Global ETD Search

21	The human nature of chemistry curriculum design and development: a Canadian case study Kulik, Joel J. 27 August 2014 (has links) This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum. chemistry curriculum curriculum design curriculum development chemistry curriculum chemistry curriculum development human nature humanity human dynamics chemistry education chemistry teaching chemistry learning curriculum construction curriculum process curriculum development process development team tensionality tension influences on curriculum factors that influence curriculum lived experiences stakeholders historical phenomenological phenomenology autobiography autobiographical political politics political factors deconstruction reconstruction
22	Perceptions of the appraisal system for teachers held by heads of departments at selected primary schools in the East London region, Eastern Cape Province Nass, Julia Diane 01 1900 (has links) This dissertation of a limited scope focuses on the Heads of Departments’ perceptions of the Integrated Quality Management System for teachers at selected quintile 5 Primary Schools in the East London Region of the Eastern Cape Province. It reveals the positive and negative aspects of the staff appraisal system, its implementation and purpose, as well as views on its improvement. By means of a qualitative case study and the Cognitive Evaluation Theory as theoretical framework, the researcher has determined that the Performance Measurement component of the appraisal system has a detrimental effect on the intrinsic motivation of teachers and that it should be separated from the Developmental Appraisal. Individual interviews with the Heads of Departments revealed the need for revising the assessment rubric in order for Performance Measurement to be conducted effectively. / Educational Leadership and Management / M. Ed. (Education Management) Integrated quality management system Cognitive evaluation theory Internal motivation External motivation Developmental appraisal Performance measurement Head of department Developmental support group Staff development team Self-determination theory 372.11440968755

Search results

The human nature of chemistry curriculum design and development: a Canadian case study

Perceptions of the appraisal system for teachers held by heads of departments at selected primary schools in the East London region, Eastern Cape Province