Thesis (D. Min.)--Western Conservative Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaf 223).

The post-16 stage of education is critical in securing and developing people entering engineering professions and related occupations. Engineering employers and employees alike have however highlighted problems regarding poorly designed curricula failing to prepare employees for industrial and commercial roles. The premise of this thesis is that the issue confronting education is one of quality management. Curriculum designers must know how to anticipate and understand customer requirements and practically translate these requirements into a deliverable curriculum package. The aim of this research is to realise the synergy of curriculum design and TQM by developing a theoretical integrated curriculum design method. Synergies between TQM and traditional curriculum design methods are investigated and an integrated curriculum design method based on the use of PDCA and incorporating a two-phase modified use of QFD is hypothesised and justified. Subsequently, application of the curriculum design method is completed in relation to a number of selected engineering companies within the South Wales region and an appropriate curriculum proposal, for the provision of engineering education within the 16-18 year age group is produced. The proposal has been constructed with characteristics complementary to the competencies required by these companies and incorporates the most suitable teaching, learning and assessment methods to maximise the development of the students. This is valuable information for those concerned.

Thesis (Ph. D.)--Antioch University, 2007. / Title from PDF t.p. (viewed Apr. 10, 2007). Advisor: Jon F. Wergin. Keywords: transformative learning theory, deliberative curriculum theory, graduate professional education, theory building, higher education. Includes bibliographical references (p. 377-399).

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

This study is in response to national, state and local curriculum issues. Curriculum work is taken to embrace curriculum research and theory, and curriculum development and implementation. This study is a critical reflection on current curriculum work as a day-to-day experience. This study is about the impact and local implementation of standards-based curriculum frameworks for students with disabilities and impairments. The focus is to develop an improved understanding of the extraordinary complexities that encompass standards-based music curriculum policy frameworks for these students in the State of Victoria. For most people, a better understanding of these extraordinary complexities may much reduce fear, unease and distrust. The phenomenon would seem logical. This study explores ways in which public curriculum policy is developed and implemented in modern societies like Australia. This study is a critical reflection on moves to change curriculum, curriculum policy framework initiatives and the institutional contexts that shape the impact and implementation of curriculum. Public curriculum policy formation is challenged by competing pressures and limitations including an increasing emphasis on ‘partnerships’ and ‘networking’. There are difficulties and complex challenges to ensure that all students share in the benefits.

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2007. / Field study. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.84-91) and index.

Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 203-213.