No description available.

No description available.

No description available.

There is no abstract available for this thesis.

There is no abstract available for this dissertation.

No description available.

The study is an investigation of unplanned change initiated by teachers in the physical education department of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on interviews with teachers, observations of lessons and analysis of curriculum documents in the collection of data. Three issuesýprovide foci for the study. First, the study investigates the temporal dimensions of innovating, and reveals that the innovative idea of health related fitness based physical education became formalised and objectified over time. This process of formalisation had important implications for the second area of focus, the teachers' involvements in the innovative process. While each of the physical education teachers played important roles in the implementation of the innovative idea, each participated in the innovation with varying degrees of involvement, and held disparate conceptions of the innovative idea and of its implication for practice. Third, the study locates and attempts to understand the process of innovating in the work context of teaching. The teachers at Forest saw innovating and teaching as synonymous activities, and the study documents the extent to which the innovative situation exacerbated teachers' everyday preoccupations with success, reward and students. The study provides information on the dynamics of unplanned educational change and the findings lend qualified support to the trend towards school-centred innovation.

This study examined the Kenyan Diversified Secondary School Curriculum (KDSSC) which was implemented in 1985. / Data were collected from twelve provincial secondary schools selected from urban, semi-urban and rural regions. Questionnaires were administered to Form three students, teachers and staff of the Kenya Institute of Education (KIE). Additional data were collected through interviews with the deputy Director of Education in charge of the implementation of 8-4-4, deputy Director of KIE and relevant official documents. / The findings indicate that KDSSC addresses the needs of national development and is influenced by human capital theory and the philosophy of African Socialism. / KDSSC is characterized by an academic orientation and the process of implementation is affected by conceptual and operational difficulties. Consequently, a state of distress is evident in schools. / Ultimately, the study concludes that the rationale for KDSSC reflects the prevailing will of policy-makers to ensure that desirable national development takes place in Kenya. However, KDSSC as currently structured is a limited strategy for meeting the needs of national development. / The study has implications for national development strategies, curriculum planning, teaching, and theory on educational innovations. Recommendations are made which may help shape future directions of KDSSC and national development strategies. Finally, areas for further research are proposed.

Thesis (M.A.)--University of Wisconsin--Madison, 1937. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

South Africans are confronted by social and economic problems of magnitude and complexity that cannot be ignored by curriculum planners. Increasing population statistics, plummeting gold prices, disinvestment, unemployment and political uncertainty continue to make economic and social ventures hazardous in their undertaking. Man accesses his world through education, and curriculum planners should, therefore, anticipate the future socio-economic structures of this country, and beyond, thereby providing meaningful school curricula that will prepare learners for the technologyintensive workplaces of modem times. Curriculating wisdom would include the: * needs of the learner as he prepares for adulthood; * demands of society for utilitarian citizens; and * structuring of knowledge that encourages learning rather than discourages it. The secondary school adolescent is career oriented and progresses towards a state of independent thought and behaviour. The school is obliged to address the situation of the adolescent and provide learning opportunities that will prepare him for a meaningful place in society. Selected themes from the discipline of computer science have been evaluated according to the essences of the pedagogic school structure. Differentiation of the subject content has been indicated so that pupils of all academic abilities can benefit from the learning experiences offered by the content. A questionnaire, sent to Education Departments in South Africa, determined that computer science was available to a very small percentage of pupils for matriculation creditation. A sample of these pupils completed a questionnaire designed to determine their regard for the subject and the influence it had on their choice of career. Three pupils were interviewed to assess, primarily, the role that computers played in their family and peer relationships. All investigations confirmed that computer science is a highly desired subject, skilfully able to fulfil the needs of the adolescent as he prepares for his place in society in the most meaningful, contemporaneous and dignified manner. / Educational Studies / D.Ed. (Philosophy of Education)