This study determined and compared the views of New River Community College graduates and leavers of occupational programs on the optimal amount and importance of general education. Data were collected via mail and telephone surveys from a random sample of 400 New River Community College occupational graduates and leavers. Specifically, subjects were asked to provide information pertaining to: actual proportions of general education taken, optimal amount of general education desired, importance of general education competencies, importance and number of general education classes taken, and demographic variables influencing program completion. Results suggested that actual amounts of general education differed from the optimal amount desired. All AAS and certificate graduates and leavers had taken proportionately more general education than desired, in particular certificate leavers. Analysis of the importance of general education competencies revealed that communication skills, critical thinking skills, mathematics skills, and vocational adjustment were rated high by all groups. Knowledge of arts and literature, knowledge of health and fitness, and ethical perspectives were rated as least important. Low correlations were common between importance and number of general education courses taken. The study identified sufficient consciousness among the groups surveyed to suggest that community college administrators should reevaluate required proportions of the general education component in the occupational curriculum. Focus should be placed on the amount of general education required in occupational programs, necessary outcomes of general education, and need of general education courses for occupational students. / Ed. D.

To this day, Columbia College maintains one of the most robust liberal arts curriculaa mong the tertiary education landscape, an institutional decision that has been both lauded and denounced by students, professors, and cultural critics alike. As this dissertation examines, high tensions from all angles largely stem from the Core Curriculum’s dual commitment to two seemingly oppositional values: its original mission and its ongoing evolution. My interpretive study of this unique undergraduate program begins with an examination of the cultural tradition from which Core derives—the West—considering how the notion of the liberal arts has evolved from antiquity to present day by pinpointing artifacts that demonstrate each era’s practices and priorities. Atop this foundational context, whose relevance persists in its establishment of citizenship, reciprocity, self-determination, and amateurism as underlying values of the liberal arts, I then examine university archival records dating back to the Core’s inception in 1919 and engage with personal stories, collected through interviews with alumni and former instructors of the program. These retrospective and interpersonal examinations are further complemented by the weaving in of my own experiences from my time as a student in the program, adding an introspective angle. In service of determining what is, was, and should be at the core of this curricular phenomenon, I neither defend nor rebuke the Core’s existence, but rather wonder and imagine its universal potential, ending with a call for more finite iterations of the program’s long-lasting values.

The writer's problem as reported in this thesis is to make an analysis of certain curriculum principles in terms of five selected basic philosophic concepts: pragmatism, instrumentalism, humanism, rationalism, and idealism.

This study is designed to set forth the philosophy and indicate trends in the teaching of commercial education in the high schools of the United States.

No description available.

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Koo, Ching Ngan Alfred. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 194-206). / by Koo, Ching Ngan Alfred. / ABSTRACT --- p.i / ACKNOWLEDGMENTS --- p.iv / A LIST OF ABBREVIATIONS --- p.v / A LIST OF TABLES & FIGURES --- p.vi / A LIST OF APPENDICES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Background to the Study --- p.1 / Aims of the Study --- p.3 / The Significance of the Study --- p.4 / The Research Questions --- p.6 / Definition of Terms --- p.7 / Chapter CHAPTER TWO --- THE CURRICULUM INNOVATION --- p.9 / Background to the Change --- p.9 / Nature of the Change --- p.10 / Characteristics of the Change --- p.11 / Image and Aims --- p.12 / Principles of Curriculum Organization --- p.16 / Teaching Strategies --- p.18 / Content --- p.19 / Time --- p.21 / Assessment --- p.22 / Scale of the Change --- p.23 / Characteristics of the Change in Context --- p.24 / How AS Design and Technology was Promoted in Schools --- p.25 / Nature of AS Design and Technology --- p.28 / Public Perception of Sixth Form Education & the Subject --- p.28 / Characteristics of Schools Offering AS Design and Technology --- p.31 / Characteristics of Prevocational Education --- p.31 / Teacher Development Prior to Innovation --- p.34 / Problems in Implementing Design and Technology in the Sixth Form --- p.36 / Availability and Use of Resources --- p.38 / Priority Given to Design and Technology by Schools --- p.39 / Teachers' Experience and Training --- p.40 / Status of Design and Technology --- p.42 / Student Achievement in Public Examinations --- p.43 / Chapter CHAPTER THREE --- LITERATURE REVIEW --- p.45 / Implementation Studies --- p.45 / Three Approaches to Curriculum Implementation --- p.45 / Fidelity Perspective --- p.46 / Mutual Adaptation --- p.51 / Curriculum Enactment --- p.52 / Three Perspectives on Curriculum Change --- p.53 / Technological Perspective --- p.53 / Political Perspective --- p.55 / Cultural Perspective --- p.57 / Implementation as a Process of Change --- p.60 / The Decision-making Process of Adoption --- p.61 / Who Makes Adoption Decisions --- p.61 / How Adoption Decisions Are Made --- p.61 / Factors Associated with Adoption --- p.66 / Factors Affecting Implementation --- p.69 / Characteristics of Change --- p.70 / Local Characteristics --- p.71 / External Factors --- p.72 / Problems in Implementing Integrated and Non-academic Subjects --- p.74 / Implementation Studies in Hong Kong --- p.77 / Chapter CHAPTER FOUR --- RESEARCH METHODOLOGY --- p.80 / Collection of Background Information --- p.83 / Survey --- p.84 / Population and Sample --- p.85 / Data Gathering Instrument --- p.86 / Data Gathering Procedures --- p.87 / Case Study --- p.88 / Case Selection --- p.89 / Data Gathering Methods and Instrument --- p.89 / Data Gathering Procedures --- p.92 / Document Analysis --- p.95 / Data Analysis --- p.95 / Limitations of This Study --- p.96 / Chapter CHAPTER FIVE --- FINDINGS --- p.99 / Adoption Decision in Schools --- p.100 / Characteristics of Schools Involved in this Study --- p.100 / Characteristics of the Principals --- p.102 / Characteristics of the Assistant Principals --- p.102 / Characteristics of the Teachers --- p.103 / Sixth Form Subjects Offered by the Schools --- p.105 / Adoption Decision-making in Schools --- p.106 / Why Schools Did Not Offer AS Design and Technology --- p.111 / Why Some Schools Offered AS Design and Technology --- p.115 / Implementation of the New Subject in Case Schools --- p.121 / Image and Aims --- p.122 / Curriculum Organization --- p.124 / Teaching Strategy --- p.125 / Content --- p.129 / Time --- p.132 / Assessment --- p.135 / Why the Implementation Occurred as It Did --- p.139 / Difficulties Met by The Teachers --- p.142 / Conclusion --- p.153 / Chapter CHAPTER SIX --- DISCUSSION --- p.157 / Adoption Decision in Schools --- p.157 / Factors Associated with the Adoption Decision --- p.158 / Emergence of New Policy on Sixth Form Education --- p.158 / Appropriateness of Subject to Schools --- p.159 / Nature of Subject --- p.159 / Function of the Subject --- p.160 / Characteristics of Schools Adopting the Innovation --- p.161 / Availability of Appropriate Teacher --- p.162 / Availability of Appropriate Teaching Resources --- p.163 / Supports from the Central Agencies --- p.164 / Adoption Mechanism in Schools --- p.165 / Implementation of the New Subjects in Case Schools --- p.166 / Factors Relating to Implementation in Case Schools --- p.167 / Clarity and Complexity of the Change --- p.168 / Availability of Teaching Resources --- p.169 / Supports from Central Agencies --- p.170 / Supports from School --- p.171 / Credibility of Teacher --- p.172 / Student Adaptability --- p.175 / Chapter CHAPTER SEVEN --- CONCLUSIONS AND RECOMMENDATIONS --- p.180 / Conclusions to Research Questions --- p.180 / Recommendations for Improving Present Situation --- p.184 / Suggestions for Further Research --- p.190 / BIBLIOGRAPHY --- p.193 / APPENDICES --- p.206

李玉梅. / "2005年6月". / 論文(哲學碩士)--香港中文大學, 2005. / 參考文獻(leaves 193-202). / "2005 nian 6 yue". / Abstracts in Chinese and English. / Li Yumei. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves 193-202). / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 前言 --- p.1 / Chapter 1.2 --- 硏究背景 --- p.2 / Chapter 1.3 --- 硏究方法 --- p.3 / Chapter 1.4 --- 硏究意義 --- p.3 / Chapter 第二章 --- 硏究回顧 --- p.5 / Chapter 2.1 --- 殖民政權與教育（國際層面） --- p.5 / Chapter 2.2 --- 殖民政權與教育(本地層面） --- p.8 / Chapter 第三章 --- 硏究設計 --- p.13 / Chapter 3.1 --- 硏究主題 --- p.13 / Chapter 3.2 --- 研究對象 --- p.13 / Chapter 3.2.1 --- 時段 --- p.13 / Chapter 3.2.2 --- 程度 --- p.14 / Chapter 3.2.3 --- 材料 --- p.15 / Chapter 3.3 --- 硏究方法 --- p.17 / Chapter 3.4 --- 硏究限制 --- p.17 / Chapter 第四章 --- 人人教科書所傳達的歷史觀 --- p.19 / Chapter 4.1 --- 歷史的進程 --- p.19 / Chapter 4.1.1 --- 「斷代」爲史 --- p.19 / Chapter 4.1.2 --- 統一與分裂循環 --- p.19 / Chapter 4.1.3 --- 螺旋型軌跡 --- p.21 / Chapter 4.1.4 --- 小結 --- p.21 / Chapter 4.2 --- 推動歷史發展的原動力 --- p.22 / Chapter 4.2.1 --- 人民的角色 --- p.22 / Chapter 4.2.2 --- 以人民生活素質作爲評政論世之指標 --- p.23 / Chapter 4.2.3 --- 知識份子的角色 --- p.24 / Chapter 4.2.4 --- 小結 --- p.24 / Chapter 4.3 --- 推動歷史論述的價値基準 --- p.25 / Chapter 4.3.1 --- 政治階層內的變動 --- p.25 / Chapter 4.3.2 --- 「外族」引發的政治變動 --- p.27 / Chapter 4.3.3 --- 表達對政權不滿的行動 --- p.27 / Chapter 4.3.4 --- 小結 --- p.29 / Chapter 第五章 --- 人人教科書所傳達的民族國家感情 --- p.30 / Chapter 5.1 --- 中華民族的認同 --- p.30 / Chapter 5.1.1 --- 歷史悠久 --- p.30 / Chapter 5.1.2 --- 文化優越 --- p.31 / Chapter 5.1.3 --- 民族文化特色 --- p.32 / Chapter 5.1.4 --- 祖國大地的槪念 --- p.32 / Chapter 5.1.5 --- 共同祖先 --- p.33 / Chapter 5.1.6 --- 小結 --- p.33 / Chapter 5.2 --- 「中國」的認同 --- p.34 / Chapter 5.2.1 --- 「中國」的槪念 --- p.34 / Chapter 5.2.2 --- 國家的情感 --- p.36 / Chapter 5.2.3 --- 小結 --- p.37 / Chapter 5.3 --- 「中」、「外」關係 --- p.38 / Chapter 5.3.1 --- 漢族與少數民族的關係 --- p.38 / Chapter 5.3.2 --- 中國與外國的關係 --- p.42 / Chapter 5.3.3 --- 小結 --- p.46 / Chapter 第六章 --- 孫國棟的思想與經歷 --- p.47 / Chapter 6.1 --- 孫國棟之經歷 --- p.48 / Chapter 6.1.1 --- 孫氏早年生活及其時代背景 --- p.49 / Chapter 6.1.2 --- 投筆從戎 --- p.50 / Chapter 6.1.3 --- 抵港以後 --- p.55 / Chapter 6.2 --- 人人教科書與孫氏觀點比較 --- p.57 / Chapter 6.2.1 --- 體裁 --- p.57 / Chapter 6.2.2 --- 題材 --- p.61 / Chapter 6.2.3 --- 小結 --- p.66 / Chapter 第七章 --- 現代版教科書所傳達的歷史觀念 --- p.68 / Chapter 7.1 --- 現代教育教科書的特色 --- p.69 / Chapter 7.1.1 --- 寫作風格 --- p.69 / Chapter 7.1.2 --- 內容 --- p.71 / Chapter 7.2 --- 黃福鑾之經歷與思想 --- p.80 / Chapter 7.2.1 --- 黃福鑾先生簡歷 --- p.80 / Chapter 7.2.2 --- 現代教育教科書與黃氏觀點 --- p.82 / Chapter 第八章 --- 六十至七十年代的教科書控制機制、政府政策與作者取態 --- p.87 / Chapter 8.1 --- 影響教科書編撰的因素 --- p.87 / Chapter 8.1.1 --- 政府 --- p.87 / Chapter 8.1.2 --- 課本出版社與作者 --- p.92 / Chapter 8.1.3 --- 小結 --- p.94 / Chapter 8.2 --- 殖民政府對中國文化教育的態度 --- p.95 / Chapter 8.2.1 --- 槪論戰前文化政策 --- p.96 / Chapter 8.2.2 --- 《中文科目委員會報告書》 --- p.98 / Chapter 8.2.3 --- 小結 --- p.100 / Chapter 8.3 --- 教科書所呈現的意識形態 --- p.100 / Chapter 8.3.1 --- 文化中國與文化民族主義 --- p.101 / Chapter 8.3.2 --- 教科書編撰者的背景、編撰目的 --- p.102 / Chapter 8.3.3 --- 作者的政治取態 --- p.104 / Chapter 8.3.4 --- 小結 --- p.107 / Chapter 第九章 --- 結論 --- p.108 / Chapter 9.1 --- 政權與教育 --- p.109 / Chapter 9.1.1 --- 戰後香港的社會背景 --- p.109 / Chapter 9.1.2 --- 香港中國歷史教科書的意識形態 --- p.110 / Chapter 9.1.3 --- 教科書編撰者與教科書 --- p.111 / Chapter 9.1.4 --- 港英政府的文化教育政策與教科書的編審機制 --- p.112 / Chapter 9.1.5 --- 小結 --- p.114 / Chapter 9.2 --- 未完的討論 --- p.114 / Chapter 9.2.1 --- 硏究的局限、初步的推論 --- p.115 / Chapter 9.2.2 --- 未及的討論 --- p.116 / 附表 --- p.118 / 附錄中文參考書目 --- p.193 / 英文參考書目 --- p.199

This study is a meta-analysis of the transformation of the curriculum for basic education in South Africa. The integration of indigenous knowledge systems (IKSs) in the curriculum is one of the reconciliatory practices adopted in an effort to deal with the rights of indigenous people globally. The study analysed cases relating to IKSs and the curriculum in Canada for a case reference in juxtaposition with South Africa, in particular. Examples of cases drawn from elsewhere in the world have also been included briefly to justify the researcher’s claims for the urgent integration of IKSs into the curriculum, which complies with the human rights course of the rights of indigenous people. Cognitive imperialism – in the form of residential schools and their assimilation policies, which functioned in the context of an informal apartheid system as was the case in South Africa with Bantu education – has been an obstacle to transformation of the curriculum in the education system in Canada. However, the Canadian government of the day has been held to account for recognising the knowledge of the indigenous people (IP) of Canada. In South Africa, the curriculum continues to be characterised by the “mute” tendencies of perpetuating a colonial-type of curriculum, which is still being European in nature and is largely excluding African interests and cultural practices. The affirmation of the United Nations Organisation’s (UNO 2007) advocacy for recognising the rights of indigenous people by means of various international forums motivated a number of scholars globally to shift their attention to a research agenda on IP issues such as their IKSs in relation to education systems that should be transforming their curricular programmes. This study forms part of that indigenous research agenda by proposing that IKSs be integrated into the curriculum for basic education in South Africa, in response to the UNO’s declaration on crucial guidance to developing societies for transforming their education systems to include relevant curricula related to IP. The aim of this study is to explore ways in which the curriculum for basic education in South Africa can be transformed by, among other things, changing the paradigm of knowledge production through emerging concepts in developmental education and using, on the way to recovery, experiences of assimilation in the education system of South Africa, with reference to experiences from Canada, in particular, and elsewhere. An in-depth literature study relating to IKS perspectives of integration in the curriculum, and its implication for transformation in the basic education curriculum in South Africa, was done. The qualitative research approach was used and a cultural phenomenological design was used. Data were collected through a desk research, including pre-meta-analysis (PMA), meta-analysis (MA), in-depth desk research (IDR), and case studies (CSs). The collected data were investigated by means of a pre-meta-analysis, which demonstrated how the transdisciplinary approach can be used to immerse IKS in such a way that it may enable indigenous people to define their own perspectives instead of relying solely on Western research concepts of anthropology and history theorists, which have relegated IKSs to something “exotic”. The synthesis of data in this study “opened a window” to the researcher, which also assisted the researcher to understand the concept of “coming to knowing”1 as an antithesis of the language of conquest that is used in the hidden agenda of assimilation in a curriculum that continues to marginalise the representation of IKSs. The transformation of the curriculum in the education system of South Africa is a political initiative driven by government, by virtue of the establishment of the South African Chairs Initiative (SAChI) which has been entrusted with the task of developing education in the country in the different disciplines. One of the driving concepts of this particular chair, the South African Chair Initiative in Development Education (SAChI-DE), is the methodology of immersion that is based on the notion of “transformation by enlargement” (TbE). Using this methodology, the emergence of new concepts in transformative education is propagated, which, according to the findings of this study, may reverse the negative situation in which the indigenous worldviews is erased for indigenous learners (IL) throughout the world. The findings were used to invoke the attention of the Department of Basic Education (DBE), for them to consider validating the newly emerging concepts of the SAChI-DE, which can make a meaningful contribution to the guidelines for a suggested, Afriko-continuum curriculum for basic education at the foundation level. / Curriculum and Instructional Studies / Ph. D. (Education)