Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references. Also available in print.

Thesis (M.S.)--University of Michigan, 1976.

Thesis (Ed. D.)--Boise State University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 188-193). Also available online via the ProQuest Digital Dissertations database.

Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Douglas A. Archbald, School of Education. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 128-135). Also available on the Internet.

The problem of this investigation was the development of a systematic method for the evaluation of curricula in baccalaureate nursing programs. The literature in nursing and general education was used to extrapolate theories and concepts for the formulation of a theoretical construct. This construct served as the basis for the evaluation instrument. The major concepts were identified as (1) underlying structure, (2) content of courses within the curriculum, and (3) methods and activities. Elements and components were chosen to clarify and extend the concepts. The literature and experts in nursing were both instrumental in the selection of weights. Based on the findings of the study, the following conclusions are made. (1) A faculty member's ability to use a systematic evaluation instrument does not depend upon years of teaching experience or prior experience as a National League for Nursing visitor. (2) The Evaluation Index appears capable of meeting the criteria for a more systematic method of curriculum evaluation. (3) A theoretical construct appears conducive to theory development as it is directed toward an approach which is more scientific than intuitive. (4) The inclusion of clarifying components within the instrument provides for the evaluative effort to be distributed across the entire curriculum and indicates the scope of the evaluation effort, which apparently contributes to increasing the precision of evaluation. (5) Clarification of concepts and pre-established weights apparently contributed to the differences in the scores assigned by evaluates. (6) Predetermined weights for each element may contribute to more precise evaluation. (7) Limits on the possible value of each element may contribute to more precise curriculum evaluation.

Text in Afrikaans / Binne die bestek van ses jaar, het drie Klasmusieksillabusse vir die sekondere skool, te wete die van Kaapland (1986), Transvaal (1991) en Skotland (1992) verskyn. Elk van hulle toon 'n unieke karakter ten opsigte van doelstellings, leerinhoud, ensovoorts. Dit het die vraag laat ontstaan watter van die sillabusse binne die raamwerk van wetenskaplik geselekteerde kriteria ontwikkel is en of hulle gevolglik wel didakties-pedagogies verantwoordbaar is. Die drie Klasmusieksillabusse is teen 'n agtergrondstudie van Klasmusiek in didakties-pedagogiese asook leerpsigologiese verband geanaliseer aan die hand van die didaktiese vereistes waaraan 'n vakkurrikulum behoort te voldoen. Die aanbevelings wat gemaak is, wil verseker dat 'n sillabus tot stand kom wat aan die wetenskaplike vereistes van kurrikulering voldoen, waarvan die doelstell ings deur die onderwyser verwerklik kan word en wat die leerder tot optimale leer kan voer. / In the scope of six years, three Class Music syllabi appeared, namely that of the Cape Province (1986), Transvaal (1991) and Scotland (1992). Each of these syllabi have a unique character with regard to aims, learning content, etc. This gave rise to the question whether these syllabi were developed within the framework of scientific selected criteria and whether they can be didactic-pedagogically accounted for. These Class Music syllabi were analysed against a background study of Class Music in didactic-pedagogical and learning pshycological perspective as well as the didactical requirements with which a subject curriculum should comply. The recommendations were aimed to ensure a curriculum document which complies with the scientific requirements of curriculum theory, which is attainable for the teachers and which takes the expectations of the learners into account. / Art History, Visual Arts and Musicology / M. Ed. (Didactics)

Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2014. / Academic Development Programmes at higher education institutions in South Africa were implemented and funded in 2004 by the Department of Higher Education and Training as an initiative to address the low throughput rate and low graduation output. An example of the Academic Development Programmes is the Extended Curriculum Programme (ECP) where the length of the mainstream course is extended by six months to one year to allow for additional assistance in individual subjects and the offering of courses/programmes to assist students with basic life skills in adapting to tertiary education. The objective of this research was to look at whether ECP’s were effective in improving throughput rates and graduation output and whether there were quality management practices in place to gauge the effectiveness of ECP’s. The ECP in the Department of Mechanical Engineering at a university of technology was used as a sample. Academic histories of the ECP and Mainstream students of the 2007 cohort were analysed to draw comparisons on the throughput rate, graduation output and continuation to postgraduate studies of the two programmes.

M.Ed. (Tertiary and Adult Education) / The research under discussion follows from and should be seen against the background of the request to the Subdirectorate: Subject Curriculum Matters of the Department of Education and Training (DET) to develop a curriculum (syllabus) for an orientation course to the NI-course. The aim of this course is to fill existing gaps so that progress in the NI-course and the results of the course could be improved. The gap between general formative education and the expected teaching and training knowledge for entry into the NI-course was identified as a problem area.- Launched under the direction and initiative of the DET the NTC (OR) Course is a co-ordinated attempt to ensure a uniform standard in that this program was developed nationally. The curriculation action is unique because the curriculum for the introductory course wasn't developed in isolation but with the co-operation of all the education departments and interest groups. The NTC(OR) Course was developed and tested according to the curriculum development model of Jansen (1984:210). In this study use was mainly made of quasi-experimental research. In the first place it was necessary to define clearly what is meant by scientifically justified curriculum development. A literature study was undertaken to identify criteria to determine which requirements are necessary for curriculum development. To identify said criteria, use was mainly made of Jansen's model of curriculum development. This model was made applicable to curriculum evaluation by elevating the phases in the curriculum development process to criteria for the evaluation of a subject curriculum. The evaluation of the curriculum developmental actions of the DET was undertaken solely to express an opinion as to the scientificalness of the curriculum development. Use was made of evaluation tables to compare the curriculum developmental requirements, as set by practice, and the curriculum developmental action of the DET. The conclusion derived from the evaluation tables is that curriculum development of the DET compares favourably with the requirements set by practice. With only a few exceptions the curriculation action of the DET complies to a large extent with the criteria set in practice.