D.Ed. (Didactic Education) / This study is primarily concerned with the notion that curricula can generally be made more viable. Research into the problematic of viable curricula has brought the author to the conclusion that viability of teaching programmes can be traced back to definite PRINCIPLES for curriculum design. The first of the principles which has received prominent attention is that of SITUATION ANALYSIS. It is pointed out that an analysis of all the determinants of a given situation for which a curriculum is to be designed gives a clear indication of what AIMS, GOALS or OBJECTIVES are to be pursued, provided such an analysis cuts to the bone. The aims, in turn point to CONTENTS that are to be handled in the course of the operations. There is a very intimate relationship between aims and content; in the teaching-learning context.

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D.Ed. (Education) / Please refer to full text to view abstract

In order to answer in what ways the teaching of reading in Portuguese at an English-Portuguese Dual Language Immersion (DLI) Program is supportive of the home language and minority culture in a biliterate community during the very earliest phases of reading acquisition, this single-case qualitative study was designed to count on focus group interviews, classroom and community observations, and material and photographic data collection 1) to explore in and outside classroom biliteracy continuity; 2) to describe Portuguese home language and Brazilian minority culture of reading and/ or lack of it; and, 3) to identify the implementation of the field’s current practices. The sample was selected purposefully as it was an exemplar home-school-community biliterate setting from a U.S. southeastern school district, where English was the majority language and Portuguese was the home language. Under the lens of the Continua of Biliteracy by Hornberger (1989) and Hornberger & Skilton-Sylvester’s (2000), I analyzed macro issues of teaching, research, and planning into biliteracy. The integrated pattern of beliefs, goals, and dynamics around reading were analyzed through the culture of reading (Behrman, 2004), whereas Vukelich & Christie (2009)’s suggestion of Emergent Literacy and Scientifically Based Reading Research Perspectives were applied into instructional methods and micro issues. At a macro level, the results showed that until deliberate efforts are seen to elevate languages other than English and minority cultures to human capital by the responsible bodies, any attempt of reaching a multilingual-multicultural education will be known for its pending adjustments, and not for the European model of multilingual empowering education the U.S. looks up to. At a micro level, there seems to be a greater disparity in COB’s biliteracy content if compared to their context, media, and development analytical endpoints. In the final analysis, the U.S. educational system cannot afford to isolate the nation due to communication limitation; especially in times divisive ideologies are unwelcomingly gaining more space. In seek of maintaining a leading role; the ability to promote dialogue comes from the skill of reading the world beyond the word. Suggestions for further study on a Portuguese pluricentric approach seem relevant since an increase in federal and states initiatives for English-Portuguese dual language immersion programs, due to the fact that Portuguese is considered a critical and less commonly taught language by major federal agencies, such as U.S. Department of Defense. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 10, 2018. / Dual Language Immersion, English-Portuguese biliteracy, home language, minority culture, multilingual-multicultural education, reading acquisition / Includes bibliographical references. / Marcy P. Driscoll, Professor Directing Dissertation; Peggy Sharpe, University Representative; Christine Andrews-Larson, Committee Member; John Myers, Committee Member.

The purpose of this study was to evaluate the effects of modified schema-based instruction (MSBI) on teaching post-secondary adolescents with extensive support needs (ESN) mathematical problem solving in a multiple probe across participants design. Participants were taught to self-monitor through the steps of problem solving using a task analysis and with the support of a schema and calculator solved multiplicative comparison word problems. Generalization was also measured within the context of a real-world activity. This study utilized a novel self-monitoring system to facilitate student goal setting and self-graphing of progress to contribute to student self-determination skills. Before and after implementation of the MSBI, three dependent variables were measured: independent steps completed accurately, problems solved, and generalization. Visual analysis indicated a functional relation between MSBI and two of the three dependent variables (primary and secondary). Results and future implications for research are discussed. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester 2018. / November 14, 2018. / modified schema based instruction, multiplication, multiplicative compare, secondary, severe disabilities, students with exceptional support needs / Includes bibliographical references. / Jenny Root, Professor Directing Thesis; Kelly Whalon, Committee Member; Mary-Frances Hanline, Committee Member.

The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.

Thesis (M. Ed.)--Kutztown University, 1996. / Source: Masters Abstracts International, Volume: 45-06, page: 2760. Typescript. Includes bibliographical references (105-112).

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains xi, 348 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 311-319).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 158-166). Available also in a digital version from Dissertation Abstracts.

Using exemplars from selected countries in sub-Saharan Africa, this article considers trends in curriculum reform and the related policy challenges. Particular attention is paid to aspects of the curriculum that affect quality. These include aims and objectives, moves towards outcomes-based education, new areas of concentration in response to social changes, the balance between subject-disciplinary- and learning-area-based approaches, the challenges of effective pedagogy, the move towards assessment for learning, curricular interventions that affect inclusion and equity positively, and the centrality of teachers in improving learning.