Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017 / This study aimed at exploring the experiences of Social Sciences teachers in secondary schools with regard to the implementation of the evolving curriculum policies in schools. In order for the study to be successful, a comprehensive literature review was done, and not only teachers, but also Curriculum advisors and circuit managers were selected and interviewed for the researcher to gain insight of the daily experiences in schools as they work with teachers on daily basis. The interviewees were from the Capricorn District in Mankweng circuit. The researcher used data collection instruments in a form of questerviews and individual interviews. The instruments were guided by the objectives of the study. The sampling was made in this cluster taking into cognisance its vastness, since it consists of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The study focused on the chosen high schools which comprised 2 schools per circuit and a minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit manager and curriculum advisor were also interviewed in the study. The study’s findings revealed that there is a lack of thorough training. This is in spite of the fact that the department hosts a series of briefings which do not seem to achieve the expected outcomes due to the limited time allocated. In the view of teachers, training serves as a cornerstone for the implementation of the curriculum policies. Findings also showed that teachers were overloaded due to low enrolment as many children prefer schools with a good infrastructure which many rural schools lack. Poor enrolment results in limited teachers who are overloaded as they end up having to teach many subjects. Since teachers are partners in education, the study made recommendations that teachers be given enough training to overcome implementation challenges. Teachers should also further their studies in order to improve their knowledge regarding curriculum changes. The universities should also serve as partners in empowering teachers with policy developments. Lastly, teachers should be assessed more often on curriculum policies to avoid the incorrect implementation of policies

In order to evaluate the effects of an integrated curriculum on the learning of popular music, the Sting Curriculum was designed for senior secondary students of mixed ability. This nine week program was presented to a sample of 124 students aged between 16 and 18 years in urban Sydney (Australia).The results of tests conducted indicate that students in the sample achieved high scores when a greater emphasis was placed on performance than on the listening and composition activities. The principal findings of the study suggest that the Sting Curriculum was successful as a vehicle for learning popular music, providing students with an integrated and sequential program that motivated participants to become immersed in the music. Furthermore, in the context of an integrated curriculum, popular music learning was enhanced when teachers utilised a pedgogical approach which emphasised the performance activity. / Doctor of Philosophy (PhD)

This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.

In 1976, the Indonesian government began to implement a new curriculum known as Curriculum 75. This was intended for all government primary, junior secondary and senior secondary schools. This field study, which is written for non-Indonesian readers, examines the Social Science component of Curriculum 75 using elements of the Stake model of curriculum evaluation. The purpose of the evaluation is to show, within the Stake model, the intended antecedents, transactions and outcomes of the Social Science Curriculum; that is, the specifications of the curriculum documents and associated texts before implementation in the classroom. The principal argument of this evaluation is that the worth of the curriculum is discovered in the elements of control which are manifest in intentions. This evaluation selects three issues for closer examination and evaluation; economic development, political culture and the world view which are portrayed in the curriculum. This closer examination reveals that knowledge of economic development is emphasised more than knowledge of political culture. In turn, knowledge of the the world outside and beyond Indonesia which constitute the world view is the least important of the three issues, and particularly at the primary level receives very little attention whatsoever. The specific outcomes of the Social Science Curriculum show that the type of knowledge which is emphasised is cognitive understanding rather than the formation of attitudes and values. Pupils are expected to learn factual knowledge rather than develop personal and social values. The central theme or argument which this evaluation pursues is the notion of curriculum control. Curriculum 75 is the creation of an educational bureaucracy within a bureaucratic state. When understood within the context of the Jackson critique of contemporary Indonesia, curriculum is a bureaucratic function of the state. A principal element of that function is the exercising of control which, for the purpose of this field study, is revealed in a bureaucratic and a curriculum form. The curriculum form of control is the central notion in this evaluation. For the Social Science Curriculum to be successful in the Indonesian classroom, the Curriculum should specify contents and methods in such prescriptive detail that teachers are given a clear programme of what is expected of them. Teachers can only be successful when the Curriculum clearly communicates what teachers are required to do. Control in the sense of constraint is a vital element in that communication. The characteristics of curriculum control are described in terms of the Bernstein concepts of coding and framing. By tracing coding and framing techniques in the Social Science Curriculum in general and each of the three issues in particular, this study shows that the antecedents (as defined by Stake) are strongly controlled (through a Bernstein-type collection code). On the other hand, some curriculum control is lost in the transactions (as defined by Stake) because teaching and learning methods are not sufficiently framed. Future refinements in this Curriculum should concentrate on strengthening curriculum control through increasing the level of specification and prescription about learning methods.

This is an evaluation study of a Metal Fabrication curriculum developed for Bougainville Copper Mine in Papua New Guinea. The curriculum is part of the Apprentice training program that is implemented in the mines own training College under the authority of the Papua New Guinea Apprenticeship Board. Several evaluation models were researched and the model which formed the basis of this study was selected because of its compatibility with the training environment that existed at Bougainville Copper Limited. The evaluation model was applied using a questionnaire and interviews to review the existing curriculum and make recommendations regarding changes. These changes included the rationalization of content associated with motor skills and the inclusion of cognitive based content related to problem solving and decision making.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 223-238).

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (p. 158-170). Also available on the Internet.

The Research of Constructing School-based Curriculum Evaluation in the basis of ISO9001 : 2000 -- An Example of Kaohsiung Min-Chyuan Elementary School kuo¡A Chin-chan Abstract With the development of school-based curriculum, school-based curriculum evaluation viewed as part of school-based curriculum grows as well. ¡§Evaluation¡¨ contributes to quality control, Education value determination, administration accomplishment promotion ,and teacher .Specialization to perform the characteristics of school and create the value of school education. As a result, selection of the school-based curriculum evaluation model should be emphasized. The purpose of this research is to initiate ISO 9001:2000 quality control system constructing ISO 9001:2000 school-based curriculum evaluation model in order to effectively promote school-based curriculum quality, teacher profession, and administration accomplishment. Then, discovering the problem of each educational scene objectively to solve problem by internal criticism and external criticism. Furthermore, to prove the effectiveness and approval of ISO 9001:2000 school-based curriculum evaluation construction via international identification is expecting. First of all, this research adopt document analysis methodology to discuss not only the spirit and connotation of ISO 9001:2000 but also the difficulty and model of each kind of school-based curriculum evaluation for constructing the school¡Xbased curriculum evaluation structure. Secondly, to establish the ISO 9001:2000 organization in school curriculum development commit as the quality control system to process the implement at Kaohsiung Min-Chyuan Elementary School. Moreover, to edit one quality manual, seventeen procedure books and list as research implements to start the system, proceed school-based curriculum evaluation, and apply ¡§International identification¡¨ to complete this research. The conclusion of this research are as followings¡G 1. By the procedure: school-based curriculum evaluation concept composition¡÷establish ISO 9001:2000 organization in curriculum development commit¡÷adopt the spirit of PDCA¡÷build ISO 9001:2000 quality management system¡÷edit quality manual, procedure books, and lists¡÷system implement, will create the quality management system of ISO 9001:2000 school-based curriculum evaluation. 2. ISO 9001:2000 can inspect the quality problem of school-based curriculum and achieve the education goal effectively. 3. ISO 9001:2000 quality management system can promote teacher profession, and administration accomplishment. 4. Via ISO external criticism can find out the problem of each educational scene and solve problems totally. 5. Implying ISO 9001:2000 to construct school-based curriculum is effective. According to the result of this research, the four suggestions are made to provide resource of further research and implement for schools, administration, ISO institute. Keywords ¡Gschool-based curriculum development school-based curriculum evaluation International Organization for Standardization 9001¡G2000

Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 203-213.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 130-137). Also available on the Internet.