In this doctoral thesis I develop a methodological system to facilitate the comparison of syllabus topics in history education across international contexts. The thesis brings together many years of work and while rooted in the philosophy of Hegel draws on the ideas and concepts of a wide plurality of thinkers. Essentially, the thesis is a 'synthesis', developing from my pre-doctoral experiences as an educator in the UK and overseas (thesis) and my critique of comparative textbook research (antithesis). In the doctorate, syllabus topics are understood to be composed of constellations of influencing variables or parts; the relationship between topic and variable conceived as reciprocally constituting and dialectical. Essentially, I argue that to compare curriculum knowledge the researcher need not necessarily compare 'things in themselves' - e.g. textbooks, examinations, official censorship guidelines etc., - but rather relationships and effects. Syllabus topics are thus understood as the expression of relationships with influencing variables. Only when variables and relationships have been identified and appropriately valued does it become possible to compare syllabus topics in a meaningful way. In this thesis I develop a concept of the researching subject that is neither totally centred nor totally de-centred. Modernism's centred subject assumes a research horizon that is both limitless and objective, while the de-centred postmodern subject denies the concept of horizons by championing only relative particularities and subjective experience. Identifying the hermeneutic element in the work of Hegel, Gadamer and Foucault I chart a location 'beyond' the oppositions. The subject is thus understood as an agent empowered to act, and perform critique, but within limits that are sensitive to cultural difference. The comparative researcher is thus conceived operating within a specified 'sphere of liberty'; the liberty to compare depending on the training, intercultural skills and first-hand experiences of the researcher. In this research the Second World War is utilised as an 'exemplar topic'. With the end of the Cold War the importance and significance of the war has receded in political terms. Nevertheless it remains as a popular subject in history classes around the world. Morally, the war continues to raise fundamental questions. But to understand the impact of the war as a syllabus topic in educational terms we must identify its form and content as an object. The syllabus topic as a whole is composed of a constellation of parts, influencing factors, push and pull variables. What is the 'power/knowledge' relationship between whole and parts in particular contexts? How does a particular syllabus topic express these relationships? It is argued that relationships between topic and parts must be identified if we are to begin to understand their effects in classroom settings.

M.Ed. / The adult in today's society, is increasingly aware of his/her shortcomings regarding existing training skills and knowledge structures, as well as the need to supplement or refresh in order to keep up with demands. Conventional training methods alone cannot supply in the demand for competent educators to train the increasing number of adult learners, with their unique needs and approach to learning. The purpose of the study is the design of a self-study module as a possible training method for adult educators, as it is regarded as a cost-effective method to develop these educators by means of distance education and due to its availability regardless of their socio-economic background of the prospective educators. A study of literature and descriptive research was conducted to determine the structure and requirements of a selfstudy module. Relevant models of training program design were also studied. The information obtained was used to develop a selfstudy module dealing with the designing of training programs for adult learners, based on the Wheeler/KrUger model (1979). The following issues were addressed in the selfstudy module: A situation analysis, the planning of learning experiences for these adult learners, the setting of goals and objectives, the selection of teaching and learning opportunities, the development of teaching strategies, and evaluation of the training program. The selfstudy module is preceded by a short pretest for the prospective adult ducator. Each topic is succeeded by a selftest to assist the adult educator in determining his/her progress. On completion of the module he/she should be equipped to design a training program for adult learners. Although the designed module has not been tested, the conclusion could be made that selfstudy modules as a teaching method could supply in the demand for educators of adults. Self study modules seem specially appropriate in the South African setting with its geographically scattered society and varying academic and economic backgrounds.

As new measures of aptitude are devised, their implications to education are a fertile source for research. All facets of aptitudes as they relate to education are explored. This study is concerned with such exploration in that it investigates the relationships between aptitudes, as measured by the General Aptitude Test Battery and selected major fields of study at North Texas State College, Denton, Texas. The major fields of study selected for this research are Accounting, Business Education, Elementary Education, Industrial Arts and Marketing.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education. Johannesburg, South Africa, 2015 / Curriculum studies (CS) provided an important focus for international scholars: Pinar (1978; 2011) in the United States of America; Barriga (2003) in Mexico; Moreira (2003) in Brazil; Green (2003) in Australia; Chambers (2003) in Canada and Smith and Ewing (2002) in Australia. International perspectives to understand CS include the traditionalist, conceptual-empiricism, reconceptualization and the internationalization perspectives (Pinar 1978; 2011). There has been a movement internationally in favour of internationalization as this promised a regional and global understanding of curriculum issues, while maintaining a focus on local curriculum issues. In South Africa, scholars such as Hoadley (2010), Hugo (2010) and Le Grange (2010) also focused on CS. Hoadley (2010) analysed scholarship in the field of CS in South Africa from 2000-2007 through a study that characterised scholarship in the ‘knowledge’, ‘knower’ and the ‘bureaucratic’ modes. The problem this current study addressed is the dearth of knowledge about the nature of CS scholarship in South Africa in the period 2008-2010. A qualitative case study approach informed a review and analysis of three accredited and peer-reviewed South African journals, which drew on theoretical concepts informed by Pinar (1978; 2011) and Hoadley (2010) to provide insights into the dominant theoretical and methodological attributes of CS scholarship in this context. Focusing on issues related to schooling, this study’s findings revealed that the national field of CS scholarship was rich, diverse, multi-faceted and fragmented in its theoretical and methodological attributes. Diverse disciplines, specialisations and theoretical frameworks meant that the field lacked a clearly defined focus. Implications of this study for cumulative work and methodological rigour in the production of knowledge in CS are highlighted. The strength of this study is that it draws on international and national perspectives to characterise the theoretical and methodological attributes of scholarship in the field of CS in South Africa. Based on this study, scholars are able to gain a better understanding of the nature of the field. Consequently, they may advance the field by developing appropriate theories and methodologies to solve curriculum issues and advance scholarly practices based on historical insights gained from existing scholarship. Keywords: Curriculum studies scholarship; theoretical perspectives in curriculum studies; theoretical attributes of curriculum studies scholarship; methodological attributes of curriculum studies scholarship; post-Apartheid curriculum studies scholarship

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This dissertation focuses on understanding how art education is structured within high schools and colleges of Saudi Arabia, and investigates why educational institutions are focused on traditional art. While contemporary art is not a part of curriculums in high schools and colleges, in fact, practicing artists produce both traditional and contemporary artwork outside of educational institutions. The dissertation points to a disconnect between how art education is structured and perceived within educational institutions and how students learn and perceive art and art making during their transition from high school art to college art, and later as practicing artists. Interviews, observations, and document analysis illuminate how administrators, art educators, students, and artists perceive art and art making. Findings uncovered two main categories influencing the status quo: institutional dynamics and social dynamics. The art education system in Saudi Arabia is influenced by what is culturally acceptable, at the high school and college level. There is, however, a difference in terms of the liberty students are provided depending on their educational level. Practicing artists in Saudi Arabia also discuss the difficulties they face as a result of making contemporary art. The lack of knowledge about contemporary art has made it challenging to find supportive audiences in Saudi communities because of their ignorance about contemporary art and the availability of new media to inform them. Social dynamics such as religion, tradition, and gender are critical underlying factors directly linked to institutional structuring of art education. The findings in this study also reveal how older practices relating to arts and crafts are considered to represent ideal and acceptable art forms. Discussion and educational implications point to institutional and social dynamics at play, which hinder the progress of art education inside and outside of educational institutions. I recommend that change could take place gradually to improve the outlook on art education. Taking steps, such as educating individuals at the administrative level about contemporary art, ensuring educators possess proper qualifications to teach different forms of art, and considering the age group of students may go a long way in improving the value of art in Saudi society.

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A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg in partial fulfillment of the requirements for the degree of Master of Education. June, 1998. / Technical colleges are pivotal in the integration process of education and training systems in South Africa. Technical colleges aim to train ar 1 equip individuals with skills and knowledge that will help them function and contribute adequately to the development of the country. In order to do this, the development and implementation of technical colleges' curriculum becomes critical. This study examines factors that influence changes in the curriculum development and implementation in technical colleges in Gauteng area. Two schools of thought. human capital theorists and social democratic proponent's views are reviewed. The human capital theorists argue that education is an investment that should yield economic benefits.They state that the curriculum should be influenced by economic and social factors. The social democratic proponents. for their part. argue that education has the social responsibility of developing individual potential. They state that the curriculum should be broad in order to cater for the diverse needs of the populace. Both the international and local literature has linked the demands for change in the curriculum to the advanced technological modes of production in the workplace. The local debates, though often a response to the international arguments, address a number of national issues such as equity, access, redistribution and economic growth. The research adopted a qualitative methodology. Data were collected through documents analysis and interviews. Six principals from technical colleges and representatives of three organisations: labour, employer and technical education development cooperation formed the research sample. The data were classified into three major ther u=s:the nature of the curriculum, curriculum development processes and implementation of the curriculum. Through these themes, the interviewees identified problems with the curriculum as outdated. irrelevant, inadequately funded and lacking autonomy. They recommended that in order for technical colleges to contribute adequately to economic and social development. there should be constant revision of the curriculum, staff development, fewer government restrictions, adequate provision of infrastructure and formation of partnerships amongst stakeholders / MT2017

Thesis (M.Ed.) -- University of Limpopo, 2018 / Technology education was introduced in the South African curriculum by the Department of Basic Education with the intention of developing learners’ design skills while using the design process. Since the introduction of technology education, the South African curriculum has undergone a series of curriculum changes. Teachers were introduced to Outcomes-Based Education (OBE), the Revised National Curriculum Statement (RNCS), the National Curriculum Statement (NCS) and now the Curriculum and Assessment Policy Statement (CAPS). These changes compelled South African teachers to shift from a teacher-centred approach to that of a learner-centred approach. In the RNCS, the design process was presented as a linear process, whereas in the CAPS document, the design process has been represented as non-linear. This change has led to uncertainties amongst technology teachers on how to teach the design process. The purpose of this study was to explore the effectiveness of the teaching strategies that technology teachers apply when teaching the design process. The CAPS document for technology stipulates that technology should give learners an opportunity to develop and apply specific design skills to solve technological problems in real situations. To solve such problems, learners should be exposed to a problem and then engage in a systematic process that allows them to develop solutions to the problem. The theoretical framework used in this study was based on social constructivism. This theory was used based on the fact that it describes how learning occurs and puts emphasis on how learners construct their own understanding in a social context. This social constructivism was linked to the design process skills required to demonstrate the way in which the teaching and learning of the design process could be directed. The design process is seen as the backbone of technology and should be used to teach technology, it seems that teachers are struggling to use the design process in teaching technology. The literature revealed that teachers’ lack of knowledge in technology has an effect on how they use various teaching strategies to teach the design process. This is challenging and a reason for unease, therefore this study needed to explore this problem. The study engaged in qualitative research using a case study design. Purposive sampling was used to select the participants, who comprised technology teachers who obtained anAdvanced Certificate in Education majoring in technology with at least six years of experience in teaching technology. Data were collected using semi-structured interviews and observations, and were analysed using Shulman’s Pedagogical Content Knowledge. The study revealed that only in exceptional cases were technology teachers using problem-solving to teach the design process. It was also revealed that technology teachers have difficulties with regard to PCK. The sampled teachers were also unable to support learners to acquire design skills such as investigation, designing, making, evaluation and communication. The observations indicated that the participants did not engage with the design process as set out in the CAPS document for technology. The implication of this study is that understanding the content and how to teach it is essential in teaching and learning situations. There should be ongoing professional development programmes to assist technology teachers. This study recommends that there should be repeated in-service training of technology teachers to address the issue of concern in teaching the design process. Teachers should be encouraged to attend such in-service training. The in-service training should also focus on teaching technology using the design process. Furthermore, technology teachers should encourage effective group-work in problem solving so that every member of the group has a role to play.

Orientador: Luci Regina Muzzeti / Banca: Andreza Marques de Castro Leão / Banca: Renan Antonio da Silva / Banca: Darbi Masson Suficier / Banca: Rosebelly Nunes Marques / Resumo: Esta pesquisa tem como base os estudos realizados sobre uma ação de formação continuada em adaptação curricular para alunos com deficiência intelectual. A ação de formação contou com a participação de professores da rede pública do Estado de São Paulo, ensino fundamental e médio, nas diferentes áreas de conhecimento, nos horários das Aulas de Trabalho Pedagógico Coletivo - ATPCs. O estudo versou sobre temas relacionados a Educação Especial, dentre os quais, a viabilidade ou não de elaboração e aplicação de atividades adaptadas para alunos com deficiência intelectual matriculados nas salas de aulas do ensino regular. Para isso foi realizado um estudo sobre a trajetória histórica da pessoa com deficiência no mundo ocidental e no Brasil; as contribuições de Vigotski sobre a aprendizagem da pessoa com deficiência; os aspectos legais como a LDBN nº 9.394/96; os Parâmetros Curriculares Nacionais - PCN Adaptação Curricular; o Projeto Político Pedagógico - PPP e as Resoluções SE 61/2014 e SE 68/2017, emitidas pela Secretaria da Educação do Estado de São Paulo sobre a Educação Especial e as atribuições do professor especializado. Outrossim, uma análise das atividades adaptadas realizadas pelos professores na ação de formação continuada e nas salas de aulas do ensino regular. Do mesmo modo, o estudo demonstrou a viabilidade de sua criação, contudo com a participação do professor especializado no apoio pedagógico ao professor do ensino regular. Por fim, a pesquisa constatou que a Educaç... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is based on the studies carried out on a continuing training action on curriculum adaptation for students with intellectual disabilities. The training action was attended by teachers from public schools in the State of São Paulo, elementary and high school, in the different areas of knowledge, at the times of Collective Pedagogical Work Classes - ATPCs. The study dealt with subjects related to Special Education, among which, the feasibility or not of elaboration and application of adapted activities for students with intellectual disability enrolled in the regular education classrooms. For this, a study was conducted on the historical trajectory of people with disabilities in the western world and in Brazil; Vigotski's contributions on learning for the disabled; legal aspects such as LDBN No. 9.394/96; National Curriculum Parameters - PCN Curriculum Adaptation; the Pedagogical Political Project - PPP and Resolutions SE 61/2014 and SE 68/2017, issued by the São Paulo State Department of Education on Special Education and the duties of the specialized teacher. Furthermore, an analysis of the adapted activities performed by teachers in the continuing education action and in the regular education classrooms. The study demonstrated the viability of its creation of adapted activities, however with the participation of the specialized teacher in the pedagogical support to the regular education teacher. Finally, the research found that Special Education and discussions ... (Complete abstract click electronic access below) / Doutor