published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Medicine / Master / Doctor of Medicine

published_or_final_version / Education / Doctoral / Doctor of Education

The quest for change in the new South Africa on political , economical and social frontiers were primarily directed at entrance into the global markets, establishing democracy and leveling the playing fields amongst South Africa&rsquo / s diverse population. Those previously disenfranchised on political, economical and social grounds waited in anticipation on the rewards for their participation in the struggle against the discriminative minority regime of the past. These rewards would be in the form of radical policy changes sometimes far removed from the realities of the ordinary citizen. These reforms especially those on the educational level would prove to be flawed with constraints not anticipated by these policy developers as well as the government of the day. The educational transformation process was thus deemed as significant in order to address equity and equality and in so doing also provide skilled citizens which are able to be globally competitive.<br /> <br /> These educational changes in terms of schools were externalised in the form of Curriculum 2005 and Outcomes-based Education. Curriculum 2005 was viewed as a planned framework (process) of curriculum innovation underpinned by factors such as redress, access, equity and development. Outcomes-based Education in turn was the approach focusing on what is learned and how learning is taken place. This study will focus on Curriculum 2005 and OBE as education transformation tools and to what extent grade 7 teachers as implementers and modifiers understand and practice C2005 and OBE in their respective classrooms. One of the biggest problems facing the educational transformation process is the fact that there exists a gap between theory (policy) and practice (implementation). This gap can be attributed to different factors present in the historical disadvantaged school context in South Africa.<br /> <br /> This study will follow a qualitative approach which is directed at an inquiry process of understanding based on a distinct methodological approach. Data- gathering tools such as direct observation, structured interviews and questionnaires will be used. The research was primarily conducted in historically disadvantaged schools in the Metropole-east circuit of the Western Cape Educational Department. The sample was made up of schools in Macassar, Firgrove, Somerset-West, Strand, Temperance Town and Sir Lowry&rsquo / s Pass.

There is no abstract available for this dissertation. / Department of Educational Leadership

Ph.D., Faculty of Health Sciences, University of the Witwatersrand, 2011 / INTRODUCTION: The University of the Witwatersrand (Wits) changed its medical curriculum in 2003 from a traditional, six-year curriculum to an integrated, problem-based, four year Graduate Entry Medical Programme (GEMP), preceded by two years of basic and medical sciences at university level or a suitable undergraduate degree. AIMS: To compare the preparedness for internship of Wits graduates from the old and new curricula on fifty seven items grouped into nine categories which were identified during the development and validation of a Model of the Competent South African Intern. METHODS: A stratified random sample of interns was drawn from the last graduates of the traditional curriculum and a matched sample of interns from the first graduates of the GEMP. Both quantitative and qualitative methods were used. For each sampled intern a supervisor, colleague and patient were selected by convenience sampling. A questionnaire was completed by interns, supervisors and colleagues followed by an interview to qualify responses at the extremes of the Likert-type scale and link them to curriculum learning opportunities. A semi- structured interview was conducted with patients and a global score allocated. The Cochran-Mantel-Haenszel Statistic for ordinal data was used. Comparisons were drawn between the competence of graduates from the traditional and GEMP curricula from the perspectives of interns, supervisors, colleagues and patients. Interview data were analysed using thematic analysis techniques. RESULTS: Significant differences were reported by interns in six of the nine categories. In one category, “fundamental theoretical knowledge” the GEMP graduates rated themselves significantly less prepared in the basic medical sciences (Pathology, Microbiology and Pathophysiology, p=0.01; Pharmacology, p<0.0001) but highly significantly better prepared in the theory of interpersonal communication, p<0.000001). The GEMP graduates rated themselves significantly better prepared in the other five categories, “medical problem solving” (p=0.009), “holistic patient management” (p=0.0004), “community health” (p=0.0002), “communication skills” (p=0.02) and “self directed learning” (p=0.0001). vii Supervisors reported significant differences in “teamwork” (p=0.045) and “personal attributes” (p=0.045) giving fewer low scores to the GEMP graduates. There were no significant differences between the category scores for colleagues. Qualitative analysis included vertical summaries of interview data and horizontal or comparative interpretations with quotations in order not to lose the voice of the interns, supervisors, colleagues and patients. DISCUSSION AND CONCLUSION: GEMP graduates rated themselves better prepared in those areas which had been identified as reasons for curriculum change but less prepared in specific basic medical sciences. Although these were not reported as significantly different by supervisors or colleagues they require attention. Other than this, according to the judgements of the informants, the competence of GEMP graduates was similar to that of traditional graduates in certain areas and significantly better in others, which appears to justify the major medical curriculum change undertaken at this University.

La recherche porte sur une problématique spécifique à un système éducatif qui évolue. Notre orientation dans cette thèse est plutôt didactique, son objectif est d’étudier les effets réels de la mise en place d’un nouveau type d’enseignement sur les pratiques enseignantes ; notamment les effets sur les interactions élève/enseignant et la participation des élèves. La réponse à la question de recherche a nécessité une étude descriptive et analytique auprès des enseignants pour préciser le degré d’application des instructions officielles, quels types de contrat didactique instaurés et qui fait quoi par rapport au savoir (la topogenèse). Une enquête a aussi été menée auprès des parents d’élèves pour connaître leurs points de vue sur ce changement. Ce travail a privilégié deux approches : mixte (qualitative et quantitative) et clinique. L’analyse des résultats issue de cette thèse nous montre que les enseignants interrogés déclarent s’engager dans les changements impliqués dans la réforme malgré des difficultés liées à leur formation, à l’organisation des salles et au temps imparti. L’analyse didactique révèle un impact sur l’interaction élève/enseignant (cours dialogué) mais la place des élèves dans la construction du savoir reste marginale : la position topogénétique de l’enseignant est dominante et les situations a-didactiques qui permettent aux élèves de construire leurs savoirs par eux-mêmes sont le plus souvent absentes. Les parents ont un point de vue généralement positif malgré quelques réserves. Notre travail ouvre des perspectives sur les effets du changement sur les résultats des élèves et sur l’amélioration de formation des enseignants en Syrie. / The research focuses on a specific problematic to an evolving education system. Our orientation in this thesis is rather didactic; its objective is to study the effects of a new way of teaching on the teaching practices; including effects on student / teacher interactions and student participation. The answer to the research question required a descriptive and analytical study of the teachers to clarify the degree of application of the official instructions, what types of didactic contract established and “who does what” in relation to knowledge (topogenesis). A survey was also conducted with parents to get their point of view on this change. This research has used two approaches: mixed (qualitative and quantitative) and clinical. The results analysis of this thesis show that the interviewed teachers integrate the curriculum change despite difficulties related to their training, the classroom arrangement and the time allotted. The didactic analysis reveals an impact on the student / teacher interaction (oral lesson) but the place of the pupils in the construction of the knowledge remains marginal: the topogenetic position of the teacher is dominant and the adidactical situations which allow the pupils to build their knowledge by themselves are most often absent. Parents have a generally positive point of view despite some reservations. Our work opens perspectives on the effects of change on student achievement and on improving teacher training in Syria.

by Lee Kit Ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 196-207). / Abstract --- p.i-ii / Acknowledgment --- p.iii / Chapter Chapter One --- Introduction / Chapter 1.1. --- Background to the Study --- p.1-6 / Chapter 1.2 --- Aims and Objectives of the Study --- p.7 / Chapter 1.3 --- Research Questions --- p.8 / Chapter 1.4 --- Significance of the Study --- p.9-10 / Chapter 1.5 --- Definition of Terms --- p.11 / Chapter Chapter Two --- Literature Review / Chapter 2.1 --- Nature of Change --- p.12-15 / Chapter 2.2 --- Approaches to Implementation Studies --- p.16-18 / Chapter 2.3 --- Factors Influencing Implementation --- p.19-42 / Chapter 2.3.1 --- Factors Related to the Characteristics of the Innovation / Chapter 2.3.2 --- Factors Related to Teachers / Chapter 2.3.3 --- "Factors Related to the Principal, Local and External Facilitators" / Chapter 2.3.4 --- Factors Related to the Adopting School / Chapter Chapter Three --- The Background and Nature of the Innovation / Chapter 3.1 --- Existing Three-Year Hospital-Based Certificate Programme --- p.43-50 / Chapter 3.1.1 --- The Characteristics of the Curriculum / Chapter 3.1.2 --- Inadequacies of the Three-Year Hospital-based Certificate Programme / Chapter 3.2 --- A Need for Change --- p.51 -63 / Chapter 3.2.1 --- Traditional Approach to Care / Chapter 3.2.2 --- The Nursing Process : A New Approach of Patient Care / Chapter 3.2.3 --- Differences Between Traditional Approach of Care and the Nursing Process Approach of Care / Chapter 3.2.4 --- Abilities Required to Practising the Nursing Process / Chapter 3.2.5 --- A New Curriculum is Required for the Practice of the Nursing Process / Chapter 3.3 --- The Curriculum Innovation in a School of Nursing --- p.64-73 / Chapter 3.3.1 --- Introduction / Chapter 3.3.2 --- The Promotion and Adoption of the New Curriculum / Chapter 3.3.3 --- Characteristics of the New Curriculum / Chapter Chapter Four --- Research Design / Chapter 4.1 --- Introduction --- p.74-75 / Chapter 4.2 --- The Research Strategy - A Qualitative Case Study --- p.76-84 / Chapter 4.2.1 --- A Qualitative Strategy / Chapter 4.2.2 --- A Case Study Approach / Chapter 4.2.3 --- Techniques for Data Collection / Chapter 4.2.4 --- Data Collection Procedures / Chapter 4.3 --- Data Collection --- p.85-112 / Chapter 4.3.1 --- Training and Pilot Work on Interviewing and Observation Skills / Chapter 4.3.2 --- Data Collection / Chapter 4.3.3 --- Data Analysis and Interpretation / Chapter 4.3.4 --- Some Methodological Issues / Chapter Chapter Five --- Implemented Curriculum / Chapter 5.1 --- Teaching and Learning Activities --- p.113 -122 / Chapter 5.1.1 --- Introduction / Chapter 5.1.2 --- Characteristics of Classroom Teaching / Chapter 5.2 --- The Teaching Content --- p.123-132 / Chapter 5.2.1 --- Introduction / Chapter 5 .2.2 --- The Concept of Total Patient Care / Chapter 5.2.3 --- The Application of the Nursing Process Steps / Chapter 5.2.4 --- Involvement of the Patient / Chapter Chapter Six --- Factors Influencing the Implementation / Chapter 6.1 --- Introduction --- p.133-136 / Chapter 6.2 --- Factors Related to the Characteristics of the New Curriculum --- p.137 -143 / Chapter 6.2.1 --- Practicality / Chapter 6.2.2 --- Complexity / Chapter 6.3 --- Factors Related to the Hospital System --- p.144 -160 / Chapter 6.3.1 --- Enormous Gap Between Theory and Practice / Chapter 6.3.2 --- Over Emphasis on Students' Worker Role / Chapter 6.4 --- Factor Related to the Hong Kong Nursing Board Examination System --- p.161-166 / Chapter 6.5 --- Factors Related to the School --- p.167 -181 / Chapter 6.5.1 --- Lack of Time / Chapter 6.5.2 --- Lack of Resources and Support / Chapter 6.5.3 --- Insufficient Collaboration Among Teachers / Chapter Chapter Seven --- Discussion and Recommendations / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Major Problems and Recommendations --- p.183 -194 / Chapter 7.3 --- Conclusion --- p.195-196 / Bibliography --- p.196-207 / Appendix 1 The Purposes and Questions of Interviews --- p.209 -212 / Appendix 2 Classroom Observation Checklist --- p.213 -214 / Appendix 3 Levels and Number of Students Interviewed --- p.215 / Appendix 4 Characteristics of the Clinical Nurses Interviewed --- p.216-217 / Appendix 5 Major Duties of Student in a Local Hospital --- p.218 / Appendix 6 Analysis of the Hong Kong Nursing Board (Part I) Registration Examination Papers --- p.219 -226 / Appendix 7 Staff Development and In-service Training Programmes in the Period of Study (1991-1993) --- p.227 -230 / Appendix 8 Curriculum Document --- p.231 -248

The introduction of environmental education in schools has been the focus of a long campaign worldwide since the late 1960s. The difficulties in teaching environmental education, including the choice of curriculum models, and the obstacles to changing contemporary schooling patterns have been well documented. The traditional process of new subject emergence has been detailed in the literature; whether or not environmental education should or could follow this traditional pattern of subject emergence in schools is the focus of this thesis. In Taiwan, the introduction of environmental education in junior high schools occurred as part of a nationwide curriculum change in 2002. This research used an interpretive approach to explore the views and practices of staff in three typical Taiwanese junior high schools at this time. The focus of the research was to study what happened at the level of classroom teaching and school development. The research program was designed to interview both administrators and teachers before, during and after the first year (2002 school year) of curriculum implementation in each of the three case study schools. Three rounds of interviews were conducted over a period of three years (Sept. 2001 - June 2004). As well as interviews, national and school documents were collected; and announcements and decisions from the Ministry of Education and schools were documented. Also, because the reform encouraged the development of school-based curriculum, a questionnaire was given to the one school which chose environmental education as their school-based curriculum in order to better understand the emergence of environmental education in this school. The findings show a paradox in Taiwanese junior high schooling: although each school placed considerable value on environmental education, the data showed that the introduction of environmental education via an infusion strategy during a time of national curriculum change had minimal impact in the three Taiwanese case study schools. A cross-case analysis indicated the reason for this failure was the lack of effectiveness of eleven supporting themes often discussed in the emergence of a new subject: the possibility of gaining external examination credit and entry to a university department; the prioritising of the subject in school timetabling and programming; the development of a systematic syllabus; the presence of proactive support from central government leadership; the provision of teacher professional development; the inclusion in the informal as well as the formal curriculum in a school; the inclusion of environmental education in non-formal education in society; the presence of clear subject characteristics and definition; the presence of substantial school-based material interests; the gaining of support from an external constituency, especially parents; and the presence of an emergence process that couples internal value evolution with external compulsion. The Taiwanese case studies raised three particular and additional themes for the emergence of environmental education, specifically: the need to set up long-term partnerships with local groups that have an interest in or responsibility for the local environment (e.g. societies, agencies and non-governmental organisations) to achieve local environment involvement; the need for a whole school approach through curriculum integration to achieve the transformative nature of environmental education; and the need to build up a sound cooperative network that includes people at all levels of the education system and society to achieve a national cooperation network. These three particular themes derived from the nature of environmental education as a holistic, integrative and interdisciplinary subject. In summary, the findings not only confirmed the themes important for the emergence of environmental education and other contemporary school subjects, but they also raised particular themes pertinent to the emergence of environmental education. When these three particular themes are not taken into account, the effective emergence of environmental education in contemporary schooling, as exemplified by Taiwanese junior high schools, will be difficult to achieve in mainstream education.

published_or_final_version / Education / Master / Master of Education