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This study proposes to (1) set forth, in a brief way, the gradual evolution of pragmatism from about 1905 down to the present, (2) to clearly define pragmatism and to differentiate between it and some other "isms" having philosophical significance, (3) and to show how pragmatism has made for itself a place in the modern school curriculum.

The purpose of this study is to examine integration in such a manner as to determine its true meaning, to analyze critically its ability to meet the challenge and produce the goals which society and the teacher have set up, and to conclude whether the utilization of integration, as conceived by the writer, will develop the child's capacity of self-expression, encourage critical thinking, develop individual aptitudes, and help him make wholesome adjustments to the group.

The purpose of this study is to select procedures based on principles of cooperation implied in American democracy, and to apply these democratic cooperative procedures to the administration of curriculum revision.

The problem which forms the basis of this study is one involving an investigation of the curricular offerings in the field of business in the liberal-arts colleges of Arkansas. The purpose of the investigation is to compare the growth of business offerings during the eleven years from 1936 to 1946.

The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.

by Chi-kin John Lee. / Publication date from spine. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 484-512). / Questionnaires in Chineses. / Abstract --- p.i / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / List of Figures --- p.xv / List of Appendices --- p.xv / Chapter Chapter One： --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.1.1 --- Emergence of environmental consciousness and environmental protection in Hong Kong / Chapter 1.1.2 --- Environmental education in the context of school curricula in Hong Kong / Chapter 1.1.3 --- The context of curriculum change -- primary education in Hong Kong / Chapter 1.2 --- Statement of the Problem --- p.7 / Chapter 1.3 --- Purpose of the Study --- p.11 / Chapter 1.4 --- Research Questions --- p.12 / Chapter 1.5 --- Significance of the Study --- p.13 / Chapter 1.6 --- Delimitations --- p.19 / Chapter 1.7 --- Definitions of Terms --- p.19 / Chapter Chapter Two： --- REVIEW OF THE LITERATURE -- ENVIRONMENTAL EDUCATION / Chapter 2.1 --- The Nature of Curriculum Change -- Environmental Education --- p.32 / Chapter 2.1.1 --- Nature of environmental education / Chapter 2.1.2 --- Curriculum theorising and environmental education / Chapter 2.2 --- The Scale of Curriculum Change --- p.41 / Chapter 2.3 --- Change and Curriculum Development Strategies --- p.43 / Chapter 2.4 --- Status and Perceived Needs of Environmental Education --- p.44 / Chapter 2.5 --- Analysis of Curriculum Materials with reference to Environmental Education --- p.49 / Chapter Chapter Three: --- REVIEW OF THE LITERATURE -- CURRICULUM CHANGE / Chapter 3.1 --- Theories of Curriculum Change： The introduction of an innovation --- p.55 / Chapter 3.1.1 --- General models of change / Chapter 3.1.2 --- Approaches to analysing educational change / Chapter 3.2 --- Teacher Change and Receptivity as an Area of Study --- p.64 / Chapter 3.2.1 --- Technical perspective： Variables affecting teachers' receptivity to change / Chapter 3.2.2 --- Studies related to teachers' receptivity to and adoption of an innovation / Chapter 3.2.3 --- Receptivity and status risk theory / Chapter 3.2.4 --- An interpretive perspective： Teachers' voice in curriculum change / Chapter 3.3 --- Teachers' Stages of Concern as Perceptions of Curriculum Change --- p.91 / Chapter 3.3.1 --- Concerns-based Adoption Model (CBAM) / Chapter 3.3.2 --- Studies related to Stages of Concern / Chapter 3.3.3 --- Stages of Concern and receptivity / Chapter 3.4 --- Research related to Adoption and Implementation of Environmental Education --- p.105 / Chapter 3.4.1 --- Teachers' perceptions of environmental education / Chapter 3.4.2 --- Curriculum implementation of environmental education programmes / Chapter 3.5 --- Research related to Curriculum Change and Implementation in Hong Kong --- p.112 / Chapter 3.6 --- Review of the Literature on Environmental Education and Curriculum Change -- An overview --- p.116 / Chapter Chapter Four： --- RESEARCH DESIGN / Chapter 4.1 --- The Research Questions and Associated Research Methods --- p.121 / Chapter 4.2 --- Methodological Issues --- p.125 / Chapter 4.3 --- Questionnaire Surveys --- p.130 / Chapter 4.3.1 --- Questionnaire design -- Instruments / Chapter 4.3.2 --- Pre-test phase for the second questionnaire survey / Chapter 4.3.3 --- Samples for the questionnaire surveys / Chapter 4.4 --- Case Studies and Case Study Approach --- p.148 / Chapter 4.5 --- Methods of Data Analysis --- p.158 / Chapter 4.6 --- Limitations --- p.170 / Chapter Chapter Five: --- CURRICULUM DESIGN AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS / Chapter 5.1 --- "The Nature of Environmental Education as Stated in the ""Guidelines""" --- p.174 / Chapter 5.2 --- Nature of Curriculum Development for Promoting Environmental Education in Primary Schools --- p.200 / Chapter 5.2.1 --- Responsibilities of curriculum development agencies at the central level / Chapter 5.2.2 --- Effort of the Education Department / Chapter 5.2.3 --- Effort of government departments and non-government environmental organisations in promoting environmental education in schools / Chapter 5.2.4 --- Other support provided to the primary teachers for implementing the curriculum change / Chapter 5.3 --- Conclusion --- p.218 / Chapter Chapter Six： --- THE STATUS OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS IN HONG KONG / Chapter 6.1 --- Official Information about the Status of Environmental Education in Schools in Hong Kong --- p.223 / Chapter 6.2 --- The Status of Environmental Education in Primary Schools --- p.224 / Chapter 6.3 --- Some Practices of Environmental Education in Primary Schools --- p.233 / Chapter Chapter Seven： --- TEACHERS' PERCEPTIONS OF THE ENVIRONMENT AND ENVIRONMENTAL EDUCATION / Chapter 7.1 --- "Concepts of the Term ""Environment' and Environmental Education Objectives and Content Perceived by Primary School Teachers" --- p.264 / Chapter 7.2 --- Environmental Education Needs Perceived by Primary School Teachers --- p.277 / Chapter 7.3 --- Degree of Teachers' Environmental Concern --- p.280 / Chapter Chapter Eight: --- TEACHERS' RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 8.1 --- Teachers' Stages of Concern towards Environmental Education --- p.288 / Chapter Chapter Nine: --- CASE STUDIES OF SCHOOLS ADOPTING ENVIRONMENTAL EDUCATION AND SCHOOLS WITH TEACHERS OF HIGH AND LOW RECEPTIVITY TO ENVIRONMENTAL EDUCATION / Chapter 9.1 --- Characteristics of the Case Study Schools and the Environmental Education Curriculum and Activities Adopted --- p.321 / Chapter 9.2 --- The Adoption Process in the Case Study Schools Adopting Environmental Education --- p.344 / Chapter 9.2.1 --- Reasons for initiation and adoption / Chapter 9.2.2 --- The importance of principal support and die-hard supporters in the adoption of environmental education / Chapter 9.2.3 --- Responses of teachers towards the adoption of environmental education / Chapter 9.3 --- Examples of Infusing Environmental Education in Teaching by Individual Teachers --- p.367 / Chapter 9.4 --- Factors Influencing Teachers' and Principals' Receptivity to the Adoption of Environmental Education in Primary Schools --- p.369 / Chapter 9.5 --- Perceptions of Approaches to Environmental Education --- p.397 / Chapter 9.6 --- "Principals' and Teachers' Perceptions of Good ""Guidelines""" --- p.400 / Chapter Chapter Ten： --- DISCUSSION OF FINDINGS FROM SURVEYS AND CASE STUDIES / Chapter 10.1 --- Comparison of Survey and Interview Findings --- p.411 / Chapter 10.2 --- The Relation of the Present Findings with the Literature of Curriculum Change and Environmental Education --- p.422 / Chapter 10.2.1 --- The importance of perceived 'practicality' of the innovation to teachers / Chapter 10.2.2 --- Elements for effective planning of the innovation / Chapter 10.2.3 --- Need for improvement in curriculum development in environmental education / Chapter 10.2.4 --- The linkage between teachers' receptivity and school adoption of environmental education / Chapter 10.2.5 --- The role of the principal and of 'critical mass' in the adoption of environmental education / Chapter 10.2.6 --- "A principal's leadership, contextual characteristics and teachers' receptivity" / Chapter 10.2.7 --- Teachers' perceptions of environmental education / Chapter 10.3 --- Towards a Framework for Studying Teachers' Receptivity to Environmental Education --- p.442 / Chapter Chapter Eleven： --- CONCLUSION / Chapter 11.1 --- Summary of Findings and Implications --- p.459 / Chapter 11.2 --- Relation of the Present Study to Existing Theories --- p.476 / Chapter 11.3 --- Suggestions for Future Research --- p.479 / Chapter 11.4 --- Concluding Remarks --- p.481 / References --- p.484 / Appendices --- p.513

Curriculum 2005 is an attempt by the South African government to create and implement a strategic plan to change the formal school curriculum. The new curriculum has 'integration' as one of its focal features. This study is an investigation of the use of' environment' as an integrating' organiser' in the senior phase of Curriculum 2005 in a selection of schools in the Mpumalanga province. While the Curriculum 2005 framework encourages curriculum integration, this is an area which might be neglected during implementation, because there is so little experience among teachers of working in an 'integrated' way. Environmental education is an approach to education which requires and facilitates curriculum integration. This study has the potential to contribute to our understanding of the integration of environmental learning across the new curriculum. Questionnaires and vignettes based on document analysis, follow-up interviews and classroom observations, involving a small group of teachers, were used in conducting the study. The investigation has revealed that participating teachers show a limited understanding of the constructs 'environment' and 'phase organiser'. Teachers do not take or introduce a critical perspective on the nature and causes of environmental issues. They treat the construct 'environment' and associated issues quite superficially when working with learners. Participating teachers generally misunderstood the concept 'phase organisers' and tended to interpret it in concepts associated with the curriculum framework they were used to. Curriculum 2005 also requires teachers to take on a more active curriculum development role. This study looked at four teachers' attempts to develop learning programme units, and at the way in which two teachers implement their curriculum plans focussing on 'environment', in the classroom. It was found that participating teachers do not always follow the same sequence or steps when developing a learning programme. Learning programme units were not considered in developmental sequence, they lacked some form of continuity and links between intended learning outcomes and teaching activities were also lacking. There was inadequate integration between learning areas. Furthermore, integration between knowledge, skills, values and attitudes was also not quite clear among the teachers, and they tended to deal with environmental knowledge in a rather limited way, focussing instead on the awareness and attitudes. These findings are of concern, and they are in keeping with the Curriculum 2005 Review Report, which highlighted the danger of inadequate focus on curriculum content. On overall teachers seem to be struggling with the whole notion of 'integration', even though environment as a phase organiser is meant to assist with curriculum integration. The thesis ends with recommendations on how teachers might be assisted to achieve meaningful curriculum integration, through using learning outcomes as well as content knowledge relevant to environmental learning.

The Environmental Education programme offered at the Gold Fields Environmental Education Centre (GFEE Centre) in the Pilanesberg National Park, Bophuthatswana, was initiated in response to requests from schools in Bophuthatswana to visit game reserves as 'syllabus related school activities'. Evaluative research into the GFEE Centre programme by an external researcher indicated that the learning experiences largely concentrated on cognitive development, and neglected to influence affective and psychomotor development. After a number of adaptations to the programme, which emphasised a more child-centred approach it was realised that little was known about the background and learning needs of the predominantly BaTswana school children. It was felt by the researcher that the learning activities provided at the GFEE Centre could also possibly be biased by a Western, scientific orientation which possibly lacked relevance to the cultural backgrounds of the pupils. The researcher used an action research approach in a number of workshops with a purposive sample of BaTswana primary school teachers, to gather data. The teachers were encouraged to critically reflect on the background and learning-needs of BaTswana children, with specific regard to environmental issues and worldviews. The information provided by the teachers' reflective deliberations and a seperate research project with school children, indicated that primary school children in Bophuthatswana tend to follow accepted human development patterns in their perceptions of the environment. The influence of either a predominantly rural or urban upbringing during a child's early formative years was considered by the teachers to be significant in determining worldviews, and culture was considered to have an influence on children's learning processes. Their beliefs and experiences were used by them in generating suggestions to correct the GFEE Centre programme. The teachers' also highlighted the fact that there were a number of socio-cultural and institutional issues which influenced the effectiveness of the GFEE Centre programme.

This project was developed to provide curriculum for young adults in the California Conservation Corps to help them connect to their employment with attitude and knowledge acquisition related to the outdoors.