The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The University of Arizona catalogs contain information regarding curricula, fees, university policies, and procedures.

The handwriting was on the wall when I arrived at the Defense Information School in December, 1977. I had been brought in after receiving a masters in management to redesign the public affairs supervisors course and the public affairs officer course stressing management rather than a skill orientation. During that process, which lasted two years, I became increasingly involved with the problem addressed in this creative project. The problem plagued Army schools throughout the Training and Doctrine Command.Under the ISD program, initially adopted in 1975, Army educators were forced to ask themselves three questions: What should be the role of the instructor in improving instruction; is there a better way to plan for effective instruction; and can education really be improved, within the limitations of available funds, personnel, and facilities?Working now as the organizational effectiveness consultant at DINFOS, I turned those questions around into positive statements which goal-directed educational administrators could deal with. Essentially I proposed that successful innovation in education requires at least three elements:(1) instructors who are deeply concerned about their teaching effectiveness and who are motivated by a desire for improvement, (2) administrators who willingly encourage and support those instructors, and (3) a carefully designed plan for developing improved instructional practices. Of these three elements, the greatest shortcoming at DINFOS was found in the third.Student evaluations and the North Central accrediting team underscored our instructors' concern. The school administration has demonstrated its willingness to innovate. TRADOC had provided the umbrella plan-ISD. The problem was instructor interface with the ISD process through our Directorate of Training Developments which is tasked to bring ISD to fruition at DIINIFOS.Many suggestions were tried. For example, this seemed to be a textbook case for Management by Objectives (MBO). It did not work because instructor time is at a premium. Finally, my recommendation was adopted and seems headed for success. This remedy is essentially two-fold. It makes, as a matter of policy, ISD the operant mode for all instruction and is outlined in the Operations Manual as such. Secondly, all newly-assigned instructors and other instructors without benefit of this training, must attend a class in ISD where they must demonstrate knowledge of the process and, in fact, write behavioral objectives before being certified to instruct at the school.

Thesis (Ed. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 207-219). / Microfiche. / xiii, 291 leaves, bound 29 cm

Denna uppsats innehåller fyra huvuddelar. Den första delen ämnar att presentera delar av det svenska och irländska skolsystemet med förklaringar av nivåer, ålder och nuvarande läroplan och kursplaner.Den andra delen visar resultat av en undersökning gjord av de styrande organen inom utbildningsområdet in varje land. Ansvarsområden för departement, organisationer och verk presenteras tillsammans med motioner och reforminitiativ.Den tredje delen ger en presentation och en diskussion av relevant litteratur som relaterar till skolpolitiken i Sverige och på Irland. Nyckelorden i denna del är: skolutveckling, skolförbättring och lärarledarskap.I den fjärde delen av uppsatsen presenterar jag resultatet av en studie med lärare i Sverige och Irland. Tio lärare, fem från vart land, som jobbar på grundskola och gymnasium, har svarat på frågor angående deras jobb och deras lands skolpolitik. Deras svar har sedan jämförts med andra och tredje delen av uppsatsen samt med varandras nationaliteter. Slutligen ger en femte del en summering, sammanfattning och reflektion av arbetet i sin helhet. / This essay consists of four main parts. The first part aims to present some of the Swedish and Irish school systems giving explanations for different schools, levels, years and current school curricula and syllabuses. The second part shows the result of a research of the governing organs within the education system in each country. Responsibilities of departments, associations and councils are presented together with school policies and attempts for reform.The third part gives a presentation and a discussion on the relevant literature relating to the main school policies in Sweden and Ireland. The key words for this part are school development, school improvement and teacher leadership.In the fourth part of this essay I present the result of a conducted study with school teachers in Sweden and Ireland. Ten teachers, five from each country, working in primary and secondary schools, have answered questions concerning their job and their country’s school policy. Their answers have been compared and contrasted in relation to part two and three in the essay, and also in relation to their nationalities.Finally a fifth part will summarise, conclude and reflect the essay as a whole.

The purpose of this study was to examine curricular programs in private, public choice, and public attendance-zone schools to determine whether differences exist among curricular programs in the three types of schools. The findings from the student survey data indicated that private school students reported their curriculum to be more challenging than public school students, but no other significant differences were noted. Findings from the teacher survey showed more positive results for private schools in indicators of a challenging curriculum, expectations of students, school climate, and external support than public schools. This study showed that of the types of schools examined, Catholic schools exhibited the most consistent and well written curriculum that reflected the four research questions. Future research needs to be done to establish whether these indicators of a challenging curriculum result in higher student achievement.

The Inclusion of Texas Literature in Texas Public School Curricula advocates the organized inclusion of Texas literature in Texas public schools. The first chapter, the introduction, establishes the study's contention that Texas literature, an internationally admired body of literature, is worthy of an organized state inclusion. Another contention in the introduction is that this inclusion would offer its own needed content while reinforcing concepts and skills already mandated for social studies and English and language arts classes.

Apoiando-se nos estudos pós-críticos do currículo, este trabalho se propõe a analisar, numa perspectiva histórica, os três últimos currículos de História paulistas (Guia Curricular para o Ensino de 1º grau de 1975, a Proposta Curricular para o Ensino de História de 1º grau de 1986, a Proposta Curricular de História para o 1º grau de 1992), além do PCN de História de 1998. A leitura da bibliografia referente ao tema nos mostrou que a maior parte dos estudos que se dedicaram aos currículos em questão partia de ferramentas conceituais próximas dos estudos críticos do currículo, enfatizando questões como a relação entre o currículo e o poder estatal, a importância da autoria do currículo para sua própria definição, entre outras. Essas questões foram problematizadas e os limites de algumas delas, apontados. Em segundo lugar, procedeuse à análise da trajetória histórica daqueles documentos curriculares a partir de outros instrumentos de análise, como a relação entre poder e discurso, a regionalização do poder, a produção de subjetividades, entre outros. Percebemos que, se a noção de experiência do aluno é um fator importantíssimo na Proposta de 1986, elemento de radicalidade contra o Guia de 1975 - o qual estava marcado pela sua excessiva fragmentação -, mais adiante esse mesmo conceito foi reapropriado nas Propostas de 1992 e no PCN de 1998, mas já sob um outro significado. Ou seja: aquilo que serviu como instrumento de um contrapoder ao Guia de 75 pela Proposta de 86 foi, logo depois, transformado e acomodado nos documentos curriculares da Proposta de 92 e no PCN de 98. Outro ponto importante foi a entrada do discurso acadêmico no corpo do texto curricular da Proposta de 86, fato esse que veio se mantendo até o PCN de 98. Dessa forma, tanto a incorporação do discurso acadêmico quanto o termo experiência discente são expressões que entraram no discurso curricular desde a Proposta de 86 e que se mantiveram - apesar das modificações operadas em torno do conceito de experiência. / Based on post-critic curriculum studies, this dissertation aims to analyse - after the historical approach - the three last history curricula from São Paulo (Curricular Teaching Guidebook for the Primary and Secondary School -,1975, Curricular Proposal for History Teaching for the Primary and Secondary School - 1986 and Curricular Proposal for History Teaching for the Primary and Secondary School - 1992) and the 1998 PCN (National Curricular Parameters) of History. The reading on the literature in this specific field has shown that most of the studies related to the curricula above had their starts from conceptual tools close to critic curriculum studies, emphasising aspects such as the relationship between curriculum and state power, the importance of curriculum authorship to its own definition, among others. Those aspects were firstly debated and some of them had their limits outlined. Secondly, analyses of the historical courses of those documents were made, based on analytical tools such as the relation between power and discourse, power fragmentation, the production of subjectivities, and so on. It has been perceived that despite the fact that the notion of the students\' experience is an extremely important factor in the Proposal of 86 - radically opposed to the Guidebook of 75, which is characterised by its excessive fragmentation. Later, the same concept was re-appropriated in the Proposal of 92 and the PCN of 98, but having other meaning. In other words, what had once been used as a counter-power instrument towards the Guidebook of 75 and the Proposal of 86, was transformed and incorporated into the Proposal of 92 and the PCN of 98. Another important aspect was the addition of the academic discourse to the text of the Proposal of 86, which remained until the PCN of 98. That being so, not only the incorporation of the academic discourse but also the term student experience have been present in the curricular discourse since the Proposal of 86, in spite of the changes made around the term experience.