In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student needs has forced a more critical reappraisal of curriculum priorities. An effect of this has been ongoing contestation and debate within music institutions about the nature and purposes of music curriculum as a university offering. This thesis examines the implications of the above by undertaking an investigation into the relevance of keyboard curriculum, as it is currently understood in one tertiary institution, a Conservatorium of Music. It examines the contestation over student needs that is apparent within the curriculum of keyboard within such an institution. The aim is to improve the institution's capacity to respond appropriately to 'student needs' by better understanding issues about curriculum relevance. This is done by investigating how needs become articulated within this particular institution and curriculum domain and by investigating the effect these needs articulations have on the practices of those who teach and those who learn within this domain. The study uses the conceptual work of Nancy Fraser (1989) and Elizabeth Ellsworth (1989) and a doctoral study by Erica McWilliam (1992), to focus on needs articulations or needs talk that is related to the needs of keyboard students within this Conservatorium. This talk, which is generated in management, staff and student texts, is examined as produced out of systems of language use that are employed within and outside the Conservatorium. The analysis of the talk treats the contestations and struggle over student needs in the Conservatorium as products of, and productive of, power relations. The analysis reveals discourse communities that are not only fractured from within but which share very little common language. It demonstrates how systems of language use at work within the Conservatorium marginalise students at the same time as they permit the institution to continue its traditional work and practice. The study clearly demonstrates how the institution itself is actively producing 'failing' and 'blaming' students as discursive subjects. The conclusion is drawn that more attention needs to be paid to building shared communities that share a common discourse, rather than trying to wedge more 'relevant' material into the curriculum.

The problem is to determine by questionnaire the extent to which a representative sampling of Texas high schools provide activities to meet pupil needs.

The problem of this study was to determine the relationship between certain non-intellectual variables and academic achievement.

Recent changes in the educational sector have lead many universities to re-think their existing approaches in attracting students to their institutions. Attracting better students and increasing student enrolments is becoming more critical then ever. In the past, the needs of students were overlooked. Universities focused mainly on either administrators or the faculty’s perspective. Nevertheless, the customers’ needs are the driving force of every business and should be the most important consideration for universities as well. As competition among universities grows in intensity, a need for a better understanding of potential students is crucial. The analysis of various student segments and decision-making behaviour is the essence of educational marketing. This paper focuses on identification of needs of the students when selecting a university. Through the use of random interviews of students on campus a list of what students need from a university was collated. Two internet surveys were then constructed based on those needs and e-mailed to the students. The second survey was sent to increase the reliability of the responses and the question order was reversed as opposed to the first. By doing this it was hoped to eliminate “Questionnaire boredom” and maintain consistency with the responses. The students were then asked to rank the questions in order of importance. The data collected was then analysed with software programs so an assessment could be made of any possible outcomes. It was decided that further dissemination was needed as the results were extremely broad. Further dissemination compared the first and second survey to ascertain possible differences. From the initial 25 questions only the highest priorities were selected as relevant and the questions were further reduced to the top five responses and then later to the overall two top responses. Relevant theories were selected and others were discounted, the purpose of which was to maintain a marketing perspective and to provide guidance and direction to this study. After the final analysis of the data certain recommendations were then formulated in keeping with the theories that were proposed in this study. This study ascertained that it could not disprove a given theory nor could it create a new theory due to the lack of studies in the educational area and certain discrepancies that became apparent in this study. This thesis study did however achieve its objectives and answered its research questions. What are the most important needs of students when choosing university? Do these needs vary within different study programs at Växjö University? It was further determined from the research highlighted in this study that the university has the option of designing programs that are tailored to the specific needs of students and industry. This information would allow the university to either eliminate programs that are not well received and produce programs that are more in keeping with student and industry requirements. This fact also became apparent when comparing data from different programs. According to the statistical analysis, students of different study programs had different needs when selecting Växjö University. This data further confirms the validity of our research questions.

The primary purpose of this Delphi study was to determine which of the research-identified differentiated instructional elements are the most effective for improving student performance as perceived by secondary principals in 2A to 5A 2009 ―Exemplary‖ public high schools in Texas. A secondary purpose for this study was to determine what additional differentiated instructional elements are perceived by this study‘s targeted principals as being critical for student success. The researcher obtained feedback during three Delphi survey rounds from the twenty-four member expert panel regarding which of the research-identified differentiated instructional elements they perceived to be the most effective for improving student performance. The differentiated instructional elements presented in the survey were based upon a sound theoretical framework resulting from a review of existing research on differentiated instruction. After Round Three, consensus was reached, and the data collection period ended. Each of the surveys for the study, as well as the statistical analysis, can be found in the appendices of this dissertation. The findings of this study determined that using a variety of resources, as well as a variety of strategies, were the top-ranked research-identified differentiated instructional elements that the expert panel perceived to be the most effective for improving student performance. In addition, panelists agreed that the differentiated instructional elements already identified in existing research, as presented in this study, are comprehensive and sufficient for improving student performance. Without a doubt, the conclusions and recommendations of this study could extend the current knowledge base by promoting the use of the most effective research-identified differentiated instructional elements to improve student performance. Furthermore, the implications of the study will be invaluable for ongoing professional development, principal and teacher preparation programs, and for those in the field seeking to improve their daily educational practices for student impact.

<p>Recent changes in the educational sector have lead many universities to re-think their existing approaches in attracting students to their institutions. Attracting better students and increasing student enrolments is becoming more critical then ever. In the past, the needs of students were overlooked. Universities focused mainly on either administrators or the faculty’s perspective. Nevertheless, the customers’ needs are the driving force of every business and should be the most important consideration for universities as well.</p><p>As competition among universities grows in intensity, a need for a better understanding of potential students is crucial. The analysis of various student segments and decision-making behaviour is the essence of educational marketing. This paper focuses on identification of needs of the students when selecting a university.</p><p>Through the use of random interviews of students on campus a list of what students need from a university was collated. Two internet surveys were then constructed based on those needs and e-mailed to the students. The second survey was sent to increase the reliability of the responses and the question order was reversed as opposed to the first. By doing this it was hoped to eliminate “Questionnaire boredom” and maintain consistency with the responses. The students were then asked to rank the questions in order of importance.</p><p>The data collected was then analysed with software programs so an assessment could be made of any possible outcomes. It was decided that further dissemination was needed as the results were extremely broad. Further dissemination compared the first and second survey to ascertain possible differences. From the initial 25 questions only the highest priorities were selected as relevant and the questions were further reduced to the top five responses and then later to the overall two top responses.</p><p>Relevant theories were selected and others were discounted, the purpose of which was to maintain a marketing perspective and to provide guidance and direction to this study.</p><p>After the final analysis of the data certain recommendations were then formulated in keeping with the theories that were proposed in this study. This study ascertained that it could not disprove a given theory nor could it create a new theory due to the lack of studies in the educational area and certain discrepancies that became apparent in this study. This thesis study did however achieve its objectives and answered its research questions.</p><p>What are the most important needs of students when choosing university?</p><p>Do these needs vary within different study programs at Växjö University?</p><p>It was further determined from the research highlighted in this study that the university has the option of designing programs that are tailored to the specific needs of students and industry. This information would allow the university to either eliminate programs that are not well received and produce programs that are more in keeping with student and industry requirements. This fact also became apparent when comparing data from different programs.</p><p>According to the statistical analysis, students of different study programs had different needs when selecting Växjö University. This data further confirms the validity of our research questions.</p>

No description available.

This study is a qualitative review to identify factors impacting on the management and provision of student development and support in higher education in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socioeconomic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation in the higher education sector by means of interviews with national policy makers, institutional and unit managers as well as focus groups with practitioners make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the macro/international, meso/national and micro/institutional levels as well as the intricate relationships between the various factors. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within higher education in a developing country to ensure that it effectively positions the function within higher educ as a key component of the core business. Copyright / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

No description available.

Formative assessment is an educational approach that challenges the traditional summative ways of teaching. Although formative assessment has been found to stimulate learning development, it also involves difficulties for teachers to implement. Moreover, a tendency of blending summative and formative assessment has caused complications among both teachers and students. Furthermore, students require support, clear instruction, and training of self-regulation in order for formative assessment to be efficient. The present study aims to explore what research say about the challenges and needs of teachers and students concerning formative assessment as well as find connection points between the perspectives of teachers and students. The study is a research overview conducted through a thematic analysis of ten empirical studies. The data is collected by database research using specific delimitations with means to analyze studies significant to the aim and target demography of research, which is secondary education English as a foreign language (EFL) teachers and students. The findings suggest four themes: Teachers’ lack of time, support, or knowledge; Students’ need for clear instruction and thorough guidance; Difficulties in interactions and expectations; and Clashes with summative habits and a grade-oriented mindset. The discussion aligns these themes with theory on formative assessment and examines its alignment with policy documents as well as a Swedish secondary education EFL context. The present study offers an insight into problematic areas regarding challenges and needs of formative assessment.