No description available.

Thesis (Ph. D.)--Georgia State University, 1997. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 70-75).

Thesis (Ph. D.)--Georgia State University, 1997. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 70-75).

<p> The purpose of this study was to determine the effectiveness of classroom-assigned tasks and responsibilities in middle school classrooms. This mixed methods research study focused on perceptions held by students and educational professionals, both classroom teachers and administrators, of the classroom-assigned tasks and responsibilities program in relation to overall classroom environment, overall school environment, and students&rsquo; sense of connectedness to the school. Quantitative data consisted of secondary data obtained from a survey taken by students exposed to the program and students not exposed to the program. Student survey results were compared to determine if a difference of perceptions existed between the two groups. Qualitative data were collected from educational professionals via electronic surveys and face-to-face interviews. Participant responses were documented and analyzed. The quantitative data showed no significant impact of the classroom-assigned tasks and responsibilities program related to students&rsquo; perceptions; however, the qualitative data pertaining to educators&rsquo; perceptions of the classroom-assigned tasks and responsibilities program demonstrated a multitude of positive effects of the program. According to the qualitative data, students exposed to the program exhibited a multitude of positive changes, whereas students not exposed to the program did not exude beneficial changes. The researcher concluded that although the quantitative data could not support the effectiveness of the classroom-assigned tasks and responsibilities program, the qualitative data provided enough evidence to support the validity of the program. </p>

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 36-37).

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Summary of Thesis Title: Investigation of the Related Factors of School Based Curriculum Development in Elementary and Junior High Schools in Kaohsiung Summary The purposes of this research are to investigate the related factors of school based curriculum development and its present condition of practice in elementary and junior high school in Kaohsiung, analyze how different background variables vary in different levels in SBCD, and predict the effect of practice this curriculum. In order to achieve these goals, according to the investigation and analysis of documents and practical experience, I edit a poll to investigate the related factors of SBCD. I sample 35 public schools and 549 teachers in Kaohsiung as subjects of investigation. Research methods include description and statistic, t- test, one-way analysis variance, step-wise multiple regression analysis. Then I start to undergo statistic and analysis and get the following conclusions and suggestions. Conclusion: I. At present, teachers in elementary and junior high schools put much emphasis on SBCD and it develops quite well. II. Teachers in elementary and junior high schools approve the six standards for SBCD: achieve educational goals, correspond with school expectations, harmony with community conditions, demonstrate school traits, foster teacher¡¦s, professional develment, adapt to student¡¦s needs. III. Male teachers, teachers of special education and teachers graduating from junior colleges emphasize the factors of SBCD and they carry it out better. IV. In schools founded more than 40 years, teachers serving school affairs concurrently put more emphasis on how ¡¨the structure and atmosphere of organizations¡¨, ¡§resources¡¨, ¡§curriculum leadership¡¨ and ¡§curricular management¡¨ effect the practice of SBCD than teachers in charge of a class or a certain subject. V. Teachers in schools founded more than 10 years but less than 20 years lack professional independence. Profession independence and curriculum leadership are not good for teachers in schools of large size. VI. The better the related factors of SBCD, the better SBCD will develop. VII. In the prediction about how the factors of people, curricular cases and organization affect SBCD, ¡§organization¡¨ is the most predictive. Suggestions: I. Suggestions for organizations in charge of education 1. Actively publicize the successful factors of SBCD. Strengthen teachers¡¦ ability to develop this curriculum. 2. Set up centers of curricular guidance and teaching resources. Support the curriculum leadership in every school. 3. Invite outstanding people who perform well in culture to participate in this curriculum. 4. Provide cases earmarked for special efforts with fund to enhance the effect of carrying out SBCD. 5. The size of schools is moderate from containing 26 to 47 classes. If the size is too large or too small, it is disadvantageous to carry out SBCD. 6. Rebuild the manpower of organization. Provide organizations with chances of learning and interaction and create harmonious culture. 7. Only emphasis of the distribution of time can exercise its functions to the utmost. II. Suggestions for schools and teachers¡¨ 1. Cultivate excellent campus culture to create democratic and harmonious organization atmosphere. 2. Provide appropriate and sufficient time and resources to enhance the effect of carrying out this curriculum. 3 .The future direction is to carry out the evaluation of curriculum. So we have to establish teachers¡¦ professional status and carry out the evaluation of effect of SBCD. 4. Make good use of teachers who have taught more than 25 years to set SBCD into action. 5. Encourage female teachers to take part in programs of further education. 6. Strengthen the concern and guidance of curriculum leadership in schools founded more than 10 years but less than 20 years. III. Suggestions for related research in the future 1. Expand the range of research 2. Expand the subjects of research 3. Combine various research methods Key words: curriculum development, school based curriculum development, the effect of school based curriculum development, teachers¡¦ profession development, the evaluation of school based curriculum development

A study on school-based curriculum management in elementary schools of Kaohsiung County. Abstract The first purpose of this study is to investigate the viewpoints and needs of school-based curriculum management ¡]SBCM¡^. The second is to investigate the educators as a practitioner of SBCM in elementary schools of Kaohsiung County. Finally, based on research findings, some proposals for improving the management of school-based curriculum are presented. To accomplish these purposes, through the result of literary review, the investigator has concluded with 7 viewpoints and 5 needs of SBCM, and then according to its contents to compile ¡§A questionnaire to survey the viewpoints and needs of school-based curriculum management in the elementary schools¡¨ to study the current situation for practicing SBCM. The objects of this study are the school staffs of public elementary schools in Kaohsiung County. The total of 120 schools and 519 effective samples were acquired. And these data were analyzed by using the method of statistics, including mean and standard deviation, percentage analysis, AVOVA, Scheffe method- post hoc comparison and product- moment correlation . From the data of literary reviews and the questionnaire, the conclusions are as follows: 1. SBCM is one of the main purposes on ¡§Grade 1-9 curriculum Guidelines¡¨ to put the curriculum reform into practice. The curriculum focuses not only on the core of the educational rationale but also on the students¡¦ learning activities. The curriculum rationale is close to the postmodern period which paid close attention to the interaction between teachers and students with positive dialogues to develop their curriculum. The curriculum encourages students to understand knowledge better, that allows the whole curriculum more flexible and adjustable. The supports of the communities and positive criticisms will help the whole curriculum well-developed. 2. According to the questionnaire, the viewpoints of the educators about SBCM reveal that during the seven factors, those ¡§male¡¨, ¡§age above 51¡¨ , ¡§higher seniority¡¨, ¡§status as a principal¡¨, ¡§forty-credit program¡¨ are closer to ¡§fit in with¡¨ or ¡§much fit in with¡¨ the viewpoints. As to the school districts and scales, the schools with less than 12 classes are closer to the viewpoints on the factors of ¡§curriculum goal ¡§, ¡§curriculum plan¡¨, ¡§curriculum implementation¡¨, ¡§curriculum evaluation¡¨ and ¡§curriculum leadership¡¨. 3. As to the needs of SBCM, the data analysis reveals that those ¡§female¡¨, or ¡§status as a teacher¡¨ were less-needed on ¡§Expense¡¨; those ¡§male¡¨, ¡§age above 51¡¨, ¡§higher seniority¡¨, ¡§status as a principal¡¨, ¡§Master Degree¡¨ are closer to ¡§fit in with¡¨ or ¡§much fit in with¡¨ the needs. 4. Educators from different educational backgrounds will cause the differences on the viewpoints and needs of CBCM. With the factors of ¡§professional development ¡§and ¡§related arrangements¡¨, reveals that those who are qualified with either ¡§Master Degree¡¨ or ¡§higher seniority¡¨ are more eligible than the others. 5.Within the viewpoints and needs of CBCM, there are middle-low proof of positive correlation on them, and also reach .01 significant level. Among the factors, there are one pair ¡]£q1¡B£b1¡^reach middle correlation, especially the coefficient between ¡§£q1¡¨ and ¡§organizational operation¡¨ is the highest, but the coefficient between ¡§£b1¡¨ and ¡§Expense¡¨ is the lowest. According to the data of literary review and the questionnaire, the conclusions are as follows: 1. The experiences on SBM in other countries can be referred by our domestic schools. Then, we can establish a better and competent curriculum for Taiwan education. 2. SBCM should emphasize (on) working on the theories and practice of personnel administration, expense and curriculum management. 3. Use various resources to improve the educators on their professional development. 4.To encourage the educators ,who are ¡§young¡¨¡]less than 30 years old¡^, ¡§female¡¨, ¡§less-seniority¡¨ and ¡§Bachelor Degree¡¨, enthusiastically participate in the SBCM affairs. 5. To study relevant laws and Acts to promote practical SBCM affairs. 6. To emphasize the importance of school-based curriculum leadership. 7. To establish the workable management measure of SBCM. 8. To establish a wholesome evaluation measure of SBCM.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Jan. 28, 2010). Directed by Constance McKoy; submitted to the School of Music. Includes bibliographical references (p. 91-99).

Thesis (M. Ed.)--Kutztown State College. / Source: Masters Abstracts International, Volume: 45-06, page: 2787. Typescript. Includes bibliographical references (leaves 33-35).