A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.

The purpose of this study was to investigate four in-service physics teachers&rsquo / beliefs related to Turkish High School Physics Curriculum (THSPC) and to what extent these beliefs are reflected in their instructional practices. Data were collected through interviews, classroom observations and an open-ended questionnaire. Teachers&rsquo / responses to interview questions showed that they believed that teaching physics according to the THSPC helped students use their skills, become interested in physics lessons, relate physics to their daily life and have a permanent knowledge. Besides, teachers believe that they can teach physics according to the THSPC generally by giving examples from daily life and creating a discussion environment. The data obtained from classroom observations showed that the beliefs of teachers about how to teach physics according to the THSPC were reflected in their instructional practices. Teachers&rsquo / responses to open-ended questionnaire showed that teachers believed the necessity of attainment of majority of the skill objectives in the THSPC by students. However, they do not consider that students can attain many of the problem solving and information and communication skills. The data obtained from classroom observations showed that they seldom attempted to help students attain them or they never attempted. The data gathered from interviews and an open questionnaire showed that there were some factors that influence teachers&rsquo / instructional practices according to the THSPC. For example, they believe that students&rsquo / interest in physics lessons and teacher&rsquo / s opportunity to give more examples about daily life made their teaching physics according to the THSPC easy. However, they believe that university entrance exam, inadequacy of laboratory environment and lesson hours, students&rsquo / low economic status and lack of information and communication technologies affected their teaching physics according to the THSPC negatively.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.

The research dissects how to construct the setup of school-based curriculum management and to carry the plan into execution through studying a junior high school. The research helps the teachers grow in professional knowledge, encourages them to have professional teamwork and makes them innovate their teaching, so that they can elevate the quality of school teaching. The purposes of the research are as followed: 1. To dissect the theory of school-based curriculum management in junior high school, which can be the basis of constructing the school-based curriculum management. 2. To dissect how to construct the setup of school-based curriculum management in junior high school through action research. 3. To dissect the difficulties and stratagem of solving problems which the junior high school encounters in constructing school-based curriculum management. 4. According to the research result and practical experience, the research brings up conclusions and suggestions, which can be the reference of enforcing school-based curriculum management while junior high school puts nine-year curriculum into practice. In order to achieve the purposes of research, I take the ways of action research, literature reviews, participatory observation, individual interview, documentary analysis and so on. As to the ways of collecting information, I take notes, record in the interview, take notes in the meetings, and keep research diaries and keep analyzing information in all aspects. Through the continuous comparison, the research results show: 1. The process of action research is filled with uncertainties, which is a matter of deep concern to the success and failure of research, because the researchers can¡¦t have the chances of penetrating, communicating and coordinating about the uncertainties. 2. Action researchers should take the serious attitude towards researching ethical issues. 3. Such elements as the principle¡¦s philosophy of curriculum-based coordination, macroscopic ability of organizing and interacting the school administration, and the level of teacher¡¦s autonomy have great influence on the research results. 4. Administration¡X the professional teaching teamwork and team spirit have a lot to do with the success and failure of conducting school-based curriculum management. 5. Constructing the setup of school-based curriculum management in Chuan-Yang junior high school includes the setup of dispensing curriculum affairs, the setup of evaluating curriculums and teaching, the setup of evaluating school curriculum management and so on. 6. School teaching administration should hold ¡§the spirit of school-based curriculum management, ¡¨ so that school can enforce the affairs of school-based curriculum management effectively and specifically. 7. The group, which enforces curriculum management, not only accumulates practical experience and constructs systematic knowledge, but also encounters lots of difficulties and obstacles. Because the problems appear, the group keeps studying the solution of project and improving the problems. The procedure of solving problems is as followed: finding problems

Can the promotion of organic rice at school arouse the attention of the society to traditional rice industry?What do the parents of the students of the schools that promote the organic rice industry think? This study is based on both the view of promotion of school characteristic courses and local industry; regard local identity and cognitive benefits of local industrial development as the factors that are assumed to impact, and try to find out if parents agree with it and further more to explore the support (recognition) between characteristic rice curriculum of organic rice industry. And the problems which the combination of school characteristic organic rice curriculum and development of organic rice industry may encounter. The parents of the students of the schools located at Meilung Township that promote this study are the subjects of research.The scope of this study is the organic rice industry located at Meinung Township.Empirical methods of mining survey is adapted. The research findings show: (I) personal background trend to influence the parents¡¦ cognitive degree to the characteristic curriculum through local identity and cognition of effectiveness of local industries. (II) There¡¦s a distinct connection between the background of parents and the local identity. (III) There¡¦s distinct difference between the basic background of parents and the elements of recognition of development of local industry. (IV) There¡¦s a distinct difference between the local awareness of parents and that of the effectiveness of the development of local industry. (V) There¡¦s distinct difference between the local acceptance of parents and the support (recognition) of school characteristic curriculum. (VI) There¡¦s distinct difference between the recognition of effectiveness of local development and the degree of support of school characteristic curriculum. The research prove that the rise of both the local identity of parents or the recognition of the effectiveness of the development of local industries will influence the degree of support of characteristic curriculum of the parents positively. The implement of characteristic curriculum of organic rice will also affect the development of local organic rice industry positively. Research also proposed how to promote the combination of curriculum of school characteristic organic rice and the development of local organic rice industry

This thesis presents a visual art curriculum designed to address specific developmental stages and desires of creative and cognitive growth of art students in grades six and seven over the duration of a nine-week session in a public middle school. It is intended as an instructional resource for middle school visual arts teaching practitioners to guide their sixth and seventh grade students to develop greater proficiency towards the mastery of drawing skills with activities that promote those skills at the time when many learners often express great interest in learning to draw more realistically. The study and practice of drawing allows invaluable opportunity for students to learn to analyze, sustain focus and concentration, compare and contrast, observe closely, expand upon ideas in a creative manor, and utilize the combined efforts of our two most powerful human tools; our minds and our hands.

This study discusses the importance of theories of care that are especially relevant to students in middle school art classes. Middle school students are going through an increasing number of changes emotionally, mentally, and cognitively that can be explored through an art curriculum that teaches them the value of caring for themselves and others, while also meeting their developmental needs. In this thesis research, teaching strategies are discussed that will cultivate an environment of care in the middle school classroom. This information will be used in the construction of developmentally sequenced art lessons that put these caring attitudes, strategies, and practices into action through art studio and criticism lessons incorporating the national art education standards.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 223-231).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 200-207).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Elizabeth Maloney. Dissertation Committee: Louise Fitzpatrick, Ann Lieberman, . Includes tables. Includes bibliographical references.