The problem of the ineffective curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Africa. Moreover, Nigerian institutions have not adopted the multidisciplinary approach to curriculum, which accommodates various skill wanted in the industry such as information, communication, and entrepreneurial skills. Also, the number of corporate jobs available pales in comparison to the number of graduates applying for such jobs, as opposed to Western countries where there is an abundance of corporate jobs. This challenge, therefore, necessitates a change of approach. However, to propose a change of curriculum, there is a need to conduct empirical research that explores the current curriculum used in higher education, and its effectiveness for preparing graduates for the workforce. The purpose of this study was to explore the process of designing the current curriculum of all the courses that are being taught by professors in the Department of Agricultural Administration at the Federal University of Agriculture, Abeokuta in Nigeria; and determine whether the curriculum aligns with the needs of the industry. The theoretical framework guiding this study is the program planning theory. This study used a phenomenological inquiry into the professors conscientious meaning experience and that of the alumni in the department. A purposive sampling method to select participants since the study relied on individuals who are close to the phenomenon. The sample comprised of nine participants (N=9), which include four professors and five alumni. Data was collected using a standardized open-ended questionnaire. Results indicated four themes from the data analysis: 1) Background information about the department; 2) Professors' role in the development of the curriculum; 3) Process involved in designing the curriculum, and 4) Considerations for designing the curriculum. The result of this study enabled us to make recommendations to help improve the department's curriculum. / Master of Science in Life Sciences / The problem of the ineffective curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Africa. Moreover, Nigerian institutions have not adopted the multidisciplinary approach to curriculum, which accommodates various skill wanted in the industry such as information, communication, and entrepreneurial skills. Also, the number of corporate jobs available pales in comparison to the number of graduates applying for such jobs, as opposed to Western countries where there is an abundance of corporate jobs. This challenge, therefore, necessitates a change of approach. However, to propose a change of curriculum, there is a need to conduct empirical research that explores the current curriculum used in higher education, and its effectiveness for preparing graduates for the workforce. The purpose of this study was to explore the process of designing the current curriculum of all the courses that are being taught by professors in the Department of Agricultural Administration at the Federal University of Agriculture, Abeokuta in Nigeria; and determine whether the curriculum aligns with the needs of the industry. The theoretical framework guiding this study is the program planning theory. This study used a phenomenological inquiry into the professors conscientious meaning experience and that of the alumni in the department. A purposive sampling method to select participants since the study relied on individuals who are close to the phenomenon. The sample comprised of nine participants (N=9), which include four professors and five alumni. Data was collected using a standardized open-ended questionnaire. Results indicated four themes from the data analysis: 1) Background information about the department; 2) Professors' role in the development of the curriculum; 3) Process involved in designing the curriculum, and 4) Considerations for designing the curriculum. The result of this study enabled us to make recommendations to help improve the department's curriculum.

This study investigated the experiences of 10 Grade 9 Post Level 1 (PL1) educators regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in a specific school in the Sarah Baartman District since it was introduced in 2014 for Grade 7-9 and Grade 12. South African schools have gone through several curriculum transformations over the past 23 years. The Curriculum 2005 (C2005) was introduced in 1997 and educators had to implement the C2005 in their classrooms without the required training. Educators experienced several challenges during the implementation processes of the C2005, which included the complexity of the terminology, and complicated design features. Moreover, they were overburdened with administrative duties. The Department of Education (DoE) reviewed and streamlined the C2005, and in May 2002, the Revised National Curriculum Statement (RNCS) was presented to schools. Unfortunately, the effectiveness of the implementation of the RNCS was plagued by many problems experienced by educators. Main factors that impeded the implementation of the RNCS were educator training and development, educator consultation and participation, additional educator workload and lack of resources. These issues urged the Department of Basic Education (DBE) to review the RNCS, after which the CAPS was introduced to improve teaching and learning. This research utilises the Concerns Based Adoption Model (CBAM) in its theoretical analytical framework. I used the interpretivist paradigm and applied a qualitative approach. A case study research design was also employed. The participants for this study were 10 Grade 9 PL1 educators teaching in the Senior Phase (SP) at the same school in the Sarah Baartman District. The data collection instruments used to collect data were semi-structured interviews and document analysis. The data collection processes were hindered by the global COVID-19 pandemic that we were facing at the time of writing. Due to challenges in the form of COVID-19 surges faced by schools, the initial classrooms observations could not take place. The data gathered and generated were analysed through three different content analysis procedures, namely the six-step guide, the qualitative analysis procedures, and word cloud analysis to ensure the trustworthiness of the collected data. This study concludes and draws attention to the experiences of educators and challenges faced regarding the implementation of the CAPS in Grade 9. This study envisions that Care and Support for Teaching and Learning (CSTL), Integrated Quality Management System (IQMS) and South African Schools Administration and Management System (SASAMS) are some of the existing programmes that can be incorporated to assist the Schools Management Teams (SMTs) and educators with the implementation processes of the CAPS. Based on the findings of this study recommendations are made for the improvement of the implementation processes of the CAPS. Consequently, this study recommends that the DBE, educators and SMTs from neighbouring schools and Subject Advisors (SAs) should work closely together to assist with the implementation of the CAPS. Schools should integrate the implementation of the CAPS in their annual planning. Existing supporting structures (CSTL, IQMS and SASAMS) should be utilised optimally by schools to assist with the implementation of the CAPS, especially in the SP. / Curriculum and Instructional Studies

Class of 2007 Abstract / Objectives: This study evaluated the didactic pain management curriculum from 2003 to 2006 at the University of Arizona College of Pharmacy in comparison to a compilation of current published standards. Methods: The study design was a utilization-focused evaluation conducted by two doctor of pharmacy candidates. The eleven domains of cognitive and affective abilities used for analysis were compiled from the International Association for the Study of Pain (IASP) guidelines and from published expert-panel competencies in the American Journal of Pain Management (AJPM). These documents were chosen for comparison because they were created with the purpose of developing competent and proficient pharmacy clinicians. Results: The analysis revealed that the University of Arizona College of Pharmacy was unsuccessful in meeting the recommended standards for pain management competencies. Instruction in pain management was poorly integrated, incomplete, and sporadic throughout the coursework. Conclusions: Pain management was insufficiently addressed in coursework at the University of Arizona. Separating pain from other topics, integrating pain entirely into the therapeutics course, creating a course devoted to pain management, and/or fulfilling standards through a required clerkship may improve the current curriculum. The results of the assessment will be used to provide recommendations to improve the curriculum concerning pain management.

Leaders in business, government, and education have sought to improve students' ability to think critically. While research on professional learning communities (PLCs) suggests PLCs positively impact standardized test scores and teacher efficacy, there is little evidence of how PLCs using inquiry protocols influence teachers' perceptions of instructional design for critical thinking and understanding students' critical thinking. Demands for critical thinking instruction rather than test preparation, plus teachers' misunderstanding of their students' critical thinking, support the purpose for this case study. This study examined how PLCs using inquiry protocols influence teachers' perceptions of instructional design for critical thinking and understanding students' critical thinking. The theoretical framework for this study drew from several theories, its emphasis was on constructivism in PLCs' use of inquiry protocols and critical thinking. PLC participants from an existing PLC agreed to join the study when asked during a PLC meeting. Eleven voluntary participants taught in 3 different grade levels and 8 subject areas. An inductive analysis of participant field notes, transcripts from PLC sessions, and group interviews indicated a divergence in participant understanding. Participants reflected either clarity or confusion in designing critical thinking projects and understanding students' critical thinking. Implications for a positive social change develop as the PLC becomes a model for other classroom teachers seeking to teach beyond state testing mandates. This study addressed the district's perceived need to advance instruction for critical thinking. PLC stakeholders seeking to maximize teacher clarity and minimize teacher confusion around critical thinking may use this study to identify actions to emulate as well as actions to eliminate.

Thesis (Ed.D.)--Teachers College, Columbia University, 1969. / Typescript; issued also on microfilm. Sponsor: Gordon N. Mackenzie. Dissertation Committee: William S. Vincent. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1983. / Title from title page screen, viewed April 25, 2005. Dissertation Committee: Ronald L. Laymon (chair), Mary Ann Lynn, John Brickell, Dale Jackson, John Goeldi. Includes bibliographical references (leaves 151-154) and abstract. Also available in print.

The purpose of this study is to determine from current professional literature the guiding principles for developing a curriculum for the public schools which will meet the needs of youth as well as those of contemporary social institutions.

A study for the planning of a curriculum at Jay High School in Santa Rosa County, based on the idea that school work should be linked to its larger community. / Typescript. / "August, 1949." / "Submitted to the graduate council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mode L. Stone, Professor directing paper. / Includes bibliographical references (leaf 35).

The purpose of this study is to investigate the curriculum and organization of the Liberty County High School in order to discover to what extent the needs of the students are met. Although subjects have been added when possible and extra-curricular activities included in the program, there has been no basic reorganization of the curriculum. / "July 18, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaves 25-26).

Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse groups of learners” (p. 5). Task-based Language Teaching has been introduced and developed by second language acquisition researchers as well as language educators in response to the teacher dominated and focus-on-formS methods of language teaching in classrooms such as the approach of Present, Practice, Produce (PPP) (Van den Branden, 2006). The present study aimed to build upon the previous literature on the possible differential effects of the PPP approach and TBLT on students’ language learning (e.g., De la Fuente, 2006;; Lai, Zhao, & Wang, 2011; Li, Ellis & Zhu, 2016; Gonzalez-Lloret & Nielson, 2015; Shintani, 2011, 2013) which have examined the differential effects of these two language methodologies on learners’ language learning. The present study aimed to address the methodological drawbacks of the Li et al. (2016) study by including Task-based Language Assessment (TBLA) in its methodology alongside the GJT and the EIT so as to obtain a more comprehensive picture of the comparison of PPP and TBLT. Thirty-four [e1] participants from three English as a Foreign Language (EFL) classes at the lower intermediate level of proficiency participated in this study, which took place at the Parsian Language Institute located in the city of Ghaemshahr in Iran. The three classes were randomly assigned to three groups of TBLT, PPP, and Control. Learning was measured with the same types of tests as the Li et al. (2016) study, i.e., a GJT and an Elicited imitation test; however, a Task Assessment was added. Participants were administered the pre-assessments, then participated in the TBLT, PPP and Control group treatments, respectively, and finally performed the post-assessments. A Wilcoxon Signed Ranked Test revealed that the performance of TBLT and PPP on the GJT and the EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. As for the task assessment, results showed that only the TBLT group made significant improvements on their post-assessment, while the PPP and Control group did not statistically improve [e1]Spell out at the beginning of sentences.