This study had three purposes. The first purpose dealt with identifying the major role of the elementary school principal in curricular development as reported in professional literature. The second purpose was to determine if those curricular development practices reported in the literature were utilized in actual practice by selected elementary school principals on a self-reporting instrument. The third purpose determined the degree to which the principals considered the practices sound. The research design used in this study included the following procedures: (1) identifying the major role of the elementary school principal in curricular development; (2) selection of the school corporations to be studied; corporation; (4) preparation and refinement of the data gathering instrument; (5) data gathering activities; and (6) treatment of the data.School corporations with total student populations of two thousand or less were identified through The Report of Statistical Information for Indiana School Corporations, School Year 1967-68. School corporations with more than elementary school principal in a relatively small district was the prime focus of the investigation. There were 91 school corporations in the State of Indiana that had total student populations of two thousand within each corporation having the vertical organizationof K-6, 1-6, K-5, and 1-5 as identified in The Indiana School Directory. In order to assure that only elementary principals participated in the study, any elementary school that deviated from the K-6, 1-6, K-5, or 1-5 structure was excluded from the study. A printed questionnaire was sent to 169 elementary school principals in the State of Indiana. Of this number, 136 usable questionnaires were returned. This represented 80.5 per cent of the total population. Based on the findings of this study, the following conclusions have been reached.Elementary school principal conferences with the faculty on ideas and suggestions of curricular areas to be studied were a common occurrence in most schools. Teachers, however, were not provided with released time to work on two thousand students were excluded because the role of the or less. The study was limited to elementary schoolsacademic curricular areas. There was little agreement among principals that released time for teachers to work on curriculum was a worthwhile practice. Elementary school principals were seldom involved in reworking courses of study or curriculum guides. Many principals questioned the soundness of the practice since it added very little to the improvement of instruction. Elementary school principals report that they are serving the needs of teachers by acting as resource persons in the classroom.There was little indication that principals were encouraging teachers to make visitations inside or outside the school in order to observe various teaching methods.Elementary school principals favored providing an educational program for the exceptional child. Conducting weekly visits to classrooms should enable principals to become better acquainted with on-going programs being developed in the classroom.Workshops are an effective means of increasing the teaching skills of teachers. It should be the principal's responsibility to provide the necessary motivation for in-service workshops.There appears to be agreement toward delegating more responsibility for the amelioration of instruction to the building principal. The principal is more likely to be effective if he is perceived as symbolizing the values and purposes of the teachers he leads.To be an effective leader, the principal must be knowledgeable about the range of leadership behavior available, the primary responsibilities of his forces influencing his actions. According to the research, the better the principal understands those factors, the more accurately he can determine appropriate leadership behavior.If teachers perceive that they are influential in the curriculum decision-making process, this will increase the likelihood of curriculum implementation. A cooperative process involving teachers should be characterized by a concerted effort by principals to solicit actively and consider seriously the opinions of classroom teachers.

This study begins with an ethnographic self-study w hich allows for a reflection on traditional learning experiences. This study is located in the context of the initial development of dental health professionals within those higher education institutions that end eavour to provide education and training in a rapidly changing context. This context is charact erised by the simultaneous need to address the blurring of boundaries and the dichotom ies that exist such as the first world and the third world, the developed and the less develop ed world, the rich and the poor, health and wealth, the private and the public sectors, the formal and the informal sectors, the advantaged and the disadvantaged, the privileged an d the underprivileged. The definitions, concepts, theories and principles around curricula and professional development are examined in an effort to extend int o discoveries of educational research usually beyond the purview of dental health practit ioners, policy makers or higher education specialists involved in training these dental healt h practitioners. It poses key questions regarding the nature of prof essional competences within dental health science undergraduate studies and how the curricula are organised around these perceptions of competence. Investigative tools include particip ant observation, interviews and questionnaires which have included both education d eliverers – the teaching staff - and education consumers – the students. The areas of access by students to programmes (inpu t), activities whilst in the programmes (throughput) and their competences at the exit end of the programme (output) are examined. It was found that institutions and programmes are p aradoxically positioned declaring missions to be globally competitive and internation ally recognised and at the same time wanting to reach out to the population who are disa dvantaged and who form a majority. Whilst the needs of the wider community is for basi c dental services and primary health care, the resources appear to be geared for producing tec hnologically-superior professionals who will cater for a largely urban and middle class pop ulations. The resources available, particularly human resources, for this training, ar e going through a critical shortage. Simultaneously demands are being made to challenge the epistemological rationale of the curriculum practice of the training sites at both u niversities and technikons (now known as universities of technology). / Thesis (Ph.D.) - University of KwaZulu-Natal,Durban, 2009.

The Major Problem of the StudyThe major problem of the study was to conduct a systematic evaluation to judge whether administrators, school districts or teachers have undergone or implemented change one year after participating in a curriculum evaluation project.Methods and Procedures of the StudyThe study attempts to provide an accurate description of the impact of the Evaluation Project on the professional conduct of those who participated in data collection and to collect the judgments of these professionals of the impact of the evaluation on the behavior of teachers, administrators and central office personnel. A teacher-administrator questionnaire and an interview guide were used to gather data to form the descriptive aspect of this study.ConclusionsConclusions were based on the findings of the study, on the literature and research reviewed as part of the study and on the writer's experiences in conducting the study.1. The Evaluation Project as judged by teachers, central office administrators and building administrators have led classroom teachers to use evaluation data to make changes in their instructional methods.2. In each of the participating school districts, administrators in some buildings have expressed a desire to help teachers implement change in their classrooms.3. Professionals who responded to the interviews and questionnaires reported that administrators in their respective school districts have attempted to make changes in the decision-making procedures for their buildings.4. Data collected from professionals who participated in the Evaluation Project indicate that teachers and administrators did not give examples of parents asking questions about schools.5. Professionals who responded to the interviews and questionnaires reported that central office administrators have not used the Evaluation Data to make changes in curricula in several school districts.6. In some instances there is evidence to substantiate that school boards have used Evaluation Data to make curricula changes.7. One-half of the students reported that they have had the opportunity to participate in designing learning experiences in their classrooms.8. Professionals who participated in the data collection for the Evaluation Project indicated that the process of systematic data collection has been beneficial to them.9. There is some evidence to substantiate that systematic data collection is important for educational purposes as the professionals who participated in the data collection for the Evalaution Project reported that their participation helped them to identify needs for their corporations.10. The researcher judges that the impact of the Evaluation Project was most beneficial to those professionals who participated in the collection of data for the Project. Recommendations for Further Study1. The Evaluation Project has succeeded in developing a systematic format for the collection of data. The next step might be to let other professionals who did not participate in the collection of data for the Project to have the opportunity to do so in future, Evaluation Projects.2. Presently, pupils are making decisions about learning experiences for their classroom environment. Further research needs to be done concerning pupil involvement in the learning-designing experiences that classroom teachers provide pupils.3. Develop both pre-service and in-service programs where parents can contribute to the development of a curriculum that reflects the communities' needs. Further study is essential to the. types of in-put that parents have in the decision-making alternatives offered parents in regard to the curricula of the school.4. More time should be spent on developing, communication skills among school boards, central office administrators and building principals so that a consensus might be achieved when a decision needs to be made. Further study needs to be done so that a total committment on the part of the administration and professional staff in regard to decision-making can be accomplished without mis-direction. 5. Enlarge the effort to allow for further instrumentation and data process of information to continue to give feedback to school corporations so they might be able to devise a process of data collection which would help them to resolve their needs.

The aim of this study was to identify problems experienced by African educators in developing the school curriculum. The kinds of attitudes and beliefs of African educators in developing the school curriculum are also determined. The study indicates that African educators experienced problems in developing the school curriculum. Learners in urban areas had more advantages than those in rural areas such as availability of facilities and well qualified staff. Schools need adequate resources in order to be effective. The implication the study suggested was that, building schools was not a guarantee for society's success. The advantages of multicultural institutions are caused by the socio-economic backgrounds of various learners of diverse cultures. The differs from the environment of public schools of the rural area where learners had the same background and same culture and have many things in common. Educators at public schools need more training and workshops. African educators should become so confident that they could produce good results at the end of the year. / (M. Ed.) North-West University, Mafikeng Campus, 2005

The purpose of this study was to investigate the extent of primary school teachers' involvement in curriculum development in the South and South Central Education Regions of Southern Botswana. It also examined the teachers' contribution to curriculum development in Botswana. The introduction of the study provides the aim, problem statements, limitations, and defines critical concepts used in the study among other things. The methodology of the study employed IS survey research in its design. The population of the respondents in the two regions is five thousand five hundred and ninety (5590). The sample targeted was six hundred (600) teacher respondents. However, the actual number achieved was three hundred and fifty-three (353). Data was collected through a self-administered questionnaire, which was piloted before the main study was undertaken. Twenty (20) teachers in one primary school were used in the pilot study, out of which fourteen (14) teachers responded. The research findings indicated that primary school teachers are not involved in curriculum development. With respect to this, the majority of the respondents indicated that they wanted teachers to participate fully in curriculum development. The study found out that primary school teachers are not involved in curriculum development because teachers are in shortage in the schools. One other reason is that curriculum development is centralised, a factor which inhabits teacher involvement. the research also found out that primary school teachers are not involve in curriculum development because they are not qualified to develop the curriculum. it was found that all primary school teachers cannot be involve in curriculum development. The study made some recommendations for policy refocus so that teachers should be involved fully in curriculum development. it is recommended that membership of primary school teachers in the national Curriculum panel should be rotational. Further, it is recommended that the number of the teachers in the Panel should be increased to two per subject area. it is recommended that more power should be devolved to regions. / (Ph.D) North-West University, Mafikeng Campus, 2005

The in-service evaluation instrument, The Criteria for Evaluating Teacher In-service Programs, was based on a review of research in in-service education and drew heavily on work done by Donn V. Kaupke. The four major items of this evaluation instrument include: (1) Knowledge of the field of group dynamics is necessary to create changes in a school via a teacher in-service education program; (2) Planning is an essential ingredient of a successful teacher in-service education program; (3) Seven operational techniques facilitate group decision-making; and, (4) Adhering to four administrative policies governing the operation of a teacher in-service education program is prerequisite to a successful program.During the in-service program, the author behaved in an observer-consultant role. He met with the principal to suggest agenda for each meeting and to present data from previous meetings. The observer-consultant was present to observe and record the activities of the Instructional Improvement Committee as it worked with the recommendations. The observer-consultant also helped with the operational processes of the meetings.The principal, after consulting with the observer-consultant, decided that the Instructional Improvement Committee would become the first group to deal with the recommendations. Working with the recommendations became the major part of the weekly Instructional Improvement Committee meetings. The principal chaired the Instructional Improvement Committee and directed its attention towards the objectives he judged it needed to attain.The data used to describe the execution of the Instructional Improvement Committee in-service program were collected by tape recording the ten in-service sessions and analyzing the recordings later, and by interviews and questionnaires completed by the Instructional Improvement Committee members following the completion of the ten meetings. The data were organized under the four major items of the Criteria for Evaluating Teacher In-service Education Programs. They led to the following conclusions:1. The Instructional Improvement Committee, with the leadership of the principal, can work toward curricular improvements of its school.2. The group digressed when the leadership function was not performed by a memberof the Instructional Improvement Committee.3. A curricular evaluator acting as an observer-consultant can facilitate the efforts of the Instructional Improvement Committee of an Individually Guided Education school.4. In-service training provided for personnel of Individually Guided Education schools does not prepare adequately the Instructional Improvement Committee in group processes.5. A curriculum evaluation can provide adequate data on which to base an in-service education program for the Instructional Improvement Committee of an Individually Guided Education school.

The Major Problem of the StudyThe major problem of the study was to determine the effects of the cooperative curriculum assessment project of the Northwest Indiana Public School Study Council as perceived by school administrators who actively participated in this project.Methods and Procedures of the StudyMethods and procedures used to determine the effects of the cooperative curriculum assessment project included the selection of school corporations and the population to be sampled, the preparation and refinement of the survey instrument as a data-collecting device, and the preparation and refinement of the structured interview guide as a data collecting device.ConclusionsConclusions were based on the findings of the study, on the literature and research reviewed as part of the study, and on the writer's experiences in conducting the study.1. A cooperative curriculum assessment has potential for the improvement of communications among the staff members, faculty members, administrative personnel, and students.2. Curriculum evaluation has potential value as a means of in-service training of school personnel for curriculum change and improvement.3. The process of curriculum assessment has potential for involvement of students and parents in curriculum development and change.4. The use of school personnel as participants in curriculum evaluation provides potential value as a means to create positive attitudes toward self-evaluation.5. The positive attitudes of participants in curriculum evaluation indicate the sincere interest of professional educators for the improvement of education for young people.6. Group training of school personnel to act as data collectors has potential as an effective method to initiate a curriculum evaluation project.7. With a limited amount of preparation, public school personnel can become effective in assessing curriculum. More thorough preparation may increase their efficiency in curriculum evaluation.8. University personnel working in cooperation with public school personnel have potential as an effective team in cooperative curriculum assessment.9. The use of teachers as data collectors allows them to acquire new ideas for their own use and also provides them with the opportunity to view objectively the problems in other educational situations.Recommendations for Further StudyRecommendations for further study were based on the findings of the study, on the literature and research reviewed as part of the study, and on the writer's experiences in conducting the study.1. All participants, rather than just the administrators, should be surveyed in regard to the impact of the project in order to obtain the perceptions of all personnel involved in the project.2. Follow-up studies should be conducted involving teachers, students, administrators, and the public concerning the results reported in the final report.3. Studies should be initiated to explore possible means of involving teachers, supervisors, and administrators with university faculty members and other resource persons for planning future curriculum assessments.4. In future curriculum assessments, efforts should be made to encourage all superintendents to include principals, supervisors, and other administrators in the project from the beginning. 5. In future curriculum assessments, efforts should be made to provide a continuous feedback system so that the project staff can study the communications of the liaison persons.

There are currently many complex issues facing human society. There are a range of well-documented environmental problems that stem from past and current methods of human development. Declining ecosystems and species extinctions aside, many humans suffer and struggle within this mounting tide of environmental hardships as well as continuing struggles with access to education and equality within society. A large portion of these struggles arise from the disparity in wealth and the seemingly oppressive nature of economic systems for the 'have-nots' of the world. This quick overview of environmental, social, and economic conditions shows the interdependencies of the three aspects of sustainability or sustainable development. As there are calls to action from the scientific community, government, and society to address these issues of sustainable development, there are a number of voices calling for general changes within the various levels of the education system and more specifically with connecting students to the subject of sustainability. This thesis makes the argument that the most effective step in addressing both these issues is an introductory course on sustainability. Although the issues of sustainability and education are framed under different context, they both can be reduced to the concept of more holistic thinkers in society and in the classroom. A review of more discipline-specific courses incorporating sustainability, faculty surveys, and alternative learning and teaching methods strengthened the course design process. The end result is an upper level undergraduate course that uses the topics of food, water, and energy to bring a new level of understanding to the student on sustainability and holistic thinking.

Thesis (MNursing (Advanced Practice))--University of South Australia, 1995

Thesis (MEd) -- University of South Australia, 1993