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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 9 of 9 (0.116 seconds)Spelling suggestions: "subject:"education.curricula 8tates"" "subject:"education.curricula atates""
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A case study in collaboration in science education: integrating informal learning experiences into the school curriculumRobertson, Amy Michelle 28 August 2008 (has links)
Not available / text
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The Application of Democratic Cooperative Procedures to the Administration of Curriculum RevisionShands, Janie Hopson 06 1900 (has links)
The purpose of this study is to select procedures based on principles of cooperation implied in American democracy, and to apply these democratic cooperative procedures to the administration of curriculum revision.
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Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development ParadigmJanuary 2012 (has links)
The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.
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Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development ParadigmStachler, Wendi Marie Mizer January 2012 (has links)
The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.
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Administrators' perspectives of support for elementary science educationHanegan, Nikki Notias 15 March 2011 (has links)
Not available / text
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An Analysis of the Philosophy and Trends of the High School Commercial CurriculumBurden, Aline Smith 08 1900 (has links)
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.
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Superintendents' perceptions of curriculum management auditsHinojosa, Eliu Misael 16 March 2011 (has links)
Not available / text
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Perceptions of a culturally sensitive HIV/AIDS curriculumMouton, Yolanda Vivian 01 January 2006 (has links)
The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.
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Curriculum integration connecting academic and career and technical educationClark, Crystal Yvette 01 January 2005 (has links)
The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.
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