Inclusion of children with disabilities in early childhood settings remains a goal for many early care and education centers and professionals. In this study, the perceptions of supports needed to accomplish this goal were examined. Early childhood teachers from a university-based child care center, which is inspired by the schools in Reggio Emilia, Italy, were interviewed and asked to explore their feelings and thoughts on fully including children with disabilities in their classrooms. An examination of their perceptions led to the identification of four major themes: a) everyone is valuable in the classroom community, b) additional training is needed, c) support from administrators, peers, specialists, and therapists, d) experience fosters success. From these themes the researcher found that teachers felt support from administrators(staffing, policies and procedures, time for meetings), peers, and on-site consultants, additional training, and an over arching philosophy of accepting differences were crucial to successful inclusion. The participants also indicated that all new teachers, whether in pre-service or through in-service should have access to these supports and be provided with information about the benefits and positive experiences of others who have included a child with a disability into their classroom. This study will add to the continuing discussion of early childhood inclusion and provide additional information for programmatic decision making within a particular setting.

Currently in the United States there are more than 4 million lesbian, gay, bisexual, and transgender (LGBT) students in K-12 public schools (Bochenek, Brown, & Human Rights Watch, 2001). Despite the prevalence of LGBT youth and the diversification of family populations, teacher preparation programs rarely acknowledge "queer" aspects of multiculturalism (Letts, 2002). As a result, a majority of K-12 educators enter the field of teaching unwilling and/or unprepared to engage with queer issues as they relate to students and families, curriculum, and instruction. The culture of silence around homosexuality can put queer youth at risk and deter school stakeholders from addressing queer issues, the discussion of which can lead to deepened understanding, increased empathy, and social action. Employing critical social theory as a theoretical framework, this paper examines the promise of increased awareness about and use of queer-inclusive pedagogy and curriculum in pre-service teacher education. It is argued that such inclusion is necessary to counteract heterosexism in schools that reinforce gender norms and impart heteronormative values. Guided by interpretivist inquiry, the current multiple-case study describes how eight pre-service teachers encountered, made sense of, and responded to sexual and gender diversity in their K-8 field placements. Findings are presented in individual case descriptions followed by a cross-case synthesis and suggest that pre-service teachers came into direct and constant contact with queer issues. Participants' overwhelming desire to process and make sense of their encounters as a means of supporting students as well as negotiating their own personal sense of identity also emerged from the data. The implications of these findings for pre-service teacher education are discussed as is a proposed framework for queer inclusion and next steps for future research.

本研究檢視不同課程領導策略在不同課程實施階段的情況。研究以香港新高中通識教育科為背景，在香港三所中學進行，涉及3位通識教育科的課程領導者、8位教師和3位教學助理。研究顯示主要的課程領導策略分佈在個人、課室和學校三個層面，並在不同的課程實施階段中出現（計劃階段、實施階段、評鑑階段－PIE階段）。其中，較重要的是在循環過程中運作的「回饋系統」（Feedback System），其質素回饋主要來自學生評估、教師教學效能和課程評鑑。研究中亦探討課程領導策略的成熟度、複雜度、繼續性和持續性對課程領導發展（包括：規限性、延展性和已發展性）的影響。文中提及課程領導策略取決於不同因素，包括面對的困難、領導的模式和學校的情境等。研究結果顯示，學校甲類近分散式領導；學校乙類近協調式領導；而學校丙則類近協作式領導。以上三種課程領導模式以三個主要元素來界定，分別是：課程管理、課程決策和權力關係。本研究之結果和討論部份，以及修訂後的研究框架，顯示出課程領導策略與課程實施階段的特殊關係，並對學生和教師的學與教表現有著重要影響。最後，本研究雖然有其研究限制，但是仍有助日後相關研究之出現，其重點為：(1) 課程領導策略的實施程度；(2) 課程領導模式的發展情況；(3) 「回饋系統」的操作與運行等。 / This study examines the relationship between curriculum leadership strategies and curriculum implementation stages in the New Senior Secondary Curriculum for the Liberal Studies subject in Hong Kong. Semi structured interviews were conducted with three subject panels, eight teachers and three teaching assistants from three local secondary schools. It was found that the curriculum leadership strategies (personal, classroom and school) employed in the three key stages (planning, implementation and evaluation or ‘PIE’ ) of the integrated model (see Figure 2) proposed by the researcher varied, depending on maturity, continuity, complexity and sustainability in the leadership development process categorized as restricted, emergent and developed. Within the cyclic process in PIE stages, the operation of ‘feedback system’ comes importantly. It is believed that the quality feedback collected from students’ assessment, teachers’ efficacy, and the curriculum evaluation is significant in improving the work of curriculum leadership strategies. Furthermore, the choices of the curriculum leadership strategies are influenced by the constraints encountered, curriculum leadership styles, and school context. Besides, different leadership styles consisting of such elements as curriculum management, decision-making and power relationship were adopted by the three schools: distributed leadership for School A, facilitative leadership for School B, and collaborative leadership for School C. The conceptual framework allows educators and other stakeholders to understand how and why certain curriculum leadership strategies are associated with some particular curriculum implementation stages. Finally, further research is recommended on: (a) the degree of adoption of the strategies; (b) the development of curriculum leadership forms; and (c) the ‘feedback system’ under various school contexts involving people relationship and organizational culture. / Detailed summary in vernacular field only. / Fung, Yuk Shan. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 248-256). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.3 / Acknowledgements --- p.5 / List of Tables --- p.10 / List of Figures --- p.11 / Chapter Chapter One --- Introduction --- p.12 / Chapter 1.1 --- Background --- p.12 / Chapter 1.1.1 --- Continuation of inquiry into curriculum leadership --- p.12 / Chapter 1.1.2 --- The present situation and the trend of curriculum leadership --- p.13 / Chapter 1.1.3 --- The nature of curriculum leadership in the 21st century --- p.14 / Chapter 1.2 --- Liberal Studies as research context --- p.15 / Chapter 1.3 --- Research objectives --- p.17 / Chapter Chapter Two --- Literature Review: The Curriculum Leadership Strategies --- p.19 / Chapter 2.1 --- An overview of curriculum leadership --- p.19 / Chapter 2.1.1 --- Changing leadership -levels of leadership --- p.19 / Chapter 2.1.1.1 --- Principal Leadership --- p.19 / Chapter 2.1.1.2 --- Subject Leadership --- p.20 / Chapter 2.1.1.3 --- Teacher Leadership --- p.21 / Chapter 2.1.2 --- Curriculum nature for curriculum leadership development --- p.22 / Chapter 2.1.3 --- Curriculum leadership relating to curriculum management and decision-making --- p.23 / Chapter 2.1.4 --- Advocating alternative power relationships --- p.25 / Chapter 2.2 --- Forms of curriculum leadership --- p.27 / Chapter 2.2.1 --- Traditional Leadership --- p.27 / Chapter 2.2.2 --- Facilitative Leadership --- p.29 / Chapter 2.2.3 --- Collaborative Leadership --- p.32 / Chapter 2.2.4 --- Distributed Leadership --- p.35 / Chapter 2.3 --- Leadership development --- p.40 / Chapter 2.4 --- Curriculum leadership strategies --- p.41 / Chapter 2.4.1 --- Description of curriculum leadership strategies --- p.41 / Chapter 2.4.1.1 --- Leadership strategies --- p.41 / Chapter 2.4.1.2 --- Curriculum leadership strategies --- p.41 / Chapter 2.4.2 --- The main perspectives related to leadership strategies --- p.42 / Chapter 2.4.2.1 --- People relationship for supporting leadership strategies --- p.42 / Chapter 2.4.2.2 --- Leadership culture and organizational culture --- p.43 / Chapter 2.4.3 --- The main levels and kinds of curriculum leadership strategies --- p.44 / Chapter 2.4.3.1 --- Personal Level --- p.44 / Chapter 2.4.3.1.1 --- Emphasis on leadership conception and qualities --- p.44 / Chapter 2.4.3.1.2 --- Enhancement of leadership capacity --- p.46 / Chapter 2.4.3.1.3 --- Insistence on teacher professionalism --- p.47 / Chapter 2.4.3.2 --- Classroom level --- p.48 / Chapter 2.4.3.2.1 --- Promoting effective teaching and learning --- p.48 / Chapter 2.4.3.2.2 --- Leadership for learning --- p.50 / Chapter 2.4.3.2.3 --- Management of teaching resources --- p.51 / Chapter 2.4.3.3 --- School Level --- p.52 / Chapter 2.4.3.3.1 --- Managing cultural change and renewal --- p.52 / Chapter 2.4.3.3.2 --- Restructuring the curriculum management team --- p.53 / Chapter 2.4.3.3.3 --- Communication and collaboration in school organization --- p.54 / Chapter 2.4.3.3.4 --- Creating professional learning community --- p.55 / Chapter Chapter Three --- Literature Review: Curriculum Implementation Stages for Liberal Studies --- p.59 / Chapter 3.1 --- Curriculum implementation --- p.59 / Chapter 3.1.1 --- Characteristics of curriculum implementation --- p.59 / Chapter 3.1.2 --- Different views from different areas for implementation stages --- p.61 / Chapter 3.1.3 --- Construction of the integrated model of curriculum implementation stages --- p.63 / Chapter 3.2 --- Liberal Studies of New Senior Secondary Curriculum --- p.66 / Chapter 3.2.1 --- Enquiry teaching and learning --- p.66 / Chapter 3.2.2 --- Issue enquiry and multiple perspectives --- p.67 / Chapter 3.2.3 --- Other Learning Experiences for Independent Enquiry Studies --- p.67 / Chapter 3.3 --- Combining framework of different implementation stages for Liberal Studies --- p.68 / Chapter Chapter Four --- Research Design --- p.72 / Chapter 4.1 --- Research significance --- p.72 / Chapter 4.1.1 --- Academic aspect --- p.72 / Chapter 4.1.2 --- Practical aspect --- p.74 / Chapter 4.2 --- Research models --- p.74 / Chapter 4.3 --- Research Questions --- p.80 / Main Research Question --- p.80 / Sub-Research Questions --- p.80 / Chapter 4.4 --- Operational definition --- p.83 / Chapter 4.4.1 --- Curriculum leadership --- p.83 / Chapter 4.4.2 --- Curriculum leadership strategies --- p.84 / Chapter 4.4.3 --- Curriculum implementation stages --- p.86 / Chapter 4.4.4 --- Liberal Studies --- p.86 / Chapter 4.5 --- Research subjects and sampling --- p.87 / Chapter 4.5.1 --- Research subjects --- p.87 / Chapter 4.5.2 --- Sampling --- p.88 / Chapter 4.6 --- Research Methods and Steps --- p.89 / Chapter 4.6.1 --- Data collection --- p.90 / Chapter 4.6.1.1 --- Interviews --- p.90 / Chapter 4.6.1.2 --- Observation --- p.92 / Chapter 4.6.1.3 --- Documentary analysis --- p.93 / Chapter 4.6.2 --- Data analysis --- p.95 / Chapter 4.6.2.1 --- Triangulation --- p.95 / Chapter 4.6.2.2 --- Validity --- p.96 / Chapter 4.7 --- Research instruments --- p.96 / Chapter 4.7.1 --- Interview Guide X --- p.97 / Chapter 4.7.2 --- Interview Guide 1 --- p.97 / Chapter 4.7.3 --- Interview Guide 2 --- p.97 / Chapter 4.7.4 --- Interview Guide 3 --- p.98 / Chapter 4.8 --- Research schedule --- p.98 / Chapter 4.9 --- The Research data and the cases --- p.99 / Chapter 4.9.1 --- Observations and interviews --- p.100 / Chapter 4.9.2 --- Documentary analysis --- p.102 / Chapter 4.10 --- Justifications for the research methodology --- p.104 / Chapter 4.10.1 --- Selection of cases --- p.104 / Chapter 4.10.2 --- Determination of research context --- p.105 / Chapter 4.10.3 --- Adoption of qualitative research --- p.106 / Chapter 4.10.4 --- Employment of multiple research data --- p.106 / Chapter 4.10.5 --- Engagement of triangulation methods --- p.106 / Chapter Chapter Five --- Research Findings and Analysis --- p.108 / Chapter 5.1 --- Multiple case study in three secondary schools --- p.108 / Chapter 5.2 --- Qualitative findings --- p.108 / Chapter 5.2.1 --- School A --- p.109 / Chapter 5.2.1.1 --- Background of the LS subject panel and other team members --- p.109 / Chapter 5.2.1.2 --- Changing time, changing mode and changing leader --- p.110 / Chapter 5.2.1.3 --- Performance expectations and outcomes --- p.114 / Chapter 5.2.1.4 --- Teaching constraints for LS teachers --- p.124 / Chapter 5.2.1.5 --- Strategies adopted in different levels --- p.128 / Chapter 5.2.1.6 --- ‘Feedback System’ in School A --- p.136 / Chapter 5.2.2 --- School B --- p.137 / Chapter 5.2.2.1 --- Background of the LS subject panel and other team members --- p.138 / Chapter 5.2.2.2 --- Changing time, changing mode and changing leader --- p.139 / Chapter 5.2.2.3 --- Performance expectations and outcomes --- p.141 / Chapter 5.2.2.4 --- Teaching constraints for LS teachers --- p.146 / Chapter 5.2.2.5 --- Strategies adopted in different levels --- p.149 / Chapter 5.2.2.6 --- ‘Feedback System’ in School B --- p.154 / Chapter 5.2.3 --- School C --- p.155 / Chapter 5.2.3.1 --- Background of the LS subject panel and other team members --- p.156 / Chapter 5.2.3.2 --- Changing time, changing mode and changing leader --- p.158 / Chapter 5.2.3.3 --- Performance expectations and outcomes --- p.160 / Chapter 5.2.3.4 --- Teaching Constraints for LS Teachers --- p.168 / Chapter 5.2.3.5 --- Strategies adopted in different levels --- p.171 / Chapter 5.2.3.6 --- ‘Feedback System’ in School C --- p.180 / Chapter Chapter Six --- Discussion --- p.181 / Chapter 6.1 --- Understanding qualitative relationship --- p.181 / Chapter 6.2 --- The strategies used in different implementation stages --- p.183 / Chapter 6.2.1 --- The number of stages appearing in the implementation process --- p.183 / Chapter 6.2.2 --- The key strategies adopted in different stages --- p.189 / Chapter 6.2.2.1 --- Personal strategies focusing on planning & implementation stages --- p.190 / Chapter 6.2.2.2 --- Classroom strategies focusing on implementation stage --- p.194 / Chapter 6.2.2.3 --- School strategies focusing on planning & implementation stages --- p.196 / Chapter 6.2.3 --- The possible major and minor strategies --- p.197 / Chapter 6.3 --- The reasons of using different strategies in different implementation stages --- p.200 / Chapter 6.3.1 --- Encountering different constraints --- p.201 / Chapter 6.3.2 --- Relating to different leadership forms --- p.204 / Chapter 6.4 --- The impact of the adopted strategies on curriculum implementation --- p.210 / Chapter 6.4.1 --- The actual situational leadership of ‘reverse effect’ --- p.211 / Chapter 6.4.1.1 --- People relationship and the strategies used with ‘reverse effect’ --- p.211 / Chapter 6.4.1.2 --- Leadership culture, organizational culture and the strategies used with ‘reverse effect’ --- p.214 / Chapter 6.4.2 --- The performance outcomes --- p.215 / Chapter 6.5 --- Relationship between curriculum leadership strategies and curriculum implementation stages --- p.216 / Chapter 6.5.1 --- THEME 1: Relationship between the strategies and the stages --- p.216 / Chapter 6.5.2 --- THEME 2: Relationship between the level of strategies and the stages --- p.220 / Chapter 6.5.3 --- THEME 3: Relationship between the nature of strategies and the stages --- p.226 / Chapter 6.5.4 --- THEME 4: Relationship among the school context, the strategies and the stages --- p.229 / Chapter 6.5.5 --- THEME 5: Relationship between the school context and the feedback system --- p.231 / Chapter 6.6 --- Conclusive summary --- p.233 / Chapter Chapter Seven --- Conclusion --- p.237 / Chapter 7.1 --- Findings of the study --- p.237 / Chapter 7.2 --- Limitations of the study --- p.239 / Chapter 7.3 --- Recommendations and implications --- p.242 / Chapter 7.3.1 --- Importance of school context --- p.242 / Chapter 7.3.2 --- Consideration of effective planning --- p.243 / Chapter 7.3.3 --- Emphasis on evaluation and quality feedback --- p.243 / Chapter 7.3.4 --- Teacher Education --- p.244 / Chapter 7.3.5 --- Curriculum reform --- p.245 / Chapter 7.4 --- Further research --- p.245 / References --- p.248 / Chapter Appendices --- p.257

Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.

published_or_final_version / Education / Master / Master of Education

Holistic approach--Whole language approach.

No description available.

This teaching unit consists of pre and post field trip activities for the Big Morongo Canyon Preserve in Morongo Valley, California. The lessons provide background information to teachers and provide classroom activities on the desert and wetland environments. The lessons can be easily adapted for kindergarten through sixth grades.

This project is aimed at helping children in elementary grades 1-6 develop a deep awareness of and empathy for the environment through children's fictional literature. This project takes a selection of children's books that encourage feelings of love, respect, and concern for the environment, and pairs them with an array of activities that put children more in touch with our planet and its problems. This combination of shared stories and related activities may be influential in developing environmental sensitivity in young children.

This place-based curriculum, developed to address the alienation that children often feel from the natural environment around them, is an inquiry-based, hands-on teaching module for third and fourth grade children. It is designed around a one-day field trip to vernal pool habitat at the Santa Rosa Plateau Ecological Reserve. Three pre-visit and three post-visit lessons are included. The lessons enable students to acquire required California academic content standards, and also incorporate education principles stated in California's Education and the Environment Initiative.