The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.

The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.

Thesis (Phd. (Education?)) - Central University of Technology, Free State, 2014 / In this research, the researcher focused on the level of knowledge and skills of foundation phase teachers on curriculum adaptations for learners with learning impairments. The sample consisted of 20 foundation phase teachers and 22 learners. Interviews were conducted with 20 teachers and the researcher observed the interaction between teachers and learners as well as the interaction between the learners themselves. Field notes were also taken during fieldwork. The findings indicated that most teachers understood what the adaptations were; although only few aspects of the curriculum were understood to be adapted to the needs of learners with learning impairments. Some teachers gave learners varying activities whilst other teachers gave all their learners the same activities. The teachers mentioned that they gave different activities to individual learners during expanded opportunity time, which was, according to the researcher, time consuming. The study recommends that the Learning Support Advisors (LSAs) and Subject Advisors (SAs) should conduct in-services training in which foundation phase teachers are trained in curriculum adaptations. Teachersshould be asked how they explore the meaning of curriculum adaptations. This strategy will help the facilitators to identify what teachers already know, and build on that knowledge. The question and answer technique will serve as an introduction to the training. The LSAs and the SAs should conduct the training using different teaching strategies. Thereafter, they should highlight strategies such as: Multilevel instruction; cognitive training which entails self - instruction, self - monitoring, scaffolded instruction and reciprocal teaching; content enhancement which entails graphic organizers; mnemonics and peer assisted learning strategy; direct instruction, peer tutoring and cooperative learning. The researcher designed the following models to improve the knowledge and skills of foundation phase teachers on the implementation of curriculum adaptations for learners with learning impairments: - In-service training model; - Curriculum adaptations model; - Model of an application for adaptation(s), and - A model of a record sheet for adaptation(s).

This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and the amount of general education course work completed; and more than 81 per cent of the graduates had a higher GPA in technical course work than in general education course work.

Mak, Kwan Wing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 238-249). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Quality Education for college students, which aims at overcoming the problems made by specialization education in the globalization of higher education and the fierce competition of comprehensive national power, has been carried out at universities in Mainland China since mid-1990s. The general education curricula at some universities are similar to American ones. This study focuses on teachers' understanding of general education curriculum, their practical general education curriculum design model and the influential factors in their course planning. / The research constructs a descriptive model for general education course design, finds out that curriculum orientation acts as the key influential factor of teachers' general education course planning, reflects the characteristics of general education course planning, works as the orientation of teachers' course design. Furthermore, the findings show that the background, interests and needs of college students should be taken into account in general education curriculum design. At the same time, the teachers' decision-making in general education courses can be analyzed from two-dimensions---"endemic and exotic, individual and policy". / The researcher adopted qualitative research method, took one comprehensive university as a case study to explore the teachers' general education course designs. Based on document analysis, classroom observation and interviews, six teachers unique in their course design have been selected as research subjects. The study gives a deep description of their understanding of curriculum elements such as curriculum objectives, selection and organization of learning experiences, assessment and evaluation; constructs the general education course design model; and explores the reasons for the general education course design from the macro, organizational, and micro levels. / The study explores the curriculum orientation of teachers in the field of college curriculum. The findings will develop college curriculum theories, deepen the understanding of the concept of curriculum orientation, provide plenty of practical experiences for teachers who give general education courses, and give suggestions for future college general education curriculum program improvement. / 徐慧璇. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3022. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 510-527). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Xu Huixuan.

This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.

This study survey all ROP's in the State. It determined the degree to which the ROP's were meeting the changing need for enhancing and utilization vocation educational programs to meet the mandates of ̲S̲ec̲oṉḏ ṯ̲o Ṉ̲oṉ̲e.

"The purpose of this paper is to provide information which may useful to the Marion County Director of Adult and Vocational Education and to the County School Board in planning future vocational courses, and improving the effectiveness of those now being offered"--Introduction. / "February, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaf 24).

Thesis (MMus) -- Stellenbosch University, 2002. / ENGLISH ABSTRACT: In 1999, two certificate courses were introduced at the Department of Music of the University of Stellenbosch, namely the BMus Foundation Programme (preparatory) and the Introductory Programme in Music. The BMus Foundation Programme aims to reach students who intend doing the BMus Programme but do not meet the required standard for the BMus Programme at the time of enrolment. On the successful completion of the BMus Foundation Programme, these students can then be promoted to the BMus Programme. The Introductory Programme in Music concentrates on students who have had little or no prior formal theoretical or practical training in music. These students aim to obtain, an understanding of the fundamentals off'music within the minimum period of one academic year. The Introductory Programme in Music is dual-functional: Students can terminate their studies on completion of the course or 11 Students who wish to continue their studies in music can enrol for the BMus Foundation Programme on completion of the Introductory Programme in Music. The Introductory Programme in Music. consists of the following modules: Music Skills 171, Choir Singing 179 and Practical Music Studies: Preparatory 17l. The Practical Music Studies: Preparatory 171 module concentrates on teaching students the basic practical skills required to play an instrument. The student decides which instrument he/she wants to study. This thesis focuses on piano and electronic keyboard instruction for Practical Music Studies: Preparatory 171. The course will be referred to as Practical Piano Study 171 throughout the thesis. At the completion of the Introductory Programme in Music, students need to have reached a Grade 3-4 (UNISA) level for Practical Piano Study 171. In this thesis, the present syllabus implemented for Practical Piano Study 171, is critically investigated. This investigation includes the following: the forms of tuition offered, that is, group and individual tuition, the curriculum material that is used and the curriculum itself Furthermore, the psychological, physiological and mental make-up of the student enrolling for this course in general will be discussed. In this instance, the umbrella term "adult" is used. Attention is also given to teaching aids that can assist in piano and electronic keyboard instruction. A demonstration video is included with the thesis in order to illustrate its potential as a teaching aid. Suggestions based on the conclusions drawn from this research are given for the improvement of Practical Piano Study 171. / AFRIKAANSE OPSOMMING: Die Departement Musiek van die Universiteit van Stellenbosch het gedurende 1999 twee sertifikaat kursusse ingewy, naamlik die BMus Basisprogram (Voorbereidend) asook die Inleidende Program in Musiek. Die BMus Basisprogram beoog om uit te reik na studente wat die BMus Program wil volg, maar wat nie tydens inskrywing aan die vereiste standaard van die BMus Program voldoen nie. Na die suksesvolle voltooiing van die BMus Basisprogram, kan hierdie studente tot die BMus Program bevorder word. Die Inleidende Program in Musiek konsentreer op studente wat min of geen teoretiese of praktiese opleiding in musiek ontvang het nie. Hierdie studente se doelwit is om 'n begrip van die grondbeginsels van musiek binne die minimale tydperk van een akademiese jaar te bekom. Die Inleidende Program in Musiek het 'n tweeledige funksie: Die student kan die kursus teen die einde van die akademiese jaar voltooi of 11 Studente wat na voltooiing van die Inleidende Program in Musiek graag met hul studies in musiek wil voortgaan, kan vir die BMus Basisprogram inskryf Die Inleidende Program III Musiek bestaan uit die volgende modules: Musiekvaardighede 171, Koorsang 179 en Praktiese Musiekstudie: Voorbereidend 171. Laasgenoemde kursus konsentreer daarop om studente die basisse praktiese vaardighede wat vir die bespeling van 'n musiekinstrument vereis word, aan te leer. Die student besluit watter instrument hy/sy wil bestudeer. Hierdie tesis fokus op klavier- en elektroniese klawerbordonderrig vir Praktiese Musiekstudie: Voorbereidend 171. In hierdie tesis sal deurgaans daarna verwys word as Praktiese Klavierstudie 171. Teen voltooiing van die Inleidende Program in Musiek behoort studente reeds 'n Graad 3 - 4 (UNISA) vlak in Praktiese Klavierstudie 171 te bereik het. Die huidige leerplan wat vir Praktiese Klavierstudie 171 geïmplimenteer is, word in hierdie tesis krities ondersoek. Dié ondersoek die volgende: die wyses waarop onderrig aangebied word, dit wil sê, groep- en individuele onderrig, die kurrikulêre inhoud wat gebruik word, sowel as die kurrikulum. Verder word die algemene psigiese, fisiese en verstandelike aspekte van die student wat vir hierdie kursus inskryf, bespreek. In hierdie instansie word die alomvattende term ''volwassene'' gebruik. Aandag word ook geskenk aan die onderrighulpmiddels wat tot klavier- en elektroniese klawerbord-onderrig kan bydra. 'n Demonstrasievideo word by hierdie tesis ingesluit om die potensiaal daarvan as 'n hulpmiddel te illustreer. Wenke ter bevordering van die Praktiese Klavierstudie 171 kursus wat op die gevolgtrekkinge van hierdie ondersoek gebaseer is, word ter afronding aan die hand gedoen.