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Regional patterns of curricular expansion in selected state colleges and universitiesVan Ort, Emily Suzanne Rowe, 1940- January 1977 (has links)
No description available.
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HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM.SHEBANI, MEFTAH ALI. January 1987 (has links)
John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts requirement in the curriculum of higher education. In particular, Dewey envisioned art as necessary to develop moral, thus social sensibility because moral precepts derive from imagination, and art is both the child and stimulator of creative imagination. An analysis of the "qualitative experience" concept provides an introduction to Dewey's fully-elaborated aesthetic theory. Subsequently, the role of such experience is evaluated in both personal and social terms. Then, it is argued that the establishment of a fine arts requirement in General Education is necessary to ensure the propagation of the experience. Supporting arguments from educational theorists and behavioral scientists serve to buttress the Dewey proposition as well as to demonstrate that the content of the proposed fine arts course must incorporate theoretical, historical and practical components.
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A comprehensive curriculum for drum set in the college percussion studio.Martin, Susan Marie. January 1994 (has links)
The purpose of this study is to develop a comprehensive curriculum for drum set in the college percussion studio. The main emphasis of the paper is to provide information addressing the needs of the percussion student over a four-year course of drum set study. In addition, I will show how these needs can best be met through the use of both existing instructional materials and original supplemental materials written by the author. The need for a drum set curriculum is defined and an in-depth review made of selected extant materials. After defining the general guidelines for the curriculum, a limited number of instructional materials were chosen from the extant materials which could adequately and affordably fulfill these guidelines. Recommended studies for the freshman through senior years are outlined and instructional objectives defined.
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The general mathematics course in higher institutionsAnderson, Frank, 1915- January 1938 (has links)
No description available.
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‘n Model om kooperatiewe onderwys in handelswetenskappe aan technikons te implementeerTromp, Johannes Adriaan January 1990 (has links)
Thesis (PhD (Philosophy))--University of Stellenbosch, 1990. / This study has focused on two aspects. In the first instance an
attempt was made to create a theoretical model which could serve as a
guideline for implementing cooperative education in the commercial
sc iences. Secondly, it was determined to which extent cooperative
education was feasible in the commercial sciences at technikons.
In the first component, a literature study was undertaken as starting
point for the development of a model according to which cooperative
education could be applied. The focus was predominantly on commercial
courses up to diploma level offered at technikons in the RSA. The
basic premise was that it would be desirable for commercial courses to
conta i n a component of cooperative educati on, spec ifica 11y that of
in-service training as a subdivision thereof. At present cooperative
education is not a requirement for commercial courses at technikons,
though it is compulsory in courses in engineering and the sciences.
The study of literature revealed that there are certain methods
according to which commercial courses are presented when implementing
cooperative education in other countries. It was evident that a model
containing certain components could be developed. The concepts of cooperative education, vocational education and
competency-based education should form the basis of all technikon
education and the total model can be constructed on these principles.
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Entropy measures on the induced course load matrixHudgins, Merit William January 1976 (has links)
Matrices have been developed by the National Center for Higher Education Management Systems at Western Interstate Commission for Higher Education that illustrate and quantify the relationships between and among credit hours produced (in courses, departments, disciplines, and other aggregations) and the degree programs (lower division, upper division, and graduate students in various majors) that consume the credits. A matter of interest is the extent to which course offerings (herein referred to as disciplines) complement and are complemented by the various student programs.
A numerical measure of complementation among disciplines and programs has been developed. This measure, based on the entropy concept of information theory, is always a number between zero and one. Applied to a discipline, the measure expresses the extent to which that discipline's credit hour output is either monopolized by a subset of programs or consumed evenly by all programs. Similarly, applied to a program the measure expresses the extent to which it is interdisciplinary in content. Hence, the measure provides an expression of monopoly or equilibrium on a scale from zero to one, and an expression of interdisciplinarity, also on a scale of zero to one. This permits both disciplines and programs (at whatever levels of aggregation) to be quantified and ranked, for purposes of description, analysis, projection, goal-setting, programming, budgeting, and other processes of institutional management.
In addition, certain global measures are developed which express the complementation between all disciplines, between all programs, and between all disciplines and programs. These are measures of curriculum integration and can be applied to a single institution or portion thereof at a single point in time; they can be applied through time. Under certain conditions and subject to various precautions, they can be applied to produce interinstitutional comparisons.
The development of these measures is presented at length, and their application is illustrated at length. Potential uses and appropriate lines of related inquiry are enumerated. / Doctor of Education
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Impak van die verlengde graadprogramme aan die Universiteit van Stellenbosch : 'n evalueringstudieGoldie, J. G. 03 1900 (has links)
ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these
programs. The extended degree program offers students an alternative access route to higher
education institutions. The program is aimed at students from former disadvantage school
environments that have the potential to be successful in their studies.
The literature review shows that the programs are successfully implemented over the world. The
literature also indicates that if learners are longer exposed to a specific subject, they perform better
in this subject. This statement is specifically investigated in this study because it is one of the
extended degree program`s building blocks – give students more exposure to a specific subject
and they have a better chance to achieve success in that subject.
In answering the main research question “What impact does the extended degree program has on
both the student and institution.”, both quantitative and qualitative data were collected.
Quantitative data used in this study were the final marks and throughput rates of students.
Qualitative data was obtained through interviews with students in the program.
Although the findings of this study are context specific, it contributes to the growing knowledge and
better understanding of the impact that the extended degree program has on the student and
university. The two main findings of this work were:
i) The academic performance of students in the extended degree program improved in relation
to the performance of students in the mainstream.
ii) The performance of students in the extended degree programs justifies the existence of the
programs at the University of Stellenbosch. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot
hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe
toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit
ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te
wees.
Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die
literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die
vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde
graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn
beter kans het om sukses in die vak te behaal.
Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student
en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel.
Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van
studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde
graadprogram.
Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en
beter verstaan van die impak wat die verlengde graadprogram het op die student en die
universiteit. Die twee belangrikste bevindinge van hierdie werk is:
i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte
van studente in die hoofstroom.
ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan
van die programme aan die Universiteit van Stellenbosch.
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CURRICULUM DESIGN INFLUENCES ON GENERAL EDUCATION REQUIREMENTS IN FINE ARTS PROFESSIONAL BACCALAUREATE DEGREE PROGRAMS.PICKARD, FRANK. January 1987 (has links)
The purpose of this study was to identify the forces and pressures that have influenced curriculum design decisions regarding general education requirements in the fine arts professional baccalaureate degree programs and to determine how curriculum planners are responding to these pressures. A review of the literature revealed a national movement to examine general education requirements in higher education. Problems arise when particular degree programs are already discipline-specific in nature with a substantial number of course requirements prescribed in the major area of study. The problems are compounded further in the professional degree programs where emphasis is often placed on knowledge and skills that are acquired through practical application of theoretical principles. The fine arts professional degree programs were selected as the focal curriculum structures. Based on the literature review it was expected that specific environmental forces, such as the renewed national interest in general education, would emerge as influences affecting curriculum design processes in the fine arts. Recent theoretical studies on emerging curricula structures also indicated a prevalence of systems perspectives where curriculum design processes focus on environmental influences that are precipitating a redefinition of program structures. It was anticipated by the researcher that a reexamination of curriculum design processes would reveal a responsiveness to specific forces identified in the theory as both internal and external environmental considerations. The research approach was primarily observational, utilizing parametric estimates and analyses. Particular data gathered were periodically subjected to inferential analysis. The researcher found that a majority of the fine arts curriculum planners contacted for this study were involved in curriculum review and revision of the professional baccalaureate degree programs. It was also revealed from results of the study that curriculum design influences were primarily institutional/internally motivated although current theoretical literature on curriculum design processes indicated that systems perspectives dominated these processes. Finally, it was discovered that fine arts alumni from professional baccalaureate degree programs favor traditional general/liberal curricular structures in higher education.
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An interdisciplinary approach to educational planning at Kansas State University: a proposed curriculum optionMcMilin, Edward M. January 1973 (has links)
Call number: LD2668 .P7 1973 M33
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Community and the college classroom: an exploration of teacher, student, and classroom variablesSalazar, Tammy Tomberlin 28 August 2008 (has links)
Not available / text
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