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College faculty are recognized as experts in their academic disciplines with a wide range of knowledge about their disciplines. As a manifestation of their academic freedom, they have assumed responsibility for folding that discipline knowledge into course design. Generally untrained as teachers, however, they have followed circuitous routes into the realm of course design. While scholars, peers, administrators, legislators, and the public have examined their delivery strategies in the classroom, little consideration has been given to the processes faculty use to select appropriate course content for their students. Focusing on those selection processes, this study sought to describe (1) how faculty learn to choose content, (2) the place of students among the influences on their content selection, and (3) the processes they undertake in their decision-making about course content. The study involved a questionnaire and interviews. The results of this study indicate that some faculty, albeit a minority, do focus on students as they choose content. They consider students to be a primary influence, and they collect data in an informal, intuitive manner about students. They may not know current principles of learning theory, but they seem to have a sense of what works for students. This sense has led to a practice of course design which is unique to individual professors, fluid, and isolated. The majority of faculty are concerned with students, but are discipline-centered in their content selection. Across types of institutions and disciplines, their first loyalty is to the furtherance of the academic discipline. They do report an interest in learning about topics related to students, especially learning theory. Faculty and administrators who are interested in enhancing the focus on students in higher education should find the study useful. They will want to search out those student-centered planners and begin to document their processes as a first step in identifying and transmitting effective steps in the content selection practice. They will want to plan development activities, perhaps rooted in the disciplines, and find ways to support faculty as they learn and practice relating needs assessments to content selection for their courses. / Ph. D.

The purpose of this study was to research and synthesize a new curriculum development model which has a theoretical base, proven practicality, and usefulness for local school districts.

The twenty-first century is a globally interdependent society, with people connected on a political, cultural, environmental and economic level. To prepare students to graduate into this interconnected community, global education is integral to their schooling. A global education program includes three equally important components: Content, that promotes knowledge of and respect for the pluralistic and diverse world; learning to take Action, which encourages students to recognize and respond to global needs; and Pedagogy, which should incorporate collaboration and allow students too develop as critical thinkers . When the first two categories are taught and learned using an appropriate pedagogical style, students are empowered to find and use their own voices to contribute in their global community.<p>While research demonstrates that Saskatchewan teachers believe that global education is important, studies indicate that global education is not implemented by Saskatchewan teachers. What inhibits implementation of global education? The written curriculum is a document that guides teachers in planning and delivering subject content mandated by Saskatchewan Learning. For this study I inquired into whether the Grade 8 curriculum of the four core subject areas (Mathematics, English Language Arts, Social Studies and Science) require and assist Saskatchewan teachers in being global educators.<p>A text analysis was done to determine if the goals, philosophies and objectives of the Grade Eight Core Curriculum reflected the three components of a global education program, thus requiring Saskatchewan teachers to be global educators. Quantitative analysis was used to determine the number of times global education concepts appeared in the curricula and a qualitative analysis was carried out to determine how the concepts were used. Analysis of the curricula determined that global education concepts are found predominantly the Social Studies document, meaning that teachers of other subject areas do not receive much assistance to be global educators. Analysis also revealed that while global education concepts appeared in the philosophies and goals sections of all curricula, the concepts were lacking or absent in the objectives sections, meaning that the curricula do not provide direct assistance to teachers in implementing global education.

The twenty-first century is a globally interdependent society, with people connected on a political, cultural, environmental and economic level. To prepare students to graduate into this interconnected community, global education is integral to their schooling. A global education program includes three equally important components: Content, that promotes knowledge of and respect for the pluralistic and diverse world; learning to take Action, which encourages students to recognize and respond to global needs; and Pedagogy, which should incorporate collaboration and allow students too develop as critical thinkers . When the first two categories are taught and learned using an appropriate pedagogical style, students are empowered to find and use their own voices to contribute in their global community.<p>While research demonstrates that Saskatchewan teachers believe that global education is important, studies indicate that global education is not implemented by Saskatchewan teachers. What inhibits implementation of global education? The written curriculum is a document that guides teachers in planning and delivering subject content mandated by Saskatchewan Learning. For this study I inquired into whether the Grade 8 curriculum of the four core subject areas (Mathematics, English Language Arts, Social Studies and Science) require and assist Saskatchewan teachers in being global educators.<p>A text analysis was done to determine if the goals, philosophies and objectives of the Grade Eight Core Curriculum reflected the three components of a global education program, thus requiring Saskatchewan teachers to be global educators. Quantitative analysis was used to determine the number of times global education concepts appeared in the curricula and a qualitative analysis was carried out to determine how the concepts were used. Analysis of the curricula determined that global education concepts are found predominantly the Social Studies document, meaning that teachers of other subject areas do not receive much assistance to be global educators. Analysis also revealed that while global education concepts appeared in the philosophies and goals sections of all curricula, the concepts were lacking or absent in the objectives sections, meaning that the curricula do not provide direct assistance to teachers in implementing global education.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 189-199). Also available via the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The purpose of this work is to determine a sound approach for curriculum improvement. In fulfilling that purpose, it is proposed: (1) to survey the various historical approaches to curriculum construction and to review briefly present curriculum practices; (2) to establish sound criteria of curriculum improvement based on the outside approach or the approach from without; (3) to apply these principles and criteria to a program of curriculum improvement.