The purpose of this study is to analyze Chet Bowers’ ethical theory of ecojustice as the basis of an ecological philosophy of education that recognizes Earth’s uncertainty. Bowers’ main thesis is that the commons, or what were once shared by members of the community, should be strengthened by education reforms based on ecojustice criteria. He argues for certain ideologies of the local authority of the commons, “Western” science and scientists, and the “ecological crisis.” I argue that these certainties are uncertain, which justifies part certainty as deciphered by local people in places, in relation to others. Further, I develop a theory of ecological pragmatism, or thinking with uncertainty, grounded by the classical American pragmatist theory of John Dewey and other scholars. My expectation is to empower science teachers and their students to become informed, and share some of the responsibility for participating in local decisions as stakeholders and advocates for local communities, cultural diversity, and Earth’s diverse ecosystems.

Research on adolescent learning shows that students learn best when they are actively engaged with the content and when metacognitive teaching strategies are employed. Despite these findings, current studies show that most classrooms are still teacher centered and that passive learning strategies are the norm. To help teachers incorporate highly effective instructional strategies into their classrooms countless professional development workshops are offered each; yet most of these workshops fail to effect true change in the classroom behavior of teachers. The design of this study compares teachers’ attempts to employ new instructional strategies within the context of a model curriculum with subsequent attempts to employ those same strategies outside of the model. The purposes of this study were to: (1) investigate how teachers apply new knowledge, attitudes, or behaviors and adopt them as a regular part of their instructional process; (2) identify barriers to instructional change; and (3) examine the impact of a research-based professional development model on teachers’ use of a novel instructional strategy. The results of this study indicate that teachers need to understand the educational theory behind new strategies, see the strategy modeled for them, be provided with opportunities to discuss the strategy as it relates to their classrooms and current instructional practices, and have on-site support when implementing the strategy on their own.

The purpose of this case study was to describe how the Alabama Community College System (ACCS) standardized their nursing curriculum. A single research question was the focus of the study: “How did the ACCS develop its standardized nursing curriculum?” The sub questions were, “who were the key players in the process?”, “Who had the positions of power and dominance, and who did not?”, “Who were included and who were excluded in the process?”, “What were the reasons for inclusion and exclusion?”, and “What were the contextual elements that influenced the development of the curriculum?” Data from multiple sources were gathered. Key players in the curriculum development process were interviewed. Measures to ensure rigor, reliability and validity included those methods recommended by Yin (2003). Reliability was enhanced by using a case study protocol and audit trail. Construct validity was determined by triangulating data sources and member checks. Internal validity was enhanced by pattern matching with extant theories. External validity was established by verifying to see if the case study supported the theoretical framework. The data collected was aggregated in categories (Stake, 1995), and further categorized into time-ordered displays. Content analysis (Merriam, 1998) of the data revealed emergent themes. The data was subjected to pattern-matching (Yin, 2003) with extant theories. The themes were compared to Foucault’s (1977) theories of knowledge and power. A timeline was created, story lines revealed the following themes inherent in the curriculum development process: speed and stealth, uncertainty, lack of power, lack of knowledge and lack of choice. The participants’ group dynamics matched with Tuckman’s (1965) group development stages of Forming, Storming, Norming and Performing. Comparison to a published curriculum development process model (Iwasiw, Goldenberg & Andrusyszyn, 2005) revealed that the actual curriculum development began with little preparation – the first eight stages in the model were bypassed. The program philosophy was created after the content was developed, and did not mesh with the curriculum. Power and knowledge relationships shifted from the administration to the faculty. Unanticipated gains included networking, sharing ideas and best practices. Weaknesses included admission criteria, loss of individuality, high student attrition, and issues with content allocation.

Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Oklahoma State University, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (M. S.)--Texas A&M University, 2006. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Texas A&M University, 2006. / "Major Subject: Curriculum and Instruction" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Oklahoma State University, 2006. / Vita. Includes bibliographical references.