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Interdisciplinary arts and humanities programs and cultural centers for elementary schools, Title IIIPurcell, Edna Jean January 1969 (has links)
There is no abstract available for this dissertation.
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The Macdonald dual progress plan : a study in curriculum development and school organization.Smithman, Harold Henry. January 1966 (has links)
For the past 100 years the majority of schools in North America have been organized on a graded basis. The classification of children by grades, the common method in Quebec, assumes that if a child is ten years old and in grade five then he should be able to work at the same level as his peers in all the subjects of the curriculum. [...]
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The Macdonald dual progress plan : a study in curriculum development and school organization.Smithman, Harold Henry. January 1966 (has links)
No description available.
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An evaluation of the social studies programme textbook content at stage four (4) level in Zimbabwean primary schoolsKapfidze, Gabriel. January 2014 (has links)
D. Tech. Education / The research study sought to find out if social studies textbooks used at stage 4 level in Zimbabwean primary school are deficient in content. The focus was on the relevance and adequacy of the content to meet National Curriculum Standards.
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DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS.Myers, Sally Ann, 1948- January 1985 (has links)
No description available.
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The implementation of curriculum innovation : an examination of the factors affecting the use of the 'Science 5/13' project in trial schools after the trial periodJackson, Sylvia January 1985 (has links)
The central focus of this research is the implementation of curriculum innovation: this is examined by looking in detail at one particular innovation, the Schools Council project, Science 5/13, and attempting to isolate factors affecting its use. The research has been undertaken in a sample of those schools who tried out the project materials in the initial trial stages. These schools were contacted a number of years after the completion of the trials to examine the development of the project in the post trial period.
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A teacher begins to develop a background in elementary science through a unit on weather.Henry, Sydney S. Unknown Date (has links)
No description available.
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校本統整課程: 教師憂慮與支援. / Xiao ben tong zheng ke cheng: jiao shi you lü yu zhi yuan.January 2006 (has links)
賴錫恩. / "2006年12月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 86-92). / "2006 nian 12 yue" / Abstracts in Chinese and English. / Lai Xien. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 86-92). / Chapter 第一章: --- 緒論 / Chapter 1.1 --- 引言 --- p.1 / Chapter 1.2 --- 研究背景 --- p.4 / Chapter 1.3 --- 研究目的及重要性 --- p.5 / Chapter 1.4 --- 研究問題 --- p.6 / Chapter 第二章: --- 文獻回顧 / Chapter 2.1 --- 「課程統整」的發展 --- p.7 / Chapter 2.2 --- 「課程統整」的定義、取向及原則 --- p.9 / Chapter 2.3 --- 實施「課程統整」的模式 --- p.13 / Chapter 2.4 --- 兩岸實施「課程統整」的情況 --- p.16 / Chapter 2.5 --- 本港實施「課程統整」的情況 --- p.17 / Chapter 2.6 --- 多學科統整模式的再思 --- p.21 / Chapter 2.7 --- 教師對課程革新的憂慮 --- p.22 / Chapter 2.8 --- 三種診斷憂慮的工具 --- p.25 / Chapter 2.9 --- 課程革新中的介入支援 --- p.26 / Chapter 第三章: --- 研究方法 / Chapter 3.1 --- 研究設計背景 --- p.32 / Chapter 3.2 --- 行動研究的定義及發展 --- p.32 / Chapter 3.3 --- 行動研究的特質 --- p.34 / Chapter 3.4 --- 行動研究的模式 --- p.36 / Chapter 3.5 --- 研究設計及理論架構 --- p.37 / Chapter 3.6 --- 研究對象 --- p.39 / Chapter 3.7 --- 研究工具及資料搜集 --- p.40 / Chapter 3.8 --- 資料分析 --- p.43 / Chapter 第四章: --- 研究結果 / Chapter 4.1 --- 預備階段的憂慮 --- p.45 / Chapter 4.1.1 --- 資訊性層面的憂慮 --- p.46 / Chapter 4.1.2 --- 管理層面的憂慮 --- p.47 / Chapter 4.1.3 --- 後果層面的憂慮 --- p.48 / Chapter 4.2 --- 預備階段的介入支援及回嚮 --- p.49 / Chapter 4.2.1 --- 資訊性層面的介入支援 --- p.49 / 介入支援的回嚮 --- p.50 / Chapter 4.2.2 --- 管理層面的介入支援 --- p.50 / 介入支援的回嚮 --- p.51 / Chapter 4.2.3 --- 後果層面的介入支援 --- p.52 / 介入支援的回嚮 --- p.53 / Chapter 4.3 --- 實施階段的憂慮 --- p.54 / Chapter 4.3.1 --- 管理層面的憂慮 --- p.55 / Chapter 4.3.2 --- 後果層面的憂慮 --- p.57 / Chapter 4.4 --- 實施階段的介入支援及回嚮 --- p.58 / Chapter 4.4.1 --- 管理層面層面的介入支援 --- p.58 / 介入支援的回嚮 --- p.58 / Chapter 4.4.2 --- 後果層面的介入支援 --- p.59 / 介入支援的回嚮 --- p.59 / Chapter 4.5 --- 總結階段的憂慮 --- p.61 / Chapter 4.5.1 --- 資訊性層面的憂慮 --- p.62 / Chapter 4.5.2 --- 管理層面的憂慮 --- p.63 / Chapter 4.5.3 --- 後果層面的憂慮 --- p.63 / Chapter 4.5.4 --- 再關注層面的憂慮 --- p.64 / Chapter 4.6 --- 總結階段的介入支援及回嚮 --- p.65 / Chapter 4.6.1 --- 資訊性層面的介入支援 --- p.65 / 介入支援的回嚮 --- p.65 / Chapter 4.6.2 --- 管理層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.66 / Chapter 4.6.3 --- 後果層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.67 / Chapter 4.6.4 --- 再關注層面的介入支援 --- p.67 / 介入支援的回嚮 --- p.67 / Chapter 第五章: --- 討論 / Chapter 5.1 --- 教師憂慮的反思 --- p.69 / Chapter 5.1.1 --- 評鑑層面的憂慮 --- p.69 / Chapter 5.1.2 --- 資訊性層面的憂慮 --- p.70 / Chapter 5.1.3 --- 管理層面的憂慮 --- p.71 / Chapter 5.1.4 --- 後果層面的憂慮 --- p.72 / Chapter 5.1.5 --- 再關注層面的憂慮 --- p.73 / Chapter 5.2 --- 介入支援的回嚮及反思 --- p.73 / Chapter 5.2.1 --- 教師工作坊的設計 --- p.73 / Chapter 5.2.2 --- 變革推動者的角色 --- p.74 / Chapter 5.2.3 --- 家校合作的重要性 --- p.74 / Chapter 5.2.4 --- 針對性的介入支援 --- p.75 / Chapter 5.2.5 --- 全體參與介入支援 --- p.75 / Chapter 5.2.6 --- 學校方面的配合 --- p.76 / Chapter 5.2.7 --- 令教師改變信念 --- p.76 / Chapter 5.3 --- 教師背景與憂慮的關係 / Chapter 5.3.1 --- 有課統經驗vs沒有課統經驗 --- p.76 / Chapter 5.3.2 --- 角色的轉變 --- p.77 / Chapter 5.3.3 --- 教師的背景 --- p.77 / Chapter 第六章: --- 總結 / Chapter 6.1 --- 研究的源起 --- p.78 / Chapter 6.2 --- 研究的結果 --- p.78 / Chapter 6.2.1 --- 教師的憂慮 --- p.78 / Chapter 6.2.2 --- 介入支援的效能 --- p.80 / Chapter 6.2.3 --- 教師背景對憂慮的影響 --- p.82 / Chapter 6.3 --- 研究的啟示 --- p.83 / Chapter 6.4 --- 研究的限制 --- p.84 / Chapter 6.5 --- 建議 --- p.85 / 參考書目 --- p.86 / 附錄 --- p.93
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螺旋變式數學課程設計: 理論與實踐. / Spiral bianshi curriculum design in mathematics: theory and practice / CUHK electronic theses & dissertations collection / Luo xuan bian shi shu xue ke cheng she ji: li lun yu shi jian.January 2007 (has links)
孫旭花. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 185-194). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 185-194). / Sun Xuhua.
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Curriculum reform in Lesotho: teachers' conceptions and challengesSelepe, Cecilia Mannuku January 2016 (has links)
A research report submitted in partial fulfilment of the degree of the Masters degree in Education at the University of the Witwatersrand, Johannesburg, 15th March 2016 / In Lesotho the development of the Curriculum and Assessment Policy is considered a crucial milestone in the history of education in the country as it is the first official curriculum document to be published post-independence. The policy advocates an integrated approach with a merge of eleven subjects that were taught at primary school into five learning areas. Integrated curriculum is adopted as a means to make education relevant in an attempt to address the socio-economic needs of the country. Curriculum revision towards integrated curriculum is done in phases, and the process of implementing the new curriculum is currently at primary school level. In 2013 implementation started in grade one, two and three, it has moved progressively such that in 2015 implementation was in grade five. The aim of this research was therefore to explore challenges primary school teachers face in implementing integrated curriculum. This study intended to find out how grade three and grade five teachers’ interpret and enact integrated curriculum.
The study followed a qualitative case study method in which six teachers from three schools participated. The data was gathered through semi structured interviews in order to find out how teachers understand integrated curriculum. To further understand how teachers interpret the curriculum lesson observations were conducted. The study was informed by Bernstein (1971) concepts of classification and framing as they provided the language for description of their pedagogic choices. The lessons were coded and classification and framing values were designated. The findings revealed that in two of the three schools the teachers attempted to implement the curriculum, however in terms of classification and framing their pedagogic understanding was limited and varied. The teachers’ understandings of integrated curriculum across the schools varied. Teachers in School A understood the curriculum to mean making links between everyday knowledge while the understanding of teachers in school B was interconnection between concepts across learning areas. In the third school the teachers were not implementing the curriculum; findings showed that they lacked understanding of integrated curriculum as all their lessons were strongly framed and classified. In all three schools the
findings reflected that teachers’ pedagogic choices were related to their understanding and interpretation of the curriculum. Given this, there is still a need for further teacher development and follow up in schools.
Key terms
Curriculum reform, integrated curriculum, pedagogy
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