No description available.

No description available.

No description available.

No / The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses. A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum. There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re-orientation are more likely to be successful than calls for radical, transformational models. Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt-on approaches. The treatment of ESD in STEM subjects is relatively under-developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM-related subjects are integral to sustainable development and therefore STEM education must be re-oriented to sustainable development.

An evaluation of teaching procedures and curricula of the primary grades of two local elementary schools according to criteria formulated from accepted educational psychology and democratic philosophy of educational leaders constitutes the problem at hand.

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Arts in Education

Digitized by Kansas Correctional Industries

The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25). / Department of Elementary Education

No description available.