M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg

Can old history text books (written in the Apartheid Era) be used to promote the new democratic ideals in Curriculum 2005? This investigation addresses this question through an analysis of selected chapters of two history text books presently used in Katlehong schools. The analysis deploys an instrument developed at the University of Belgrade by members of the Democracy Education Project, in conjunction with the project team from the University of the Witwatersrand. Through the instrument, the democratic content of the textbooks was analysed and assessed. The analysis focus on declarative, elaborated and implied democratic content. The conceptual framework for the investigation draws from recent philosophical and sociological work on democracy. Amy Gutmann’s principles of non-repression and nondiscrimination, for example, provide the main argument for the necessity of equal and critical education in South Africa. The analysis and discussion show both text as deeply floored regarding the availability and nature of the democratic concepts. However, if used by critical teachers both texts are suitable for promoting democracy in South Africa.

This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed. / by Cathy E. Bonner. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices. / by Rachayita Shah. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-25T11:50:41Z No. of bitstreams: 1 Laura Brito Carnicero.pdf: 411782 bytes, checksum: ccc257bdde08c8b5e06f59a48f7c28e1 (MD5) / Made available in DSpace on 2018-07-25T11:50:41Z (GMT). No. of bitstreams: 1 Laura Brito Carnicero.pdf: 411782 bytes, checksum: ccc257bdde08c8b5e06f59a48f7c28e1 (MD5) Previous issue date: 2018-05-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study intends to analyze the curricular organization of the Pedagogy degrees in São Paulo city, under the critical philosophy perspective of the pseudo-formation treated by Adorno (1995). It deals with a hypothesis that, despite the recent introduction of mandatory early childhood education in basic education, this stage of education is not relevant within the curricular organizations of pedagogy degrees. It intends to identify a relevance and an incidence of the specific disciplines related to early childhood education through the analysis of the curricular organizations of the degrees. The research concludes that there are disconnections for the websites. The data demonstrate that there is low incidence of disciplines related to early childhood education in the degrees, being more frequent those related to teaching practices / O trabalho pretende analisar a organização curricular dos cursos de Pedagogia do município de São Paulo, sob a perspectiva filósofo-crítica da pseudoformação tratada por Adorno (1995). Lida com a hipótese de que, apesar da recente inserção em caráter de obrigatoriedade da educação infantil na educação básica, essa etapa da formação não é relevante dentro das organizações curriculares dos cursos de pedagogia. Tem como objetivo identificar a relevância e a incidência das disciplinas específicas referentes à educação infantil por meio da análise das organizações curriculares dos cursos. A pesquisa conclui que existem desconexões conceituais a respeito das organizações curriculares que os cursos apresentam em seus sites. Os dados permitem concluir que há uma baixa incidência de disciplinas referentes à educação infantil nos cursos, sendo as mais frequentes aquelas relacionadas às práticas de ensino

Recommendations have been given in the areas of teachers, the subject and the school according to the data collected in the study. Teachers need to change their attitude towards the use of course books, otherwise, a comprehensive degree (i.e., breadth and depth) of curriculum decision making is hard to be developed. The subject team should utilize the common planning period more effectively by designating targets and developing a work routine. It is also crucial to establish a harmonious working relationship within the team while the panel chairperson is required to lead a professional role. Teachers' professional developments should go hand-in-hand with curriculum development and more efforts should be focused on integrating scattered strengths into the team. At school level, more support should be given to curriculum decision making policy and its culture. Moreover, more professional development opportunities should be provided. (Abstract shortened by UMI.) / The New Edition of the Chinese Language Curriculum was introduced in all secondary schools in September 2002. Major features of the reform cultivate the migration from a single model passage to a more holistic teaching unit, teaching focus has switched from just reading and writing to comprehensive aspects of speaking, reading, listening and writing. While the role of a teacher has shifted from dominating to facilitating, the role of the students has shifted from a passive receptor to an active learner. The aim of language teaching has changed from imparting language knowledge to cultivating generic skills. As a whole, the New Edition of the Chinese Language Curriculum has extended the work scope of the teachers in their curriculum and teaching decision making. For instance, they are able to adjust the course books according to the circumstances of the school. Adjusting the course books or developing school specific teaching resources is a complicated task which requires co-operation and creative input of the teachers. With this in mind, some schools have started the reform of the Chinese Language subject by allocating a common planning period, making room for the teachers to increase their opportunities in curriculum input and decision making. / The present research started in the second year after the introduction of the New Edition of the Chinese Language Curriculum. By applying qualitative research methods, five schools were chosen as case studies, with the teachers of Secondary One as research target, to explore the state of teachers' participation in the curriculum decision making, to understand how the curriculum decisions were made within a subject team, and to investigate the factors influencing the decision making. The data was collected via interviews, participatory observations and document analysis. / The study has concluded six points. (1) Sparing a common planning period by schools cannot guarantee the quality of curriculum decision making. (2) Teachers' degree of understanding towards the curriculum affects their decision making on curriculum content. (3) Teachers' viewpoints on course books will affect their decision making on curriculum content too. (4) The sense of co-operation determines the degree of contribution and involvement by the teacher in the curriculum decision making. (5) The leadership and co-ordination of a panel chairperson is crucial to cultivate a harmonious working relationship between team members. (6) The factors affecting a school are inter-related. / The study reveals that at present, schools have not carried out any restructuring because of individual subject reforms. The common planning period in certain schools is merely the subject policy, not a unified policy in the school. While it has contributed to the significant opportunity for teachers to participate in curriculum decision making, the policy cannot guarantee the quality of the decisions. There are a few fundamental issues which determine whether a curriculum decision making can be developed to a profound and extensive degree. The teachers must be well prepared for the new curriculum by having participated in the pilot program organized by the Education and Manpower Bureau at the time; the subject team must use the common planning period effectively by developing a work routine, and by distributing responsibilities among teachers in the team to make sure that they are engaged and able to contribute; the subject teaching attribution should focus on and reflect the needs of the students as well as the implementation of changes in the curriculum to improve teaching; and lastly, in addition to providing teachers with a common planning period, the school also needs to allocate more resources in the theme of policy making, such as flexible timetables and on-going professional development opportunities. If these factors are missing in the academic subject, teachers will rely heavily on course books and when dealing with curriculum content decision making, they will seldom consider other elements, such as teaching methodology and teaching activities, in a curriculum. / 高慕蓮. / Adviser: Lee Chi Kin. / Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0787. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 489-508). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Gao Mulian.

陳淑雯. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 199-215. / 中英文摘要. / Chen Shuwen. / Chapter 第一章 --- 導言 --- p.1 / Chapter 1.1 --- 前言 --- p.1 / Chapter 1.2 --- 研究背´景´ؤؤ政治與課程 --- p.2 / Chapter 1.3 --- 研究立足´點´ؤؤ課程社會學的觀點 --- p.5 / Chapter 1.4 --- 研究意義 --- p.7 / Chapter 第二章 --- 研究理論 --- p.8 / Chapter 2.1 --- 政治與課程 --- p.8 / Chapter 2.2 --- 共產政權的認受性與課程 --- p.19 / Chapter 2.3 --- 殖民政權的認受性與課程 --- p.31 / Chapter 第三章 --- 研究設計 --- p.44 / Chapter 3.1 --- 研究問題 --- p.44 / Chapter 3.2 --- 研究對象 --- p.44 / Chapter 3.3 --- 研究方´法´ؤؤ定性研究法 --- p.48 / Chapter 3.4 --- 分析主題 --- p.51 / Chapter 3.5 --- 研究限制 --- p.53 / Chapter 第四章 --- 中、港課程的意識型´態´ؤؤ歷史觀 --- p.54 / Chapter 4.1 --- 歷史的進´程´ؤؤ線性與循環史觀 --- p.54 / Chapter 4.2 --- 推動歷史發展的原動力 --- p.61 / Chapter 4.3 --- 歷史論述的價値基準 --- p.68 / Chapter 4.4 --- 中、港課程的歷史觀與政權管治的意識型態 --- p.73 / Chapter 第五章 --- 中、港課程的意識型´態´ؤؤ民族與國家感情 --- p.76 / Chapter 5.1 --- 民族感情 --- p.76 / Chapter 5.2 --- 國家感情 --- p.90 / Chapter 5.3 --- 中、港課程的民族、國家感情與政權管治的意識型態 --- p.97 / Chapter 第六章 --- 中、港課程的意識型´態´ؤؤ「優良」的品德 --- p.103 / Chapter 6.1 --- 品德敎育的形式 --- p.103 / Chapter 6.2 --- 品德敎育的内容 --- p.107 / Chapter 6.3 --- 中、港課程的品德敎育與政權管治的意識型態 --- p.117 / Chapter 第七章 --- 中、港課程意識型態控制的機制 --- p.122 / Chapter 7.1 --- 制度層´面´ؤؤ由《課程綱要》編訂到敎科書審定 --- p.123 / Chapter 7.2 --- 人的層面 --- p.135 / Chapter 7.3 --- 小結 --- p.140 / Chapter 第八章 --- 中、港課程的政治社會化特色 --- p.142 / Chapter 8.1 --- 政治與課´程´ؤؤ不同政權的政治社會化的特色 --- p.142 / Chapter 8.2 --- 未完的討論 --- p.148 / Chapter 8.3 --- 對歷史課程改革的啓示 --- p.150 / 附表 --- p.153 / 附錄中文參考書目 --- p.199 / 英文參考書目 --- p.209

Chan, Kin-sang, Jacqueline. / "August 2003." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 278-291). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.