Orientador: Mara Regina Lemes de Sordi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:56:41Z (GMT). No. of bitstreams: 1 HeinenGanassin_FabianeMelo_D.pdf: 3166062 bytes, checksum: d45e121c8d970812ef08a07c6bf3b965 (MD5) Previous issue date: 2015 / Resumo: O tema central deste estudo é a avaliação do processo de implementação de mudança curricular em cursos de graduação em enfermagem desenvolvidos em duas universidades públicas, uma estadual e outra federal, ambas localizadas no estado de Mato Grosso do Sul (MS) entre os anos de 2002 a 2011. O interesse nasce da experiência da participação no processo de mudança do Projeto Pedagógico do Curso de Enfermagem da Universidade Estadual de Mato Grosso do Sul (UEMS) que resultou em uma proposta de Currículo Integrado. As dificuldades de implementação dessa mudança, no cotidiano, desafiaram-nos a entender como e em que medida, na percepção dos sujeitos envolvidos, os processos de implementação de mudança nos projetos pedagógicos dos cursos aqui estudados contribuíram para melhorar a qualidade do trabalho pedagógico desenvolvido na formação de enfermeiros, constituindo-se no problema de pesquisa. Na contextualização dessas mudanças, foram consideradas as demandas externas, voltadas para a regulação educacional, representada pelas Diretrizes Curriculares Nacionais (DCNs). Desse modo, este trabalho tem como objetivo central avaliar como se deu o processo de implementação de mudança curricular nesses cursos, a partir dos objetivos específicos a seguir: a) identificar as indicações de mudança presentes nos projetos curriculares dos cursos; b) identificar a percepção dos sujeitos sobre os avanços e implicações desse processo na prática pedagógica; c) descrever a implementação das ações adotadas. O método escolhido foi de cunho exploratório com abordagem qualitativa. Assim, a investigação utilizou, para a coleta de dados, a análise de documentos oficiais que descreveram o processo realizado, compreendidos como fonte secundária, e a entrevista semiestruturada, para o recolhimento da percepção dos sujeitos (docentes e discentes) que participaram do processo de reformulação político-pedagógica e sua implementação, como fonte primária, além da bibliografia específica relacionada ao objeto. A análise dos achados sustentou-se nas categorias de análise ¿ políticas públicas sociais, regulação de políticas, implementação de mudança curricular, avaliação de mudança ¿, buscando olhar criticamente o fenômeno da mudança curricular, à luz de sua historicidade, como parte da realidade concreta na qual tais mudanças pretenderam influir. As principais conclusões revelam que houve avanços conceituais, políticos, pessoais e das relações interpessoais; potencial desenvolvimento da cultura institucional, assim como da competência técnica, política e ética das pessoas em meio às dificuldades e implicações relacionadas e/ou determinadas pelos fatores internos e externos representados pelas macropolíticas e regulações do campo da Educação e da Saúde. Ficou evidenciada, também, a necessidade de se investir em processos avaliativos no âmbito institucional (meso), para se chegar ao autoconhecimento e, consequentemente, a um maior esclarecimento sobre as melhores e mais viáveis mediações para o alcance da qualidade / Abstract: The central theme of this study is the evaluation of curriculum change implementation process of the undergraduate nursing courses developed in two public universities, a State and other Federal, both located in the state of Mato Grosso do Sul (MS), between the years 2002 to 2011. The interest is born from the experience of participating in the educational project change process of the State University nursing course of Mato Grosso do Sul (UEMS) which resulted in a proposal for Integrated Curriculum. The difficulties of implementing this change in the daily challenged us to understand how and to what extent the perception of the subjects involved the change of procedures for implementing pedagogical projects of the courses studied here, helped to improve the quality of teaching work in nursing education, constituting the research problem. In the context of these changes were considered external demands, aimed to meet the educational regulation represented by the National Curriculum Guidelines (DCNs). Thus, this study was aimed at evaluating how was the curriculum change process of implementing these courses and the following objectives: a) to identify turn directions present in curricular projects of the courses; b) identify the perception of the subjects on the progress and implications of this process in pedagogical practice; c) describe the implementation of the actions taken. The method chosen was exploratory qualitative approach. Thus, the research used to collect data analysis of official documents describing the process performed, understood as a secondary source, and the semi-structured interview for the collection of the perception of the subjects (teachers and students) who participated in the process of political and pedagogic reformulation and implementation, as a primary source, beyond specific bibliography related to the object. The analysis of the findings was sustained in categories of analysis - social public policy, policy regulation, implementation of curriculum change, assessment of change - looking critically look at the phenomenon of curriculum change in the light of its historicity, as part of the reality that such changes intended to influence. The findings allowed us to understand for example. The main findings show that there was conceptual, political, personal and interpersonal relations advances ; potential development of institutional culture, as well as technical expertise, policy and ethics of the people in the midst of difficulties and implications and / or determined by internal and external factors represented by macro policies and regulations of the field of Education and Health. Also was exposed the need to invest in the evaluation process at the institutional level(mid), to arrive at self-knowledge and, consequently, to a further clarification of the best and most viable mediations to achieve quality / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Professors in mass communications departments of higher education institutions continue to search for the best way to prepare graduates for the ever-changing world of print, broadcast, and online media. Business administration theories have long been used in other areas, including education. While some application of strategic planning has been documented with regards to education, there is not much to reference in this area. The study investigated the use of strategic planning in developing a course of action for curriculum convergence in mass communication programs. The study used a purposive sample to determine if administrators are utilizing this method as a part of curriculum convergence. The results indicated a use of this method among institutions involved in curriculum convergence.

Background: Medical school curricula are constantly evolving and change has potential positive and negative effects. At East Tennessee State University Quillen College of Medicine, a broader understanding of the effects of a curriculum change (reduction in clerkship length for one transitional year) was explored. Methods: A broad, system-wide evaluation was used to evaluate impacts on all stakeholders. Curriculum management data, including qualitative and quantitative data and short-term and follow-up perspectives of stakeholders, were used for evaluation. Results: Students evaluated the change positively. Academic performance in the transitional year was similar to the prior year. Differences in students’ clerkship evaluations were not statistically significant. Clerkship directors were concerned that students’ clinical experience suffered and noted that implementing changes was time consuming but recognized the benefits for students. Administrators dedicated a significant amount of time to planning the transitional year; however, the additional weeks at the beginning of fourth year made the scheduling process easier. Conclusion: This article demonstrates an overall positive result with this tool for curriculum change but also indicates the impacts differed across stakeholders. Knowledge gained from this experience can help other schools successfully anticipate challenges and prepare for a variety of outcomes in implementing necessary curriculum change.

Submitted in accordance with the requirements for the degree of . DOCTOR of EDUCATION in the Faculty of Education at the University of Zululand, 2004. / This research focused on describing "The Place of African Renaissance in the South African Education". The motivating factor is how African cultures can be restored through education. The research is intended to explore how the present education system can direct African education when faced with challenges that the African Renaissance would usher in. There is need to grapple with the problem of how the process of educational transformation as embodied in the current Philosophy of Education can transmit African values, cultures, norms and beliefs. The relevant literature reviewed the African Renaissance idea and its conceptualization. It debated two perspectives surrounding it; philosophies underlying the African Renaissance; Afrocentricity and the notion of this ideal; the dichotomy between African Renaissance call and the present education system. African Renaissance and education were studied with particular reference to African centered Psychology, African Philosophy and African centered curriculum. The qualitative ideographic research method was used in this research. Data was collected through interviews. Conversational analysis drew full transcript and recorded conversations that were carried out. Qualitative research was relevant in that the phenomenon under study was "seen throush the eyes" of the African people, thereby rejectins the deleterious formulations of theories and concepts in advance. Throush qualitative research, the perceptions, the feelinss and the attitude of the African people about the place of African Renaissance in the South African education were critically analysed. The findinss of the study significantly revealed that there is a place for African Renaissance in the South African education. The study further found that: African Renaissance could revive self-esteem amons Africans and renew African consciousness; African Renaissance was an ideal worth striving for; important education considerations should not ostracise African cultural backgrounds; the incorporation of African Renaissance at school level demands broad-minded educators with a particular character. The study furthermore revealed critical challenges facing the South African Education system, the African traditional culture of Ubuntu hold much promise and should receive significant consideration in education for the realisation of African Renaissance; there is an essential need for reconstruction of African consciousness among African learners; African educators are not better positioned to facilitate African Renaissance; and there is dire need for the reawakening of African languages. The most significant aspects of the recommendations address the incorporation of African Renaissance in the South African education. Both the indigenous African education and Outcomes Based Education (OBE) Curriculum frameworks are recommended in good stead for incorporation. The implementation thereof demands unbiasness and apolitical objectives. There is demand for making the present curriculum relevant to the needs of the African people in South Africa. African education needs to be globally competitive, and emancipatory without losing the notion of African identity.

The purpose of this study was to examine the relationship of curriculum reform to participation in secondary school music classes in Virginia 1979-88. The study was conducted through an examination of historical documents from the Virginia State Department of Education, researcher interviews with directors of instruction and music supervisors of nine selected school divisions, researcher interviews with selected members of the State School Board, and the development and administration of the Guidance Counselor Music Support Questionnaire to 500 randomly selected guidance counselors. The relationship between curriculum reform and participation in secondary school music classes was found to be a complex one. State music enrollments did not decline to the extent state secondary enrollment declined during the overall period of this study. However, drops in music enrollment occurred during the national call for "back to basics" and when increased graduation requirements were implemented in the Virginia schools. School divisions utilized a variety of strategies to bring about stabilization of secondary school music enrollments. Some of these strategies were more successful than others. One large school division utilized "flexible" staffing during the period of the study. This division experienced a loss in music enrollment. Another large division developed an innovative music appreciation class for secondary students and added a string program. This division experienced growth in music enrollment. The results of this study suggest a dichotomy between expressed support for the arts and the position of the arts in the curriculum. While support was advocated by national reform reports, the general public, administrators and guidance counselors, secondary school music enrollments continued to drop in Virginia between 1979-88. An additional finding was a lack of music enrollment data within and among school divisions. / Ed. D.

The Probability of the Adoption of Change (PAC) model (Creamer & Creamer, 1986a, 1986b, 1988, 1989, 1990; Creamer, Creamer, & Ford, 1991) is a planned change model consisting of nine constructs postulated to influence the success of planned change projects. The constructs in the model include circumstances, value compatibility, idea comprehensibility, practicality, superintendency, championship, advantage probability, strategies, and opposition. The PAC model was tested in the context of curriculum revitalization in undergraduate agriculture and life sciences programs. Faculty and administrators from colleges and departments of agriculture and life sciences throughout the United States responded to survey items written to measure the relationship of the PAC model constructs with the success of curriculum revita1ization projects with which they, the respondents, had been involved. Participants also responded to items written to assess their perceptions of the success of the projects. / Ph. D.

In 1987 the Educational Administration Program Area at Virginia Tech began the process of change in its masters program for principal certification. This study examined the variables involved with that planned program change. The researcher used the historical method of research. Three variables of the Probability of Adoption of Change (PAC) model (Creamer & Creamer, 1986)--circumstances, leadership, and strategies--were used as organizational tools. The primary sources of data were interviews, letters, state and university documents, and documents on computer disks. First, the internal and external circumstances that occurred before, during, and after the change process began are examined. Second, the leaders are identified and their roles are explained in the planned program change. Third, the leaders' strategies are examined. Fourth, an epilogue looks at the program after implementation. The researcher found that all three variables played significant roles in the change process. For example, the circumstances directly linked to Virginia Tech caused substantive discussions between faculty concerning the state of principal preparation. Second, two faculty members were willing to be the changemasters and do the work necessary to develop a new program for principal preparation. Third, the leaders understood their strengths, and purposefully developed their strategies around them. The research contributes to the genera) field of knowledge in planned program change from theory to practice. The study has archival relevance for the educational administration program area faculty at Virginia Tech and provides information for students of educational administration. / Ed. D.

No description available.

Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes which include the selection, motivation and interaction of curriculum developers, curriculum definitions and models, and an algorithm for curriculum design; b) curriculum organisation which addresses philosophical, sociological, cultural and psychological foundations, curriculum paradigms and a chiropractic conceptual framework; c) curriculum development which concerns design strategies, situational analysis, intent, content, design and organisation of learning experiences and assessment of student performance; and d) curriculum application, which includes the learning climate, quality management, management of change, self-evaluation and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)

South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy; An increased workload. This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)