D.Ed. (Didactic Education) / This study is primarily concerned with the notion that curricula can generally be made more viable. Research into the problematic of viable curricula has brought the author to the conclusion that viability of teaching programmes can be traced back to definite PRINCIPLES for curriculum design. The first of the principles which has received prominent attention is that of SITUATION ANALYSIS. It is pointed out that an analysis of all the determinants of a given situation for which a curriculum is to be designed gives a clear indication of what AIMS, GOALS or OBJECTIVES are to be pursued, provided such an analysis cuts to the bone. The aims, in turn point to CONTENTS that are to be handled in the course of the operations. There is a very intimate relationship between aims and content; in the teaching-learning context.

M.Ed. / The building and construction industry is currently hampered by an unacceptably high number of incidents (accidents) which occur in the industry yearly. This results in huge financial and labour losses. Training of workers in occupational health and safety could address some of the causes of these incidents (accidents). In order to provide relevant and effective training for this industry their training needs regarding occupational health and safety training need to be determined. Based on these needs guidelines could be set to ensure the development of applicable training. In this study the needs of the building and construction industry is determined from which the researcher provides guidelines for curriculum development. The first chapter provides an introductory orientation to the study and provides an overview of incidents (accidents) in the building and construction industry. Chapter two is devoted to a literature study of occupational health and safety. Chapter three consists of a literature study with the aim to provide parameters for the empirical research component in the study. In chapter four the empirical data, collected by means of qualitative research, is analysed. Chapter five relates the findings of the study to the theory of curriculum development. In conclusion chapter six consists of conclusions and recommended guidelines for the development of an occupational health and safety curriculum for the building and construction industry, which forms the product of this study. The value of this study is that the guidelines provided are the result of empirical qualitative research conducted with various role-players in the building and construction industry. Therefore the results are the perceptions and opinions of the role-players in the industry and not the direct assumptions of the researcher.

This qualitative study compares an "integrated" art program with a "discipline-oriented" art program at the grade eight level in two Ontario public schools. Data were collected through ethnographic interview and observation. The comparison is based upon the intentional, curricular, structural and evaluative dimensions of schooling as outlined by Eisner (1991). The study indicates that integrative practices are complex and multi- dimensional. Integrated outcomes occur and may be cultivated within a discipline-oriented school structure.

D.Ed. / The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activities and multiracial schools

This qualitative study compares an "integrated" art program with a "discipline-oriented" art program at the grade eight level in two Ontario public schools. Data were collected through ethnographic interview and observation. The comparison is based upon the intentional, curricular, structural and evaluative dimensions of schooling as outlined by Eisner (1991). The study indicates that integrative practices are complex and multi- dimensional. Integrated outcomes occur and may be cultivated within a discipline-oriented school structure. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Multicultural education is a nebulous term steeped in cultural assumptions and perhaps political rhetoric. Over time, it has been repeatedly addressed through policy statements and learning materials. In order to move beyond mere rhetoric, the awareness generated from studies and research must be effectively implemented through carefully designed educational programs. Such programs may assume a variety of approaches, however the literature suggests appreciation for cultural diversity is most likely to be achieved through presentation of cultural similarities, insider perspectives, primary materials and cross cultural contact. To this end, Spotlight On Jewish Canadians was designed to foster cross cultural communication and to generate appreciation for living in a multicultural society. The purpose of the study was to evaluate the effectiveness of a curriculum premised on the afore-mentioned principles and to report on its findings. A quasi-experimental research design involving four teachers and ninety-six students was developed and implemented. Four methods were used to collect data. Two pencil and paper tests, classroom observations and teacher evaluations were analyzed to see what effect, if any, the unit had on the students involved. The results of the pencil and paper tests indicated that there was as a significant increase in students pride in heritage as a result of the unit, but no significant increase in students preference for to social diversity was evident. It should be noted that the unit focussed on Jewish Canadians but the measure assessed acceptance of social diversity in general. However classroom observations and teacher evaluations contradicted the findings of the preference for social diversity measure. In general the teachers found the unit to be helpful in making their students more accepting of social diversity as well as increasing pride towards students own cultures. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

published_or_final_version / Education / Master / Master of Education

This qualitative case study examined the impact of an arts integrated international collaboration on elementary school students’ creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students’ creativity when engaged in arts-integrated international collaboration. The findings for the first question were: 1. Students and teaching artists view creativity as a process that is reflexive and engaging, 2. When reflecting on their work, students and teaching artists see creativity as an interplay of ideas and are open to and capable of modifying their ideas to achieve creative results, 3. Creative work is relative to the individual and is directly correlated to both originality and effort, 4. Students and teaching artists value creativity as a means for both self-expression and communication, 5. A collaborative environment sets the stage for creative behavior in terms of inviting feedback, providing constructive criticism, and sharing ideas. For the second question relating to impact, the two findings were: 1. Teaching and learning in the third space becomes a recursive process, and 2. Students work in new modes of communication in order to bridge cultures. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection