The purpose of this study was to provide information to secondary, post-secondary and vocational teachers on what instructional areas should be taught to prospective entrepreneurs involved in pre-venture training. In addition it was hoped that information gained from the study would add to the existing body of knowledge on entrepreneurship education and validate entrepreneurship education practices in Oregon.

Thesis ( M.A. (African languages)) --University of Limpopo, 2013 / The study discovered that above mentioned situation has hardly changed English in the in the school under review is fill medium of instruction of the majority of learners,power of Afrikaans. A major recommendation of the study is that African languages should be introduced as medium of infraction for African language speakers in all former model school

The purpose of the study was to make an evaluation of curricula-training effectiveness, applicability, and need for additional training within four of the state-supported college-universities of Utah. The schools researched were Utah State University, the University of Utah, Weber State College, and Southern Utah State College. The descriptive research techniques of a closed-form questionnaire were utilized to obtain informational data for the years 1969-1971 from graduates, faculties, and selected graduates concerning common and traditional curricular areas of Ca) music theory, (b) scoring and arranging, (c) music history, Cd) conducting and rehearsal techniques, (e) vocal methods and materials, (f) instrumental methods and materials, (g) group instruction, (h) private instruction on the major instrument, (i) performance, and (j) minor instrument repair. The data revealed that there was no significant difference in the responses to the questionnaire across graduates, across faculties, across institutions, or across graduates and faculty from the same institution. The conclusions from the study indicated: present training effectiveness is generally excellent in all areas of the music education curricula in all four schools; training is highly applicable; although the training is excellent and applicable, there remains the strong desire by both graduates and faculty for additional training in all areas of curricula with the exception of traditional-music history.

Recent problems in global affairs have prompted social scientists to note that Americans' awareness of foreign culture and civilization is drastically underdeveloped. order to promote greater world understanding, especially the United States focal position in an expanding globalinterdependent society, educators are advocating a broader global education curriculum in the secondary schools.It was the intent of this research to provide secondary school teachers of the social studies a more balanced curricular approach to the teaching of global history. In an effort to assist social studies teachers of history, the study presented behaviorally stated objectives providing for cognitive and affective learning and psychomotor skills. The study also presented a narrative outline of the history of African and Asian civilizations, with student activities, term identification and textbook cross referencing. The activities included and those listed under selected resource materials were designed to promote higher level thinking, while providing motivating activities for developing student interest.This study would provide educators with the opportunity to effect a more balanced global perspective in the social studies classroom. In order to accomplish the goal of understanding the United States' membership in a growing global interdependent community, American youth must learn and acquire a knowledge of the varied cultures and civilizations that compose world society.

Using one-on-one interviews, classroom observations, and document analysis, this basic qualitative study (see Merriam 1998) examined preservice teachers' beliefs about play and the influences on those beliefs. Research for this study focused on seven preservice teachers enrolled in an early childhood through grade four practicum course at a small private university in south central Texas. Using Nespor (1987) and Vygotsky (1986) as frameworks for transforming the collected data (see Wolcott, 1994), the findings of this study indicated that multiple influences--such as experiences before and during teacher education, feelings, ideals, and universal assumptions--worked in concert to shape the preservice teachers' beliefs about play. And, these influences set the foundation for the content of the preservice teachers' beliefs. Specifically, for the preservice teachers, play seemed to have multiple meanings that fluctuated and were at times contradictory. These defining qualities suggested that the preservice teachers had not fully synthesized their beliefs about play. This study's findings came about because two frameworks instead of one were used to describe, to analyze, and to interpret the preservice teachers' beliefs about play. Together these frameworks provided insights into the preservice teachers' beliefs about play and the influences on those beliefs that neither framework could have provided alone. Specifically, the findings of this study reveal challenges and opportunities for early childhood teacher educators. On the one hand, the multiple meanings, fluctuations, and contradictions present within the preservice teachers' beliefs about play highlight the challenge of defining and conceptualizing play within teacher education. On the other hand, the broad set of influences that shaped the preservice teachers' beliefs about play and their complex interrelationship suggest that by using multiple frameworks to explore preservice teachers' beliefs about play, by viewing preservice teachers' beliefs as an asset to their learning about it, by identifying the sources of preservice teachers' beliefs about play, and by engaging in one-on-one discussions with preservice teachers about their beliefs, teacher educators have the opportunity to address this complex element of early childhood education in their programs with the hopes of ultimately influencing their preservice teachers' practice. / text

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published_or_final_version / Education / Master / Master of Education

published_or_final_version / toc / Education / Master / Master of Education

Science student teachers' participation with practising teachers in developing curriculum in environmental education for implementation in schools has been a neglected field. This study focuses on the collaboration of science student teachers with practising teachers in developing an alternative curriculum for environmental education compared to existing traditional practices in most schools in South Africa. The science teacher educator, as the researcher, used action research or elements of it to facilitate the process. The action research component served as an inquiry into, and improvement of, the PRESET/INSET curriculum development model for teacher development. This dissertation reports on four case studies of curriculum development and environmental education in science teacher education practised at the University of Durban-Westville from 1991 to 1996. Innovative strategies serve as the basis of interventions in four primary school contexts, each representing a case study on its own, yet sequentially linked as action research cycles. The case study approach served the purpose of illuminating the curriculum development process with the intention of generating grounded theory through action research or elements of it. The outcomes of a survey of the status of curriculum development in institutions offering science teacher education in KwaZulu-Natal are also presented to support the need for an innovative approach to the PRESET/INSET curriculum development model. / Thesis (M.Ed.)-University of Durban-Westville, 1998.

This case study examines influences on the selection and delivery of knowledge in the employment preparation provision of a trade union in British Columbia. Bernstein's theories of curricular code and Bourdieu's perspectives on social and cultural capital are used to analyse data collected by interviews, observation, and documentary analysis. The emergent themes are organisational structure, pedagogic practice, diversity and difference, and the good employee ideal, with each of these demonstrating the tension between the philosophical orientation of the organisation, as a representative of the labour movement, and the demands of the funding and policy structures within which it operates. Analysis illustrates the way curriculum is shaped by forces external to the immediate educational setting, the most pervasive being the requirement to function as an effective means of transferring cultural and social capital to unemployed people. The possibility of using employment preparation as a mechanism to achieve progressive ends is severely limited by the need to acknowledge the priorities of funders, administrators, learners, and the neo-liberal backdrop against which the programs operate. The study implies approaches to curriculum emphasising decisions taken by instructors and learners mask wider structural influences on knowledge formation, and more research on the sociology of knowledge in adult education is called for.