D.Ed. (Education) / Please refer to full text to view abstract

<p> This quantitative correlational, descriptive study examined what relationships exist, if any, between clinical design and implementation of nursing clinical curriculum with National Council Licensure Examination for Registered Nurses (NCLEX-RN&reg;) pass rates in Associate Degree Nursing (ADN) programs in the northeastern United States (U.S.). The population for this quantitative correlational, descriptive design included all ADN programs (N =132) located in this geographic. The sample for this study was all ADN accredited programs who willingly completed this survey (N=24). Dr. Martha Tanicala&rsquo;s questionnaire was used with permission and was renamed Clinical Experiences in Associate Nursing Programs (CEANP). The Statistical Package for the Social Sciences (IBM SPSS Version 21.0) was utilized to complete the descriptive and correlational statistical procedures. A point-biserial correlation revealed significant relationships between NCLEX-RN&reg; success and the following independent variables: accreditation standards and recommendations on the design of the clinical curriculum (<i> r</i>pbi= .419, <i>n</i> = 24, <i>p</i> = .041, administration influence on the design of the clinical curriculum (rpbi = .415, n = 24, p = .044), and assessing clinical faculty competency (rpb= -.555, n = 24, p = .005). The findings of this study indicate that accreditation guidelines and nursing program administrators&rsquo; significantly correlate with curriculum design and NCLEX-RN&reg; pass rates. The findings also show a significant relationship between assessment of clinical faculty competency and NCLEX-RN&reg; success. The findings demonstrate that a more even distribution of the type of clinical hours across the curriculum may assist students with readiness for practice and first-time NCLEX-RN&reg; achievement.</p>

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Paediatric rehabilitation is currently becoming an independent sub-discipline of physiotherapy (Helders et al, 2003). South Africa has a population pyramid resembling other developing countries with one-third of the population being children younger than 14 years (Saloojee & Pettifor, 2005). To date no national audit of paediatric content of physiotherapy programmes in South Africa has been conducted. The United States has spent almost 18 years on methods to ensure adequate content of paediatric physiotherapy and standardisation of training in programmes across the country. The main aim of this study was to determine whether the paediatric physiotherapy curricula of three South African universities equipped students with the basic knowledge of the variety of paediatric diagnoses seen by physiotherapists at the Chris Hani Baragwanath hospital. The study was divided into two phases. Phase 1 analysed paediatric diagnoses treated by physiotherapists at the Chris Hani Baragwanath hospital in 2010. Phase 2 evaluated the content of the paediatric physiotherapy curricula of the University of the Witwatersrand, the University of Limpopo and the University of Pretoria. A retrospective review of the physiotherapy statistics at the Chris Hani Baragwanath hospital was used to record the types of diagnoses referred for paediatric physiotherapy assessment and treatment. The 2010 statistics of paediatric diagnoses referred for physiotherapy management at the Chris Hani Baragwanath hospital were as follows: -­‐ Total number of patients seen by physiotherapists = 36490 -­‐ Total number of paediatric patients seen by physiotherapists = 8093 -­‐ Amount of time spent in treating all patients = 149331 hours -­‐ Amount of time spent in treating paediatric patients = 33101 hours More than a fifth of patients referred for physiotherapy intervention at the Chris Hani Baragwanath hospital in 2010 were paediatric patients (22,03%). The large number of paediatric patients treated by physiotherapists at the Chris Hani Baragwanath hospital in 2010 highlights the need to include paediatrics as an independent module within the physiotherapy curriculum. University A was the only university that had an independent block and lecturer dedicated to paediatrics. Due to limited time available in undergraduate physiotherapy programmes, a minimum of the fifteen most common diagnoses seen at the Chris Hani Baragwanath hospital could be included in the curricula of universities in South Africa namely; burns, developmental delay, cerebral palsy, ICU, lower limb fracture, acute lung disease, early intervention, neurosurgery, pneumonia, congenital, routine pre/post operation, haemophilia, TB, head injury and meningitis. Not one of the 15 most frequently seen diagnoses, seen by physiotherapists in 2010, were simultaneously covered by all three universities as recorded by the explicit documented curriculum. Areas that were well covered by all three universities included certain standardised assessments, such as the Gross Motor Function Measure (GMFM) and the Gross Motor Function Classification Scale (GMFCS) and certain diagnoses, such as cerebral palsy (CP). All three universities incorporated a research based approach in their respective curricula. This study has highlighted the need for an independent paediatric module within physiotherapy curricula and has provided a preliminary framework for paediatri diagnoses within physiotherapy undergraduate degrees.

Following earlier worldwide trends in school science curricula, Lesotho revised its Junior Secondary Science curriculum as the new millennium started, moving towards a learner-centred approach, focusing more on activities, and including the development of appropriate science-related skills and attitudes. My observations as mentioned in chapter 1 section 1.4, page 15, were that implementation of the new curriculum was not going as expected. There are three aspects to this study. Firstly, I had to establish what the requirements of the new curriculum are. A document analysis of the syllabus document was made, and interviews were conducted with four National Curriculum Development Centre staff who had been involved in developing the syllabus. The requirements deduced from the syllabus documents were that a learner-centred approach be used, there should be greater use of activities, and there should also be development of skills and development of appropriate attitudes. The results of the interviews however, indicated that although the curriculum developers developed the syllabus document, which implied four requirements, not all the curriculum developers seemed to clearly see them as requirements. If it is not clear that there are four important requirements, it is unlikely that the requirements will be effectively communicated to teachers. The second step was to investigate teachers’ awareness of the new requirements, and how they were implementing them in their classrooms. Questionnaires were completed by twenty-eight Junior Secondary Science teachers in one district in Lesotho, and four teachers were interviewed to probe for in-depth information. Eleven of the teachers who completed the questionnaire did not list even one of the requirements as changes they were expected to make. Thirteen teachers mentioned use of activities in learning; 6 stated that a learner-centred approach should be used; 6 mentioned that skills have to be taught; and only one teacher indicated that there should be development of appropriate attitudes. The results also showed that many teachers tend not to discriminate between “learner-centred” and “activity-based” approaches. Furthermore, only about half of the teachers seemed to understand the meaning of “activity-based” teaching and learning approaches. It also appears that few teachers really understand that skills and attitudes need to be actively taught, and few are actually teaching skills in their science classes. Lastly, document analysis of the syllabus document (already discussed above), available textbooks from two publishers, and teacher’s guides from one publisher was made to determine the extent to which they provide guidance to help the teachers to understand and make the required curriculum changes. The results of the study indicated: i) The syllabus document does not clearly state requirements as such: instead the requirements are deduced from statements scattered in the syllabus documents. The terms used, like learner-centredness, are not defined. ii) The two teacher’s guides analysed give little guidance on the features of using a learner-centred approach, like accommodating the learning pace of learners and recognizing learner differences in learning abilities. Whilst one guide gives some guidance on how to teach the skill of report- ii writing it gives no guidance on other skills, most importantly those skills mentioned in the syllabus document. Teacher’s guides are the main place where we would expect to find guidance, but little guidance is given about how teachers should go about putting the new approaches to practice. iii) The four Form B and C textbooks from two publishers have very few activities which promote the four new approaches required by the new curriculum. The implication is that one of the factors which may be inhibiting change in teachers’ practice is that the documents intended to support teachers are not fully serving this purpose. iii

University of the Witwatersrand Faculty of Humanities Wits School of Education June 2016 / This research report investigates the influence of age and career phase on South African teachers’ emotional responses to curriculum change, particularly the transition to CAPS. It aims to find out how teachers of different ages at different phases of their career think and feel about the transition to CAPS, and if there are any discernible differences between the responses of older and younger teachers and what may be the causes for the patterns of the difference? A conceptual framework using Nussbaum’s (2001) understanding that emotions are always directed at an “object” and Frijda’s (1986) understanding that emotions are relevance signalling mechanisms was developed. This conceptual framework positions emotions as a conceptual and analytical lens for analysing data. Using a basic interpretive qualitative approach, the study focuses on ten teachers’ experiences of the transition to CAPS. Individual interviews and focus group discussions provided most of the data for this study. Key findings that arise from this study are: In the teachers’ emotional reaction to curriculum change, there were distinct differences depending on which ‘sub-object’ they were talking about. Yet the emotional reason for accepting CAPS was when teachers could see how CAPS enabled learning in their learners. Even so, these teacher’s emotions towards CAPS as a new curriculum was differentially shaped by their teacher education and years of experience. In addition, belonging to a community of practice enabled these teachers’ sense making of CAPS and provided vital support to cope with the challenges of teaching. The key recommendation is that teachers should embrace their emotions, and can use their emotions as vehicles for action and social justice (Winograd 2003).

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examined the added value technology in the form of computer-based resources brought to the teaching of history of an experienced, tenured university history professor. This added value was measured by following the evolution of this history professor's adoption of computer-based resources in teaching. During his evolution the use of technology enhanced Dr. K. 's ability to deliver, explain and deepen the meaning of complicated historical lessons. From summer 2000 to summer 2003 the researcher helped design, develop and create computer-based resources for two history classes at a large northeastern U.S. urban university taught by this fulltime history professor. The researcher also oversaw the implementation, which involved the layering of those multimedia resources. In 2001, some of the computer-based resources developed for these classes were also partially implemented at a nearby urban high school. Overall the lectures were all put into Microsoft Power Point slides. They included audio clips (WAV) and video clips (AVI, WMV). Some slides also included animations that were created in Macromedia Flash. Other animations were created within Microsoft Power Point to help understanding of elaborate dynamic processes. / 2031-01-01