Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examined the added value technology in the form of computer-based resources brought to the teaching of history of an experienced, tenured university history professor. This added value was measured by following the evolution of this history professor's adoption of computer-based resources in teaching. During his evolution the use of technology enhanced Dr. K. 's ability to deliver, explain and deepen the meaning of complicated historical lessons. From summer 2000 to summer 2003 the researcher helped design, develop and create computer-based resources for two history classes at a large northeastern U.S. urban university taught by this fulltime history professor. The researcher also oversaw the implementation, which involved the layering of those multimedia resources. In 2001, some of the computer-based resources developed for these classes were also partially implemented at a nearby urban high school. Overall the lectures were all put into Microsoft Power Point slides. They included audio clips (WAV) and video clips (AVI, WMV). Some slides also included animations that were created in Macromedia Flash. Other animations were created within Microsoft Power Point to help understanding of elaborate dynamic processes. / 2031-01-01

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Thesis (M. Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 173-175).

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references (leaf 173-175). Also available in print.

This research set out to introduce art history in the art curriculum in an infant primary school in England. The intention was to broaden the curriculum to include interpreting art alongside making it. At the time the research began the National Art and Design Curriculum (2005) for Key Stage One included an art historical strand of learning known as Attainment Target Two (AT2) which included learning about art and artists from different times and cultures. Previous research indicated this strand of the art curriculum was overlooked by generalist classroom teachers for various reasons. A whole school action research project was undertaken lasting a full academic year. The participants were five teachers including the headteacher, three classroom teaching assistants, eighty four pupils, aged between four and seven years, and the researcher. The research tested out and evaluated a strategy for interpreting artworks. This was designed by the researcher and taught by the teachers in the classroom. The interpretive strategy for engaging and enquiring about art (known as the ISEE) included information about the art and artist in the final step of interpretation. The action research consisted of three cycles: i) preparation, planning and teacher training; ii) teachers implementing the ISEE and iii) teacher-designed lessons and research evaluation. Systematic reflection and evaluation of actions was carried out on two levels by the action team and the lead researcher and final reflective and thematic analyses were carried out by the latter in order to answer the research questions. The main finding was that the ISEE facilitated art interpretation in the classroom. Other significant findings were that i) interpreting paintings was inclusive of all pupils across the age groups and learning ability spectra; ii) the pupils’ affective response (Iser, 2006) often drove their cognition and this challenged the theory underpinning the research that art is interpreted through symbol references in meaning making; iii) when pupils used their imagination and affective response they were able to accommodate the factual information they were given about the paintings and artists; iv) despite struggling to include this information in their teaching at times, the teachers recognised that it added value to the art curriculum and the pupils expressed great interest in it and iv) the teachers preferred to combine art interpretation with other subjects such as literacy, citizenship and PSHE.

The purpose of this study is to listen to teachers’ stories and reconstruct their classrooms in the midst of the global upheaval of people’s movements in the 1960s-70s through teachers’ narratives. The primary research questions are: How did social movements in the 1960s-1970s influence their teaching practices? What was their intention and how did they carry out their daily teaching practice? In the educational research field, narrative inquirers explore teachers’ stories, their life experiences and teaching practices, in order to understand how teachers view the world. I collected stories, through in-depth interviews, of ten Japanese teachers who taught in Japanese public school system, and were active in social and educational movements during the 1960s-70s in order to understand how teachers understood and resisted dominant oppressive forces which create and perpetuate social inequality. Teacher narratives were analyzed using two complementary methods: contents analysis and interactional positioning theory. First, stories of teachers’ struggles in their classrooms and schools were contextualized in a wider social struggle for humanity and a more just society, in order to explore teachers’ understanding of social oppression and their resistance, and multiculturalism in Japanese classrooms in the 1960s-1970s. Through their stories, an indigenous multicultural nature of Japanese classrooms was revealed, even before the multiculturalism became an imported educational topic in the 1980s. Furthermore, using interactional positioning theory, I discussed how teacher activist identities were constructed during the narration, at the same time, uncover how social stigma of being an activist possibly suppressed the participants overtly constructing an activist identity in narratives.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The purpose of the study was to evaluate Pakistan's national history curriculum in the post 18th constitutional amendment scenario. The amendment bequeathed the responsibility of education, including curriculum development, to the provinces. This study sought input from educators on ways the national curriculum currently addresses local needs and requirements as well as considerations for any potential changes or improvements. Traditionally, history curriculum has been used mainly for social identity formation and ideological indoctrination; current scholarship on history education has now also included national identity formation. Additionally, scholarship has begun to analyze possible purposes behind social identity formation, whether used negatively or positively. This study, which took place in Balochistan, Pakistan, used a qualitative case study approach. A provincial level conference was convened as a context and data source that involved 28 educators including teachers, teacher educators, curriculum experts, and policy actors as participants in the study. The texts of five representative educators engaged in the conference dialogue was selected for analysis. Discourse analysis was the methodology used to arrive at findings of the study. The study yielded several interesting findings that give insight about the national history curriculum of Pakistan and future curriculum practices of the Balochistan province. According to the selected educators, the national history curriculum of Pakistan has been unidimensional, based on Islamic ideology that embraces a religious national identity. The selected educators argued that the curriculum is unwelcoming to diversity, does not promote peace and equity, conceals truth, and hinders critical thinking. They found the national history curriculum non-representative of the local context of Balochistan province. In light of these findings, the selected educators proposed a history curriculum for Balochistan province that promotes peace, tolerance, equity, and respect for diversity, truth, and critical thinking. The participating educators saw a provincial/local focus as addressing many limitations of the national curriculum that are also addressed by curriculum literature, although not necessarily from this perspective. The study contributes to curriculum theory in general and curriculum evaluation in particular. The study finds its place in the larger debates on how history education influences individual and group identities.