Spelling suggestions: "subject:"educationization curricula."" "subject:"educationization turricula.""
91 |
Nutrition concepts essential in the education of the medical student /Gallagher, Charlette Rae January 1975 (has links)
No description available.
|
92 |
A comparative study in curricula in business administrationSanders, Edwin Smith January 1936 (has links)
M.S.
|
93 |
A Suggested Course of Study in the Principles and Problems of Business for the College Student Beginning His Study in Business EducationHinton, LeRoy Marshall 08 1900 (has links)
The purpose of this study is to determine the organization, content, and method of presentation for a course of study in the principles and problems of business for the college student beginning his study in business education.
|
94 |
Challenges that teachers face in teaching physically challenged learners: the role of the curriculum in promoting inclusivity.09 June 2008 (has links)
Dr. M.C. Loggerenberg
|
95 |
A review of the implementation of the "School-based curriculum project scheme" in Hong Kong.January 1996 (has links)
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
|
96 |
Exploring science teachers' experiences of diversity in the multicultural science classroom.Paideya, Vinodhani. January 2004 (has links)
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.
|
97 |
A curriculum resource manual for novice and out-of-field teachers of preschool varying exceptionalities programs: assessment of need, construction and validationGuest, Linda C. 01 July 2001 (has links)
No description available.
|
98 |
A streamlined curriculum for industrial arts education at McPherson College : a liberal arts collegeWillems, Alvin E January 2011 (has links)
Digitized by Kansas State University Libraries
|
99 |
Developing and integrating cultural competence into nursing education curricula : a qualitative grounded theory approachMbambo, Ephrain January 2013 (has links)
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.
|
100 |
Voices in contexts: Study of writing and thinking across the curriculum in a two-year college.Baker, Edith Miriam. January 1993 (has links)
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.
|
Page generated in 0.0999 seconds