The purpose of this study is to evaluate the English teaching program at G&uuml / lhane Military Medical Faculty and suggest a new program based on the Monitor Model. The study, as an example of a systematic study of a language program and that of a proposed syllabus, is expected to aid the practice of English Language Teaching in Turkey. The data sources were 230 students, 25 doctors and 7 teachers. The data analysis showed that students do not like the contents of the course books. Students reported speaking and reading as priority skills. To understand and translate medical material, to get an overseas assignment, to talk to foreigners and to follow lectures were the common language-related goals. Students&amp / #8217 / , institution&amp / #8217 / s and doctors&amp / #8217 / needs and goals and available resources were surveyed and a new second language teaching program was suggested for Phase 1. A general curriculum model and a program design model were also suggested together with the syllabuses for Phase 1. In the suggested program, grammar, writing and other conscious learning activities are separated from comprehension or (subconscious) acquisition-based activities. The suggested design has three topic-based syllabuses organized in modular format for three levels: Advanced, intermediate and elementary. For the majority advanced level classes new materials need to be developed and for elementary and intermediate levels new course books are suggested. A sample module was prepared, piloted and the results are discussed. The piloted module was found better than the previous form of the lessons both by the students and the teachers.

TITLE: Psychological and Epistemological Aspects of Curriculum Design AUTHOR: Dominik Dvořák DEPARTMENT: Department of Primary Education, Charles University in Prague SUPERVISOR: Prof. PhDr. Vladimíra Spilková, CSc. ABSTRACT: The alarming trends in Czech pupils' achievement in reading, mathematics and science raised the question of quality of the Czech primary and lower secondary school curricula. A conceptual framework for analysis of the intended curriculum as a multi-level document has been devised. A review of available methods for curricular analysis is presented. The mixed method research design has been used to study the actual Czech curricular framework. Preliminary exploration of quantitative data on Czech pupils' success rates in individual items of TIMSS and PISA studies identified the "suspect" curriculum areas for the subsequent qualitative analysis. These areas (e.g. fractions in mathematics, reading literacy in language arts) were compared in past and present Czech curricula/syllabi. The international benchmarking method was used to compare Czech, English, Finnish, and U. S. curricula. The results revealed the idiosyncrasies that remain relatively stable feature of the Czech curricula. The neo-institutionalism may provide the theoretical explanation of the results of the analysis. KEYWORDS:...

Swedish curricula and syllabi constitute a richness of different considerations. Withinthis composition of principles, it is distinctly declared that all Swedish schools should counteract any inclination of discrimination and that intolerance must be answered with different measures, including knowledge (Skolverket, 2011b, 1). Scrutinizing ways in which knowledge can be used as an instrument towards these issues is therefore incentivized. On this token, the following essay investigates the potentiality of usingthe novel The House on Mango Street by Sandra Cisneros in English 7 instruction in upper secondary school, as teaching material for imparting knowledge about different forms of discrimination. To achieve this purpose, the essay first examines the experiences of narrator and protagonist Esperanza Cordero through close reading, to explore how tacit and explicit racial and class-based discrimination shape her identity and inhibit her sense of belonging. Belonging is conceptualized through Benedict Anderson’s notion of imagined communities wherein an individual is viewed as bargaining for belonging towards delimited and delimiting communities. Identity is viewed through a sociological lens as a transformative, negotiable, and revocable phenomenon and as interlinked with asymmetrical power relations. In addition, the essay analyses the findings from the close reading in relation to the syllabus for the course English 7, and the curriculum for upper secondary school. On this basis, the essay maintains that The House on Mango Street is suitable teaching material for the course English 7 at upper secondary school. The results indicate an alignment between the principles stated in the steering documents and the findings of the analyses, illustrating the applicability of The House on Mango Street as teaching material within a Swedish school setting. Furthermore, the results reveal how the novel presents teachers with ample opportunities to mediate how forms of discrimination are intertwined with questions of identity and belonging.

Made available in DSpace on 2014-12-17T15:04:47Z (GMT). No. of bitstreams: 1 FranciscodeAssisFN.pdf: 2669056 bytes, checksum: 28c22ab95b1086c5c0751fcd5ea3ff8d (MD5) Previous issue date: 2006-12-11 / The aim of the present paper is to reorganize a discipline on technological physics so that the construction site of civil engineering becomes a natural environment of learning, providing the learner with the association between theory and practice as well as allowing the subject to process, in real time, information generated from his cognitive constructions and his contextualizations. Thus, a sequence of actions was taken into account: firstly, the programme was developed in the classroom, sharing with its contextualized information through experiments done under supervision by the learners in laboratories; secondly, the data which associate physics with construction were collected and, to do so, technical visits to construction sites were realized, providing the learner the association between the theory and the practice in a suitable site to the constructivist approach. As a result, the first discipline on physics of the Curso de Tecn?logos em Ger?ncia de Obras de Edifica??es do CEFET/PB was re-structured in terms of syllabus, methodology, application and evaluation. In fact, this work deals with a dynamic process that gathers and gives emphasis to teaching, learning, technology, information, creativity, competence and abilities in a constructivist learning process and, as a consequence, having allowed institutional engagement / O nosso objetivo ? reestruturar a disciplina de f?sica tecnol?gica de maneira a tornar o canteiro de obras da constru??o civil o ambiente natural de aprendizagem, oportunizando ao aprendiz a associa??o entre a teoria e a pr?tica, permitindo ao sujeito processar em tempo real informa??es geradas entre suas constru??es cognitivas e suas contextualiza??es. Desta forma foi priorizada uma seq??ncia de a??es: em primeiro lugar, foi desenvolvido em sala de aula o conte?do program?tico, compartilhado com a sua contextualiza??o em experimentos laboratoriais presenciais executados de modo orientado pelos aprendizes. Posteriormente, foram levantados dados que associam a f?sica ? constru??o civil; para isto, foram realizadas visitas t?cnicas aos canteiros de obras possibilitando ao aprendiz a associa??o da teoria ? pr?tica em ambiente prop?cio ? abordagem construtivista. Como resultado, obtivemos uma reformula??o no programa da primeira disciplina de f?sica do Curso de Tecn?logos em Ger?ncia de Obras de Edifica??es, do Cefet/PB, fundamentada e implementada nos seguintes referentes: ementa da disciplina, metodologia trabalhada, implementa??o e an?lise. Trata-se de um processo din?mico, que re?ne e enfatiza ensino, aprendizagem, tecnologia, informa??o, criatividade, compet?ncias e habilidades, em um processo construtivista e, como conseq??ncia, tendo propiciado envolvimento institucional