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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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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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Teaching and learning: the construction of an object of studyPatrick, Katharine Anne Unknown Date (has links) (PDF)
While disparities between the declared and the enactive curriculum have been widely observed, the significance of what is actually taught has not been investigated. This study proposes that the enactive curriculum is not merely deviant from the declared curriculum; rather, it is part of the curriculum-making process. Teachers necessarily produce the curriculum as an object of study which students encounter in the classroom. This object of study expresses the teacher’s conception of what students need to learn, and is intelligibly related to what they do learn. To explore this idea, the research project focused on the study of physics and history at Year 12, where teachers used a common curriculum and worked to a common external examination. Teachers of these subjects were interviewed about their practice and what they wanted students to learn. A phenomenographic analysis of these interviews showed a systematic relationship between the teacher’s focus and the embedded metaphors s/he used to describe students’ learning. In physics and history, the teachers’ conceptions formed a parallel sequence. What was to be studied was described in a widening context: from a narrow focus on facts or algorithms, to a wider view of a body of knowledge or theory, to a relational view where the physicist or the historian was seen to construct theoretical interpretations or readings of relevant detail. There was corresponding variation in the questions and tasks in which students were engaged.
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Evaluation of the tailoring scheme in Chinese language: a case studyChan, Ping-kwan, Walter., 陳炳坤. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schoolsWilkinson, Warren George January 1999 (has links)
The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
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changes of political culture reflected in textbooks: a content analysis of EPA textbooks in the transitional period of Hong Kong = 敎科書中政治文化的轉變 : 香港過渡期間(經濟及公共事務)敎科書的內容分析. / 敎科書中政治文化的轉變 / The changes of political culture reflected in textbooks: a content analysis of EPA textbooks in the transitional period of Hong Kong = Jiao ke shu zhong zheng zhi wen hua de zhuan bian : Xianggang guo du qi jian (jing ji ji gong gong shi wu) jiao ke shu de nei rong fen xi. / Jiao ke shu zhong zheng zhi wen hua de zhuan bianJanuary 1997 (has links)
by Choi Ming Fai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 105-111). / by Choi Ming Fai. / LIST OF TABLES --- p.iii / LIST OF FIGURES --- p.iv / ACKNOWLEDGMENTS --- p.v / ABSTRACT --- p.vi / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background and Purpose of the Study --- p.1 / Chapter 1.2 --- Significance of the Study --- p.4 / Chapter CHAPTER TWO - --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- A Review of Political Culture --- p.6 / Chapter 2.1.1 --- The Classic Conception of Political Culture --- p.6 / Chapter 2.1.2 --- The Development of Political Culture in Political Science --- p.12 / Chapter 2.2 --- Changes of Political Culture in Hong Kong --- p.17 / Chapter 2.3 --- Political Education of Hong Kong under the Process of Decolonization --- p.21 / Chapter 2.3.1 --- "Political Education, Political Socialization and Political Culture" --- p.21 / Chapter 2.3.2 --- The Development of Political Education in Hong Kong --- p.23 / Chapter 2.4 --- Textbooks and Political Socialization --- p.28 / Chapter 2.4.1 --- The Sociology of Curriculum --- p.28 / Chapter 2.4.2 --- The Relationship between School Textbooks and Politics --- p.31 / Chapter 2.5 --- Content Analysis of Textbook --- p.34 / Chapter 2.5.1 --- Methodology of Content Analysis --- p.35 / Chapter 2.5.2 --- Content Analysis for Textbook Research --- p.38 / Chapter CHAPTER THREE - --- RESEARCH METHODS AND DESIGN --- p.40 / Chapter 3.1 --- Aims of Study --- p.40 / Chapter 3.2 --- Research Questions --- p.40 / Chapter 3.3 --- Methods --- p.41 / Chapter 3.4 --- Textbook Analysis --- p.43 / Chapter 3.4.1 --- Analytical Framework --- p.43 / Chapter 3.4.2 --- Subject and Unit of Analysis --- p.52 / Chapter 3.4.3 --- Analysis of Data --- p.55 / Chapter 3.5 --- Interviews --- p.55 / Chapter 3.5.1 --- Interview Questions --- p.57 / Chapter 3.5.2 --- Subjects --- p.53 / Chapter 3.5.3 --- Data Collection and Treatment --- p.59 / Chapter 3.6 --- Methodological Issues --- p.60 / Chapter 3.6.1 --- Reliability --- p.60 / Chapter 3.6.2 --- Validity --- p.61 / Chapter 3.7 --- Limitations of the Study / Chapter CHAPTER FOUR - --- POLITICAL CULTURE REFLECTED IN THE TEXTBOOKS --- p.63 / Chapter 4.1 --- The Political Culture in the Textbooks --- p.63 / Chapter 4.1.1 --- The Apathetic Political Culture Reflected in the Textbooks --- p.64 / Chapter 4.1.2 --- The Changes of Political Culture Reflected in Textbooks --- p.66 / Chapter 4.2 --- The Allocation of Political Objects in Textbooks --- p.70 / Chapter 4.2.1 --- The Two Political Systems in the Textbooks --- p.71 / Chapter 4.2.2 --- Political Inputs --- p.78 / Chapter 4.2.3 --- Political Outputs --- p.80 / Chapter 4.2.4 --- Roles of a Political Actor --- p.83 / Chapter 4.3 --- The Influence of Textbooks to the Classroom Teaching --- p.86 / Chapter 4.3.1 --- Teachers' Perception of the Political Culture in Textbooks --- p.86 / Chapter 4.3.2 --- The Influence of Textbooks on Teaching Content --- p.88 / Chapter 4.4 --- A Summary of the Textbooks Analysis --- p.89 / Chapter CHAPTER FIVE - --- DISCUSSION AND RECOMMENDATION --- p.93 / Chapter 5.1 --- The Political Culture Reflected in EPA Textbooks --- p.93 / Chapter 5.1.1 --- The Social and Political Influences on the Textbooks --- p.93 / Chapter 5.1.2 --- The Anational and Apathetic Political Culture --- p.94 / Chapter 5.1.3 --- The Portrait of Citizenship in the Textbooks --- p.97 / Chapter 5.2 --- Preparation of Citizen for the Future: Some Recommendations --- p.98 / Chapter 5.3 --- Conclusion and Suggestions for Further Studies --- p.103 / Chapter 5.3.1 --- Conclusion --- p.103 / Chapter 5.3.2 --- Suggestions for Further Studies --- p.103 / REFERENCES --- p.105 / APPENDICES --- p.112 / Chapter Appendix I --- Selected Examples of the Themes coded --- p.112 / Chapter Appendix II --- Frequency Distribution of the Political Objects in the Textbooks --- p.114 / Chapter Appendix III --- Interview Summaries --- p.115
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A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" bythe Education Department in a technical secondary schoolHo, Moon-tim., 何滿添. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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An action research on the introduction of the use of authentic tasks in assessment to support a new integrated curriculumTang, Mei-sin., 鄧薇先. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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To investigate the understanding of principals and teachers of the keyfeatures of the target oriented curriculum (TOC) and their perceptionsof its impact on their teachingWong, Ying-fan, Verena., 黃影芬. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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