The introduction of environmental education in schools has been the focus of a long campaign worldwide since the late 1960s. The difficulties in teaching environmental education, including the choice of curriculum models, and the obstacles to changing contemporary schooling patterns have been well documented. The traditional process of new subject emergence has been detailed in the literature; whether or not environmental education should or could follow this traditional pattern of subject emergence in schools is the focus of this thesis. In Taiwan, the introduction of environmental education in junior high schools occurred as part of a nationwide curriculum change in 2002. This research used an interpretive approach to explore the views and practices of staff in three typical Taiwanese junior high schools at this time. The focus of the research was to study what happened at the level of classroom teaching and school development. The research program was designed to interview both administrators and teachers before, during and after the first year (2002 school year) of curriculum implementation in each of the three case study schools. Three rounds of interviews were conducted over a period of three years (Sept. 2001 - June 2004). As well as interviews, national and school documents were collected; and announcements and decisions from the Ministry of Education and schools were documented. Also, because the reform encouraged the development of school-based curriculum, a questionnaire was given to the one school which chose environmental education as their school-based curriculum in order to better understand the emergence of environmental education in this school. The findings show a paradox in Taiwanese junior high schooling: although each school placed considerable value on environmental education, the data showed that the introduction of environmental education via an infusion strategy during a time of national curriculum change had minimal impact in the three Taiwanese case study schools. A cross-case analysis indicated the reason for this failure was the lack of effectiveness of eleven supporting themes often discussed in the emergence of a new subject: the possibility of gaining external examination credit and entry to a university department; the prioritising of the subject in school timetabling and programming; the development of a systematic syllabus; the presence of proactive support from central government leadership; the provision of teacher professional development; the inclusion in the informal as well as the formal curriculum in a school; the inclusion of environmental education in non-formal education in society; the presence of clear subject characteristics and definition; the presence of substantial school-based material interests; the gaining of support from an external constituency, especially parents; and the presence of an emergence process that couples internal value evolution with external compulsion. The Taiwanese case studies raised three particular and additional themes for the emergence of environmental education, specifically: the need to set up long-term partnerships with local groups that have an interest in or responsibility for the local environment (e.g. societies, agencies and non-governmental organisations) to achieve local environment involvement; the need for a whole school approach through curriculum integration to achieve the transformative nature of environmental education; and the need to build up a sound cooperative network that includes people at all levels of the education system and society to achieve a national cooperation network. These three particular themes derived from the nature of environmental education as a holistic, integrative and interdisciplinary subject. In summary, the findings not only confirmed the themes important for the emergence of environmental education and other contemporary school subjects, but they also raised particular themes pertinent to the emergence of environmental education. When these three particular themes are not taken into account, the effective emergence of environmental education in contemporary schooling, as exemplified by Taiwanese junior high schools, will be difficult to achieve in mainstream education.

The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo / views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of &Ccedil / orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.

Thesis (Ph. D.)--University of Texas Health Science Center at Houston, School of Public Health, 1993. / Typescript. Includes bibliographical references (leaves 164-178).

This study constructs a curriculum guide to supplement the half-unit elective in Texas high school psychology. The guide is designed to provide a basic course structure to assist the secondary-level psychology teacher. Material already in existence in high school psychology was determined from The Educational Index, Psychological Abstracts, Dissertation Abstracts, and the Education Research Information Center. The Texas Education Agency provided guidelines for teaching secondary psychology and all other state-level information on high school psychology. The American Psychological Association furnished information about their work in secondary psychology, and the fifty state departments of education provided other state-level information. Further, a survey was conducted of the 111 high school psychology teachers in the 85 schools in the State of Texas which offer secondary-level psychology courses. An equal number of counselors within these same schools was also surveyed, as well as an expert panel of six judges. Points of emphasis in high school psychology textbooks were determined from the tables of contents in the eight such texts voluntarily used in the state. Relatively little published information provides guidelines for a high school psychology curriculum. The survey of the fifty state departments of education produced no statewide curriculum guides. The survey of teachers, counselors, and experts confirmed the desirability of five basic course areas recommended by the Texas Education Agency and five recommended by this researcher. The survey of textbook authors also supported these results, and the curriculum guide developed includes all ten areas. Each curriculum area included concepts to be conveyed, content to be taught, and instructional strategies suggested to the classroom teacher. This study recommends that this curriculum guide be piloted in Texas high school psychology classrooms, that it be updated to meet current needs, and that it be revised to improve its effectiveness.

No description available.

This research study presents a theoretical and practical basis for an art curriculum that incorporates writings into the elementary art class in order to enhance students’ meaning making through art. This research is comprised of two related studies. The first study is a case study documenting an elementary school art curriculum unit, which was implemented in an art class at the Austin Korean School (AKS). The second study is an action research project with an individual student from the AKS art class. The goals of these two related studies have been to help elementary students to interpret meanings of images and to construct meanings through both making and viewing images. / text

社會變遷的快速，推波助瀾學校教育改革的腳步。學校教育不能原地踏步，必須有所創新；學校教育必須能掌握社會脈動，才能提供學子隨機應變的能力。因此，教育改革勢在必行。 中央統籌規劃的課程是一套統一的架構，並未考量學生生活經驗、學生成長背景、學生民族身分..，所以，為了改善上述缺失，教育部現今推行的九年一貫國民教育，在課程規劃上，安排一周兩節課的彈性學習時間，提供給各小學彈性運用課程的設計，也就是鼓勵學校妥善運用這兩節課時間，設計規劃適合該校學童學習的課程活動。精神上強調培養學生帶得走的能力、期望學生從此課程學習中找到學習的樂趣，從而喜愛上學、更有自信面對挑戰。課程的內容可以是各學科的補救教學活動；或是結合社區發展、自然生態資源、機關團體的課程設計；還是民族文化相關的課程發展活動…。因此，學校本位課程的推動，彰顯了各學校的發展特色。 不同的民族，有不同的風土民情；語言、習俗上的不同，讓台灣境內各民族有了各自不同的特色。學校本位課程所提供各學校彈性的自主課程設計，造就了原住民小學與漢人小學在課程設計方向上不同的發展。原住民小學發展了與該學校學童民族身分相關的民族文化課程活動，有的是民族語言課程、民族舞蹈活動、原住民合唱社團、還有原住民祭儀活動，以及傳統編織、織布技藝等課程。漢人小學則多是結合社區發展鄉土人文、自然生態，或是與社區機關、社團結合的課程活動。 本論文是以比較分析台灣中部以北地區，八所原漢國民小學所推動的學校本位課程活動，透過訪談、問卷調查，綜合歸納後得到下列點結論： 壹、原住民小學學校本位課程發展傾向於民族文化相關課程。 貳、漢人小學學校本位課程發展多與社區資源相結合。 參、原住民教師比漢人教師關心民族教育。 肆、學生喜愛主題活動式課程。 伍、學校本位課程活動設計打造學校特色。 / Study and Analyze the School-based Curriculum of Aboriginal Schools and General School for the Northern of Taiwan Elementary Schools The modern society changes so fast that it accelerates the revolution in our system of education and the school education system should innovate in order to make progress instead of regression. To provide students with the ability to adapt modern society, which changes all the time, revolution in our educational system is imperative. The central government designed curriculum, a prevailing uniformity of educational skeleton, concerns nothing about the living experience, backgrounds and special racial dignity of the individual, so the Department of Education promotes the nine-year integrated education, an educational frame, in order to correct the flaw that ignores individual characteristics. The nine-year integrated education provides the flexibility in program design by arranging elastic courses two times a week. In other words, the purpose on this special educational frame is that appropriate arrangement for activities and programs which suit students. Moreover, the essence of the nine-year integrated education puts emphasis on the spirit that the individual can see the fun of learning. In additionnine-year integrated education, students love to go to school and act with confidence to face challenges. The ingredients of the program may contain tutorial class or cooperate with community development, nature resources, and public welfare organizations. Therefore, advocating the school-based curriculum makes traits of every single school more obvious. Generally speaking, diverse races have dissimilar cultures which are unique. The variety of historical backgrounds, languages and custom contribute the special feature which belongs to natives in Taiwan. The school-based curriculum which offers flexibility in program design makes the difference in curriculum arrangement between aboriginal elementary school and general elementary school. The aboriginal elementary schools have developed the cultural programs, which include mother language, folk dance, chorus, ritual ceremony and traditional weave skill, relating to their historical background according to the traits that students present. On the other hand, the general elementary schools combine their programs with native humanism, environmental concerns or cooperate with community activities and public welfare organizations. The thesis analysis and compares the school-based curriculum of eight schools which include aboriginal and general elementary schools in north and central Taiwan by interviews, questionnaires and then obtains conclusions represented below. 1. The school-based curriculum of aboriginal elementary school inclines to develop cultural programs. 2. The school-based curriculum of general elementary school chiefly combines with community resources. 3. The aboriginal teachers concern more about national education than other teachers. 4. The students prefer topical subject curriculums. 5. Designing school-based curriculum forms characteristics of schools.

本研究為了解教育政策之執行力此一主題，選取一所國民中學為研究場地，透過訪談了解研究對象在學校本位課程發展中的表現，輔以文件、網頁訊息等資料，一方面企圖觀察其學校本位課程發展是否已經啟動，以描繪出個案學校的課程發展輪廓：另一方面則在分析影響學校本位課程發展成效之原因，目的在於為教育政策執行成效提供理論上的解釋。 經由分析訪談資料並驗證研究架構之後，本研究發現個案學校的學校本位課程發展，表現在由上而下的行政規劃上，但尚缺乏由下而上的集思廣益機制，以致於個案學校之學校本位課程發展成效不彰。最後並對個案學校與後續研究提出若干建議。 / In order to understand the "policy implementation ability of educational policy", the researcher chose a junior high school as the studying case. On one hand, the researcher interviewed with several teachers active in the school-based curriculum development("SBCD"), telling how it worked; on the other hand, the researcher tried to analyze the causes of the performance of SBCD of the school, aiming at a theoretical explanation of the "policy implementation ability of educational policy" . Having followed the research procedure, this article concluded that the performance of SBCD of the school was far from satisfying, because of the lack of a "bottom-up group-think mechanism". Finally, this artical ended with some suggestions concerning with the studying-case school and the follow-up resarch.

Pesquisas em Linguística dedicadas ao ensino de língua materna têm contribuído, nas últimas décadas, no Brasil, para a reformulação de concepções de linguagem e para a alteração de práticas pedagógicas dissonantes das expectativas de professores e alunos. Em nosso trabalho, objetivamos investigar como tal contribuição teórica se materializa em ações políticas para a educação. Partimos, assim, da hipótese de que tanto os Parâmetros Curriculares Nacionais de Ensino Médio quanto o Exame Nacional de Ensino Médio (Enem) são efeitos do desenvolvimento dos estudos linguísticos, uma vez que, concernente ao ensino de língua portuguesa, fundamentam-se em teorias dos estudos da linguagem. Para viabilizar o necessário exame do que ora conjecturamos, definimos como objetivos específicos desta pesquisa: a) identificar que concepções de língua e linguagem comparecem nos parâmetros curriculares do ensino médio; b) analisar como diferentes perspectivas linguísticas se conjugam nos documentos oficiais, bem como nas matrizes de referência e em questões objetivas de Língua Portuguesa do Enem; c) examinar que conceitos de língua e linguagem presentes nos documentos oficiais estão subjacentes aos itens do Enem selecionados como corpus desta pesquisa e às suas matrizes de referência Para tanto, nosso percurso tem início na leitura de documentos parametrizadores do Ensino Básico, em âmbito nacional. Como aporte teórico, elegemos estudos de pesquisadores brasileiros que concebem língua/linguagem como forma/lugar de interação, sendo eles Carlos Franchi, Celso Pedro Luft, João Wanderley Geraldi, Ingedore Villaça Koch e Luiz Carlos Travaglia. Nosso segundo movimento analítico enfoca exame qualitativo de questões de múltipla escolha do Enem, selecionadas de duas edições (2004 e 2012), bem como de suas matrizes de referência. Nesta etapa, respondemos a questões norteadoras que nos permitem empreender a análise. Dos resultados obtidos, verificamos que os parâmetros curriculares e os itens do Enem analisados, assim como suas matrizes de referência, confirmam a concepção de língua/linguagem defendida pelos estudiosos brasileiros – como forma de interação, o que nos permite ratificá-los como efeitos do desenvolvimento dos estudos linguísticos dedicados ao ensino de língua materna. / Research in Linguistics devoted to the mother tongue teaching has contributed, in recent decades, in Brazil, for the reformulation of concepts of language and for changing teaching practices dissonant from expectations of teachers and students. In our study, we aimed to investigate how the contribution materializes in political action for education. We start thus the assumption that both the High School National Curriculum Standards and the National Secondary Education Examination (Enem) are effects of the development of linguistic studies, since, concerning to the Portuguese language teaching, are based on theories of language studies. To make the necessary exam than now we conjecture, defined as specific objectives of this research: a) identify which conceptions of idiom and language attend the curricular parameters of high school; b) analyze how different linguistic perspectives combine in official documents, as well as the reference patterns and objective questions of Enem Portuguese tests ; c) examine what the idiom and language concepts are present in official documents underlying the items Enem (selected as corpus) and its reference arrays Therefore, our journey begins in reading the basic education standard documents at the national level. As a theoretical framework, we chose studies of Brazilian researchers who design idiom/language as a way/place of interaction. They are Carlos Franchi, Celso Pedro Luft, John Wanderley Geraldi, Ingedore Villaça Koch and Luiz Carlos Travaglia. Our second analytic movement focuses on the qualitative examination of multiple choice questions Enem (2004 and 2012 selected editions) as well as their reference patterns. In this step we respond to guiding questions that allow us to undertake the analysis. From the results, we find that curriculum parameters and most of the analyzed items, as well as the reference patterns, confirm the conception of idiom/language defended by Brazilian researchers – as a form of interaction – that allow us corroborate them as effects of the development of linguistic studies focused on the mother tongue teaching.

This exploratory multiple embedded case study investigates perspectives on education reform under conditions of minority language endangerment in Sunan Yughur Autonomous County, a minority-district in northwest China. The study included three school sites: a Yughur minority urban school; a Yughur minority rural district school, and a Yughur majority rural district school and four embedded cases: school administrators, teachers, parents and students, of Yughur, other minority, or Han nationality. Adult stakeholders were interviewed on what is important to learn in “education for quality”, and what aspects of Yughur knowledge, culture and language should be included in school curriculum as part of education for quality, while students were asked what they enjoyed studying and whether they would enjoy learning stories, poems and songs in Yughur in school. Findings include strong support among parents and students regardless of ethnicity or school site for Yughur language and culture as “essential qualities” to foster in Sunan County school curriculum, with moderate to weak support among educators ranges with some variation among sites. Three parallel visions emerge from the study of what it means today for Chinese minority student to be an educated person in contemporary China: (a) regular Chinese-medium education; (b) multicultural Chinese-medium education; and (c) maintenance bilingual education in Yughur and Chinese. The third vision envisions developing additive bilinguals who know the heritage of their minority as well as the national curriculum in Mandarin. A vision of balanced bilingualism and multiculturalism that sees heritage languages and Mandarin as “resources” is shared by the large majority of parents and students, most teachers and some administrators. Holders of other visions for local minority education largely share a “Language as Problem” orientation towards minority languages. One aim of devolution of school-based curriculum authority is to develop schools’ individuality. This study reveals three divergent models of local schooling that have developed in one minority school district: one that centres on a monolingual model of national culture, one monolingual, multicultural model, and one bilingual, multicultural model, with the latter model corresponding more closely to minority stakeholder perspectives that schools should play a stronger role in the maintenance and revitalization of their cultural and linguistic heritage.