The purpose of this study was to describe and analyze literacy materials development in the recently written language of the monolingual Waodani in Ecuador's Amazonia. This group of approximately 750 members was characterized by physical and linguistic isolation until the late 1950's. Since that time, many of them have become literate in their own language and are also learning Spanish. (One hundred percent of the people speak Waodani.) The researcher was the developer of the materials used by Waodani instructors and students. This endeavour was not a part of a national mass literacy program. The description and analysis were guided by three questions: 1. What was the context of the materials development? 2. What changes were made in the materials during their development? 3. What questions and issues concerning literacy materials development emerge from an examination of the changes and reasons for changes? The study sketched briefly the cultural context and then examined in detail the various drafts of materials developed from 1972 - 1982. Content, sequence and format changes that occurred in the materials from their early drafts to their present form were examined in terms of the linguistic, pedagogical, cultural and other reasons for those changes. The analysis identified various issues for literacy materials development among small and isolated groups. These issues in the Waodani case concerned the interaction among materials development participants within a cultural context using a particular literacy model. The questions that were raised about the context, model and participants go beyond this case and its language specific materials to literacy development among other small and monolingual groups. Although the study was not intended as prescriptive, its findings and issues may be used by developers of materials in similar settings in order to clarify what is meant by literacy materials development in their particular context. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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

This thesis analyzes the role of negotiation theory and skills training in planning school curricula. This analysis is based on (1) a literature review focusing on planning, managing and negotiating and (2) a survey on negotiation and dispute resolution in North American planning schools. The literature review indicates that negotiation is a foundation skill for planners. Planning and managing are functions performed by planners. Both functions involve political decision making and political communication. Conflict situations are inevitable in political work environments, and negotiation is significant as a way to manage conflict. Hence, planners should have negotiating skills. However, very few planners have, at any stage of their development, been made aware of the range of negotiation theories, roles, strategies or tactics they might adopt. Prominent planning educators such as Baum, Forester, Schon and Susskind have raised a concern that many planners lack negotiating skills. They point to education as a solution. Based on the survey results, at least 25 percent of Canadian and 15 percent of American planning schools now offer one or more courses in these subjects. These courses began to emerge in 1981-1982. An analysis of the curricula materials collected indicates that these courses are based on the cooperative, problem solving approach advocated in two popular American books - namely: (1) "Getting to Yes" by Fisher and Ury and (2) "The Art and Science of Negotiation" by Raiffa. The main recommendation of this thesis is that planning educators recognize the need to equip planners with a basic level of negotiation theory and skill training. The development of negotiating skills depends on learning appropriate kinds of behaviour. Learning is facilitated by practice and exposure to simulated problem solving situations. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

The purpose was to outline how the role of an "assisting teacher" in curriculum implementation can be defined. The role of the "assisting teacher" was defined because it is an implementation strategy used within the British Columbia context. Four sources were used to define the role of the assisting teacher in this study. 1. Research literature on implementation roles, 2. Evaluation or needs assessment reports, 3. Current and proposed curricula, and 4. A selected school district context. Because the purpose of this study was to demonstrate how these sources could be used concretely to define a role, the present (1968) and the proposed (1983) secondary social studies curricula in British Columbia, the province-wide social studies assessment (1977), and School District No. 41 (Burnaby) were analyzed selectively. The following questions guided the research: 1. What is the role of the assisting teacher as implied by selected research literature? 2. What is the role of the assisting teacher as implied by the 1977 British Columbia Social Studies Assessment 3. What is the role of the teacher and the assisting teacher as implied by the proposed (1983) social studies curriculum for British Columbia? 4. What is the role of the assisting teacher as perceived in the Burnaby School District? 5. What role description do these four sources help define? Selected research literature, social studies assessment documents, and social studies curricula were analyzed. To determine the actual and/or ideal role of the assisting teacher as perceived in the Burnaby School District, interviews were conducted with five assisting teachers, as well as their supervisor and coordinator, and with eight secondary social studies department heads. The study concluded with generalizations and a process for defining the role of the assisting teacher in curriculum implementation. This process may have generalizability for defining the role of the assisting teacher in curriculum areas other than social studies. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This thesis chronicles a journey for which there is no end. The journey is the author's search for authentic curriculum -- teaching and learning built around socially relevant themes, designed through an organic development process, and negotiated in relation to the interests of individual learners and the communities that support them. In struggling to find a "lens" that would allow children to navigate change in an increasingly complicated society, the author shifted her focus from the substantive domain to the perceptual. Influenced by Case's (1995) discourse regarding the nurturing of "global perspectives" in young children, the author identified nine characteristics of a "global/diversity" perspective. Rather than infusing curriculum with more information, teachers would nurture an approach to learning that permits children to suspend judgment, entertain contrary positions, anticipate complexity, and tolerate ambiguity. Through the use of "counter-hegemonic" children's literature the author found she could nurture the "seeds" of alternative perspectives forming a strong foundation for understanding and tolerance in the classroom and beyond. It is important to emphasise that the author had to internalise a "global/diversity perspective" herself in order to nurture it in others through a generative process she refers to as "living curriculum". The research methodology of currere was employed as a means of exorcising the unacknowledged biases, personal contradictions, and divergent influences that have fed the author's identity, and thus necessarily informed her philosophies and actions as an educator. The methodology of autobiography was a critical factor in permitting the author to recognise and take ownership of her own education. Autobiography led her into the tangled garden and compelled her to make sense of its organic cycles. The method of autobiography typically rattles the comfort margins of educational researchers who see it as patronising sentimentality, rather than a rigorous analysis of self-knowledge within contemporary scholarship. It is important that autobiographical researchers demonstrate resonance of their lived experience in scholarly discourse and pedagogy. The author discusses a number of possible criteria that could be used to evaluate autobiographical research - the most important of these being that the work spawns reflection and stirs praxis within the reader. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This project will provide support for teachers who have solid understanding of math as the goal for the students in their classrooms. Using the district adopted course of study as the foundation, this project will provide a curriculum supplement for the first grade.

The Hilmar Unified School District came into existence on July 1st, 1950, after three years of meetings by local patrons and County Committees, with final approval by the regional and State Commissions, as provided for in Chapter 16 of the Education Code. One of the primary objectives for the reorganization and unification was an improved curriculum. Curriculum study is complex and can include all parts of the school and its program. Curriculum is interwoven with personnel, finance, facilities, type of organization, and many other factors. For that reason, curriculum problems will vary in almost every school. In order to understand the basis of the reasoning for the several problems, it is necessary that a brief background be given, as well as information on the financial ability of the district. In this way, problems found in the Hilmar Unified School District can be studied in the light of comparable problems in other districts.

The purpose of this study is to show the close relationship of music education to the total elementary school program. The need for such a study has been recognized by many music educators since it is commonly conceded that music education has not been as effective in realizing the ultimate aim of all education as it could be if made a very intimate part of the total educational process. / Typescript. / "July, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dora Skipper, Professor Directing Paper. / Includes bibliographical references (leaves 44-45).

That motion pictures are effective stimulators of the mind is a fact which seems to be generally accepted by many people. In accepting this belief school administrators have wisely turned to the sound film as an aid in teaching. However the question at once arises concerning the manner in which this program is to be put into practice. Furthermore can the results of this type of program be evaluated? In the ensuing pages will be given some of the basic facts and theory concerning good audio-visual practices. Following this will be an account of how such a program was put into practice in Apalachicola, Florida, during the school year 1949 and 1950. After this account of the operation is sketched an attempt to evaluate this program from several points is made. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 37).

"The purpose of this study is to determine student likes and dislikes, as well as their suggestions for improving the school program of Chipley high school"--Introduction. / "August, 1959." / Typescript. / Advisor: J. Frank Dame, Professor Directing Paper. / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaf 38).