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Family and consumer sciences in higher education common elements in undergraduate curriculum /Lovett, Susan Burroughs. January 2005 (has links)
Thesis (Ed.D.)--Graduate School of Education, Liberty University, 2005. / Includes bibliographical references.
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Economic education in the elementary grades implementation and evaluation /Racich, Matthew J. Hubbard, Ben C. January 1982 (has links)
Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 13, 2005. Dissertation Committee: Ben Hubbard (chair), Bernard J. McCarney, Thomas C. Fitch, Jack C. Chizmar, Ronald S. Halinski. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.
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The structure and content of undergraduate economics curricula offered by South African universities / Ermie Annelies SteenkampSteenkamp, Ermie Annelies January 2006 (has links)
Often academic departments have little knowledge about the course content that
is presented by similar departments at other universities. This study aims to
investigate the economics curricula offered by South African universities in order
to contribute to the quality and content of the economics courses. International
best practices with regard to the structure and content of, as well as the logistics
behind an economics curriculum are identified, and the economics curricula
offered by South African universities are compared to these international best
practices. This study is attempted through gathering of available open source
information as well as conducting a survey study to determine the status quo
situation with regard to various issues relating to the economics curricula offered
at South African universities.
In terms of the structure of an economics curriculum, a benchmark tree structure
is drawn from international best practices. To compare the structure of the
economics curricula offered by the South African universities included in this
study to international best practices, a tree structure of each university's
curriculum is drafted in the same format as the benchmark tree structure. These
tree structures are used to determine how each university's curriculum complies
to international best practices.
The textbooks that are used in a course are thought to be an indication of the
content of that course. Therefore, the textbooks that are used by the different
universities in each course are indicated in this study.
With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer
ratios, the actual situation at most universities differs substantially from
international best practices. International best practices suggest class sizes of
no more than 25 students. Student-lecturer ratios in economics courses offered
by South African universities are far remote from this. / Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.
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An implementation of a curriculum framework : a case studyHicks, June, n/a January 1988 (has links)
A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
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The structure and content of undergraduate economics curricula offered by South African universities / Ermie Annelies SteenkampSteenkamp, Ermie Annelies January 2006 (has links)
Often academic departments have little knowledge about the course content that
is presented by similar departments at other universities. This study aims to
investigate the economics curricula offered by South African universities in order
to contribute to the quality and content of the economics courses. International
best practices with regard to the structure and content of, as well as the logistics
behind an economics curriculum are identified, and the economics curricula
offered by South African universities are compared to these international best
practices. This study is attempted through gathering of available open source
information as well as conducting a survey study to determine the status quo
situation with regard to various issues relating to the economics curricula offered
at South African universities.
In terms of the structure of an economics curriculum, a benchmark tree structure
is drawn from international best practices. To compare the structure of the
economics curricula offered by the South African universities included in this
study to international best practices, a tree structure of each university's
curriculum is drafted in the same format as the benchmark tree structure. These
tree structures are used to determine how each university's curriculum complies
to international best practices.
The textbooks that are used in a course are thought to be an indication of the
content of that course. Therefore, the textbooks that are used by the different
universities in each course are indicated in this study.
With regard to the logistical aspects of an economics curriculum, e.g. student/lecturer
ratios, the actual situation at most universities differs substantially from
international best practices. International best practices suggest class sizes of
no more than 25 students. Student-lecturer ratios in economics courses offered
by South African universities are far remote from this. / Thesis (M.Com. (International Commerce))--North-West University, Potchefstroom Campus, 2007.
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UWM/UP joint study program: experience, problems, and future perspectives : to be presented at the 2nd Transatlantic Degree Program (TDP) workshop "Education for a globalized world: transatlantic alliances and joint programs in business education and economics between the US, Canada and Germany" Tampa, Florida, 20 - 22 April 2007Petersen, Hans-Georg January 2007 (has links)
The paper describes the exchange program in between the University of Wisconsin/
Milwaukee and the University of Potsdam in the field of economics. It discusses in detail the development of the program, including the problems and challenges. Additionally a brief description of the curriculum is presented. Then the future possibilities of the Transatlantic Degree Program (TDP) are discussed and the influences and problems of the Bologna process analysed.
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