Thesis (M.S. )--Kutztown University of Pennsylvania, 2005. / Typescript. Abstract precedes thesis as 2 leaves (iii-iv). Source: Masters Abstracts International, Volume: 45-06, page: 2806. Includes bibliographical references (leaves [69-71]).

Thesis, PlanA (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.S.E.)--University of Wisconsin -- La Crosse, 2006. / Includes bibliographical references (leaves 57-58)

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xii, 253 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 226-240).

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Doctor Educationis / The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal. / South Africa

Important policy decisions, it seems, are frequently taken without prior and careful assessment of the likelihood of successful implementation. The theoretical assumption implicit in this study is that both the ease and fidelity with which policy gets formulated into practice is dependent upon some carefully thought through assessment of basic questions such as: how receptive will those who are to be responsible for their implementation be? do such persons have the requisite skills? attitudes? is the surrounding infrastructure adequate? The study focused upon a number of overarching questions which fall into two major categories. First, which are the most important influences in curriculum decision areas? What individuals, groups of people or circumstances are seen by Humanities teachers themselves to have the greatest influence? Second, in the opinion of Humanities teachers what are the major problems they perceive to exist in their teaching speciality Humanities teachers clearly saw their colleagues who teach at the same form (or grade) levels as influencing them most. Teachers of other form levels were seen as next most important curriculum influencers. Other individuals within schools, such as educational technologists and careers officers and some curriculum support personnel from outside schools such as regional consultants and method lecturers, were not seen as generally having much influence on curriculum decisions. Groups such as subject associations and subject standing committees were seen by teachers as having relatively little influence on their curriculum decisions. The two problems which were identified by the greatest number of teachers as being serious are concerned with the lack of time. One is insufficient time for curriculum development, the other, not enough time for lesson preparation. Two other problems perceived as serious by many teachers concern insufficiencies in teacher education - both initial and in-service. Of the problems stated the two viewed as being least serious were 'the number of staff members with very little teaching experience' and staff 'turnover' from one year to the next. There is one overriding observation that comes through as one reflects upon this study. And, that concerns the viability of decentralized, school-based curriculum decision making in secondary technical schools of Victoria. School-based curriculum decision processes require collaborative approaches and attitudes on the part of those involved. However, many of the findings seem: to support the view that Humanities teachers really prefer to work on their own, to operate as solo practitioners. Consequently, initial teacher training and in-service education programmes need to acknowledge and develop the skills and attitudes required for collegial curriculum development processes. What teachers need most for curriculum development is time - time for collaborative curriculum development activities and for lesson preparation, and increased provisions for appropriate in-service activities. The data of this study raise certain questions about how effective key personnel such as principals and heads of department are in providing leadership in the curriculum development field or in establishing the appropriate milieu for school-based curriculum decision-making. A further question raised is what resources is the Education Department willing to make available to ensure successful school-based curriculum development? / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study is to determine from current professional literature the guiding principles for developing a curriculum for the public schools which will meet the needs of youth as well as those of contemporary social institutions.

When school opens each year, the children of America start to elementary school, approximately 26,000,000 strong, in schools that are small, medium, large in size with all types of desks, in buildings that are adequately or inadequately equipped for the physical well-being of the child. Some buildings are well lighted and airy, while others are dark and dreary. Sone have well kept grounds that are pleasing to the eye while others are just buildings with so much land that has been bought and set aside for school purposes. Why is there so much contrast in school buildings and grounds in America, that is generally thought of as a "land of plenty"? Some of the reasons lie in the fact that the American School System is considered a local obligation--a community problem, challenge, opportunity for the citizenry of the school district. Why do some communities point with pride to their schools while others pass them up as just another community service? / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 39-41).

The curriculum exists not in books and bulletins, but in the experiences of children, guided and directed by the school, Schools must be concerned, therefore, with materials and methods best adapted to providing the kind of experiences essential to the development of well-informed, thinking, self-controlled boys and girls. / Typescript. / "July 17, 1951." / A paper submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master's degree. / Includes bibliographical references (leaves 32-33).