No description available.

Thesis (Ed. D.)--Columbia University, 1965. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 108-117).

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

The emergence of modularized curriculum in community college career and technical education (CTE) programs has received substantial attention over the last decade, with researchers suggesting that this type of curriculum redesign may assist with student retention and success. The purpose of this study was to describe advisory committee member involvement in modularizing CTE programs. This study was undertaken for three reasons: (a) to address the limited research on the topic of advisory committee involvement in modularizing curriculum; (b) to respond to the increased momentum to expand working lifetime opportunities, in which modularization may play an integral part; and (c) to explore the suggestion that employers must take a leadership role in shaping the workforce and that this may be done effectively through work on an advisory committee. The research was designed as a quantitative descriptive study using survey methodology. The study focused on community college CTE advisory committee members in Oregon and Wisconsin who were identified as being engaged in developing career pathways. The primary research question asked respondents to describe their involvement in modularizing curriculum, and the secondary question asked them to specific the degree to which their involvement had occurred in the various aspects of modularizing curriculum. The key findings of this descriptive study suggest that responding CTE advisory committee members in Oregon and Wisconsin are aware of the concept of curriculum modularization but have little involvement in the actual process of breaking down associate degree programs into smaller certificates. This study also shows that these same advisory committee members endorse more than they assist with developing the various aspects of modularizing curriculum, such as defining skills sets for various jobs, developing courses for appropriate content, reordering courses in an existing program, adding or deleting courses, and developing measureable outcomes. Implications for practice from this study are: 1) provide more information and training to advisory committee members involved in modularizing curriculum in order to increase their level of understanding and thus strengthen their ability to participate effectively in reviewing and endorsing work already done by faculty, 2) provide advisory committee members with complete and detailed instructions regarding their work on the committee, and 3) develop a mandatory advisory committee orientation for all members to provide the needed information and training. / Graduation date: 2013

The purpose of this study was to investigate the impact that globalisation has on the professional roles and work of the office-based educators (subject advisors). It was conducted as a case study in one of the districts at Ethekwini region. It involved eleven advisors that belong to the Teaching and Learning Support (TLS) section. As a theoretical foundation, I used critical theory as a lens to examine the neo-liberal agenda that globalisation has imposed upon South Africa’s new education system, particularly the impact on the role of subject advisors. The research was conducted within a qualitative approach and took the form of a case study. The data collection techniques included a questionnaire and an in-depth semi structured focus group interview. The data collected was analysed using thematic analysis to identify codes, categories and themes. These were not defined prior to analysis, but emerged during analysis. The findings revealed that advisors are frustrated by the roles that they are expected to perform. They find themselves giving less professional support to educators and spending more time administering monitoring tools to schools. The feeling is that they are de-professionalised because they no longer work as subject specialists most of the time. Finally, recommendations and limitations of this study are discussed. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2008.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It was specifically aimed at addressing the educational imbalances of the past. Policy changes in the curriculum were thus inevitable. A part of transformation in education was the quest for greater participation by all school communities in South Africa through an approach of effective school-based curriculum management and development. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question. The aim of the study was to explore how curriculum coordinators experienced their leadership role and functions within the context of schoolbased curriculum development. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experiences and perceptions of curriculum coordinators in their particular contexts. Firstly, the literature revealed that it is indeed an enormous challenge for curriculum coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum coordinators to demonstrate their leadership role and coordination function as curriculum leaders effectively and to provide good support and direction. Curriculum coordinators are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. The research findings indicated that the curriculum coordinators do fulfil their responsibilities regarding curriculum management. Nevertheless, curriculum coordinators were not sure what their leadership function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help curriculum coordinators to execute their roles and responsibilities effectively. / AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel. Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van transformasie in die onderwys was ook die strewe om groter deelname vir alle skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe skoolgebaseerde kurrikulumbestuur en ontwikkeling. Die studie het dit ten doel gehad om die leiersrol en funksies van die kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul onderskeie kontekste. Uit die literatuurstudie blyk dit eerstens dat dit inderdaad `n groot uitdaging vir kurrikulumkoördineerders is om kurrikulumverandering te inisieer en te bestuur. Tweedens is dit uiters moeilik vir kurrikulumkoördineerders om hul leiersrol en koördineringsfunksie as kurrikulumleiers effektief te demonstreer en om effektiewe leiding en ondersteuning te bied. Die uitdaging vir kurrikulumkoördineerders is om hulself te bemagtig om voortdurende kurrikulumverandering te kan implementeer om sodoende effektiewe kurrikulumbestuur te verseker. Uit die resultate is bevind dat kurrikulumkoördineerders wel probeer om hul verantwoordelikhede ten opsigte van kurrikulumbestuur te vervul. Nietemin ervaar hulle dat hulle nie heeltemal seker is oor wat hulle leiersfunksie en rol behoort te wees nie. Verder toon die studie dat kurrikulumkoördineerders `n behoefte het aan `n duidelike beleid en raamwerk wat hulle sal help om hulle verantwoordelikhede effektief te kan uitvoer.