The Evaluation of the Whole Curriculum Projects of the Schools in the Nine-Year Compulsory Curriculum--Examples of the Elementary Schools at Kaohsiung City. Meng-Ho Shih Abstract This study aims at evaluating the whole curriculum projects of the elementary schools which put Nine-Year Compulsory Curriculum into practice at Kaohsiung City. The subjects of this study contain the whole curriculum projects of eighty-six elementary schools at Kaohsiung City in 90 academic years. The collective data are analyzed by qualitative and quantitative methods. And the methods of this study are the analysis of documents, the analysis of subjects and interviews. The results of this study include the following and here also propose some concrete suggestions according to the results. 1.Investigating the process that Bureau of Education of Kaohsiung City examinates and executes the whole curriculum projects of the elementary schools. 2.Establishing the criterions of evaluating the whole curriculum projects of the elementary schools which put Nine-Year Compulsory Curriculum into practice. 3.Evaluating the whole curriculum projects based on Nine-Year Compulsory Curriculum Guideline. 4.Investigating the problems of learning objectives and competence indicators within the curriculum projects for the elementary schools. 5.Investigating the problems of the integrated curriculum within the curriculum projects for the elementary schools. 6.Investigating the version of textbooks which each learning area use and the implementation of the curriculum projects for the elementary schools. 7.Proposing suggestions for improving the whole curriculum projects and Nine-Year Compulsory Curriculum to the authorities of education and schools according the findings of this study. Keywords¡GCurriculum Evaluation Nine-Year Compulsory Curriculum Curriculum Project

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / L. Harold DeWolf's participation in the Cooperative Curriculum Project is examined in order to set forth the mutual relationship between theology and religious education described in DeWolf's thoughts. DeWolf's emphasis on experience and relationships in both educational and theological questions offsets the programmatic curriculum approach characteristic of the project. [TRUNCATED] / 2999-01-01

This thesis presents an interrogation of curriculum practices and positionings, over time, of a feminist educator and curriculum worker seeking to centre gender and subjugated knowledges in a curriculum framework with the potential for transformative outcomes. The interrogation offers an opportunity to consider discourses in operation, to frame curriculum and pedagogy as sites of discursive struggle around knowledges, gender and power. The thesis, presented as a critical narrative, interweaves theories and theoretical ideas from four key areas: post modernism and post structuralism; feminism/s; education and curriculum, and critical social sciences, including critical theory. Interpretative feminist praxis is employed as the methodological approach. Central to the investigation is a curriculum project undertaken in Papua New Guinea (the Goroka Curriculum Project). This Project which is positioned as a case study, provides text for conceptual and contextual interrogation of a specific site of curriculum work, and a corrective moment in which the limitations of the writer's endeavours and position/s of advantage are acknowledged. Curriculum positionings described as oppositional are challenged as a result of the lack of attention to gender by radical and critical theorists. Further, the disjuncture between such theorising, and the development of curriculum models to inform oppositional work is made overt and problematic. Curriculum models and practices associated with the work of traditional empiricist approaches found to be dominant in Papua New Guinea, reify western intellectual endeavours to the disadvantage of indigenous and women's knowledges and knowledge practices. This naturalisation is framed as an example of a meta narrative in education, whereby the discursive practices associated with traditional / rational curriculum models both colonise the endeavours of curriculum workers, and position learners as colonised subjects. A central outcome of the traditional/rational model is the inherent positioning of such individuals and groups as marginalised, devalued Other. Such curriculum work is framed as a technology of governance, privileging attempts to establish order and homogeneity in an increasingly disorderly and fragmented world. The investigation by the curriculum writer of her theory/practice leads to recognition of oppositional work as a site of power, that also has the potential to 'oppress', extending the colonial project. Following this, the thesis investigates transformative curriculum work as problematic potentiality, questioning what the work of a feminist curriculum writer in a post modern world is to do and to be. While acknowledging there are no innocent discourses of liberation, the potential of the 'courage to know', to attend to pedagogical ethics and ethics of self, and acknowledge the messy, contradictory and deeply political work of curriculum design are posited. An emergent notion of curriculum work as textual practice, within a multi-dimensional framework that conceptualises curriculum as representation is advanced.

In this paper the project for 15-year-old students with the title Ancient Greece and Rome and the sub-title Is the Legacy of Ancient Greece and Rome really the Cradle of European Civilization? is introduced. It shows how to connect mathematics with art, history, physics, geography and philosophy by studying ancient Greek scientists and their achievements. Collaborative teaching is introduced. The major aim of the project was to show mathematics as a part of human civilization and to follow its development through history. Some topics from theory of numbers and geometry were studied. One part of the project was also a theatre performance, which should make the students aware of the difficulties of many dedicated mathematicians to find the answers to some problems from the ancient times.

The purpose of this study was to ascertain which assignments from the course outline for The World of Construction should be deleted, retained, or combined with each other to form the curriculum for an eighteen-week construction technology curriculum. The study contains a brief descriptive account of the development of the Industrial Arts Curriculum Project. Questionnaires asking for the opinions of experienced teachers of The World of Construction were distributed in the Dallas and Fort Worth, Texas school districts. Respondents indicated that the majority did not agree upon which assignments should be deleted, shortened and combined, and that all of the assignments were considered to be important and essential.

In this paper the project for 15-year-old students with the title Ancient Greece and Rome and the sub-title Is the Legacy of Ancient Greece and Rome really the Cradle of European Civilization? is introduced. It shows how to connect mathematics with art, history, physics, geography and philosophy by studying ancient Greek scientists and their achievements. Collaborative teaching is introduced. The major aim of the project was to show mathematics as a part of human civilization and to follow its development through history. Some topics from theory of numbers and geometry were studied. One part of the project was also a theatre performance, which should make the students aware of the difficulties of many dedicated mathematicians to find the answers to some problems from the ancient times.