Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 127, [8] p. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 224-250).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Jan. 28, 2010). Directed by Constance McKoy; submitted to the School of Music. Includes bibliographical references (p. 91-99).

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xiv, 195 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 163-179).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains xv, 213 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 172-183).

This study examined the ‘intended’ curriculum and the processes of its translation into classroom practices. The ‘intended’ curriculum is the rhetoric incorporated in state documents of the independence era in The Bahamas. These state documents included three key general educational policy documents in which policy makers presented persuasive arguments and strategies for the nation’s development, and the curriculum guides based on these earlier policy documents. Since these documents represent the educational intentions and objectives of the nation, it was assumed that an examination of their rhetoric would produce a portrait of the government’s ‘independence plan.’ However, because one cannot assume that rhetoric is translated into practice, this study also examined the extent to which teachers in the Bahamian Primary School System have translated this ‘independence plan’ into their contemporary practices. The methods of investigation included documentary analysis, participant observation, informal interviews with classroom teachers and other Ministry of Education officials, and a teacher questionnaire. The documentary analysis revealed a continuity of themes ran throughout the major educational documents. Foremost among these themes were the move toward the Bahamianisation of the educational system, the production of indigenous materials, the recognition of the classroom teacher as central in the reform process, and the importance of communication between policy makers and teachers. Field investigations revealed a divergency between the rhetoric of the educational policy documents and the practices within the contemporary educational context. The study identified five major factors that influence the success of the curriculum implementation process. These factors include resources, support services, the internal dynamics of the school context, assessment practices, and the personal backgrounds and professional experiences of teachers. The evidence reported in the study pointed to several components that would enhance success in the implementation of the intended curriculum. The question of resource availability, specifically resources of an indigenous nature, was the most significant issue uncovered by this study. In addition, the need for a more collaborative support network for teachers was evident. Finally, the study highlighted the importance of two components that are directly related to the formulation of policy. These include the need for policy makers to use teacher experience and insight, and be more cognizant of the factors that have an impact, both internally and externally, upon the school context.

No description available.

This study investigates Heads of Department’s (HoDs’) understandings of their roles as curriculum managers and their level of preparedness for instructional support and supervision to educators in the implementation of Outcomes-Based Education (OBE) in schools. This is a qualitative case study focusing on one rural primary school in KwaZulu-Natal. There were nine participants comprising three HoDs and six randomly selected educators in the study. Data was collected by means of questionnaires, interviews, observation, and document analysis. The study examines HoDs’ understandings of their roles as curriculum managers and their perceptions about their levels of preparedness for curriculum management and supervision roles. In addition, an attempt is made to identify some of the professional development needs of HoDs in the context of OBE implementation in schools. The key findings that emerged from the research were that HoDs did not fully understand their curriculum management and supervision roles and were not adequately trained and prepared to fulfil their management and supervisory responsibilities. It was found that HoDs required professional development in the form of workshops, in-service training, networking or information sharing meetings and seminars to prepare them for their role as curriculum managers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

This study investigates the role of the School Management Team in curriculum / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

For years reading improvement programs have been part of the college curriculum. However, with the current trend toward open admissions these programs become even more vital. It is important to discover what methods best serve these students.The purpose of this study was to determine whether providing students with more freedom of choice as to course content would affect their achievement and attitudes in a college reading improvement program. A further purpose was to determine whether there was an interaction between student personality orientation and degree of student control in relationship to reading achievement.A three-group posttest, and in some cases pretest and posttest experimental design was utilized. The treatment groups represented three levels of student control: minimum, moderate and maximum. In the minimum student-controlled situation the instructor assigned all course work. The moderate student-controlled students chose their assignments from the options presented to them by their instructor. Students in the maximum student-controlled group had complete freedom as to type and amount of assignments they would complete. All groups used a weekly contract system for planning their programs. These contracts were assigned and/or chosen during a weekly conference with the instructor. The students worked independently in a laboratory-type setting.There were four major hypotheses tested. Hypotheses I and all its sub-hypotheses proposed there would be no differences in aspects of reading achievement among the three treatment groups. To measure these aspects of reading achievement the Diagnostic Reading Tests: Survey Section edited by Triggs was administered as a pretest and posttest.Hypothesis II stated there would be no differences among the treatment groups in attitude toward reading. To measure attitude toward reading a revised version of Este's Scale to Measure Attitudes Toward Reading was used. This Likert scale was administered as a pretest and posttest.Hypothesis III stated that there would be no differences among the treatment groups in attitude toward the reading improvement course. To test H othesis III a semantic differential developed by Poppen and Thompson was used. This instrument was administered as a posttest.Hypothesis IV proposed there would be no relationship between student personality orientation and reading achievement in the three treatment conditions. Students were classified as having either internal or external loci of reinforcement control based upon their Rotter I-E Scale scores.To test these hypotheses variations of the analysis of variance test were used. When an analysis of covariance was used the pretest score served as the covariate and the posttest score was the criterion measure. For Hypothesis I, total reading achievement was tested using an analysis of covariance. For the components of the total test score and the types of comprehension, two multivariate analyses of covariance were computed. For Hypothesis II two analyses of variance were computed for the pretest and posttest attitude toward reading scores. The attitude toward the course scores used to test Hypothesis III were also examined with an analysis of variance. For Hypothesis IV a two-way analysis of covariance was computed, using treatment by personality orientation, to analyze total reading achievement scores.In all cases the null hypotheses were not rejected. There were no significant differences in reading achievement, attitude toward reading or attitude toward the course among the treatment groups. There was also no relationship between student personality orientation and reading achievement in any of the treatment groups.Although all groups did improve in reading and displayed relatively positive attitudes toward reading and toward the course, the degree of student control experienced throughout the course did not result in any significant differences. Suggestions for further research include more control for the teacher effect and greater differences in treatment groups.