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M.S.

Dr. M.C. Loggerenberg

Chan Chi-chiu, Daniel. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 120-125). / Questionnaire also in Chinese. / Chapter I. --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purposes of Study --- p.3 / Chapter 1.3 --- Framework of this Study --- p.8 / Chapter 1.4 --- Scopes and Congruence of Review --- p.12 / Chapter 1.5 --- Significance of the Study --- p.15 / Chapter II. --- LITERATURE REVIEW / Chapter 2.1 --- The Definition of Curriculum --- p.18 / Chapter 2.2.1 --- School-based Curriculum Development --- p.20 / Chapter 2.2.2 --- The Present Situation of Curriculum Development in Hong Kong --- p.26 / Chapter 2.2.3 --- The School-based Curriculum Project Scheme in Hong Kong --- p.27 / Chapter 2.3 --- "Educational Philosophy as Reflected from Knowledge, Culture, Individual and Learning Theory" --- p.30 / Chapter 2.4 --- Factors Affecting the Planning and Making of School-based Curriculum Projects --- p.42 / Chapter 2.5 --- Curriculum Materials Analysis --- p.53 / Chapter 2.6 --- Definitions of Terms --- p.55 / Chapter III. --- THE DESIGN OF THE STUDY / Chapter 3.1 --- Methodology --- p.59 / Chapter 3.2 --- Subjects --- p.61 / Chapter 3.3 --- Instruments --- p.61 / Chapter 3.4 --- Validity of the Study --- p.64 / Chapter 3.5 --- Data analysis --- p.66 / Chapter 3.6 --- Limitations of the Study --- p.67 / Chapter IV. --- FINDINGS AND DISCUSSION / Chapter 4.1 --- Realities in Perceiving the Nature of SBCD and the Aims of SBCPS --- p.69 / Chapter 4.2 --- The Educational Philosophy of the Participants in Developing School-based Curriculum Projects --- p.81 / Chapter 4.3 --- Factors Affecting the Participants during the Process of Developing the School-based Curriculum Projects --- p.86 / Chapter 4.4 --- The Characteristics and Qualities of School- based Curriculum Projects' Materials --- p.97 / Chapter 4.5 --- "The Congruence of the Findings in Input, Process and Output" --- p.108 / Chapter V. --- CONCLUSION AND RECOMMENDATIONS --- p.113 / BIBLIOGRAPHY --- p.120 / APPENDIX

I have found that as a rule of thumb, when the majority of our learners in our science classrooms respond to expectation under examination conditions, the teacher's focus is on the minority who did not succeed. However, when only a minority of learners respond expectedly, then I feel teaching approaches have to be seriously questioned. My personal studies and readings in the education field, revealed a myriad of explanations and approaches surrounding the above problem. Literature has revealed that our greatest benefits can be achieved by successfully coping with the diversity of learners found in our science classrooms. There is no doubt that the problem is large, and thus a proper understanding of the problem is paramount to its resolution. This is where my study focuses, a case study that checks for gaps in science teachers' understanding of multicultural diversity in their classrooms and the impact of such understanding on classroom practice. Approaching the problem from an interpretive viewpoint within a social-constructive paradigm, the issue of multicultural diversity, especially in the field of science, is a "relatively" new concept in the South African context. Europeans and especially the Americans have at least forty years of experience in this field, their economy, low unemployment and advanced technology being a measure of their successes in multicultural science classrooms. At a theoretical level much of the American experiences do have direct relevance in our South African setting and is thus used throughout my study as a point of reference. The study used as its tools semi-structured interviews of 5 science teachers, (respondents), observations of a single lesson of each of the respondents and analysis of documents used in the observed lesson. The study was conducted in a middle to low socio-economic suburban secondary school of Kwazulu-Natal where science teachers' understandings of multicultural diversity was found to be somewhat traditional, simplistic and parochial. The study further revealed how a poor understanding of the issues of diversity amongst learners impacted on the teachers' abilities to successfully adapt the science curriculum and their teaching approaches to meet the needs of their diverse learners, and thus create equitable learning opportunities for all learners. Recommendations proposed in this study stem from the fact that though the respondents have some knowledge of the diversity in their science classrooms, their attempts to cope with the diversity based on currently available guidelines, viz. OBE, C2005 and the RNCS, still falls short of achieving equitable learning opportunities for all learners. Thus the study recommends serious attention to issues of multicultural science education with respect to language barriers and practice of appropriate teaching and learning methods. It also recommends appropriately designed training for both pre and in-service teachers and teacher educators. The study further recommends making science more meaningful by localising the Eurocentric curriculum and lastly, diversifying our teaching force to better reflect the increasingly diverse learner bodies. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

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The changing demographic UK population in terms of cultural, racial and ethnic mix demands mental health nurses to be educated in ways that will enable them to provide care that is both efficient and culturally appropriate to the diverse population they will serve. However, reported studies indicate that professional nurses, particularly mental health nurses, are not ready to meet the challenges posed by an increasingly culturally diverse society. These have raised questions about the undergraduate nursing education's readiness to develop a mental health work force that is capable of delivering effective mental health services to a multicultural population. The aim of the study was to explore and gain an understanding of cultural competence education from the perspectives of the key participants involved in the undergraduate mental health nursing education within the UK context, and to use the findings to develop a conceptual framework of developing cultural competence. Qualitative grounded theory approach was the method of inquiry used to collect and analyse interview data from the experiences and views of senior lecturers, third year mental health student nurses, clinical sign-off mentors and student mentors within the universities that offer pre-registration mental health nurse training in the West Midlands Region. Analysis of the research findings resulted in an emergent conceptual framework that explains how cultural competence is developed in the undergraduate mental health nursing curriculum in terms of content, processes, strategies, actions and approaches that are considered effective. The findings of this study revealed a degree of consistency between the views of the current study participants and what the literature describes as frameworks for developing cultural competence. The main theoretical constructs emerging from the study fit into a cultural competence frameworks encompassing awareness, knowledge and skills. Whilst some of the themes and theoretical constructs emerging from the results of the interview data were generally consistent with those indicated in the cultural competence literature, there were some other themes that emerged from the study participants on what was required within the curriculum in order to educate student nurses in ways that will enable them to work effectively and culturally appropriately with clients from diverse cultural backgrounds. The additional bridging theoretical construct included ‘conscious of the dynamics and discourse of intercultural education’ which was a result of the differing ideological views about current curricula and how issues of cultural competence could best be addressed within the curricula. The strategies of ‘engagement of local experts to assist in teaching cultural competence specific areas’ and ‘creating educational activities that challenge stereotypes, prejudice, discrimination and religious intolerance’ also expands the current literature by providing evidence to support some of the conceptualisations regarding some of the educational intervention strategies to cultural competence. This study is significant as it represents the first attempt to develop a conceptual framework of developing cultural competence within the UK context based on the perspectives of those directly experiencing the undergraduate mental health nursing education, using qualitative grounded theory approaches. Exploring and developing the conceptual framework from the perspectives of the neglected silent voices of the key participants who are directly involved in the undergraduate nurse training within the UK context, contributes to the existing research in this area and provides a view not currently presented in the nursing literature.

To describe instructor's pedagogy of using writing and thinking in three discipline-specific classrooms (gunsmithing, nursing, and sociology) at the two-year college level is the purpose of this research project. Over a period of 4 months, from the start of Spring Semester 1992 to its completion, I maintained an ethnographic research stance in each of these 3 classes at a rural community college in northern Arizona. Chapter 1 presents an overview of the contexts of my research; Chapter 2 examines research during the last 30 years in writing and thinking, specifically WAC at the community-college level. In Chapter 3 I explain my methodology and design, which includes not only observations of instructors, but also student interviews and journals. In addition to triangulation, I incorporated questionnaires to check student and instructor responses in areas of writing and thinking activities, instructors' rationales and theories and metacognitive awarenesses, and uses of writing and thinking in classrooms. All four instructors possess varying degrees of metacognition in their rationales; most of their writing assignments incorporate writing to show learning. Chapters 4 through 6 are case studies of four instructors in specific disciplines. Each chapter has five sections: instructor background and history, teaching philosophy and rationale, summary of my observations, my interpretations and commentary, and finally instructors' responses to my interpretation of their classroom practices. Chapter 7 and 8 are analyses and conclusions about the research data, and chapter 9 provides recommendations for administrators of two-year institutions, content-area instructors and composition instructors. Following the precedents of experimental ethnographic writers, such as Clifford Geertz, Mary Ann Pratt, Stephen Tyler, Wendy Bishop, Marcus and Cushman, I have written this text as a collage of points of view, attempting wherever possible to allow student and instructor voices to emerge. Instructors have the last words in their chapters. Although much writing and thinking across the curriculum is occurring at Yavapai College in northern Arizona, which has no formal WAC program, I have many suggestions about ways to foster student thinking and writing. Finally, I conclude with suggestions about possible models for WAC at the two-year college.

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.