Thesis (Ed. D.)--Columbia University, 1965. / Vita. Includes bibliographical references (leaves 108-117).

Thesis (Ed. D.)--University of Hong Kong, 2010. / Includes bibliographical references (P. 394-407). Also available in print.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 26, 2006. Dissertation Committee: Robert L. Fisher (chair), Penny Kolloff, Anthony Lorshbach, Mary Anne Moffitt, Rex Morrow. Includes bibliographical references (leaves 261-278) and abstract. Also available in print.

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The goal of general education is to provide students with an education that is broad and holistic, teaching transferable intellectual skills such as critical thinking, written and oral communication, problem solving and teamwork. General education courses are typically offered through the academic subjects of mathematics, science, English, and social science. Recent studies document concern that college graduates are not capable of demonstrating the intellectual skills expected. Through the use of content analysis, this study examined institutional practice to determine if the goals of general education are being met. A nationally representative sample of general education course syllabi and work products were analyzed for evidence of the intellectual skills expected of students and if those expectations were communicated. Findings indicate that learning expectations were not consistently provided and the goals of general education to deliver complex cognitive skills were not met. Implications provide insight for those responsible for general education reform.

abstract: This study investigates the hidden curriculum of home learning, through participant observation of ten families, members of the Church of Jesus Christ of Latter-day Saints (LDS), who chose to educate their children at home. The term "hidden curriculum" is typically used to describe the values and behaviors that are taught to students implicitly, through the structure and organization of formal schooling. I used the concept of hidden curriculum as a starting point for understanding how the organization and process of home learning might also convey lessons to its participants, lessons that are not necessarily an explicit object of study in the home. Using naturalistic inquiry and a multiple case study method, I spent a minimum of ten hours each with ten families, five who homeschool and five who unschool. Through questionnaires, taped interviews, and observation, I documented typical home learning practices and purposes. These families were selected through a combination of purposive and snowball sampling to reflect a diversity of approaches to home learning. Key findings were organized into four main categories that incorporated the significant elements of the hidden curriculum of these homes: relationships, time, the learning process, and technology. The study offers three main contributions to the literature on home learning, to families, whether their children attend public schools or not, to policy makers and educators, and to the general public. First, in the case of these LDS families, their religious beliefs significantly shaped the hidden curriculum and specifically impacted relationships, use of time, attitudes about learning, and engagement with technology. Second, lines were blurred between unschooling and homeschooling practices, similar to the overlap found in self-reports and other discussions of home learning. Third, similar to families who do not home school, these families sought to achieve a balance in children's use of technology and other educational approaches. Lastly, I discuss the significant challenges that lay in defining curriculum, overt as well as hidden, in the context of home learning. This research contributes insights into alternative ways of educating children that can inform parents and educators of effective elements of other paradigms. In defining their own educational success, these families model the kind of teaching and learning advocated by professionals but that remain elusive in institutionalized education, inviting a re-thinking of and discussions about the "one best system" approach. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

D.Ed. / The study will focus on Foundation Phase teachers' involvement in curriculum development in the N7 district. Gauteng is divided into eighteen districts. These districts are clustered into three regions, that is, central (C), north (N) and south (S). The N7 district comprises Randfontein / Westonaria and Carletonville. There are one hundred and five schools in the district. This district has a diverse group of educators as the three ex-departments, that is the House of Representatives, Department of Education and Training and the Transvaal Department of Education are represented. Foundation Phase teachers are teachers involved in teaching grades R, one, two or three. The grade one teachers of the Foundation Phase are at present actively engaged in the Outcomes-based approach.

D.Ed. (Didactic Education) / This study is primarily concerned with the notion that curricula can generally be made more viable. Research into the problematic of viable curricula has brought the author to the conclusion that viability of teaching programmes can be traced back to definite PRINCIPLES for curriculum design. The first of the principles which has received prominent attention is that of SITUATION ANALYSIS. It is pointed out that an analysis of all the determinants of a given situation for which a curriculum is to be designed gives a clear indication of what AIMS, GOALS or OBJECTIVES are to be pursued, provided such an analysis cuts to the bone. The aims, in turn point to CONTENTS that are to be handled in the course of the operations. There is a very intimate relationship between aims and content; in the teaching-learning context.

The purpose of this study was to develop a practical methodology of program evaluation from considerations of what the evaluative act required on logical grounds. The methodology developed was based on P.W. Taylor's (1961) analytical treatment of evaluation and M. Scriven's extensive writings on the subject. The study involved two broad phases. The first phase was a discussion of Taylor's and Scriven's thoughts on evaluation showing where they are compatible and overlap. The second phase showed how the ideas developed in the first phase were operationalized and adapted to the evaluation of a teacher training program at the University of British Columbia. A general conclusion of this study was that Taylor's analysis of the method and product of evaluation provided a suitable framework for the evaluation of an educational program. More specifically when Taylor's analysis was combined with Scriven's extensive work, a feasible model of evaluation resulted which readily produced a defensible, overall estimation of worth for an educational product. Although the methodology of evaluation developed in this study was only applied to a teacher training program, it could easily be extended to the evaluation of other educational programs or products. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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