This project is a plan for using a special web-based learning project to teach medical terminology through distance education between University of Loma Linda and Humanatec Rehabilitation College.

The purpose of this project is to determine if using computer technology as a tool for conceptual change would be an effective pedagogical strategy in replacing science misconceptions.

The goal of this project is to design an effective way for Japanese high school students to improve their English communication skills through internationalized, computer-mediated instruction.

The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.

The purpose of this project was to test the hypothesis that student enthusiasm, participation, and comprehension would increase when using cooperative learning techniques in a classroom context.

"This study was made to determine whether or not Gainesville Junior College Commercial Department at Gainesville, Texas, is meeting the probable future needs of business employers and employees. An attempt is being made to find which courses could be enriched to advantage and the nature of the material to be used in the enrichment. All factual information in this study was gained through fifty questionnaires which were sent to business graduates of 1935-1945 of Gainesville Junior College. " -- leaf 1

This quantitative and qualitative case study examined the educators' perceptions of both the goals and unique aspects of the foundations for success (FFS) curriculum model. Specifically, this study was designed to explain the experiences of 55 early childhood educators and administrators who all had similar exposure to the FFS curriculum model. This study sought to understand the educators' perceptions of the specific goals of using pertinent curriculum and instruction terminology and the parallel process of content language, connecting the importance of developmentally appropriate practices (DAP) and learning standards and readiness for kindergarten. In the same way, the perceptions of the unique aspects of the value based curriculum, the use of reflective supervision and the use of design thinking were gathered and interpreted. This study looked closely into program successes, challenges and future implications of the FFS curriculum model. This study also considered the extent to which future implementations of the model could change the current interdependent relationship between early childhood education and the primary grades. The researcher analyzed the perceptions, utilizing the Likert-value survey instrument responses, the open-ended survey responses, along with the focus group responses to triangulate the findings. Common themes shared across all data collection were evaluated and described. The most apparent themes derived from the findings included the following: the importance of relationships; the importance of accountability and the role language plays; the necessity of the consideration of children's interest for optimal development; and the recognition of intentional planning, revisiting and reflection to the process of the FFS curriculum model. Overall, the FFS curriculum model was determined to be a curriculum model that takes educators on a continuous journey of thinking and learning. Evidence was gathered for the FFS curriculum model that implicated the possibility for replication of the model in other schools, as well as further research using the model to measure student success.

MEd / Department of Curriculum Studies and Education Management

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

The integration of modern science and indigenous knowledge systems in the science education curriculum for South African schools represents social justice for the majority of South Africans as they determine the knowledge necessary for themselves and for future generations in the new South Africa. An exploratory research reveals tension and a dichotomous relationship between modern science and IKS, caused by false hierarchies that are influenced by factors such as colonialism, capitalism and modernisation to the exclusion of the core values held by indigenous people in their relationship with nature. The thesis demonstrates that the integration requires an epistemology that puts humanity first and a framework that accommodates both ways of knowing. This should allow for the best in the two systems of knowing to serve humanity in a dialogical manner. / Educational Studies / M. Ed. (Philosophy of Education)