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Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology.Kwaira, Peter. January 2007 (has links)
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<p align="left">The purpose of this study was therefore to address the following primary research question: &lsquo / What effect would a specially designed, developed, implemented and evaluated Material Science (MS) course have on serving teachers in terms of their perceptions and knowledge/understanding regarding content in MS and instructional practice in D& / T?&rsquo / </p>
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Manifestations Of Curriculum Change On Organizational Culture: Teachers' / PerceptionsSahin, Asu 01 April 2012 (has links) (PDF)
The purpose of this study was to examine the manifestations of curriculum change on organizational culture of a primary school, with a specific focus on the culture of teachers. In this study, phenomenological design was used to investigate what meanings teachers attached to the changing nature and structure of their work, through the examination of the organizational culture of one primary school located in Ankara. Data were collected through face-to-face semi-structured teacher interviews aiming to find out the meaning of curriculum change and its manifestations on teacher culture for them. Findings revealed that although teachers perceived the change as a threat at the initiation process due to their experiencing lack of choice, they later expressed approval of the values and beliefs of the constructivist curriculum. However, when their meanings and perceptions regarding implementation are examined, it seems that the constraints regarding implementation are more decisive than these values and beliefs. Besides, it was found that teachers mostly defined factors outside them as constraints to their implementation of the curriculum, such as physical limitations or insufficient in-service training. Finally, findings showed that the working lives of teachers outside the classroom manifested change especially in aspects like lesson planning and preparation, and cooperation among teachers.
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The implementation of a curriculum innovation a study of using IT for teaching and learning in the Hong Kong institute of vocational education /Koo, Chung Ngan Alfred. January 2009 (has links)
Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 203-213.
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Undergraduate curriculum reform of universities in Hong Kong, is it for local student development in future?Chan, Yan-yi., 陳因兒. January 2011 (has links)
This research project examines whether the new 4-year curriculum is for local student development in the future and internationalization is the primary espouse of the reform. 8 in-depth interviews were conducted in five local universities. Student development is framed from a multi-functional mindset in which students get exposed to all kinds of possibilities, expand their intellectual thinking and capabilities as well as become self-reflective. There are changes in student demographics, workplace environment, social convergence and intercultural tolerance. The urge of graduates with global mindset, higher-order thinking and multiple skill sets is geographically indivisible. In elaborating on the findings, internationalization is one of the factors leading to student all-roundedness, the centrality of the curriculum reform.
Realizing that there was learning experience re-conceptualization, participants evaluated the reform tended to be structural and administrative. There is little spared time for university teachers’ inspirations on students inside or even outside classrooms. But governmental and institutional foci are still put on more research than teaching in which participants were disheartened. A structural change could help little. In a long run, a revolution on the university teaching to wholly facilitate student development is vitally essential. To inspire students to be self-reflective and have sustainable growth, university teaching staff needs time for inspiring works and interdisciplinary co-operations. Too many research and administrative burdens hinders teaching practices, even though teachers are passionate. It is time for the government, UGC, universities and individual professors to put all small pieces together and make the current reform in a more holistic way. / published_or_final_version / Education / Master / Master of Education
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The introduction of junior secondary integrated humanities (IH) and its implications for school-based curriculum developmentWong, Lee-lee., 王莉莉. January 2003 (has links)
published_or_final_version / Education / Master / Master of Education
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Professional Development in an era of curriculum reform: a case studyHui, Chui-hung., 許翠紅. January 2003 (has links)
published_or_final_version / Education / Master / Master of Education
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Towards a new framework for reconstruction of the primary science curriculum in South Africa.Raubenheimer, Carol Dianne. January 1996 (has links)
The purpose of this study is to ascertain, from a review and analysis of the literature, if any
key messages emerge within which curriculum reconstruction of primary science
education in South Africa can be undertaken.
Firstly, three paradigms in education are equated with three philosophies of science and
the compatibility of modes of inquiry are highlighted. It is argued that paradigms can be
used as a form of analysis to locate particular approaches to the teaching and learning of
science.
Thereafter, an overview of major trends in science education is provided. The various
views of and approaches to science education are analysed and located within particular
paradigms. In order to assist in such analyses, a conceptual framework is developed. This
draws on key determinants of curriculum development and locates these within each of the
three paradigms.
The framework is applied to a review and analysis of international emphases in primary
science education, within which five different perspectives are identified. These are located
within different paradigms. Science education in developing countries is considered
thereafter and some recent trends in primary science curriculum development in South
Africa are examined. It is shown that the recent syllabus revision process and the revised
syllabuses in South Africa are still located in a technical approach to curriculum
development.
In seeking an alternative approach, the weaknesses of imported ready made solutions from
more developed contexts are highlighted, and an exploration of alternative approaches that
are more responsive to local contexts is then undertaken. Some innovative examples of
curriculum development in other parts of Africa and South Africa are examined.
From the review and analysis a set of key messages emerge for curriculum development in
primary science education. In selecting appropriate programmes, it is vital that attention is
given to children's' existing abilities and ideas, to the expected role for science in society,
and to a particular society's values and norms. Material provision, of itself, does not bring
about meaningful change, and teachers can and should be involved in the production of
teaching materials. Another key message is that it is crucial for teachers to be involved in
curriculum decision making, although they may need inservice support to make this
possible. Approaches to inservice education must therefore give due consideration to this,
and to developing classroom based teaching competencies. Finally, attention is given to
some of the factors which may contribute to systemic change in science education. / Thesis (M.Ed.)-University of Natal, 1996.
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Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in BahrainRafea, Ahmed Mohammed 11 1900 (has links)
This study is an exploration of power and how it is manifested in curriculum
making. More specifically, it examines the responses of actors in the physics
curriculum network to a proposal to introduce a Physics, Technology and Society
(PTS) version of physics in the secondary schools of Bahrain. The proposal to
introduce PTS created a point of entry to explore issues of power in curriculum
making and highlight some of the strategies that actors used to maintain or
reconstruct power relations. Data collection consisted of three phases during
which interviews were conducted with Ministry of Education personnel, university
physicists and physics educators, physics teachers, university and secondary
students, and industry representatives. Interviews focused on responses to: 1) an
example of PTS materials (Phase One); 2) the views of other actors (Phase Two);
and 3) the Ministry's decision to proceed with piloting of the PTS materials
(Phase Three). From Actor-Network Theory (ANT), the responses of the various
actors can be understood in terms of their efforts to maintain or reconstruct the
school physics network. Furthermore, the study shows that curriculum making can
be seen as a networking process in which the success of the various actors is
linked to the size and strength of the networks they are able to mobilize to their
position. From this point of view, the Ministry, drawing primarily on local
networks, is seen to move cautiously in response to the extensive international
network which university physicists maintain and which provides high status
pathways for students.
Power relations are network effects, and in exploring them one gains a better
appreciation of the network that constructed them. Therefore, this study
illuminates aspects of the school physics network, revealing its constituent
actors, the strength of the links between some of its actors, and the establishment
of the curriculum as an obligatory passage point. Conclusions pertaining to the
nature of this network and the strategies employed by actors in constructing and
maintaining power relations as they engaged in negotiating the physics
curriculum are drawn. Finally, these conclusions have implications for policy in
curriculum change and, more specifically, for addressing issues of power and
problems that emerge when fundamental changes in secondary science are
introduced.
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Legitimating media education : from social movement to the formation of a new social curriculumLee, Alice Yuet Lin 11 1900 (has links)
The purpose of this study is to understand why and how media education became
legitimate in the Ontario educational system in the 1980s. The theoretical focus is on how a
new social movement (the new social movement in Ontario) led to the legitimation of a new
social curriculum (the media education program).
This study on media education in Ontario is contextualized in the epochal shift to the
information society. Adopting the approach of historical sociology, it documents the
influence of those social forces which gave rise to media education and investigates how key
individuals brought media education into schools.
In the 1970s and 1980s, the societal shift brought with it rapid development in media
technologies and induced new social tensions. This study finds that the conceptualization of
the mass media as "invisible curriculum," the ideology of techno-cultural nationalism and the
moral controversy over media sex and violence directed public attention to the importance of
media literacy. The media literacy movement in Ontario subsequently placed media
education in the formal school curriculum. Legitimating media education can be regarded as
a social and educational response to the technological changes in the information age. This
study also indicates that less powerful groups in the community and the educational field
were able to put a body of low-status knowledge into the formal school curriculum.
In order to analyze the process from social movement to subject formation, a
theoretical framework is put forward identifying strong justification, effective lobbying,
proper positioning and unofficial support for curriculum-building as the four key elements for
legitimating a new social curriculum. Instead of justifying media education in terms of
utilitarian and academic values, the advocates emphasized the pragmatic solution provided by
the new curriculum to social problems. The manipulation of public support by creating a
"climate of opinion" was vital to the success of lobbying. "Subject inhabitancy" was an
effective way to find a curricular niche for a new social curriculum. Finally, the advocates'
support for the curriculum development and implementation played an important role in
strengthening the government's confidence in mandating a new program.
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Teacher beliefs as a factor in implementing new curriculum : A study of BC English teachers’ willingness to implement TPC 12Abraham, Nargis 11 1900 (has links)
[abstract missing]
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