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College faculty are recognized as experts in their academic disciplines with a wide range of knowledge about their disciplines. As a manifestation of their academic freedom, they have assumed responsibility for folding that discipline knowledge into course design. Generally untrained as teachers, however, they have followed circuitous routes into the realm of course design. While scholars, peers, administrators, legislators, and the public have examined their delivery strategies in the classroom, little consideration has been given to the processes faculty use to select appropriate course content for their students. Focusing on those selection processes, this study sought to describe (1) how faculty learn to choose content, (2) the place of students among the influences on their content selection, and (3) the processes they undertake in their decision-making about course content. The study involved a questionnaire and interviews. The results of this study indicate that some faculty, albeit a minority, do focus on students as they choose content. They consider students to be a primary influence, and they collect data in an informal, intuitive manner about students. They may not know current principles of learning theory, but they seem to have a sense of what works for students. This sense has led to a practice of course design which is unique to individual professors, fluid, and isolated. The majority of faculty are concerned with students, but are discipline-centered in their content selection. Across types of institutions and disciplines, their first loyalty is to the furtherance of the academic discipline. They do report an interest in learning about topics related to students, especially learning theory. Faculty and administrators who are interested in enhancing the focus on students in higher education should find the study useful. They will want to search out those student-centered planners and begin to document their processes as a first step in identifying and transmitting effective steps in the content selection practice. They will want to plan development activities, perhaps rooted in the disciplines, and find ways to support faculty as they learn and practice relating needs assessments to content selection for their courses. / Ph. D.

The purpose of this study was to research and synthesize a new curriculum development model which has a theoretical base, proven practicality, and usefulness for local school districts.

The twenty-first century is a globally interdependent society, with people connected on a political, cultural, environmental and economic level. To prepare students to graduate into this interconnected community, global education is integral to their schooling. A global education program includes three equally important components: Content, that promotes knowledge of and respect for the pluralistic and diverse world; learning to take Action, which encourages students to recognize and respond to global needs; and Pedagogy, which should incorporate collaboration and allow students too develop as critical thinkers . When the first two categories are taught and learned using an appropriate pedagogical style, students are empowered to find and use their own voices to contribute in their global community.<p>While research demonstrates that Saskatchewan teachers believe that global education is important, studies indicate that global education is not implemented by Saskatchewan teachers. What inhibits implementation of global education? The written curriculum is a document that guides teachers in planning and delivering subject content mandated by Saskatchewan Learning. For this study I inquired into whether the Grade 8 curriculum of the four core subject areas (Mathematics, English Language Arts, Social Studies and Science) require and assist Saskatchewan teachers in being global educators.<p>A text analysis was done to determine if the goals, philosophies and objectives of the Grade Eight Core Curriculum reflected the three components of a global education program, thus requiring Saskatchewan teachers to be global educators. Quantitative analysis was used to determine the number of times global education concepts appeared in the curricula and a qualitative analysis was carried out to determine how the concepts were used. Analysis of the curricula determined that global education concepts are found predominantly the Social Studies document, meaning that teachers of other subject areas do not receive much assistance to be global educators. Analysis also revealed that while global education concepts appeared in the philosophies and goals sections of all curricula, the concepts were lacking or absent in the objectives sections, meaning that the curricula do not provide direct assistance to teachers in implementing global education.

The twenty-first century is a globally interdependent society, with people connected on a political, cultural, environmental and economic level. To prepare students to graduate into this interconnected community, global education is integral to their schooling. A global education program includes three equally important components: Content, that promotes knowledge of and respect for the pluralistic and diverse world; learning to take Action, which encourages students to recognize and respond to global needs; and Pedagogy, which should incorporate collaboration and allow students too develop as critical thinkers . When the first two categories are taught and learned using an appropriate pedagogical style, students are empowered to find and use their own voices to contribute in their global community.<p>While research demonstrates that Saskatchewan teachers believe that global education is important, studies indicate that global education is not implemented by Saskatchewan teachers. What inhibits implementation of global education? The written curriculum is a document that guides teachers in planning and delivering subject content mandated by Saskatchewan Learning. For this study I inquired into whether the Grade 8 curriculum of the four core subject areas (Mathematics, English Language Arts, Social Studies and Science) require and assist Saskatchewan teachers in being global educators.<p>A text analysis was done to determine if the goals, philosophies and objectives of the Grade Eight Core Curriculum reflected the three components of a global education program, thus requiring Saskatchewan teachers to be global educators. Quantitative analysis was used to determine the number of times global education concepts appeared in the curricula and a qualitative analysis was carried out to determine how the concepts were used. Analysis of the curricula determined that global education concepts are found predominantly the Social Studies document, meaning that teachers of other subject areas do not receive much assistance to be global educators. Analysis also revealed that while global education concepts appeared in the philosophies and goals sections of all curricula, the concepts were lacking or absent in the objectives sections, meaning that the curricula do not provide direct assistance to teachers in implementing global education.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 189-199). Also available via the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study, investigating teaching style, was conducted as part of a curriculum development and research effort aimed at teaching students conceptualized skills considered useful in the analysis of public controversial issues. Approximately 220 junior students entering into an American history-problems of democracy two-year course sequence were taught the conceptualized analytic skills. Four teachers learned three teaching styles; namely, recitation, seminar, and socratic, The teachers used the three styles with small groups of students in discussions of case studies involving public controversial issues, In the discussions students were expected to use the analytic skills taught to them. This study investigated whether there was a differential impact of the three styles on student use of the analytic skills, Audio-tape recordings were made of "teacher-led" group discussions for analysis to determine whether the teachers were able to conform in their behavior to the three teaching styles, Additionally, tape recordings were made of "teacher-led" discussions (i.e., without tho presence of the teacher) for analysis to determine whether there was a differential impact of teaching style on student use of the analytic skills. An instrument for systematic observation of teaching behavior, adopted from an earlier similar study conducted at Harvard University, was used to determine whether the teachers conformed to the style models. Group discussions of issues in three case studies were scored by two trained observers using the observation system. A chi-square goodness-of-fit test was made to check inter-observer agreement in scoring. It was confirmed that the two observers were generally in agreement--of 288 chi-square computations, 47 were below the .50 acceptable probability lwel (not .05, as in the more common test of significance). The results obtained by the two observers were then analyzed using a three-way analysis of variance--teaching style by teacher by observation system category. It was determined that an overall style difference occurred although certain hypothesized category differences for the three styles failed to materialize. Individual category analyses showed significant style differences occurred in 9 of 15 categories. It was concluded that the four teachers were generally able to conform in their behavior to the three teaching styles. Next an analytic content observation system (ACOS) was developed to determine whether there was a differential impact of teaching style on student use of the analytic concepts. Two observers learned to use the system and scored the tape recordings of "teacher-less" discussions for three case studies. Again, chi-square provided the necessary test to determine whether the scorers were in agreement in their categorizations of student interacts considered to reflect student learning of the analytic skills. Only 1 of 72 chi-squares computed fell below the acceptable .50 probability level. A three-way analysis of variance was used--style by teacher by observation system category, to test for a differential impact of style. It was determined that no overall difference occurred among the three styles in student use of the analytic skills. There were, however, style differences reported for 1 of 16 categories. Further, an overall interaction of style and teacher was reported; an interaction of style and teacher occurred in three categories. It was concluded that, with the category exceptions noted, the study failed to show a differential impact of teaching style on student l earning of the conceptualized analytic skills.