Utah and the majority of states have adopted mandatory standards for visual arts, yet no accountability measures have been established. Consequently, it is impossible to determine if standards are being addressed in the art classroom and aggregate grades are subjective. Queensland, Australia instituted a system of moderated school-based assessment (moderation) in 1971, whereby assessment is accomplished locally, then verified by peer experts. Queensland ensures that standards are addressed in curricula and assessment and that exit grades are reliable and comparable. Research has shown that Utah and Queensland share comparable visual arts standards and similar demographics. Queensland moderation has been extensively studied for solutions to Utah and U.S. accountability problems. Queensland teachers submit curricula, assessment tasks, and assessed student work to the Queensland Studies Authority (QSA), which is responsible for moderation. QSA suggests modifications where appropriate, thus ensuring accuracy. Schools are then compared according to group performance on a standardized core skills test and aggregate grades are scaled, resulting in student rankings. Research has revealed that Queensland visual arts teachers widely approve of moderation. Accountability validates good teaching and promotes diligence. Teachers also appreciate QSA curriculum and assessment guidelines. Because these are regulated, QSA has been able to promote progressive directives effectively, including integrated authentic assessment and student-directed conceptual approaches to art. Queensland has constantly striven for improvement through research and teacher feedback. Consequently, Queensland is considered a global leader in school-based assessment. Art education literature implies that accountability for visual arts education is inevitable. Arts educators strongly oppose traditional external testing. Moderation is the proven alternative to traditional testing. While other models of moderation exist, the QSA model is similar in theory to the predominant Utah and U.S. philosophy of standards-based assessment. At the same time, the QSA model offers flexible options that allow emerging theories to be embraced. The research, then, suggests that Utah and other states should consider implementing versions of moderated school-based assessment based on the success of QSA. The thesis concludes with recommendations for the U.S., and a practical curriculum guide that embraces curriculum and assessment merits of Queensland visual arts education.

Svenska skolor måste erbjuda ämnet svenska som andraspråk om elever är i behov av det. Under de senaste åren har det skett en förändring i antal elever som läser ämnet och elevantalet har ökat. Därför är det relevant att ta reda på hur undervisning i ämnet kan gå till, särskilt när undervisning sker i gemensamt klassrum med ämnet svenska. Studien syftar till att bidra med kunskapstillskott för att öka förståelsen om hur undervisning i svenska och svenska som andraspråk i ett gemensamt klassrum bedrivs i praktiken. Studien ämnar att undersöka några lärares genomförande, för- och nackdelar samt hur de blickar framåt om hur kommande arbete i ett flerspråkigt klassrum med två kursplaner kan se ut. Metoden för studien är semistrukturerade intervjuer, för att få ett möjligt varierat resultat av lärares erfarenheter. Studiens syfte utgår studien från det sociokulturella perspektivet, vilket betraktar lärande som något som skapas och sker i samspel med andra. Studien innefattar även interkulturalitet som teoretisk utgångspunkt, vars premiss är flerspråkighet och hur det på olika sätt kan tillvaratas och vara en tillgång vid lärande. Sammanfattningsvis resulterar studien i att medverkande lärare överlag anser flerspråkighet som något viktigt och värdefullt. Lärarna upplever kursplanernas innehåll som ganska lika och majoriteten av undervisningstiden sker därför i ett gemensamt klassrum oavsett vilken kursplan elever läser. Dock finns tillfällen när uppdelning av elevgrupper sker. Undervisning om jämförelser med modersmål upplever lärarna som svårt och det finns önskan om förbättrat samarbete med modersmålslärare och modersmålsundervisning. / In Sweden, schools are required to offer Swedish as a second language as part of the syllabus to students who are in need of it. During the last couple of years a shift has changed and increased the number of students who take Swedish as a second language. Hence, it’s relevant to further research how the subjects Swedish and Swedish as a second language can be taught, especially in a joint classroom. This study aims to contribute with additional knowledge to increase the understanding of how teaching Swedish and Swedish as a second language in a common classroom is conducted in practice. The research will be based on the current experiences and reflections of four teachers and how they regard teaching in a classroom with students who study Swedish or Swedish as a second language. The study also aims at exploring the teacher’s perceptions and practices, as well as their thoughts about future syllabus and how to further develop the two course plans are planned to be structured in multilingual class rooms. Semistructured interviews are conducted and chosen as research method to gain various experiences from the teachers. The study is based on a social cultural perspective, which sees learning as a construct made together with others. Interculturality is also used as theoretic standpoint with the aim to discover how multilingualism can be captured as an asset during teaching. To conclude the result of this study, all participating teachers state that multilingualism is important and valuable. They also state that the contents of the syllabuses is perceived as similar for both subjects and are therefore taught in a joint classroom during a majority of the time, regardless of the subject. Although, there are occasions where classes are divided. Furthermore, the teachers experience difficulties when it comes to teaching about comparisons with mother tongue language and wish to improve their collaboration with mother tongue teachers to learn about teaching methods regarding mother tongue education.

Abstract In this study, the role-playing game Final Fantasy 7 was analysed in regards of its qualities for English language development. Areas concerning language, specifically vocabulary, and video games explored in this study were academic words, words that express time, collocations, frequency, and keywords. Other areas investigated in this study are video games in connection to the syllabus for English, students’ outside of school interests, and implications for teaching. Data from a corpus-based vocabulary analysis showed that the players of Final Fantasy 7 will encounter a rich variety of words and linguistic features. Further, the text of Final Fantasy 7 shares a lot of the same qualities with texts from English 5 and 6, concerning academic words. Although, an analysis of keywords in the game and in the school texts also showed some differences, mainly in terms of grammatical variations, which indicate that Final Fantasy 7 can function as a complement to typical school texts.

Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.

[ES] Tras más de 10 años desde la adaptación de las enseñanzas artísticas superiores de música en España al Espacio Europeo de Educación Superior, la presente investigación diseña un plan de estudios revisado y actualizado en el itinerario de Piano perteneciente a la especialidad Interpretación desde una perspectiva normativa y ajustada a las necesidades formativas y laborales actuales. Para conseguir este objetivo, se lleva a cabo un análisis de la normativa estatal que ha permitido la adaptación de estas enseñanzas al nuevo marco educativo europeo y se realiza una investigación sobre el ámbito de aplicación de la misma a través del estudio minucioso de los treinta y nueve centros públicos y privados que actualmente otorgan los Títulos de Grado y de Máster en Enseñanzas Artísticas Superiores de Música. A su vez, se estudia el desarrollo normativo realizado por las quince comunidades autónomas que imparten estas enseñanzas y el proceso de implementación de los planes de estudios que han realizado cada una de estas administraciones. Tras analizar de manera cualitativa y cuantitativa todos los resultados obtenidos, se realiza una propuesta de plan de estudios que aúna aspectos definidos por la normativa estatal con las aportaciones realizadas mayoritariamente por las administraciones autonómicas competentes en materia educativa y, a su vez, plasma las necesidades formativas y laborales actuales que se observan desde la práctica docente. El resultado de esta investigación refleja un plan de estudios novedoso que es desarrollado a través de veintitrés asignaturas, además de cinco Asignaturas optativas y el Trabajo Fin de Grado que ofrece al alumnado una opción educativa de calidad adaptada a las necesidades laborales actuales. / [CA] Després de més de 10 anys des de l'adaptació dels ensenyaments artístics superiors de música a Espanya a l'Espai Europeu d'Educació Superior, la present recerca dissenya un pla d'estudis revisat i actualitzat en l'itinerari de Piano que pertany a l'especialitat d'Interpretació, i ho fa des d'una perspectiva normativa i ajustada a les necessitats formatives i laborals actuals. Per a aconseguir aquest objectiu, es duu a terme una anàlisi de la normativa estatal que ha permès l'adaptació d'aquests ensenyaments al nou marc educatiu europeu alhora que es realitza una recerca sobre el seu àmbit d'aplicació a través de l'estudi meticulós dels trenta nou centres públics i privats que actualment atorguen els Títols de Grau i de Màster en Ensenyaments Artístics Superiors de Música. S'estudia així mateix el desenvolupament normatiu realitzat per les quinze comunitats autònomes que imparteixen aquests ensenyaments i el procés d'implementació dels plans d'estudis que han realitzat cadascuna d'aquestes administracions. Després d'analitzar de manera qualitativa i quantitativa tots els resultats obtinguts, es formula una proposta de pla d'estudis que conjumina aspectes definits per la normativa estatal amb les aportacions realitzades majoritàriament per les administracions autonòmiques competents en matèria educativa, al mateix temps que plasma les necessitats formatives i laborals actuals que s'observen des de la pràctica docent. El resultat d'aquesta recerca reflecteix un pla d'estudis nou que es desenvolupada a través de vint i tres assignatures, a més de cinc Assignatures optatives i el Treball fi de Grau que ofereix a l'alumnat una opció educativa de qualitat adaptada a les necessitats laborals actuals. / [EN] After more than ten years since the adaptation of higher artistic education in music in Spain to the European Higher Education Area, this research designs a revised and updated curriculum in the piano itinerary belonging to the speciality of performance from a normative perspective adjusted to current training and employment needs. To achieve this objective, an analysis is carried out of the state regulations that have allowed the adaptation of these studies to the new European educational framework and an investigation is carried out into the scope of its application through a detailed study of the thirty-nine public and private centres that currently offer Bachelor's and Master's Degrees in Higher Artistic Music Education. At the same time, it studies the regulatory development carried out by the fifteen autonomous communities that provide these courses and the process of implementation of the syllabuses that each of these administrations have carried out. After a qualitative and quantitative analysis of all the results obtained, a proposal is made for a syllabus that combines aspects defined by state regulations with the contributions made by the majority of the autonomous administrations responsible for education and, in turn, reflects the current training and employment needs observed in teaching practice. The result of this research reflects an innovative syllabus that is developed through twenty-three subjects, in addition to five optional subjects and the final year dissertation for degree, which offers students a quality educational option adapted to current employment needs. / Ferrís Lloret, MA. (2023). Implementación de los planes de estudios de las enseñanzas artísticas superiores de música en España. Propuesta de un plan de estudios en el itinerario de piano de la especialidad Interpretación [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/196792

Grammatikundervisningens innehåll och metoder har kritiserats. Forskning har belyst att det finns ett glapp mellan teori och praktik när det kommer till synen på grammatik och grammatikundervisning. Språkvetenskapen förordar en deskriptiv grammatik och att grammatiken kopplas till sammanhang där den skapar betydelse medan praktiken återspeglar en preskriptiv och formfokuserad grammatik. Skolans undervisning ska bygga på vetenskaplig grund och beprövad erfarenhet (SFS 2010:800). Forskning kring grammatik bör därmed ligga till grund för grammatikundervisningen i skolan. Syftet med studien är att med stöd av Blooms reviderade taxonomi bidra med kunskap om relationen mellan synen på grammatik och grammatikanvändning i ämnesplanen för svenska på gymnasiet med fokus på Svenska 2 och synen i två nya läroböcker riktade mot kursen Svenska 2. De läroböcker som analyseras är Svenska 2 helt enkelt (Nilsson & Winqvist, 2021) och Punkt. Svenska 2 (Helldén & Svärd, 2021). Studiens frågeställningar är: Vilka kognitiva processer och kunskapsdimensioner lyfts i ämnesplanen och kursen Svenska 2? Vilka kognitiva processer och kunskapsdimensioner fokuserar grammatikövningar i läroböcker för Svenska 2? Hur ser relationen ut mellan de kognitiva processerna och kunskapsdimensionerna som lyfts i ämnesplanen och kursen Svenska 2 och de som fokuseras i läroböcker för Svenska 2? Genom kategoriseringen i Blooms reviderade taxonomi analyseras den syn på grammatik och grammatikanvändning som framträder. Resultatet visar att ämnesplanen återspeglar en funktionell syn på grammatik och grammatikanvändning som ligger i linje med språkvetenskapens syn på grammatik. Endast en av de undersökta läroböckerna återspeglar samma syn och uppvisar samstämmighet med ämnesplanen. Att synen på grammatik skiljer sig mellan läroböcker som tar sin utgångspunkt i samma ämnesplan utgör ett intressant resultat i studien. Slutsatsen som dras utifrån resultatet är att ämnesplanens funktionella ansats är otydlig och skapar utrymme för tolkningar som kan leda till ett fortsatt glapp mellan teori och praktik. / The content and methods of grammar teaching have been criticized. Research has highlighted that there is a gap between theory and practice when it comes to views on grammar and grammar teaching. Linguistics advocates descriptive grammar and linking it to contexts where it creates meaning, whereas practice reflects a prescriptive and form-focused grammar. School teaching should be based on science and proven experience (SFS 2010:800). Research on grammar should therefore form the basis for the teaching of grammar in schools. The purpose of the study is to use Bloom's revised taxonomy to contribute knowledge about the relationship between the view of grammar and grammar use in the syllabus for Swedish subject in upper secondary school with a focus on the course Swedish 2 and the view in two new course books for the course Swedish 2. The course books analyzed are Svenska 2 helt enkelt (Nilsson & Winqvist, 2021) and Punkt. Svenska 2 (Helldén & Svärd, 2021). The questions of the study are: Which cognitive processes and aspects of knowledge are highlighted in the syllabus for Swedish and the course Swedish 2? Which cognitive processes and aspects of knowledge do the grammar exercises in course books for Swedish 2 focus on? What is the relationship between these cognitive processes and aspects of knowledge as highlighted in the syllabus and the Swedish 2 course, and those which are focused on in the course books for Swedish 2? Through the categorization in Bloom’s revised taxonomy, the view of grammar and grammar use that emerges is analyzed. The results show that the syllabus reflects a functional view of grammar and grammar use which is in line with a linguistic view of grammar. Only one of the investigated course books reflects this same view and shows compliance with the syllabus. The fact that the view on grammar differs between course books which are based on the same syllabus is an interesting result of the study. The conclusion drawn from the results is that the functional approach of the syllabus is unclear and leaves room for interpretations that can lead to a continued gap between theory and practice.

The objective of the dissertation is to prove that ELCZ contributed religious education in the Western Deanery. It is also to assess the interaction between Christianity and African Traditional Religion, since they are the major religions in the Western Deanery they should be taught at schools. Prior to independence religion meant Christianity. Missionaries and a few chosen local teachers taught it. The aim was to Christianize as many students as possible. the abduction of students at Manama Mission in 1970 disurbed the teaching of religious and secular education. A new Manama was set up in Bulawayo but was not a success in reviving the teaching of religious education. There were numerous problems which hindered progress. After independence religious education was based on the child's personal experience not only Christianity. It accommodated all religions. Dissident disturbance interfered with the teaching of religious and secular education. Religious education gained momentum after signing of the Unity Accord in 1987. / Religious Studies and Arabic / M.A. (Religious Studies)

Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word. / Philosophy, Practical & Ststematic Theology / M.A. (Wysbegeerte)

South African teacher education is confronted by educational problems of a vast magnitude and complexity. In view of students' needs, society's expectations and improvement of teaching, problems need to be critically investigated. In order for the subject didactics curriculum to meet these needs and demands, a critical analysis was done of the current music syllabus (1991) for teacher training colleges in Venda. Against the background of the structure and components of didactics, subject didactics in general and of music in particular, criteria were formulated for the analysis. As a result of the analysis deficiencies such as the lack of suitable aims and objectives, content with a Eurocentric emphasis disregarding African music, a lack of teaching methods which could be applied in the classroom, etc., were discovered. In conclusion, recommendations and guidelines were formulated in order to address these problems. / Educational Studies / M. Ed. (Didactics)

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans. / AFRIKAANSE OPSOMMING: Die implementering van ’n meertalige taalbeleid vir Hoër Onderwys in Suid-Afrika (2002) vereis die leer en onderrig van verskillende tale as ’n tweede of addisionele taal – ook wat die onderrig van Afrikaans vir spesifieke doeleindes aan studente as volwasse leerders betref. Hierdie onderrig van Afrikaans vir spesifieke doeleindes aan volwassenes het nog nie veel aandag binne die Suid-Afrikaanse konteks ontvang nie, veral wat betref navorsing oor die leer en onderrig van Afrikaans vir spesifieke doeleindes binne ’n universiteitskonteks. Die navorsing wat vir hierdie proefskrif onderneem is, val binne die teorie van taakgebaseerde leer en onderrig. Dit fokus op die aspekte wat verband hou met taakgebaseerde kompleksiteitsuitdagings wat vir studente binne ’n meertalige universiteitskonteks voorlê en die wyse waarop ’n taakgebaseerde leer- en onderrigprogram voldoen aan hierdie behoeftes en uitdagings. Die sentrale fokus van hierdie proefskrif behels ’n ondersoek na die moontlikheid van ’n multiperspektiefbenadering tot die analise van kompleksiteit by die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Die doel van so ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit te ondersoek. Die toereikendheid van dié spesifieke benadering lê in die argitektuur van die samehang en kombinasie van die verskillende navorsers se raamwerke wat elk op sigself tekens van onvolledigheid toon ten opsigte van die optimale ontwikkeling van die studente se intertaal. Daar word betoog dat dat hierdie multiperspektiefbenadering tot kompleksiteit in taakgebaseerde sillabusontwerp voordelig is ten opsigte van sillabusontwerp vir Afrikaans op universiteitsvlak aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die sentrale fokuspunt van die proefskrif is om ondersoek in te stel na die aard en eienskappe van kommunikasietake wat gevind word in generies sosiale en akademiese kommunikasietake in Afrikaans by ’n universiteitskampus in Suid-Afrika. Dit vind plaas binne die konteks van hedendaagse tweedetaalteorieë oor taakgebaseerde taalleer en -onderrig, sowel as sillabusontwerp. Hierdie studie analiseer die kommunikasietake aan die hand van die behoeftes van tweedetaalstudente van Afrikaans binne die konteks van kampuskommunikasie. Dié behoeftes is bepaal na aanleiding van behoefte-analises wat onder universiteitstudente onderneem is. Die behoefte-analises toon dat studente wie se eerste taal nie Afrikaans is nie, die behoefte het om Afrikaans te verwerf ten einde suksesvol te kan kommunikeer met medestudente en dosente. Na aanleiding van die behoefte-analises is tien student-student-dialoë en tien student-dosent-dialoë gekonstrueer wat verteenwoordigende kampuskommunikasie simuleer. Die doelwit van hierdie studie is om die verskeie kenmerke van take wat verband hou met kognitiewe en linguistiese kompleksiteit in ’n taakgebaseerde ontwerp te ondersoek. Die doel hiervan is om onder meer ’n raamwerk vir die analisering van kompleksiteit in ’n taakgebaseerde sillabus vir leer en onderrig van generiese Afrikaans vir kampuskommunikasie voor te stel. Saam met die ondersoek na kognitiewe en linguistiese kompleksiteit, ondersoek die proefskrif die kenmerke van sillabusontwerp om te bepaal hoe dit die leer en onderrig van Afrikaans as ’n tweede taal beïnvloed. Die insigte wat sodoende oor die kompleksiteit van die take verkry word, skep verskeie moontlikhede vir die ontwikkeling van take binne die konteks van ’n universiteitskampus met betrekking tot die leer van Afrikaans as ’n tweede taal. Voorts verskaf die studie ook ontledings met betrekking tot die kompleksiteitskenmerke van die twintig dialoë in Afrikaans sodat kriteria vir sillabusontwerpers geskep kan word waarvolgens hulle take binne die taakgebaseerde leer en onderrig kan gradeer en orden om ’n sillabus vir tweedetaalstudente van Afrikaans te ontwerp.