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The concept of utility in curriculum discourse, 1918-1967 /Pilder, William Frank January 1968 (has links)
No description available.
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Collective negotiations for curriculum and instructional change /Noda, Grace T. U. January 1972 (has links)
No description available.
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Methodology development for input evaluation using advocate and design teams /Reinhard, Diane L. January 1973 (has links)
No description available.
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Establishment of process variables for formative curriculum workshop evaluation /Spooner, Kendrick Lewis January 1973 (has links)
No description available.
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A strategy for evaluating new curricula : a case study of the Ohio Elementary School Political Education Curriculum Development project /Chiarelott, Leigh R. January 1975 (has links)
No description available.
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Congruence : a methodology for aesthetic curricular criticism and post-critical theorizing : reconceptualizing knowledge and methods, as curricular foundation, in secondary cinematic arts education /Shaw, Francine Shuchat January 1976 (has links)
No description available.
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Factors and problems related to the implementation of an educational needs assessment procedure in selected Ohio School districts /Lewis, Jack Lee January 1977 (has links)
No description available.
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Curriculum theory of Maxine Greene : a reconceptualization of foundations in English education /Miller, Janet Louise January 1977 (has links)
No description available.
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Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education districtTyilo, Nomakula January 2014 (has links)
This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
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Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A KodisangKodisang, T A January 2013 (has links)
The study investigated the challenges faced by the teachers during the implementation of the
National Curriculum Statement in secondary schools at Greater Delareyville Area Office. The aim
of this study was to investigate the extent to which the Department of Education provides the
teachers with necessary support through resource material for professional development and
relevant teaching and learning strategies.
Both qualitative and quantitative approaches were used as methods of investigation. In quantitative
approach the sample was chosen using simple random technique from the entire population of 153
teachers and 20 secondary school principals. From the population, 25 teachers and 3 principals were
selected. Research instruments used included the questionnaire which was self administered to the
selected teachers for completion and interviews were conducted with the principals of the selected
schools.
For the quantitative approach the sample was selected from 153 teachers in the secondary schools at
Greater Delareyville Area Office and only 25 teachers formed the sample.
In qualitative approach 3 principals were purposively selected and interviewed in depth from the
selected secondary schools. The views and experience of participants to this study were captured
through semi structured interviews.
The researcher analysed the quantitative data by using statistics, tables, frequency tables,
percentages and graphs. Tables and figures were used to present data. The Microsoft computer
software (SPSS,versionl9.0) was used to prepare tables and figures in this research. For the
qualitative approach, the researcher presented raw data as it was collected from the participants
during the interview. The researcher recorded the interviews and each recorded interview was
transcribed.
The empirical study of different schools was done about the challenges faced by the teachers during
the implementation of the National Curriculum Statement using observation, reflection journal and
document analysis.
The major findings showed that teachers were inadequately trained to implement the National
Curriculum Statement. Schools lack resources to make teaching and learning effective. There is also
lack of support for teachers from the Department of Education and the Subject Advisers lack
professional skills in helping teachers with the challenges they are facing.
The recommendations resulting from these findings were that well trained facilitators should be
appointed. More workshops and in-service training should be held in order to develop the teachers.
Laboratories and libraries should be built in schools in the rural areas to make teaching and learning
more effective. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013
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