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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 21 to 24 of 24 (0.042 seconds)Spelling suggestions: "subject:"1echnology curriculum"" "subject:"atechnology curriculum""
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A Survey to Ascertain the Assignments for an Eighteen-Week Curriculum for the World of ConstructionHumphrey, Joe W. 12 1900 (has links)
The purpose of this study was to ascertain which assignments from the course outline for The World of Construction should be deleted, retained, or combined with each other to form the curriculum for an eighteen-week construction technology curriculum. The study contains a brief descriptive account of the development of the Industrial Arts Curriculum Project.
Questionnaires asking for the opinions of experienced teachers of The World of Construction were distributed in the Dallas and Fort Worth, Texas school districts. Respondents indicated that the majority did not agree upon which assignments should be deleted, shortened and combined, and that all of the assignments were considered to be important and essential.
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Classroom Teachers' / And Science And Technology Teachers' / Views On Science And Technology CurriculumTemli, Yeliz 01 March 2012 (has links) (PDF)
The purpose of the current study was to investigate the classroom teachers&rsquo / and science and technology teachers&rsquo / views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo / views, Teachers&rsquo / Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers&rsquo / views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers&rsquo / views towards attainments-content and assessment component of the Science and Technology Curriculum / whereas graduation fields did not affect teachers&rsquo / views towards learning-teaching process. Similarly, teaching experiences affect teachers&rsquo / views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers&rsquo / views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers&rsquo / views on science and technology curriculum components.
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The Impact of the Katy Management of Automated Curriculum System on Planning for Learning, Delivery of Instruction and Evaluation of Student Learning as Perceived by Teachers in the Katy Independent School District in TexasHogue, Sharon L. 2010 August 1900 (has links)
The purpose of this study was to determine teachers’ perceptions of the
relationship of the Katy Management of Automated Curriculum (KMAC) system
developed by Katy ISD in Katy, Texas, on planning for learning, delivery of instruction
and evaluation of student learning in the classroom. KMAC is a customized, proprietary
networked technology curriculum management system created for online access to
curriculum and the creation and sharing of lesson plans. Data was collected from 635
teachers district-wide through an online survey. This data was used to determine
whether there were differences between/among teachers and teacher leaders and
between/among elementary, junior high and high school teachers in their perceived
impact of the KMAC on planning for learning, delivery of instruction and evaluation of
student learning.
Regarding planning for learning, teachers were found to have a moderately
positive perception of KMAC with teacher leaders being slightly more positive. In addition, statistically significant differences were found between grade levels with
elementary teachers more positive than secondary teachers. Regarding delivery of
instruction, teacher leaders again perceived a more positive relationship with KMAC
than the teacher non-leaders. Statistically significant differences were also found
between elementary and junior high, elementary and high school and between junior
high and high school teachers, with elementary teachers being the most positive.
Teachers were the least positive toward KMAC and the evaluation of student
learning. While a statistically significant relationship was found in relationship to the
grade level taught and evaluation, this area was admittedly weaker than the other two
areas in district development and teachers’ perceptions. While the position of teacher
leader seemed to impact the results in all categories, the grade level taught was found to
have the greatest statistical impact on the teacher perceptions.
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Teachers and Technology: A Qualitative Program Evaluation of Technology SkillsDevelopment in a Teacher Preparation ProgramDonnelly, David M. 16 September 2022 (has links)
No description available.
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