Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: Thurston Atkins. Dissertation Committee: A. Harry Passow. Bibliography: leaves 167-174.

Thesis (Ed.D.)--Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Sponsor: Gordon N. Mackenzie. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 112-118).

The purpose of this study was to make explicit some meanings teachers give to the process of curriculum implementation, in order to understand how they typically experience this change. From their experiences and meanings, some typical structures of curriculum change were defined. The major question asked was: What are the typical structures of curriculum change? Methodologically this major question was divided into the following questions: 1. How is curriculum change experienced by teachers? 2. What commonalities (i.e typical structures) underlie these experiences? 3. What ideal type of curriculum change emerges from these typical structures? Through taped interviews and subsequent transcript analysis, three structures of change emerged. The first structure was 'actual use', what teachers did during daily activities when working with the new curriculum. The second structure was their experience of 'time', how teachers perceived and organized their time during implementation. The third structure consisted of various 'influences' upon the teachers' experience of implementation. These 'influences' included their beliefs about teaching, their talking with other educators, the kinds of support they received during the change, and the student responses towards the new curriculum. Included in the study were twenty primary teachers within two school districts who were implementing the Ginn 720 Reading Program during the 1979-80 school year. Fourteen teachers were individually interviewed three times: first, to elicit their experiences of change; second to validate the researcher's interpretations of transcript conversations; and third to validate the researcher's conclusions regarding curriculum change as experienced by teachers. Six others who were not involved in the data gathering interviews, also participated in individual interviews as a final validation of the study's conclusions. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Masters of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2009. / This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as inferior and largely not recognized (Department of Education, 1997: 27). In the new curriculum, the full scientific power of pupils is assessed. Students' performance is compared with established criteria"; students are viewed as active participants in the assessment process; assessment is regarded as continual and recursive. Overall, outcome-based assessment focuses on work done, assesses understanding and is motivational in nature (Lorraine, 1998: 58).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 189-199). Also available via the Internet.

No description available.

University of the Witwatersrand Faculty of Humanities Wits School of Education June 2016 / This research report investigates the influence of age and career phase on South African teachers’ emotional responses to curriculum change, particularly the transition to CAPS. It aims to find out how teachers of different ages at different phases of their career think and feel about the transition to CAPS, and if there are any discernible differences between the responses of older and younger teachers and what may be the causes for the patterns of the difference? A conceptual framework using Nussbaum’s (2001) understanding that emotions are always directed at an “object” and Frijda’s (1986) understanding that emotions are relevance signalling mechanisms was developed. This conceptual framework positions emotions as a conceptual and analytical lens for analysing data. Using a basic interpretive qualitative approach, the study focuses on ten teachers’ experiences of the transition to CAPS. Individual interviews and focus group discussions provided most of the data for this study. Key findings that arise from this study are: In the teachers’ emotional reaction to curriculum change, there were distinct differences depending on which ‘sub-object’ they were talking about. Yet the emotional reason for accepting CAPS was when teachers could see how CAPS enabled learning in their learners. Even so, these teacher’s emotions towards CAPS as a new curriculum was differentially shaped by their teacher education and years of experience. In addition, belonging to a community of practice enabled these teachers’ sense making of CAPS and provided vital support to cope with the challenges of teaching. The key recommendation is that teachers should embrace their emotions, and can use their emotions as vehicles for action and social justice (Winograd 2003).

Thesis (Masters) -- University of Canberra, 2008. / Includes bibliography (p. 320-324) Also available online.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.