Thesis (M.Ed.)--Unitec New Zealand, 2008. / Coda (electronic version) title-page has 2009 date. Includes bibliographical references (leaves 94-99).

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaves 84-85). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 109-113). Also available in print.

This evaluative study examined the development and implementation of a multi-disciplinary agroecology and community development curriculum by PELUM College Zimbabwe, The college, which emerged to implement the curriculum, comprises of non-govemmental organisations, university departments and government agencies coordinated by PELUM Association, PELUM supports participalory ecological land-use management and the curriculum was aimed at community development workers, The curriculum's four pillars were: community development facilitation; natural resources management; sustainable crop and animal production; and organisational management. The study explored the conceptual integrity of the socially-critical oriented curriculum, focusing on the written curriculum; resource material development; participation; praxis; assessment and accreditation; as well as project planning and implementation by trainees, The methodology was essentially interpretive, with a participatory and praxiological orientation inspired by the socially critical framework of the curriculum, I gathered data over two years, analysing documents covering a period of nine years, and involving about 75 participants in the research through questionnaires, in-depth semi-slructured interviews and focus group discussions, My key findings were that the curriculum and the participatory process in which it had been developed and implemented had potential to address pedagogical and developmental shortcomings of more conventional curricula, The major weaknesses in the curriculum and its development arose from the under-utilisation of the curriculum framework that should have guided participation and decision-making, I examined tensions in the curriculum implementation, finding them similar to those experienced in other environmental education programmes in the reg ion, In keeping with the praxiological and formative orientation to the evaluation, I conclude with recommendations specific to the case under study,

Call number: LD2668 .T4 1943 G7 / Master of Science

There is a pattern of students' mathematics achievement scores dropping in the first year of middle school, typically sixth grade in Florida (fldoe.org, 2014). Sixth grade is of particular interest as this is typically a transition year from elementary to middle school. This quantitative study seeks to examine the mathematical teacher characteristics that are present and significant for Teacher Value-Added measures, as a proxy for sixth grade mathematical learning gains. The teacher characteristics that will be evaluated include certification area, degree held, and years of experience. Additionally, the effects of school demographics, specifically socioeconomic status (SES), as measured by the percentage of Community Eligibility Provision (CEP), which determines a districts eligibility for the national free lunch program, on sixth grade student achievement in mathematics will be examined and accounted for when evaluating teacher characteristics. Teachers' Value-Added scores were collected from the Florida Department of Education. The teachers included were those that taught mathematics in a sixth-grade classroom that was NOT in a K-6 or K-8 setting, but a 6-8 or 6-12 setting. Each participating teachers' school CEP status was also gathered from the Florida Department of Education. These results will be compared for all teachers and the following results are anticipated: (1) Schools with lower socioeconomic status (as measured by CEP), higher percentage of CEP (over 40%), will have overall lower teacher Value-Added Scores (VAM) on the Math FSA (Florida Standards Assessment) for the end of sixth grade administration, regardless of teacher characteristics. (2) After accounting for CEP, teachers with higher levels of degrees held (BS vs MS, EdS, or PhD), will have higher teacher VAM scores on the Math FSA for the end of sixth grade administration. (3) After accounting for CEP, teachers with more years of experience will have higher VAM scores on the Math FSA for the end of sixth grade administration. (4) After accounting for CEP, teachers with certification in mathematics will have higher VAM scores on the Math FSA for the end of sixth grade administration. With these results, policy makers, education preparation programs, and school districts can make more informed decisions about the educational preparation that mathematics teachers need to possess in order to teach students during their first year of middle school. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / October 29, 2018. / Florida, sixth-grade mathematics, student achievement, teacher certification, teacher degrees, teacher experience / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Dissertation; Eric Chicken, University Representative; Diana Rice, Committee Member; Angela Davis, Committee Member.

沈健明. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 159-170. / Shen Jianming. / 前言 --- p.1 / Chapter 第一章 --- 研究的意義與目的，範圍和問題 / Chapter 1.1 --- 研究的意義與目的 --- p.2 / Chapter 1.2 --- 硏究範圍 --- p.3 / Chapter 1.3 --- 研究問題 --- p.5 / Chapter 第二章 --- TOC的本質 / Chapter 2.1 --- TOC計劃出現的背景 --- p.6 / Chapter 2.2 --- 政府方面的態度和教育界的反應 --- p.7 / Chapter 2.3 --- TOC 實施的牽涉範圍 --- p.9 / Chapter 2.4 --- TOC的課程架構 --- p.13 / Chapter 2.5 --- TOC的理論基礎 --- p.15 / Chapter 2.6 --- 有關TOC本質的探討 --- p.18 / Chapter 2.6.1 --- 目標帶動的課程發展的一些特色 --- p.18 / Chapter 2.6.2 --- T0C的課程取向 --- p.24 / Chapter 2.7 --- 總結 --- p.32 / Chapter 第三章 --- 教師課程決策的本質 / Chapter 3.1 --- 課程的定義 --- p.35 / Chapter 3.2 --- 課程與教師的關係 --- p.38 / Chapter 3.3 --- 決策的概念 --- p.41 / Chapter 3.4 --- 教師課程決策文獻回顧 --- p.46 / Chapter 3.5 --- 教師課程決策的一些理念模式 --- p.56 / Chapter 第四章 --- 研究設計 / Chapter 4.1 --- 硏究方法 --- p.63 / Chapter 4.1.1 --- 搜集資料 --- p.63 / Chapter 4.1.2 --- 研究取樣 --- p.65 / Chapter 4.1.3 --- 研究步驟 --- p.67 / Chapter 4.2 --- 硏究設計 --- p.69 / Chapter 4.3 --- 研究信度和效度 --- p.70 / Chapter 4.4 --- 研究限制 --- p.71 / Chapter 第五章 --- 資料整理與分析 / Chapter 5.1 --- 受訪學校背景資料 --- p.72 / Chapter 5.1.1 --- 學校背景資料 --- p.72 / Chapter 5.1.2 --- 受訪學校簡介 --- p.72 / Chapter 5.2. --- 受訪教師背景資料 --- p.74 / Chapter 5.2.1 --- 資歷方面 --- p.74 / Chapter 5.2.2 --- 培訓方面 --- p.75 / Chapter 5.2.3 --- 參與態度方面 --- p.76 / Chapter 5.3 --- 研究資料的整理及分析架構 --- p.78 / Chapter 5.4 --- 有關課程內容的編訂 --- p.79 / Chapter 5.4.1 --- 課程內容的決定 --- p.79 / Chapter 5.4.2 --- 編定課程時的參考資料 --- p.82 / Chapter 5.4.3 --- 教師在決定課程 --- p.83 / Chapter 5.4.4 --- 受訪學校的實際課程編排 --- p.86 / Chapter 5.4.5. --- 小結 --- p.87 / Chapter 5.5 --- 有關教學計劃的編寫 --- p.88 / Chapter 5.5.1 --- 教署建議的教學計劃編寫模式 --- p.88 / Chapter 5.5.2 --- 受訪教師編寫教學計劃的模式 --- p.91 / Chapter 5.5.3 --- 小结 --- p.97 / Chapter 5.6 --- 有關學習課業及練習的設計 --- p.100 / Chapter 5.6.1 --- 教署對有關學習課業及練習的闡釋 --- p.101 / Chapter 5.6.2 --- 受訪教師編排學習課業及練習的取向 --- p.104 / Chapter 5.6.3 --- 小结 --- p.108 / Chapter 5.7 --- 有關施教與學習的形式 --- p.109 / Chapter 5.7.1 --- 教署就施教與學習的建議 --- p.109 / Chapter 5.7.2 --- 受訪教師採取的施教方式 --- p.109 / Chapter 5.7.3 --- 小結 --- p.115 / Chapter 5.8 --- 有關評估的方式 --- p.116 / Chapter 5.8.1 --- 教署對評估方式的建議 --- p.116 / Chapter 5.8.2 --- 受訪教師採取的評估方式 --- p.118 / Chapter 5.8.3 --- 小结 --- p.120 / Chapter 5.9 --- 綜合各受訪教師的課程決策模式 --- p.122 / Chapter 5.10 --- 有關「教師課程決策共通模式」的结論與其他 有關類似硏究的比較 --- p.131 / Chapter 第六章 --- 總結 / Chapter 6.1 --- 有關硏究問題的答案 --- p.137 / Chapter 6.2 --- 結語 --- p.142 / 附錄一 TTRA課程架構 --- p.145 / 附錄二TOC課程架構 --- p.146 / 附錄三本硏究採用補充問卷 --- p.147 / 附錄四課堂計劃表格 --- p.150 / 附錄五本研究搜集資料重點 --- p.151 / 附錄六T0C英文科教學計劃示例 --- p.153 / 附錄七T0C中國語文科教學計劃示例 --- p.154 / 附錄八T0C數學科教學計劃示例 --- p.155 / 附錄九本文採用英文名詞對照表 --- p.156 / 附錄十本文採用縮寫語對照表 --- p.157 / 參考書目 --- p.158

許健文. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 80-89. / Xu Jianwen. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 課程的概念 --- p.5 / Chapter 2.1 --- 課程的定義 / Chapter 2.2 --- 課程的層次 / Chapter 2.3 --- 課程的組成元素 / Chapter 2.4 --- 小結 / Chapter 第三章 --- 決策的概念 --- p.12 / Chapter 3.1 --- 決策的種類 / Chapter 3.2 --- 决策過程 / Chapter 3.3 --- 權力理論 / Chapter 3.4 --- 認知理論 / Chapter 3.5 --- 社羣相倚取向 / Chapter 3.6 --- 印象理論 / Chapter 3.7 --- 對敎師課程決策研究的義意 / Chapter 第四章 --- 敎師課程决策的文獻評述 --- p.20 / Chapter 4.1 --- 敎師參與課程決策 / Chapter 4.2 --- 敎師課程決策一描述性為 主的研究 / Chapter 4.3 --- 敎師課程決策的一些理念模式 / Chapter 4.4 --- 主流學校和特殊學校課程決策 / Chapter 第五章 --- 研究範圍、問題、假設和意義 --- p.34 / Chapter 5.1 --- 研究範圍 / Chapter 5.2 --- 操作性定義 / Chapter 5.3 --- 研究問題 / Chapter 5.4 --- 研究假設 / Chapter 5.5 --- 研究的意義 / Chapter 第六章 --- 研究設計 --- p.41 / Chapter 6.1 --- 研究的取樣 / Chapter 6.2 --- 工具 / Chapter 6.3 --- 研究步驟 / Chapter 6.4 --- 資料分析 / Chapter 6.5 --- 研究的限制 / Chapter 第七章 --- 研究結果 --- p.45 / Chapter 7.1 --- 參與課程工作的意願、原因和經驗 / Chapter 7. 2 --- 參與校内課程決策的範圍和程度 / Chapter 7.3 --- 課程決策的因素 / Chapter 第八章 --- 討論和總結 --- p.65 / Chapter 8.1 --- 參與課程工作的意願、原因和經驗 / Chapter 8.2 --- 參與校内課程決策的範圍和程度 / Chapter 8.3 --- 課程决策因素 / Chapter 8.4 --- 總結 / 參考書目 --- p.80 / 附錄一問卷 --- p.93

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.

This thesis focuses overtly, on developing undergraduate curricula both generally and specifically in agriculture and related fields and covertly, on an appeal to raise the status, quality and products of undergraduate education. A closer examination is made of the relationship between the structure, function and purpose of tertiary education, the immediate and long-term professional needs of the undergraduate student and the current and future requirements of the communities in which graduates will study, lead, live, learn and work. It is my contention that the reality and challenge of the undergraduate student’s on and off-campus community experiences should be the catalyst, motivation and transformational cauldron for their professional and personal development and that their curriculum should be designed, delivered, assessed and reported to reflect this individual development. I argue that currently this is not the case and consequently students graduating from more traditionally designed and delivered courses are less prepared for a changing and changeable world. Primary and secondary research evidence presented supports this position. A universal remedial model, schema or conceptual framework emerging from the assimilation of primary and secondary research, is presented and substantially explained. The schema is so designed that a wide variety of core curricula could be developed based on context, need and circumstance. The intricate design of the schema as a “mandala” was inspired by a creative fusing of ancient western, ancient eastern and modern philosophies however, a wide range of essential underpinning ‘developmental’, ‘educational’ and ‘learning’ theories are integrated into its structure and function. The “Twilight Curriculum”, a unique component of the schema was inspired by theories relating to the “Hidden Curriculum” and “Self Determined Learning”. It focuses on the development of wisdom through interest and needs-based action research / action learning projects. Wisdom in this argument emerges in the student as attributes such as professionalism, cognisance, compotency, autonomy, synergism, perspicacity, persistence and expertise all of which contribute to the student’s overall character. Contextually relative praxis development central to the student’s personal and professional transformation, is presented as the generator of wisdom. An argument is made in Chapter 1 that universities generally have two sides “an espoused” and “an actual” this duplicity tends to diminish the veracity of the university’s purpose and subsequently stifles undergraduate curricular innovation and development. This confusion ultimately reduces a graduate’s professional effectiveness. Chapter 2 focuses on the role of the agricultural graduate in helping the community1 cope with an increasingly complex and changeable world. Chapter 3 presents 1 Community refers to collectives based on many uniting properties, forces and boundaries, some of which are: locale, family, social networks, culture, religion, ethnicity, norms and habits, common purpose, professional pursuits.(Smith, 2001) the primary research process focusing on the research question ‘What are the conceptual framework design properties for an undergraduate, agricultural core curriculum that is grounded in community?���� The Research Methodology is discussed and theoretically underpinned. The three quantitative and qualitative research instruments and their respective theoretical foundations are explained and validated. The research was conducted with staff and students in two agricultural institutions, one in India and the other in the United States of America. The research results for the three instruments are presented in Chapter 4. The results across the three research instruments indicate a desire by both staff and students for a general change in the structure, function, delivery and assessment of the undergraduate agricultural curriculum. Staff and students’ indicated a change from the current generic, teacher/subject based, theoretical approach to curriculum design, delivery and assessment, to a preferred specific, student / needs based and applied approach. These research results are analysed and discussed at length in Chapter 5. An overview argument is proposed suggesting that learning is a personal journey and that knowledge resides in the experience of the learner, however that journey can be enhanced by not only the nature of the experience but also the critical sense made. Chapter 5 also provides clarity for the results in the form of secondary research. This mainly focuses on a variety of learning theories, student development theory, community engagement theory and preferred graduate attributes as well as an array of the author’s professional experiences that related directly to the research. Assimilating the primary and secondary results provide not only an answer to the research question, but also partially lay the foundation for the core curriculum schema design. The conceptual framework design properties for designing the core curriculum schema are: individualised personal and professional transformative learning cultivated within relevant on and off campus community engaged environments and facilitated by concerned academics, that incorporate mutually beneficial relationships between self, others and the setting using praxis development as the central educative process resulting in the development through action learning and action research projects of generic and specific attributes that are periodically formatively and summatively assessed. The properties identified in Chapters 5 and 6 are applied in the development of a unique undergraduate agricultural core curriculum schema or model in Chapter 7. Curriculum Theory, Educational Theory, Community Engagement Theory, Rural Development Theory, Graduate Attribute Theory, ancient history and Eastern Philosophy, the author’s secondary and tertiary teaching experiences, his professional and rural development activities are discussed and provide an underpinning for the schema development process. In this chapter a philosophical argument about ‘who owns the curriculum, who owns the learning’ is presented, drawing upon ancient Chinese Taoist ideas in a generic and specific quest for wisdom. The Taoist Yin and Yang are symbolically converted into a scholarly relationship between theory and practice, as praxis. The author’s praxis development of the core curriculum schema has also generated several innovative concepts, models, expressions and processes, such as: • The Twilight Curriculum—the individual student’s self-initiated personal and professional development. • The concept of ‘compotency’—a hybridisation of concepts such as capability, capacity and competency. • A model for Praxis Development incorporating a figure eight loop that integrates research, experience and compotency. • The notion of Career Constructivism—building effectiveness initiated through critical on and off-campus community experience. • Presenting a curriculum model as Mandala—an ancient Sanscrit geoglyph style based on intricate, interconnected and convoluted circles with priority positioning towards the centre. • The notion of a Venn Trigram as a model for describing student development pathways from epistemic framework to personal and professional attributes. ���� The notion of integrated three stage development modes as nested ellipsoids. In Chapter 8 the Undergraduate Core Curriculum Mandala constructed in Chapter 6 is ‘reverse engineered’ in order to more fully explain the components in particular, the developmental process as an evolution from epistemic sources to effective student attributes producing job ready graduates who have truly learnt how to learn. Chapter 9 presents a conclusion to the thesis. The research outcomes are briefly re-outlined and attention is drawn to the plight of rural communities and the need for a different kind of graduate—a need that could be satisfied by utilising the proposed Core Curriculum Schema to inform undergraduate curriculum design. Reservations are expressed about challenges to the status quo in modern commercial universities in that staff and student cultures are so ingrained that adoption of the proposed schema or any such diversion from a traditional model,would not be an easy. I believe that a transformational journey of approaches to undergraduate education is inevitable if undergraduate agriculture in particular is to remain viable as a tertiary field of study. Chapter 9 is concluded with a personal reflection of the scope and focus of this thesis. A plea is made for raising the status of the undergraduate curriculum as a finale to the argument. / Doctor of Philosophy (PhD)