唐美蘭. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 123-134. / Tang Meilan. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究背景 --- p.7 / Chapter 第二節 --- 研究目的和研究意義 --- p.11 / Chapter 第三節 --- 名詞釋義 --- p.12 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 漢字學習與集中識字教學理論 / Chapter 壹、 --- 漢字的特徵 --- p.14 / Chapter 貳、 --- 傳統語文教育的漢字學習 --- p.15 / Chapter 參、 --- 有關漢字學習.心理學研究 --- p.15 / Chapter 肆、 --- 集中識字的理論與實踐 --- p.19 / Chapter 伍、 --- 小結 --- p.24 / Chapter 第二節 --- 課程評鑑的意義與模式 / Chapter 壹、 --- 課程的定義 --- p.26 / Chapter 貳、 --- 評鑑的意義和目的 --- p.27 / Chapter 參、 --- 評鑑的功能 --- p.29 / Chapter 肆、 --- 課程評鑑與課程發展 --- p.29 / Chapter 伍、 --- 課程評鑑模式 --- p.31 / Chapter 陸、 --- 小結 --- p.33 / Chapter 第三章 --- 研究方法與實施 / Chapter 第一節 --- 研究方法 --- p.34 / Chapter 第二節 --- 研究問題 --- p.34 / Chapter 第三節 --- 研究實施 --- p.35 / Chapter 第四節 --- 研究限制 --- p.41 / Chapter 第四章 --- 影響字族文集中識字課程實施的因素 / Chapter 第一節 --- 課程使用者因素 --- p.43 / Chapter 第二節 --- 課程設計因素 --- p.50 / Chapter 第三節 --- 實施策略因素 --- p.56 / Chapter 第四節 --- 機構情境因素 --- p.60 / Chapter 第五節 --- 社會政治因素 --- p.62 / Chapter 第六節 --- 小結 --- p.63 / Chapter 第五章 --- 字族文集中識字課程目標、教學內容、教學方法 和評估學生學習成果等方法的轉變 / Chapter 第一節 --- 課程目標 --- p.65 / Chapter 第二節 --- 教學內容 --- p.71 / Chapter 第三節 --- 教師教學方法 --- p.77 / Chapter 第四節 --- 評估學習成果方法 --- p.81 / Chapter 第五節 --- 小結 --- p.82 / Chapter 第六章 --- 字族文集中識字課程的決策取向和影響 / Chapter 第一節 --- 機構層面 --- p.84 / Chapter 第二節 --- 教師層面 --- p.91 / Chapter 第三節 --- 學生層面 --- p.95 / Chapter 第四節 --- 小 結 --- p.97 / Chapter 第七章 --- 總結和建議 / Chapter 第一節 --- 課程實施層次、課程設計、 課程使用者與學校組織架構 間的交互關係 --- p.99 / Chapter 第二節 --- 建議 --- p.107 / Chapter 第三節 --- Stake感應評鑑模式的限制 --- p.111 / Chapter 第四節 --- 總 結 --- p.112

No abstract available / Secondary School Education / D.Ed. (Didactics)

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

published_or_final_version / abstract / Education / Master / Master of Education

This dissertation examined how the more recent graduates of The Southern Baptist Seminary (SBTS) are incorporating the twenty-one core values of the institution into their present ministries. The data garnered from this present research will enlighten interested parties to the world of assessment in higher education and the role that core values play in that process. Future graduates of SBTS will be impacted in their education due to the findings of this dissertation. A researcher-designed survey was placed before the recent graduates of SBTS under the direction of the Office of Institutional Advancement of the seminary. The raw data received through this research was tabulated and put into visual formats to aid the reader in seeing what these findings mean. Graduates from across the spectrum of theological education are in no way to be generalized by this research. Only those graduates across the spectrum of the four graduate school of SBTS are represented in the research population for this study. The findings have shown that while the high majority of those graduates that were surveyed had no prior knowledge of the existence of the core values the core values nonetheless existed in their ministries. The graduates reflected a trace of each of the core values throughout their ministries with the core values that focused on the glory of God, surrender to the Lordship of Christ, and a trust in the fidelity in the Bible to be the values that emerge over all others. Core values that collect the least amount of prevalence in the ministry of recent graduates were those that focused on new technologies and denominational affiliation. The overall picture of an average SBTS graduate is one of a studious student who carries a love of continued learning throughout his or her ministry. The recent graduate of SBTS does not lay claim to a vast knowledge of the historical setting of the seminary. With that understood, the history of the core values can be seen in his or her life due to the fact that such a large number of the graduates had no prior knowledge of the existence of the values, yet many of the values appear in their ministries. Across the spectrum of the four graduate schools, the number of respondents and the type of core values they responded to remain the same. The top three core values in positive or negative responses remained true from The School of Theology, The School of Music, The School of Leadership, and Church Ministry or The Billy Graham School of Missions, Evangelism and Church Growth. Further research is needed to reveal the thoughts on and impression of the core values of the seminary on the ministries of future graduates. Further research is also called for to examine if the present day core values add or detract from the past seminary training of older alumni. Any future research will add to the literature base for this area of study while at the same time keep the accreditation protocols and practices of training fresh among those tied to SBTS and the mission of the institution.

The purpose of the study was to evaluate Pakistan's national history curriculum in the post 18th constitutional amendment scenario. The amendment bequeathed the responsibility of education, including curriculum development, to the provinces. This study sought input from educators on ways the national curriculum currently addresses local needs and requirements as well as considerations for any potential changes or improvements. Traditionally, history curriculum has been used mainly for social identity formation and ideological indoctrination; current scholarship on history education has now also included national identity formation. Additionally, scholarship has begun to analyze possible purposes behind social identity formation, whether used negatively or positively. This study, which took place in Balochistan, Pakistan, used a qualitative case study approach. A provincial level conference was convened as a context and data source that involved 28 educators including teachers, teacher educators, curriculum experts, and policy actors as participants in the study. The texts of five representative educators engaged in the conference dialogue was selected for analysis. Discourse analysis was the methodology used to arrive at findings of the study. The study yielded several interesting findings that give insight about the national history curriculum of Pakistan and future curriculum practices of the Balochistan province. According to the selected educators, the national history curriculum of Pakistan has been unidimensional, based on Islamic ideology that embraces a religious national identity. The selected educators argued that the curriculum is unwelcoming to diversity, does not promote peace and equity, conceals truth, and hinders critical thinking. They found the national history curriculum non-representative of the local context of Balochistan province. In light of these findings, the selected educators proposed a history curriculum for Balochistan province that promotes peace, tolerance, equity, and respect for diversity, truth, and critical thinking. The participating educators saw a provincial/local focus as addressing many limitations of the national curriculum that are also addressed by curriculum literature, although not necessarily from this perspective. The study contributes to curriculum theory in general and curriculum evaluation in particular. The study finds its place in the larger debates on how history education influences individual and group identities.

D.Ed. (Education) / In this research the core syllabuses, departmental syllabuses and the matriculation examination papers were evaluated. For the purpose of evaluation certain criteria were developed based on inherent curriculum design principles, including a situation-analysis. Cognizance was taken of the data obtained in an earlier investigation by the Human Sciences Research Council on the needs.and demands of the work situation. Criteria were developed in the areas of Education, Linguistics and Language Didactics. Linguistic criteria are based on a Pragmatic language perspective, including a Pragmatic component as part of language structure. In order to obtain a clearer criterial focus, the different structure oriented, content based and educational criteria were integrated in a criterial structure. In the application of the criterial structure to the abovementioned curriculum documents, it was found that the language syllabuses do not adequately equip the learner to become adult educated users of the language. The learner is being inadequately equipped for the demands of the various social contexts in which he or she is required to use the language. The essential nature of language according to the dynamic interaction between language use and structure within a given context is negated. A theoretical basis is lacking resulting in the negation of the essentially communicative nature of language and the role of context in the functional use of language. Guidelines, based on the stated criteria, have been put forward with a view to accountable curriculum and syllabus innovation.

M.Ed. / In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the problems of Grade 1 and 2 facilitators with respect to Curriculum 2005, with a view to developing guidelines which the educational psychologist could follow in support of teachers' efforts to implement and apply Curriculum 2005. The study had as its point of reference an ecosystemic theoretical framework in terms of which the aim, nature and origin of the outcomes-based approach to teaching and learning, as well as the advancement thereof in Western countries, were discussed. In addition, the researcher took a closer look at how the said system impacted on the facilitator's role in the foundation phase, as well as at the paradigm shift with respect to facilitator resistance. The results of the study indicated that facilitators deemed the in-service training, advising, support and guidance of the Department to be bewildering, incongruent and akin to information overload. The majority of facilitators concurred, however, that extensive retraining and experimental practice with respect to the implementation and application of Curriculum 2005 could possibly solve a myriad of problems regarding the implementation of this curriculum. In addition, facilitators seemed to feel a clamant need for continued support and advice from the Department, as well as from the school in its capacity of a system. The future perspective hinged upon both positive and negative sentiments, however. Negative perceptions involved the failure of Curriculum 2005, whilst positive experiences, on the other hand, centred around the suitability of the model for learners' social and cognitive development and their chances of success, since they experience the implementation as a process. In spite of in-service training and the provision of documentation on the new system of education and learning, facilitators still exhibit an alarming ignorance of the philosophy and concepts underpinning OBE — ignorance that could only be explained in terms of the inadequate in-service training offered to facilitators and their lack of motivation as far as self-development is concerned. Recommendations for policy makers are also incorporated in the guidelines

Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews,and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.

The objective of educational innovation, wherever it takes place, at school or at national level, is to improve current practices. In its recent attempt to improve the quality of education in Malawi, the national government in 2001 embarked on curriculum reform and adopted an Outcomes Based curriculum which was implemented in 2007. The design features of the Malawi Outcomes Based Education were influenced by South Africa’s Curriculum 2005. Following the implementation of the curriculum reform, the purpose of this study was to investigate the enactment of Expressive Arts, its theme-based design and content, facilitative pedagogy and continuous assessment in a selection of six state primary schools – three urban and three rural in Zomba district where teachers were first trained to teach Expressive Arts. The study is framed by the theory of Illuminative evaluation (Parlett and Hamilton, 1976) and Productive Pedagogies (Lingard et al., 2001). Following a qualitative research design, data were collected through observation and post-observation interviews. Data analysis showed limited productive pedagogies in most lessons. The majority of lessons were characterised by lower intellectual quality, a focus on instrumental knowledge, integration at a superficial level, dominance of communalising practices, gendered practices, prevalence of localising discourses and a pedagogy aimed at national examinations. The overall picture from these findings is that classroom atmosphere in the twelve classrooms gave students limited opportunities for the acquisition of knowledge and development of skills, values and attitudes required for them to actively participate in the changing Malawian context and to be able to compete successfully in other contexts. It appears that dominant pedagogic practices in the Expressive Arts classroom serve to position learners in parochial orientations and issues. Therefore, there was an obvious discrepancy between the state’s intended curriculum and the teachers’ enacted curriculum. The implications of these findings for Malawi education have been raised. The most salient of these implications include the need for Malawi Institute of Education, the main change agent of primary school curriculum in the country, not only to consider revising the Expressive Arts curriculum but also to focus on the development of teachers in line with their needs for deeper content knowledge and productive pedagogic strategies.