internationally oriented curriculum in nursing and midwifery which takes into account the cultural context of a specific country. Since there existed different perceptions of curriculum developers and those engaging with and learning through the curriculum, the study also points to a need to involve students in the curriculum design, an inclusion that is not apparently commonplace.

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6

Nganga, Lydiah Wangui. "Multicultural curriculum issues in Wyoming early childhood programs." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1023146451&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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7

Youssef, Sarah Jane. "Implant Maintenance Curriculum Among U.S. Dental Hygiene Programs." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586814568072554.

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8

Khasseneyeva, Aliya. "A case study of the conception of curriculum internationalisation in a secondary school in Kazakhstan." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12559/.

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Curriculum internationalisation has been long associated with higher educational institutions (e.g. Knight, 2012, 2003; De Haan, 2013; Deardorff, de Wit & Heyl, 2012; Brewer, E. & Teekens, H., 2007; James, 2005; Wilkinson, 1998; Starr, 1979). However, globalisation and the growing interconnectedness of the world have led to the urgent need for internationalising the curriculum of national secondary education. Therefore, the importance of research in secondary education curriculum internationalisation has been recognised (Yemini, 2014). This thesis aims at exploring the perception of school curriculum internationalisation within one secondary school in Kazakhstan. In order to achieve that aim this research employed interpretative case study methodology to explore the phenomenon under examination. Thematic analysis of the interviews with the school stakeholders and the school policies was applied. The sampling was purposeful and included school stakeholders at different levels: senior management, local and international teachers, students and parents. The school policies and documents were selected on the basis of the interviews. The selected school is notable for being an experimental platform for educational reforms of secondary education in Kazakhstan. The research revealed that the perceptions can be divided into two converging definitions of school curriculum internationalisation in terms of the outcome: educating a global citizen and educating a competitive graduate. Those definitions were supplemented with the perceived strategies or aspects that can help achieve the aim of curriculum internationalisation. Furthermore, the participants identified the challenges associated with curriculum internationalisation. Those challenges included tension between national identity and global citizenship education, the challenge of innovating a teaching and learning approach, and the difficulty in diversifying the staff and student body.

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9

au, Mfiocco@cic wa edu, and Maria Fiocco. "Glonacal Contexts: Internationalisation Policy in the Australian Higher Education Sector and the Development of Pathway Programs." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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Through a critique of Balls (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment (the policy) and the subsequent development of pathway programs in the Australian higher education sector. In this study Balls framework is extended to include Marginson and Rhoades (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of the policy. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of the policy cycle. The study examines the key players or individuals who contributed to the policys creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of the policy, and in influencing key players. It was also recognized that it was not always possible to definitively describe the role of these players or actors according to a hierarchical structure and separate contexts, confirming Balls (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that the policy created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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10

Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs." Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.

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Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle. The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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11

Fiocco, Maria. "'Glonacal' contexts : internationalisation policy in the Australian higher education sector and the development of pathway programs /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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Donaldson, Brady E. "Fluency Instruction in Contemporary Core Reading Programs." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1046.

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Core reading programs (CRPs) provide the curriculum and guide reading instruction for many classroom teachers. The purpose of this study was to conduct a content analysis of reading fluency instruction in current (2008-2011 copyright) grade 2 and 3 top-selling core reading program lessons to answer the following two research questions: (1) How do core reading programs recommend that fluency skills be taught? (2) How do reading fluency instructional practices in core programs compare to evidence-based reading fluency instructional practices defined in current research? The results of the analysis revealed that fluency instruction is more prevalent in current core reading programs than reported in previous content analyses and that the recommendations for fluency instruction are somewhat aligned with the findings of the National Reading Panel (NRP). All lessons coded focused on one of four characteristics of a fluent reader (i.e., rate, accuracy, expression, and/or comprehension). However, more lessons focused on expression than the other three categories. Second, current CRPs incorporated guided oral reading procedures; almost half of lessons included some type of explanation, modeling, and/or guided practice from a teacher or peer; however, reading with a partner was more prevalent than reading with the teacher (choral and echo reading). Also, more than half of the lessons included the use of repeated reading procedures; however, several CRPs suggested that students read the text more than the recommended three to four times. Last, the near absence of lessons that suggest the practice of independent silent reading also reflect the NRP’s findings that neither recommended nor endorsed its use in the classroom. More recent research reports no significant effect differences of guided wide reading (one time reading of text) and scaffolded silent reading of texts over guided oral repeated reading of texts. The five current CRPs did not recommend the use of either of these two practices.

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Salleh, Norani M. "Curriculum planning for special education programs, National University of Malaysia." Thesis, Boston University, 1988. https://hdl.handle.net/2144/38096.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This work is essentially a planning document. Issues discussed in this document include: the special education services available in Malaysia; views by critical constituencies of special education and its future prospects in Malaysia; teacher training programs for special educators; special education programs in selected other countries; three proposed special education programs for the National University of Malaysia; the feasibility of establishing the proposed programs; and, plans for implementing the special education programs. Using a qualitative approach a sample of thirty-one people including parents, educators, professionals, administrators and the public were interviewed in order to explore the current situation of the special populations, teacher training for special educators and educational provisions for special populations in Malaysia. Participants agreed that not all special needs children are being helped; that only certain groups or categories of special needs children are served in Malaysian schools; that more special education provisions must be provided; that more special educators should be trained for the Malaysian schools; that the Specialist Teachers' Training Institute is the only teacher training college for training special educators; that no Malaysian universities are directly involved in undergraduate degree programs for special education personnel; and, that special education is not just for children with specific disabilities but for the entire gamut of children having special needs. The participants viewed the proposed special education programs by the National University of Malaysia as timely. They also believed that training programs should not be confined to teachers but offered also to administrators, school inspectors, supervisors and parents. This survey Malaysia on the constituencies curriculum for and analysis of special education in basis of the expressed enabled the researcher the Special Education views of important to propose a Programs at the National University of Malaysia.
2031-01-01

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14

Brodie, Carol Ann. "Environmental sustainability programs in higher education: Policies, practices and curriculum strategies." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2505.

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The purpose of this mixed-methods study was to describe and analyze the policies and practices at selected universities in response to the environmental sustainability movement, as defined by the Talloires Declaration. A survey was conducted of sustainability coordinators at 26 institutions of higher education. Interviews were then conducted at three selected schools in the Western United States. From the data many themes emerged, including the region where the schools reside, culture, people that help or hinder, factors about the sustainability movement, regulations and mandates, financial considerations, physical characteristics of the schools, school atmosphere and politics, tactics used to implement environmental sustainability, and personality characteristics. The importance of leadership was a key finding in this study, as was the commitment of resources, regional culture, and communications.

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15

Holby, Nicole. "School Counselors and Their Experiences Implementing Comprehensive Programs." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639077.

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The following research study answered the following question: “What is the experience of high school counselors implementing an ASCA-based school counseling program?” School counselor experiences of the process were largely absent in the current and previous literature, as well as the profession’s representation in qualitative research. To fully understand the results and experiences they had, an education change theory was incorporated that not only benefitted the study, but was also bolstered and extended into another compatible profession. Generic qualitative research was conducted through interviewing 10 Pennsylvania high school counselors. To participate, school counselors were required to have involvement in implementing comprehensive programming at the high school level. Their interviews were transcribed by an outside transcriptionist, and an inductive thematic analysis was conducted to organize the data. Results indicated that high school counselors were generally only involved in the career domain of the American School Counselor Association (ASCA) National Model, administrators were vital in the support and promotion of school counselors, their programs, and their identities, and the level of resources greatly impacted their roles and responsibilities. Additionally, involvement in comprehensive program implementation increased professional identity, and in turn, job satisfaction even for those who reported negative relationships with administrators.

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16

Quigg, Seth Watson. "Intercultural Competency Assessment through International Cultural Immersion Programs." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539431.

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This study examines how implementing ethnographic tools and techniques into an international cultural immersion program (ICIP) curriculum specifically influences group members' intercultural competency. For this study, an ethnographic inquiry curriculum is introduced to participants of three different World Challenge Exp edition (WCE) courses. Ethnographic tools and techniques included photo elicitation interviews, structured journaling and taking field notes, and observational activities. WCEs is an international cultural immersion organization based out of the United Kingdom with branches in Australia, New Zealand, United Arab Emirates, the United States,and Hong Kong and runs programs eight to 28-days in length. To gauge the effects the tools and techniques have on each group member's intercultural competency pre and post expedition surveys, and end-of-expedition interviews were employed. Literature on experiential education, ethnography, ethnographic tools and tech niques, and intercultural competencies support the overall project. Additionally, the results, data analysis, discussion of the findings, and recommendations for future studies are presented to summarize and solidify the overall research study. The study results showed that approximately half of the total study population increased their capacity to listen and observe because of the implementation of ethnographic tools and techniques. Additionally, the implementation of ethnographic tools and techniques may have provided insight into how the host culture, and family life are more similar than different to theirs back home. The group member's qualitative answers to the interview questions provided interculturally competent answers and looks in part to be due to the use of ethnographic tools and techniques.

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17

Winston, Ebony Joy. "Gender and Diversity Topics Taught in Coamfte Programs." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26423.

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I conducted a mixed method study to explore how gender and diversity are being taught and defined at accredited marriage and family therapy programs. This research approach was explored through a feminist lens and within a systems theory framework, using both qualitative and content analysis methods. I examined course syllabi and interviewed faculty members that taught gender and diversity topics in their courses. I examined findings by program (masters and doctoral) and type of training (those that taught specific gender and culture courses and those that attempted to infuse gender and culture throughout the curriculum). The sample population consisted of syllabi from 21 masters and 18 doctoral training programs (ten each that taught specific courses in gender and diversity and eleven masters and eight doctoral courses that stated that they infuse gender and diversity throughout the curriculum). That is that there was variation in the topic areas that were explored when the specific courses content and infused course content were compared. There was a significant difference in the degree to which these topics were taught between the two program levels (Masters vs. Doctoral). However, the qualitative data reflected similarities in the teaching methods of both types of programs. Additionally, Twenty faculty members were interviewed, ten from a masterâ s and ten from doctoral programs. These faculty members were equally split between those representing infusion and specific courses. I constructed course summary tables of books, articles, course objectives and illustrative learning activities from each syllabus. The major implications of this study were that the experiences of the professors were explored and the studentâ s perspectives had been excluded. There was also little variation in the racial and gender characteristics of the professors
Ph. D.

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18

MARANTZ, GAL AMIT. "INTERNATIONALISING THE CURRICULUM IN AN ISRAELI COLLEGE: RESPONSES, MOTIVATIONS, INTERPRETATIONS AND ENACTMENT ACROSS THREE ACADEMIC DISCIPLINES." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/87888.

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L’internazionalizzazione di un curriculum accademico è un processo globale volto al miglioramento complessivo della qualità dei curricula attraverso l’aggiunta di una dimensione interculturale e internazionale. L’internazionalizzazione del curriculum è riconosciuta come un processo altamente contestualizzato che viene accolto e interpretato in modo diverso a seconda delle discipline accademiche o dagli ambiti territoriali. Precedenti ricerche comunicano che si tratta di un processo in cui il personale accademico svolge un ruolo critico e il loro continuo impegno è necessario alla sua riuscita. Sono state individuate molte sfide nel reclutamento del personale addetto all’internazionalizzazione dei programmi di studio. Negli ultimi anni, l’internazionalizzazione dell’educazione superiore è divenuta una priorità strategica per i politici e la leadership istituzionale in Israele. Le risorse sono state dirette allo sviluppo di strategie istituzionali per l’internazionalizzazione, con l’obiettivo di aumentare la mobilità degli studenti e del personale, e migliorare la qualità dell’insegnamento e della ricerca. L’internazionalizzazione del curriculum è vista come parte integrante di questa tendenza. Sebbene in Israele vi siano ricerche sul processo di istituzionalizzazione dell’istruzione superiore, in questo campo esistono pochi studi sul processo di internazionalizzazione del curriculum. L’obiettivo di questo studio è quello di esplorare il processo di internazionalizzazione del curriculum in tre dipartimenti accademici in un’università israeliana e registrare l’impegno del personale accademico in questo processo, prestando particolare attenzione alle loro risposte, motivazioni, interpretazioni e attuazioni. Lo studio utilizza, come lente teorica, il quadro concettuale di Leask (2015) per l’internazionalizzazione del curriculum, in cui il processo di internazionalizzazione è posizionato all’interno di un ambiente estremamente complesso e influenzato da molteplici strati di contesto. La ricerca adotta un approccio partecipativo con un disegno di ricerca qualitativa, costruito intorno a tre casi di studio. Quest’ultimi sono triangolati utilizzando tre canali di dati: interviste approfondite, analisi di programmi dei corsi, canali informali. Un totale di 17 partecipanti provenienti da tre dipartimenti accademici sono stati intervistati e le trascrizioni delle interviste sono state analizzate tematicamente. Inoltre, 15 programmi dei corsi sono stati sottoposti ad analisi documentale, utilizzando gli Indicatori dell’Internazionalizzazione del Curriculum, strumento sviluppato come parte dello studio. I risultati della ricerca dimostrano che l’internazionalizzazione del curriculum funge da catalizzatore per la progettazione di programmi di studio per individui e team accademici in un istituto di istruzione superiore in Israele. Lo studio segnala che gli accademici sono motivati ad avviare il processo anche nel caso in cui non vi sia una necessità evidente, come la presenza di studenti internazionali nel campus. Inoltre, questo lavoro mostra modalità contestualizzate di coinvolgimento nell’internazionalizzazione del curriculum in tutte le discipline, sostenendo ed estendendo le ricerche precedenti in questo settore. Nella fattispecie, lo studio offre importanti spunti di riflessione sul processo di internazionalizzazione del curriculum, suggerisce miglioramenti al quadro di Leask (2015), e formula diverse raccomandazioni pratiche che sono rilevanti per il singolo ambito dell’istruzione superiore in Israele, ma che potrebbero estendersi anche oltre.
Internationalising an academic curriculum is a comprehensive process directed towards the overall improvement of curricula quality through the addition of intercultural and international dimensions. Internationalisation of the curriculum is recognised as a highly contextualised process which is received and interpreted in many different ways across academic disciplines and regional settings. Previous research also reports that it is a process where academic staff play a critical role and their continuous engagement with it is necessary. Many challenges in recruiting staff to engage in internationalisation of the curriculum have been raised. Internationalisation of higher education has become a strategic priority of policy makers and institutional leadership in Israel in the past few years. Resources are directed towards the development of institutional strategies for internationalisation, with the goal of increasing student and staff mobility and raising the quality of teaching and research. Internationalisation of the curriculum is seen as an integral part of this trend. Although there is research on the process of internationalisation in higher education in Israel, little research exists on the process of internationalisation of the curriculum in this space. The objective of this study is to explore the process of internationalisation of the curriculum in one Israeli college across three academic departments and record the engagement of academic staff in it focusing on responses, motivations, interpretations and enactment. The study uses Leask’s (2015) conceptual framework for internationalisation of the curriculum as a theoretical lens, where the process of internationalisation of the curriculum is positioned within a super complex environment and impacted by multiple layers of context. The research assumes a participatory action research approach with a qualitative research design, constructed around three case studies. The case studies are triangulated using three data channels: in-depth interviews, analysis of syllabi documents and insider, informal channels. A total of 17 participants from three academic departments were interviewed and interview transcripts were subjected to thematic analysis. In addition, 15 syllabi documents were subjected to document analysis, using the Internationalisation of the Curriculum Indicators tool which was developed as part of this study. The results of the research demonstrate the role of internationalisation of the curriculum as a catalyst for curriculum design for academic individuals and teams in one higher education institution in Israel. It shows that academics are motivated to embark on the process even in a case when there is no obvious need such as the presence of international students on campus. In addition, it shows contextualised modes of engagement with internationalisation of the curriculum across the disciplines, supporting and extending previous research in this area. Specifically, the study offers important insights into the process of internationalisation of the curriculum and suggests enhancements to Leask's (2015) framework and makes several practical recommendations which are relevant for the unique space of Israeli higher education and possibly beyond.

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Channon, David. "Exploring the dynamics of higher education curriculum change in Myanmar : a case study of internationalisation in an English department." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052077/.

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The thesis problematises the rationales for international and regional engagement in Myanmar’s higher education sector, with a particular focus on the curriculum, through Critical Discourse Analysis (CDA) of key documents related to the beginning of reform process in 2010 through to 2015. Two reports on Higher Education produced under the umbrella of the Comprehensive Education Sector Review (CESR) were analysed as well as a 2014 conference report on higher education in Myanmar. Interviews were carried out with development partners involved in the HE sector to determine their priorities for engagement. The analyses found evidence of a complex set of overlapping and competing policy discourses and rationales for the future of higher education in Myanmar related to economic growth, quality, autonomy, and regionalisation. A case study exemplifies competing rationales in the context of internationalisation. A small scale action research initiative, aimed at redesigning a strand of undergraduate curriculum at the English department of Yangon University was supported as part of a British Council led strategy aimed at establishing a nationwide teacher-training programme. Whilst the English department sought academic modernisation the international agency’s motives were predominantly political.

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Oakes, Ivan Alvin James. "Two Western Australian Primary Schools’ Responses to the Australian Curriculum, Assessment and Reporting Authority Guidelines on internationalisation in schools." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/70387.

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This study explores the extent to which two Western Australian primary schools are embracing internationalisation in response to the expectations set by the Australian Curriculum Assessment, and Reporting Authority (ACARA). Findings indicate that to some extent the two schools are internationalising their learning and teaching, curriculum and school activities but the focus is limited due to many intervening factors. The thesis makes recommendations for the improvement of internationalisation strategies in schools.

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Ekeberg, Lea Kristin. "A case for a performed culture curriculum for high school Chinese programs." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406880122.

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Stout, Timothy G. "Understanding Successful Japanese Language Programs: Utah Case Study." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2047.

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Recent world events have caused Americans to reassess national political, economic, and educational priorities, resulting in a shift towards Asia. The schools in response have begun to introduce less commonly taught languages, such as Japanese and Chinese. Many Utah public schools have tried to implement less commonly taught language programs. Some have succeeded, and other others have not. The purpose of this study was to understand how and why some schools were able to successfully integrate less commonly taught language programs, and why others were not.The results of this study suggest that the factors relating to students’ interests and the teacher/administrator relationship were the most important positive factors affecting the success of the Japanese programs with staying power. It was also found that the factors relating to funding issues and student enrollment were the most important negative factors affecting the failure of the long-term Japanese programs that were eliminated.

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23

Yulga, James. "Implementation of Microsoft's Virtual PC in networking curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JYulgaPartI2006.pdf.

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Knoepfle, Rachel. "INSTRUCTIONAL DECISION-MAKING FOR STUDENTS IN COMMUNITY-BASED TRANSITION PROGRAMS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3684.

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Per the Individuals with Disabilities Education Improvement Act (IDEA), students with moderate to severe intellectual disabilities are eligible to receive transition services beyond twelfth grade, if they have not met the requirements for a high school diploma. There is not a formal model for how transition services should be implemented and there a number of factors in play when considering instruction for students in transition classrooms. Thus, the following questions arise: what does teaching and learning look like in such a classroom? How do teachers of CBT programs explain and understand their curriculum decision-making processes? This study employed the methods of basic interpretative qualitative inquiry to explore the ways in which teachers of community-based transition programs develop and engage students with instruction . The research questions were as follows: In what ways do teachers in community-based programs perceive and understand their curriculum decision-making processes? What factors play a role in curriculum decision-making for this population of students? In what ways do teachers of community-based transition programs design and implement instruction? Findings from the data analysis consisted of three themes: determine what students need to learn how to do, let students make instructional decisions, and meet instructional needs using available materials and opportunities.

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25

Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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26

Bratton, Edwin L. "Relationships among Missouri Secondary Vocational-Technical electronic programs success, teacher and curriculum characteristics /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924866.

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Kladder, Jonathan Ross. "Re-envisioning Music Teacher Education: A Comparison of Two Undergraduate Music Education Programs in the U.S." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6719.

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The coursework requirements for an undergraduate music education degree in the U.S. have remained relatively unchanged since its inception in the early twentieth-century. In light of the changing milieu of the twenty-first century music learner, some scholars and researchers have suggested redesigning particular components of the music education degree. A few universities in the U.S. have reacted by implementing changes to their undergraduate music education curricula. Preliminary data and reviews of literature revealed that limited investigations into these programs existed. The purpose of this research was to investigate two established music education degree programs in the U.S. where the faculty had redesigned their curricula, while extracting similarities and differences among them. Furthermore, this study was designed to investigate the impact of these curricular changes on students and faculty. Qualitative data were collected through interviews and observations. Lewin’s (1947) Change Theory was used as the framework guiding the investigation. Data analyses and a cross-case synthesis suggested the redesigns took two to four years, which included removing courses in the general music study areas. There were four main themes extracted from these data: (1) faculty-directed process, (2) tension, (3) impetus, and (4) outcomes. These themes illuminated the challenges associated with the work and the influence of the redesign on student dispositions, experiences, musicianship, and future careers. Implications for the field of music education and suggestions for future research are provided in conclusion.

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Scott, Christopher G. "Undergraduate leadership programs a case study analysis of Marietta College's McDonough Leadership Program /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1187296643.

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Camps, Lisette Teresa. "Effectiveness of the teaching enrichment activities to minorities (TEAM) program at increasing underrepresented students in gifted programs." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1990.

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This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program. A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study.

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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 integration with fourth through sixth graders in an afterschool program setting?" The subquestions were (1) What is the teacher's role in implementing curriculum integration in the program? (2) What is the role of student diversity in the implementation of curriculum integration in the program? (3) What is the role of the democratic classroom model in curriculum integration in the program? and (4) What is the role of college-age tutors in curriculum integration in the program? There are several factors to consider when examining a complex concept like curriculum integration. The study concluded that a number of conditions impact the success of implementing curriculum integration in an afterschool program for fourth to sixth graders, including the impact of the federal No Child Left Behind accountability act on the tutors', parents', and children's perceptions of the value of instructional activities that were not textbook-based and awareness of the importance of homework. The study concluded with eight recommendations for those who attempt to implement curriculum integration in an afterschool program. All stakeholders should understand the program's goals, and all program staff should have extensive training in curriculum integration and homework tutoring before and during the program's operation. Resources should be allocated with flexibility. Program evaluation should take into consideration factors not easily quantified. The program should meet daily for at least 3 hours at the school site. Ongoing supervision should prevent a lapse in program implementation. Program implementation should be considered on a continuum, with the goal being a fully implemented program. Mandatory staff meetings should be held each week. More research needs to be conducted on the full implementation of curriculum integration.

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Moquin, Jaime R. "A comprehensive literature analysis of why the American high school curriculum needs national structure." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008moquinj.pdf.

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Albrecht, Bryan D. "An analysis of southeast Wisconsin's secondary technology education teachers' perceptions on aligning technology education programs with Gateway Technical College's manufacturing and engineering occupational programs." Online version, 2007. http://www.uwstout.edu/lib/thesis/2008/2008albrechtb.pdf.

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Flynn, Lauren. "The Role of School Psychologists in Social-Emotional Learning Programs." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.

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Flinton, Pamela. "Information Literacy Understanding and Curriculum Use among Adjunct Faculty in Goucher College Graduate Programs." Thesis, State University of New York Empire State College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253609.

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The author analyzed survey responses from fifteen adjunct faculty members teaching in applied graduate programs to examine the language they used to discuss information literacy in conjunction with their own research and the teaching of graduate college students. The adjuncts are industry professionals, experts in their respective fields. The college, Goucher College, is a small private liberal arts college established in 1885, in the state of Maryland. Three research questions guided the work - how do faculty come to understand information literacy, what language do they use to describe it, and how do they transfer this knowledge to their students.

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Merriman, Carolyn S., K. Frith, and M. J. Hamilton. "Use of Computerized Testing for External and Internal Curriculum Evaluation in Undergraduate Nursing Programs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8445.

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Bufarsan, Fawzi A. "Curriculum Analysis in Teacher Preparation Programs at the College of Basic Education in Kuwait." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2583/.

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Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis suggested that the curriculum in Kuwait might increase attention to professional attitudes and use of new technologies to prepare teachers. A three-part questionnaire was developed based upon the questionnaires of Van Zandt, Smith, and Zelazek et al. The questionnaire was translated into the Arabic language, and 280 responses to the survey instrument were analyzed. Perceptions of pre-service teachers, new teachers, and instructors toward the existing curriculum at the CBE in Kuwait were positive (3.3 and higher on 5-point scale) toward preparation of teachers knowledge, skills, and attitudes. However, a significant contrast was found between groups in perceptions of knowledge and skills. Pre-service teachers were more positive than first-year teachers or college instructors in their perceptions. No significant differences were found in attitudes. Recommendations included a suggestion to the faculty at CBE for continuing the model of curriculum analysis from this study to evaluate and address possible improvements in the teacher preparation program, such as use of technology and more attention to professional attitudes. Replication of the study was also suggested for other colleges of education in the Middle East.

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Coenen, Glenn T. "A study of curriculum utilized in three Carpenter's Apprenticeship Programs in Wisconsin and Missouri." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002coeneng.pdf.

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PICKARD, FRANK. "CURRICULUM DESIGN INFLUENCES ON GENERAL EDUCATION REQUIREMENTS IN FINE ARTS PROFESSIONAL BACCALAUREATE DEGREE PROGRAMS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184035.

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The purpose of this study was to identify the forces and pressures that have influenced curriculum design decisions regarding general education requirements in the fine arts professional baccalaureate degree programs and to determine how curriculum planners are responding to these pressures. A review of the literature revealed a national movement to examine general education requirements in higher education. Problems arise when particular degree programs are already discipline-specific in nature with a substantial number of course requirements prescribed in the major area of study. The problems are compounded further in the professional degree programs where emphasis is often placed on knowledge and skills that are acquired through practical application of theoretical principles. The fine arts professional degree programs were selected as the focal curriculum structures. Based on the literature review it was expected that specific environmental forces, such as the renewed national interest in general education, would emerge as influences affecting curriculum design processes in the fine arts. Recent theoretical studies on emerging curricula structures also indicated a prevalence of systems perspectives where curriculum design processes focus on environmental influences that are precipitating a redefinition of program structures. It was anticipated by the researcher that a reexamination of curriculum design processes would reveal a responsiveness to specific forces identified in the theory as both internal and external environmental considerations. The research approach was primarily observational, utilizing parametric estimates and analyses. Particular data gathered were periodically subjected to inferential analysis. The researcher found that a majority of the fine arts curriculum planners contacted for this study were involved in curriculum review and revision of the professional baccalaureate degree programs. It was also revealed from results of the study that curriculum design influences were primarily institutional/internally motivated although current theoretical literature on curriculum design processes indicated that systems perspectives dominated these processes. Finally, it was discovered that fine arts alumni from professional baccalaureate degree programs favor traditional general/liberal curricular structures in higher education.

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Rumble, Ralph W. Hines Edward R. "Accounting skills and programs needed for the next century as viewed by colleges and universities." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914572.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Edward R. Hines (chair), Robert Arnold, James E. Moon, Kenneth H. Strand. Includes bibliographical references (leaves 114-120) and abstract. Also available in print.

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40

Rutley, Carla. "Determining Efficacy in University Marketing Programs to Satisfy Employer Talent Needs| A Descriptive Comparative Study." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928650.

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For decades, business leaders have openly inferred higher education fails to prepare graduates to perform job duties successfully. An unprepared workforce makes it difficult for businesses to compete and produce a profit. The discipline of marketing experiences the most rapid changes due to technology advances and marketplace needs. Marketers play a critical role in the financial success of a business. A descriptive, comparative study was used to determine the efficacy of college marketing program curriculum and tested the assertions from industry leaders concerned about skills gaps related to the field of marketing. Multiple university marketing programs throughout the Midwest United States were investigated to determine what the required courses included. Additional reports from LinkedIn job recruitment sites offered current marketing employment skill requirements and employer preferences. Survey recruitment encompassed a random sampling of academic business dean’s, marketing instructors from two-year, and four-year universities across the Midwest United States. Business participants comprised of small to large Fortune 500 companies, nonprofits, business alliances and chambers of commerce within the Midwest United States. Groups completed survey questions self-ranking marketing courses for job relevancy and rated communication attributes judged essential to succeed as a marketing practitioner. Participants agreed digital marketing and social media ranked as the most relevant courses to master for job success. There existed significant differences for the remaining ranked courses between educators and practitioners. Practitioners placed greater emphasis on analytical skill attainments such as accounting, micro, and macroeconomics over educators. Principles and practices of selling, public relations, and strategic marketing courses topped requirements marketers desired for proficient job performance. Academics ranked business ethics, international marketing, new product development, and supply chain logistics, as critical courses graduates should master. Groups revealed verbal and written communication were the top two communication attributes determined necessary to perform job duties effectively. Educators perceived attire illustrated a practical element towards job success whereby practitioners placed less emphasis on appearance. The findings of this study contribute tactical knowledge towards the discipline of marketing, for it promoted curriculum relevance within university programs designed to supply a pipeline of workforce talent. This investigation uncovered several established collaborations between academia and business as of 2017. The study recommends consistent, standardized industry and academic partnerships nationwide as accreditation criteria from the Higher Learning Commission, which may also serve as a supplemental foundation for workforce talent development.

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Rose, Heather. "Issues in education : math curriculum and earnings, test score gaps, and affirmative action /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3015848.

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42

Schofield, Diane. "A program of Hudson Middle School's eighth grade earth science chemistry curriculum." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007schofieldd.pdf.

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43

Borek, Matthew Michael. "An Analysis of the Selection and Distribution of Knowledge in Massachusetts Music Teacher Preparation Programs: The Song Remains the Same." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2908.

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Thesis advisor: Andrew Hargreaves
Music teachers occupy a conflicted and contested position in many secondary schools, and music teacher education programs have been given the task of preparing students to enter this challenging environment. This qualitative dissertation study examined the explicit, implicit, and null curricula of music teacher preparation programs in Massachusetts, the processes involved in determining those curricula and the consequences of selecting certain music education content over others. Degree requirements and course descriptions were analyzed across all undergraduate music teacher preparation programs. In addition, a survey was administered to music and education faculty in all programs and members of five institutions participated in interviews. The explicit curriculum in most music teacher preparation programs emphasized the knowledge and skills of performance, specifically the performance of Western art music, as well as the isolation of music content knowledge from pedagogical knowledge. The implicit message delivered by the explicit curriculum was that advanced musical study was intended for the few, and that popular music, world music, and other genres that deviated from the western art music tradition (i.e. - the null curriculum) were of less value. Using Bernstein's and Young's theories from the sociology of knowledge, Goodson's theory of the status and evolution of school subjects, and Siskin's and Ball and Lacey's work in the culture of secondary school subjects as the theoretical framework, the position of music education was explained as a conflicted content area that demonstrated traits of both high- and low-status subjects. Music education's geographic isolation from general education faculty was magnified by the conflicting views that music educators held when compared with their music performance counterparts. The knowledge boundaries of music content had been defended for centuries, and music education's attempt to redefine what counts as valid music and music education knowledge was met with resistance from those who benefited from the familiarity offered by the conservatory-style model of postsecondary musical study. One outlier was identified, a program whose performance emphasis was not based on western art music. Tradition and reform proved to be challenging dual goals for music educators
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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44

McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.

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This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.

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Farwell, Sybil M. "Profile of planning: a study of a three year project on the implementation of collaborative library media programs." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/3284.

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The implementation of collaborative planning and teaching models in ten flexibly scheduled elementary and middle school library media centers was studied to determine which factors facilitated the collaborative planning process and to learn what occurs when library media specialists (LMSs) and classroom teachers (CTs) plan together. In this qualitative study, 61 principals, CTs, and LMSs were interviewed on a range of topics including the principal’s role, school climate, the value of team planning, the importance of information literacy instruction, and the ideal learning environment. Other data sources were observations, videotapes of planning sessions, and documents. This three-year school reform effort was funded by the Library Power Project to improve library programs, to encourage collaborative planning, and to increase curricular integration of information literacy skills instruction. The findings included a description of typical planning sessions and the identification of several major factors which impacted the success of collaborative planning: the individuals involved, school climate, time for planning, the organization of the school, the facility and collection, and training. Of these factors, the characteristics and actions of the people involved were most critical to the implementation of the innovation. The LMS was the pivotal player and, in the views of CTs, principals, and LMSs themselves, must be knowledgeable about curriculum, the library collection, and instructional design and delivery; must be open and welcoming to CTs and use good interpersonal skills; and must be committed to information literacy instruction and willing to act as a change agent. The support of the principal was vital; in schools with successful programs, the principal served as an advocate for collaborative planning and information literacy instruction, provided financial support for the library program including clerical staff, and arranged for LMSs and CTs to have time during the school day to plan together. CTs involved in positive planning partnerships with LMSs were flexible, were open to change, used a variety of instructional materials, expected students to be actively involved in their own learning, and were willing to team teach with LMSs. Most CTs planning with LMSs made lesson plans in advance and preferred to plan with others. Also, most CTs in this study planned with grade level or departmental groups, which expedited the delivery of information literacy instruction and the effective use of planning time. Implications of the findings of this research project were discussed for individual schools, for school districts, and for colleges and universities training LMSs, CTs, and administrators. Suggestions for additional research were also included.

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46

Rodrigues, Losada Ricardo J. "Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71846.

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Thesis (MEd)--Stellenbosch University, 2012
Includes bibliography
ENGLISH ABSTRACT: The use of information and communications technologies (ICTs) in the form of spreadsheet algebra programmes (SAPs) is important in the professional development of high school mathematics teachers. This is in line with The Namibian government‟s Vision 2030 in which ICT skills and competencies are regarded as core elements of living and participating in the 21st century. ICTs are also considered to be fundamental to the development of a dynamic knowledge-based economy (KBE) through the Education and Training Sector Improvement Program (ETSIP). ETSIP‟s aim is to embed ICT at all levels of the education system. It also aims to integrate the use of ICTs as tools in the delivery of curriculum and learning and in so doing, lead to a marked improvement in the quality of the learning and teaching process across all levels. Education has a key role in achieving Vision 2030. The aim of this research was to investigate mathematics teachers‟ perceptions of SAPs as curriculum materials in selected Namibian secondary (high) schools. This research adopted a qualitative methodology, which in this instance was a case study. The sample population consisted of five teachers from Okamu (pseudonym) secondary school in the Ohangwena Region of Namibia. Four of them had been teaching mathematics at different levels in the mentioned school for a period of four years, and one of them was teaching physical science. Three methods of data collection were used. The first two were semi-structured interviews and focus group interviews based on teachers‟ experiences using SAPs. The third method was an audio taped observation of a lesson taught by one of the teachers,. This research provides evidence about teachers‟ perceptions regarding time concerns and constraints with regards to the SAPs and the use of the SAPs. The teachers showed willingness and enthusiasm to use SAPs on linear and quadratic functions in their teaching. Some of the teachers became more aware of the epistemic dimensions associated with mathematical and algebraic symbols. Interview data reveal that the teachers had not considered these dimensions when teaching with the usual paper-and-pen format. The research also provides evidence of a teacher‟s early vision about the use of spreadsheets as an instrument to teach linear functions. This teacher did not consider any epistemic value for the instrumented spreadsheets techniques, or that they might contribute to a deeper understanding of the linear functions. His concern was focused more on getting the learners to acquire computer skills, such as learning how to use spreadsheets. It is recommended that in-service professional development about ICT integration into mathematics teaching be offered. This might help teachers to learn how their knowledge and skills could be used in the classroom more effectively in order to save time. It is also suggested that professional development programmes be designed to stimulate and promote teachers‟ willingness to develop an understanding of the characteristics of ICTs such as SAPs and their uses. Lastly, it is recommended that new SAPs be designed in order to deepen the understanding of algebra at the secondary level.
AFRIKAANSE OPSOMMING: Die gebruik van inligting- en kommunikasietegnologieë (IKT's) in die vorm van sigblad-algebra-programme (SAP's) is belangrik vir die professionele ontwikkeling van hoërskoolwiskunde-onderwysers. Dit is in pas met die Namibiese regering se visie vir 2030, Vision 2030, waarin IKT-vaardighede en -bevoegdhede beskou word as kernelemente van die lewe in en deelname aan die 21ste eeu. IKT's word ook beskou as grondliggend aan die ontwikkeling van ‟n dinamiese kennisekonomie (KE) deur middel van die Verbeteringsprogram vir die Onderwys- en Opleidingsektore (ETSIP). ETSIP het as oogmerk om IKT op alle vlakke van die onderwysstelsel vas te lê. Dit het ook ten doel om die gebruik van IKT's as hulpmiddele te integreer in die lewering van kurrikulum en leer en sodoende ‟n duidelike verbetering in die gehalte van die onderrig-en-leerproses oor alle vlakke heen tot gevolg te hê. Onderwys het ‟n sleutelrol te speel by die bereiking van Vision 2030. Die doel van hierdie navorsing was om wiskundeonderwysers se persepsies van SAP's as kurrikulummateriaal in geselekteerde Namibiese sekondêre (hoër-) skole te ondersoek. Hierdie navorsing het ‟n kwalitatiewe metode gevolg, in hierdie geval ‟n gevallestudie. Die proefgroep het bestaan uit vyf onderwysers van die sekondêre skool Okamu (skuilnaam) in die Ohangwena-streek van Namibië. Vier van hulle het reeds vier jaar lank wiskunde op verskillende vlakke in die betrokke skool gegee en een van hulle het fisiese wetenskap gegee. Drie metodes is ingespan om data in te samel. Die eerste twee was semigestruktureerde onderhoude en fokusgroeponderhoude gebaseer op onderwysers se ervaringe ten opsigte van die gebruik van SAP's. Die derde metode was ‟n klankopname van ‟n waarnemingsessie van ‟n les wat deur een van die onderwysers gegee is. Hierdie navorsing getuig van onderwysers se persepsies ten opsigte van tydskwessies en -beperkinge met betrekking tot die SAP's en die gebruik van die SAP's. Die onderwysers het ‟n gewilligheid en geesdrif geopenbaar om by lineêre en kwadratiese funksies SAP's in hul onderrig te gebruik. Party onderwysers het meer bewus geraak van die epistemiese dimensies in verband met wiskundige en algebraïese simbole. Onderhouddata onthul dat die onderwysers nie hierdie dimensies in ag geneem het toe hulle met die gewone papier-en-pen-formaat klasgegee het nie. Die navorsing bevestig ook ‟n onderwyser se aanvanklike insig oor die gebruik van sigblaaie as 'n instrument om lineêre funksies te onderrig. Hierdie onderwyser het nie die epistemiese waarde vir die geïnstrumenteerde sigbladtegnieke in ag geneem nie, of dat hulle sou kon bydra tot ‟n grondiger begrip van die lineêre funksies nie. Sy belangstelling was eerder daarop gefokus om die leerders sover te kry om rekenaarvaardighede, soos om sigblaaie te kan gebruik, te verwerf. Daar word aanbeveel dat indiens- professionele ontwikkeling oor IKT-integrasie in wiskundeonderrig aangebied word. Dit sal onderwysers moontlik help om te leer hoe hulle kennis en vaardighede meer doeltreffend in die klaskamer gebruik kan word om tyd te bespaar. Daar word ook voorgestel dat professionele ontwikkelingsprogramme ontwerp word, ter stimulering en bevordering van onderwysers se bereidwilligheid om ‟n begrip te ontwikkel van die kenmerke en gebruike van IKT's soos SAP's. Laastens word daar aanbeveel dat nuwe SAP's ontwerp word om die verstaan van algebra op sekondêre vlak te verdiep.

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King, Janice E. "INTERNAL AND EXTERNAL INFLUENCES ON PROGRAM-LEVEL CURRICULUM DEVELOPMENT IN HIGHER EDUCATION FASHION MERCHANDISING PROGRAMS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/132.

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In an ever changing global economy, higher education experiences accountability issues in educating the workforce. Graduates require the knowledge and skills necessary to succeed in the global workplace. For graduates to have the opportunity to attain this understanding and expertise, it is critical to identify what influences curriculum development to create a curriculum that meets workplace needs. The purpose of this study was to contribute to a better understanding of curriculum development in higher education fashion merchandising programs. More specifically what impacts the curriculum and if skill standard(s) and/or competency list(s), are used when developing program-level curriculum for higher education fashion merchandising programs. Descriptive research examined the internal and external influences and standard(s) and/or competency list(s) used in curriculum development. Electronically, an invitation to participate and the survey instrument were sent to faculty in apparel and textile programs across the United States. Data were collected from 96 apparel and textile faculty. Data revealed internal influences, more so than external influences, impacted curriculum development in higher education fashion merchandising programs. The largest percentage and extent of internal influence on curriculum development in higher education fashion merchandising programs was faculty background; program mission was also a major internal influence. The largest percentage and extent of external influence on curriculum development in higher education fashion merchandising programs was marketplace/employers. No statistically significant relationship was found between the participants' type of institution (undergraduate and graduate granting) and internal and external influences. However, more research is called for to examine the specific internal influence of program mission and the external influence of marketplace/employers. Current curriculum influences, skill standard(s) and/or competency list(s) used, and type of institution were examined in this research study. The study proposes that the higher education fashion merchandising curriculum is influenced, in varying degrees, by internal and external influences and that skill standard(s) and/or competency list(s) from many sources are used in curriculum development. Undergraduate or graduate institutions were not differentially influenced by internal or external factors.

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Vickers, Wanda Jean. "Curriculum development for disadvantaged students enrolled in nursing courses in career and technical education programs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2671.

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49

Ladd, Ronald Joshua. "A Study of Alternative Education Programs in the State of Missouri." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682286.

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The focus of this study was to examine the characteristics of alternative programs in the state of Missouri and to determine whether a statistical difference in the persistence to graduation rate existed between the two variations of programs. When identifying the characteristics, several commonalities emerged. These commonalities could be the focus of future studies to determine a list of best-practices among alternative programs. When focusing on the statistical element of this study, the two programs in question were revolving door and one-way programs. For the purpose of this study, a revolving door style program was defined as one that assesses and addresses student needs within an alternative setting. Once they record significant progress, these students return to the regular classroom setting. A one-way program style assigns students to an educational setting once they prove that the regular classroom setting is not an appropriate situation. The at-risk students in this program will either graduate from the alternative school or choose not to complete high school. According to the findings of this study, there was no statistically significant difference between and among the persistence to graduation rate midst the revolving door and one-way styles of alternative programs.

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Armstrong, James B. "An evaluation management model for environmental education programs." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/76272.

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The study was designed to develop a management model for the evaluation of environmental education supplements developed by nonprofit special-interest groups. Naturescope, an interdisciplinary environmental education supplement developed by the National Wildlife Federation (NWF), was used as a vehicle for developing this model. The first component of the study involved the development of the model, while the second component measured evaluation outcomes relative to NatureScope. Working in conjunction with NWF program staff, four issues of NatureScope were randomly selected from the fifteen issues available at the time of the study. Volunteer fifth and seventh grade teachers from Virginia and Georgia were used in the study. A separate knowledge test was developed for each of the four issues. In addition, a 16-item likert scale was developed to measure environmental attitudes. Qualitative information related to the usefulness of NatureScope was collected through a teacher questionnaire. Evaluator interactions with the client, school administrators, and teachers influenced the development and success of the evaluation. The politically-motivated hidden agendas of the client resulted in unexpected modifications to the evaluation process. School administrators displayed a reluctance to permit teachers to participate in the study. Teachers who volunteered expressed concern over a lack of familiarity with the topics and the evaluation process. The evaluation outcomes of the study measured the effects of NatureScope on environmental knowledge and attitudes. Students exposed to Let's Hear It for Herps demonstrated the greatest differences in subject knowledge when compared to the control group. None of the issues had a significant effect on environmental attitudes when compared to the control group. Fifth grade students systematically scored higher than seventh grade students on all measures. Teachers responded favorably to NatureScope, however, the materials were criticized as too simple for seventh grade. The NatureScope evaluation portion of the study indicates that the materials may be best suited for fifth grade students of average ability.
Ph. D.

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