This study included an environmental ethics syllabi research project, an environmental ethics curriculum development survey of all colleges in California, and the subsequent development of tables to compare the results. The curriculum development survey of California colleges includes a listing of all course descriptions of environmental ethics and related courses.

The purpose of this study was to analyze twelve courses of study in physical education for boys in junior and senior high schools. Based on the analysis and the evidence presented, the study substantiated the lack of uniformity of the essential phases of the physical education program.

published_or_final_version / Education / Master / Master of Education

M.Ed. / The main aim of the study is to develop an appropriate curriculum framework for Communication Studies at teacher training institutions. 4 This aim will require: 1.3.1 Identifying the basic principles involved in developing a curriculum framework; 1.3.2 Identifying the basic guidelines underlying a course in Communication Studies; and finally 1.3.3 Identifying the needs of student teachers in Communication Studies from the perspective of teacher educators

Typescript, etc. / Digitized by Kansas State University Libraries

Call number: LD2668 .T4 1937 B35

Call number: LD2668 .T4 1937 B41

Background: Learners with severe intellectual disability are those with a serious condition of learning disability due to the· limitation in intellectual functioning. These learners participate in the National Curriculum Statement (NCS) approach since there is no special curriculum for them. The purpose of this study was to investigate the characteristics of severe intellectual disability and to find out whether learners of this condition are able to achieve the learning outcomes and assessment standards prescribed by the NCS. To get access to the different age groups of learners, the study investigated both the Middle and Senior phases of the two schools. Method: Ethnographical study of qualitative research was followed. Data for the study were collected using class observations and educators' questionnaires. Data from the related literature review were also collected. Results: The results revealed that learners with severe intellectual disability could not achieve the learning outcomes and -assessment standards prescribed by the NCS within the whole school period, 8 to 21 years. Conclusion: Learners with severe intellectual disability could not benefit from participating in the standard school curriculum. Suggestions were given from both the empirical study and the literature on the curriculum that would provide better learning opportunities for learners with severe intellectual disability. / Thesis (M.Ed.) North-West University, Mafikeng Campus, 2010

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.

The focus of this study is teachers' receptivity to new teaching models. Traditionally, research has been conducted to assess teachers' implementation of innovations. The stage prior to learning and implementing the model generally has been generally ignored. In this study, the researcher assumed that the level of teachers' receptivity could influence upon whether and to what extent the new teaching model is implemented. This study was designed to identify personal characteristics and environmental variables that affect the degree of teacher receptivity to a teaching model. Four teacher-participants were selected according to their level of receptivity to one of the models included in the study, Madeline Hunter's Essential Elements of Instruction or Hilda Taba's Teaching Strategies. The data collected through interviews were analyzed in two directions. First, participants' beliefs, experiences, and workplace conditions were identified using qualitative case study methodology. Second, participants' perceptions of the teaching models were analyzed using Rogers' (1962) framework for determining characteristics of an innovation. Several themes related to participants' receptivity to new teaching models, and their beliefs, experiences, and workplace conditions were revealed. These comprise differences in teachers' pedagogical orientations and in their perceptions of teaching models' characteristics, including the way the model was introduced, changes in levels receptivity, teaching models in relation to the student population served, satisfaction with workplace conditions, level of familiarity with the new teaching model, teachers' independence, and behavioral changes required by the teaching model. The study may be of particular interest to staff developers and educators of students teachers because of the importance of considering teachers' individual needs and characteristics when introducing new teaching models.