The purpose of this study was to assess the perceived desirability of implementing an interdisciplinary organization at the high school level and to determine barriers to implementing such a reorganizational plan. Educators in 35 Virginia high schools with enrollments exceeding 1500 students participated in this study. A total of 491 (51.6%) administrators, counselors, and teachers returned the survey. Differences in attitudes, and relationships between response and position and between response and subject area were determined through mean scores, analyses of variance, and chi-square statistics. Of the educators surveyed, 26% expressed some dissatisfaction with the departmental organization in meeting their professional needs, and 40% indicated dissatisfaction with the departmental organization in meeting the needs of their students. Educators expressed overall acceptance of an interdisciplinary organization with no significant differences in responses across positions or subject areas. Most-desired components were (1) students making connections among disciplines, (2) small and large group instruction, and (3) teachers sharing ideas and materials. Least-desired components were (1) teachers participating in recruiting and selecting new teachers, and (2) availability of leadership positions on the team. Where significant relationships were found between response toward specific components and position, administrators and counselors consistently responded more favorably than teachers. By subject area, English teachers' response towards specific components were consistently the most favorable, and mathematics teachers' responses the least favorable. Educators were evenly divided regarding the probability of implementing an interdisciplinary organization in their school. Educators perceived the most formidable barriers to such restructuring as (1) lack of facilities for small and large group instruction, (2) lack of space, and (3) inadequate financing. It was concluded that the real benefits of such restructuring were in areas other than academic achievement (e.g., support for beginning teachers, peer coaching, flexible scheduling and grouping interrelating curricula). It was recommended that interdisciplinary organizations should be implemented in high schools, and proponents of such restructuring should promote psychological and social benefits to students and teachers, rather than focusing on academic achievement. / Ed. D.

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 mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and Skills, there is no difference in reading achievement between the two groups.

This study was made: first, to determine the vocational opportunities for commercial graduates of Denton Senior High School as a basis for more effective guidance; second, to determine whether the commercial training program in the local high school is providing adequate vocational preparation for the principal commercial positions in Denton, Texas, third, to discover the chief commercial weaknesses of the present employees in Denton, Texas; fourth, to secure information necessary for appropriate commercial curriculum for the local high school. It is the further aim of this investigation to determine the social as well as the personal business needs of the average individuals." --leaf 1

Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.

The specific purposes of the study are: 1. To ascertain the curriculum pattern with respect to the different phases of industrial arts taught in all the junior high schools. 2. To ascertain the phases or unit and subject matter content taught in each of the junior high schools. 3. To ascertain the grade levels at which the various phases and units of learning are taught in each school. 4. To ascertain if there are variations in subject matter content taught in each of the junior high schools. 5. To make suggestions and recommendations based upon the findings of the study for improving organization and administration of the industrial arts program.

The purpose of this research study is to identify student conceptions about the size, distance, and age of various objects associated with space science. After reviewing the literature related to this study, there seems to be a need for continued research at the high school level in the field of astronomy conceptualization.

The purpose of this study was to examine and evaluate the perceptions of high school art teachers, parents of high school students and high school students themselves relative to the merits of goals of a district program for high school art education and to determine whether the three populations share a common perception of these goals. The reveiew of the literature indicated a lack of substantive art programs in the curriculum from kindergarten through grade 12. The emphasis on art productino goals was cited as a major reason art is given such low status in our nation's schools. Many authors believe that if art is to be valued as fundamental to a child's educational development, the emphasis on art production must be broadened to include art hsitory, critique and aesthetics. Because an official school curriculum is often established to reflect societal values, information on art teachers', parents' and students' perceptions of the merits of the goals of high school art programs is important. Such information can be used to plan a local strategy for generating support for and effecting a change in art curriculum. Twenty-two certified high school art teachers, 200 randomly selected parents and a representative sample of 240 high school students were asked to review a list of 20 goals for a high school art education program and to rate them on a seven point Likert scale. for the three groups included The survey instruments five art activities pertaining to each of the four major goal areas of the discipline-based art curriculum, namely art production, art history, critique and aesthetics. Seventy percent of the participants responded to the questionnaires. The objectives of this study were (1) to determine the variability of perception between and within each group, (2) to find whether the three groups possess common perceptions of the merits of alternative goals, (3) to ascertain whether art teachers with more than five years experience share a common perception with teachers with less than five years experience, (4) to determine whether students who have received secondary level art instruction differ in their perceptions from students who have not received instruction, and (5) to compare the ratings of production oriented goals with the other discipline-based art education goals. Major findings of the study were as follows: (1) The plot fo the mean ratings of the merit of the goals for teachers shows wider variability than either parents or students. (2) Students provided a lower mean rating than either the teacher or parent groups. (3) Lack of data. (4) Students and parents with more exposure to secondary art education tended to rate the goals lower than their counterparts with no art background. (5) In the One-Sample Runs test, the art production goals did not appear more predominant at one end of the list of rankings. Teachers, parents and students rated aesthetics and criticism moderately high. In conclusion, the findings indicate that teachers, parents and students do value critique and aesthetic goals in the high school art education curriculum. Continued in-depth research and study with wider populations will be beneficial if we are to meet the challenge to continue to broaden high school art curriculum goals.

Youth unemployment continues to be a problem globally, South Africa included. Amongst the remedies for youth unemployment was entrepreneurship. Entrepreneurship is regarded as the key pillar to economic growth and job creation. Furthermore, entrepreneurship education is beheld as stimulating entrepreneurial activity, enabling people to identify opportunities and start new business ventures. The primary focus of the study was to assess the effectiveness of entrepreneurship education in the high school learners in the city of Tshwane. The study was quantitative in nature, and utilised judgemental purposive sampling method as an approach to select the sample. The sample consisted of 240 grade 12 learners with entrepreneurship education in the form of Economic Management Science (EMS) as part of their syllabus. This sample was selected from high schools in three townships in the City of Tshwane namely Mamelodi, Atteridgeville and Soshanguve. A structured close-ended questionnaire was used to collect data. The analysis of the data was done using descriptive and inferential statistics using SPSS software. According to the literature reviewed, knowledge and skills gained from entrepreneurship education programmes stimulate learners’ entrepreneurship intentions and challenge learners to establish new businesses. The factors that emerged from the finding of the study were entrepreneurship skills, entrepreneurship knowledge, experiential learning, theoretical education and exploration of entrepreneurship. The findings have proven that there is a relationship between theoretical education, and experiential learning with learners’ intention towards entrepreneurship. Furthermore, experiential learning was found to have a significant influence in developing entrepreneurship knowledge, entrepreneurship skills and entrepreneurship intention in learners. With these findings the objectives and hypothesis of the study were addressed. The recommendations made to address the objectives of the study include one for learners to interact with business people globally, one for policy makers to enforce compulsory entrepreneurship education at high school level, one for educators to make use of experimental learning for entrepreneurship education and one for future studies to investigate the influence of family business on learner entrepreneurship intention. / Business Management / M. Com. (Business Management)