This thesis is concerned with the ‘problem’ of change in education, an issue characterised in much of the literature as a paradox of innovation without change. The thesis draws upon school-based empirical research, undertaken in the context of the reactions by Geography, History and Modern Studies teachers to the notion of teaching integrated social subjects, set against the wider framework of the Scottish Executive’s curriculum policy. The thesis first sets the topic in its Scottish and wider context, before undertaking a comprehensive review of the themes that emerge from the worldwide literature on educational change. These include the paradox of innovation without change, teacher mediation of change initiatives, departmental and school cultures, the subject centredness of schooling and factors that have been noted to underpin successful change initiatives. The thesis sets out a theoretical position that draws upon the critical realist social theory of Margaret Archer. This approach posits a centrist approach to the contentious structure/agency debate, suggesting a complex relationship between social structures, cultural forms and individual agency, whereby social reproduction and transformation are played out through continual social interaction. From this foundation of theory, I develop a practical methodology for researching change in school settings. My empirical work consists of a questionnaire sent to 100 schools, and two linked case studies, where data was collected through semi-structured interviews, observations and analysis of school documents. The research identifies trends in school provision and, through the case studies, the processes of curriculum making are investigated using the aforementioned methodology. The thesis concludes that such processes are ineluctably social practices, and that those seeking to innovate in schools should pay attention to the social dimensions of change – the engagement of people with ideas and the social structures that impede, distort or promote change. The thesis concludes by presenting a set of general principles that might serve to facilitate change promoted by future initiatives.

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 qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS. Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data. The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

No description available.

張行健 = The development of world history in the secondary school of ... / 據稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju gao ben ying yin. / Includes bibliographical references (leaves 212-227). / Zhang Xingjian = The development of world history in the secondary school of ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一篇 --- 導論 --- p.1 / Chapter 第壹章 --- 研究的動機與目的 --- p.1 / Chapter 第貳章 --- 研究的方法與限制 --- p.5 / Chapter ¯第ё章 --- 有關文獻的引述　　 --- p.9 / Chapter 第肆章 --- 戰後香港的政治經濟社會轉變概述 --- p.17 / Chapter 第伍章 --- 戰後香港的教育發展概述 --- p.24 / 註釋 --- p.37 / Chapter 第二篇 --- 中學歷史科課程的轉變及特色 --- p.41 / Chapter 第壹章 --- 香港初中歷史科課程 --- p.41 / Chapter 第貳章 --- 香港中學會考歷史科課程 --- p.50 / Chapter ¯第ё章 --- 香港預科歷史科課程概述　 --- p.64 / Chapter 第肆章 --- 香港中學歷史科課程所傳遞的歷史意識和世界觀 --- p.76 / Chapter 第伍章 --- 香港中學歷史科課程轉變的原因試析──兼論其與政治的關係 --- p.84 / Chapter 第陸章 --- 英國、中國大陸、台灣中學歷史科課程概述 --- p.93 / Chapter 第柒章 --- 香港、英國、中國大陸及台灣中學歷史科課程的比較 --- p.111 / 註釋 --- p.116 / Chapter 第三篇 --- 中學歷史教科書的內容分析 --- p.119 / Chapter 第壹章 --- 概論 --- p.119 / Chapter 第貳章 --- 香港初中歷史教科書 --- p.122 / Chapter ¯第ё章 --- 香港會考歷史教科書 --- p.136 / Chapter 第肆章　 --- 香港預科歷史教科書概述 --- p.147 / Chapter 第伍章 --- 英國、中國大陸、台灣中學歷史教科書概述 --- p.149 / Chapter 第陸章 --- 香港、英國、中國大陸及台灣中學歷史教科書所傳遞的歷史意識和世界觀的比較──兼論不同類型歷史教學的優劣 --- p.160 / 註釋 --- p.165 / Chapter 第四篇 --- 香港中學歷史科公開考試所反映的實際教學情況 --- p.168 / Chapter 第壹章 --- 中學會考的內容及考生表現和反映的教學情況 --- p.168 / Chapter 第貳章 --- 預科歷史科考試概述　 --- p.199 / 註釋 --- p.204 / Chapter 第五篇 --- 結論及建議 --- p.206 / 註釋 --- p.211 / 參考書目 --- p.212

Thesis (M. Dev.) -- University of Limpopo, 2003 / Refer to the document

This study aimed at determining whether classroom teachers&lsquo / attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learning activities were reported in terms of frequencies, percentages, and means. Bivariate correlations were employed to understand the relations among classroom teachers&lsquo / attitudes toward change, perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. The results revealed that classroom teachers were open to change and often implemented constructivist teaching and learning activities in class whereas they had mixed perceptions about constructivist curriculum change carried out in Turkey in 2004-2005 academic year. Classroom teachers&lsquo / attitudes toward change were significantly but moderately correlated with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. Besides, classroom teachers&lsquo / perceptions of constructivist curriculum change were significantly but moderately related to their implementation of constructivist teaching and learning activities.

The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province. Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country. Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)

The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province. Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country. Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)

The aim of the study was to investigate the impact of curriculum change in teaching and learning of science subjects at schools in Vhembe District. The research also meant to answer the following research objectives on the impact of new changes in curriculum. The first research objective was based on the effects of curriculum changes in the teaching and learning of science. The second research objective was based on the constraints or factors that might be affecting the effectiveness of new changes in teaching and learning of science. The third research objective was based on the monitoring and support on the new changes in science curriculum. Research objective four was addressed as a recommendation. It was about the suggestion for future planning of changes in curriculum. In this era of on-going new developments in curriculum, it was imperative to find out how new changes are affecting teaching and learning of science curriculum even in the most remote parts of the country. The continuous changes that are taking place in science curriculum demand the need for this research. Questionnaires, interviews and observation were used as data collection methods using the qualitative method. Schools which participated in the study were selected using purposive sampling. It is revealed in the findings that teachers feel that it is not necessary for them to change the way they teach, especially those who did not receive training on the new curriculum changes during their tertiary education. The findings also indicate that lack of resources impact negatively on the implementation of curriculum reform in teaching and learning of science in many under-resourced schools in rural areas. The findings also reveal that, it is not easy for subject advisors to give relevant support because of inadequate resources and lack of human capacity. According to the research findings, inadequate resources, skills and knowledge and lack of pre-planning on new curriculum development adversely affect the teaching and learning of science in schools. It is therefore recommended that the proposed curriculum development and reform be piloted before it is implemented as proposed in the model for the preparation of effective curriculum changes and development in science. Also, it is important to have functional curriculum support forums at school, circuit and district levels. The provisioning of science centres with well-equipped laboratories in each and every circuit will play a greater role in effective teaching and learning of science in schools. / Science and Technology Education / M. Ed. (Natural Science Education)