The purpose was to outline how the role of an "assisting teacher" in curriculum implementation can be defined. The role of the "assisting teacher" was defined because it is an implementation strategy used within the British Columbia context. Four sources were used to define the role of the assisting teacher in this study. 1. Research literature on implementation roles, 2. Evaluation or needs assessment reports, 3. Current and proposed curricula, and 4. A selected school district context. Because the purpose of this study was to demonstrate how these sources could be used concretely to define a role, the present (1968) and the proposed (1983) secondary social studies curricula in British Columbia, the province-wide social studies assessment (1977), and School District No. 41 (Burnaby) were analyzed selectively. The following questions guided the research: 1. What is the role of the assisting teacher as implied by selected research literature? 2. What is the role of the assisting teacher as implied by the 1977 British Columbia Social Studies Assessment 3. What is the role of the teacher and the assisting teacher as implied by the proposed (1983) social studies curriculum for British Columbia? 4. What is the role of the assisting teacher as perceived in the Burnaby School District? 5. What role description do these four sources help define? Selected research literature, social studies assessment documents, and social studies curricula were analyzed. To determine the actual and/or ideal role of the assisting teacher as perceived in the Burnaby School District, interviews were conducted with five assisting teachers, as well as their supervisor and coordinator, and with eight secondary social studies department heads. The study concluded with generalizations and a process for defining the role of the assisting teacher in curriculum implementation. This process may have generalizability for defining the role of the assisting teacher in curriculum areas other than social studies. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

沈健明. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 159-170. / Shen Jianming. / 前言 --- p.1 / Chapter 第一章 --- 研究的意義與目的，範圍和問題 / Chapter 1.1 --- 研究的意義與目的 --- p.2 / Chapter 1.2 --- 硏究範圍 --- p.3 / Chapter 1.3 --- 研究問題 --- p.5 / Chapter 第二章 --- TOC的本質 / Chapter 2.1 --- TOC計劃出現的背景 --- p.6 / Chapter 2.2 --- 政府方面的態度和教育界的反應 --- p.7 / Chapter 2.3 --- TOC 實施的牽涉範圍 --- p.9 / Chapter 2.4 --- TOC的課程架構 --- p.13 / Chapter 2.5 --- TOC的理論基礎 --- p.15 / Chapter 2.6 --- 有關TOC本質的探討 --- p.18 / Chapter 2.6.1 --- 目標帶動的課程發展的一些特色 --- p.18 / Chapter 2.6.2 --- T0C的課程取向 --- p.24 / Chapter 2.7 --- 總結 --- p.32 / Chapter 第三章 --- 教師課程決策的本質 / Chapter 3.1 --- 課程的定義 --- p.35 / Chapter 3.2 --- 課程與教師的關係 --- p.38 / Chapter 3.3 --- 決策的概念 --- p.41 / Chapter 3.4 --- 教師課程決策文獻回顧 --- p.46 / Chapter 3.5 --- 教師課程決策的一些理念模式 --- p.56 / Chapter 第四章 --- 研究設計 / Chapter 4.1 --- 硏究方法 --- p.63 / Chapter 4.1.1 --- 搜集資料 --- p.63 / Chapter 4.1.2 --- 研究取樣 --- p.65 / Chapter 4.1.3 --- 研究步驟 --- p.67 / Chapter 4.2 --- 硏究設計 --- p.69 / Chapter 4.3 --- 研究信度和效度 --- p.70 / Chapter 4.4 --- 研究限制 --- p.71 / Chapter 第五章 --- 資料整理與分析 / Chapter 5.1 --- 受訪學校背景資料 --- p.72 / Chapter 5.1.1 --- 學校背景資料 --- p.72 / Chapter 5.1.2 --- 受訪學校簡介 --- p.72 / Chapter 5.2. --- 受訪教師背景資料 --- p.74 / Chapter 5.2.1 --- 資歷方面 --- p.74 / Chapter 5.2.2 --- 培訓方面 --- p.75 / Chapter 5.2.3 --- 參與態度方面 --- p.76 / Chapter 5.3 --- 研究資料的整理及分析架構 --- p.78 / Chapter 5.4 --- 有關課程內容的編訂 --- p.79 / Chapter 5.4.1 --- 課程內容的決定 --- p.79 / Chapter 5.4.2 --- 編定課程時的參考資料 --- p.82 / Chapter 5.4.3 --- 教師在決定課程 --- p.83 / Chapter 5.4.4 --- 受訪學校的實際課程編排 --- p.86 / Chapter 5.4.5. --- 小結 --- p.87 / Chapter 5.5 --- 有關教學計劃的編寫 --- p.88 / Chapter 5.5.1 --- 教署建議的教學計劃編寫模式 --- p.88 / Chapter 5.5.2 --- 受訪教師編寫教學計劃的模式 --- p.91 / Chapter 5.5.3 --- 小结 --- p.97 / Chapter 5.6 --- 有關學習課業及練習的設計 --- p.100 / Chapter 5.6.1 --- 教署對有關學習課業及練習的闡釋 --- p.101 / Chapter 5.6.2 --- 受訪教師編排學習課業及練習的取向 --- p.104 / Chapter 5.6.3 --- 小结 --- p.108 / Chapter 5.7 --- 有關施教與學習的形式 --- p.109 / Chapter 5.7.1 --- 教署就施教與學習的建議 --- p.109 / Chapter 5.7.2 --- 受訪教師採取的施教方式 --- p.109 / Chapter 5.7.3 --- 小結 --- p.115 / Chapter 5.8 --- 有關評估的方式 --- p.116 / Chapter 5.8.1 --- 教署對評估方式的建議 --- p.116 / Chapter 5.8.2 --- 受訪教師採取的評估方式 --- p.118 / Chapter 5.8.3 --- 小结 --- p.120 / Chapter 5.9 --- 綜合各受訪教師的課程決策模式 --- p.122 / Chapter 5.10 --- 有關「教師課程決策共通模式」的结論與其他 有關類似硏究的比較 --- p.131 / Chapter 第六章 --- 總結 / Chapter 6.1 --- 有關硏究問題的答案 --- p.137 / Chapter 6.2 --- 結語 --- p.142 / 附錄一 TTRA課程架構 --- p.145 / 附錄二TOC課程架構 --- p.146 / 附錄三本硏究採用補充問卷 --- p.147 / 附錄四課堂計劃表格 --- p.150 / 附錄五本研究搜集資料重點 --- p.151 / 附錄六T0C英文科教學計劃示例 --- p.153 / 附錄七T0C中國語文科教學計劃示例 --- p.154 / 附錄八T0C數學科教學計劃示例 --- p.155 / 附錄九本文採用英文名詞對照表 --- p.156 / 附錄十本文採用縮寫語對照表 --- p.157 / 參考書目 --- p.158

許健文. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 80-89. / Xu Jianwen. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 課程的概念 --- p.5 / Chapter 2.1 --- 課程的定義 / Chapter 2.2 --- 課程的層次 / Chapter 2.3 --- 課程的組成元素 / Chapter 2.4 --- 小結 / Chapter 第三章 --- 決策的概念 --- p.12 / Chapter 3.1 --- 決策的種類 / Chapter 3.2 --- 决策過程 / Chapter 3.3 --- 權力理論 / Chapter 3.4 --- 認知理論 / Chapter 3.5 --- 社羣相倚取向 / Chapter 3.6 --- 印象理論 / Chapter 3.7 --- 對敎師課程決策研究的義意 / Chapter 第四章 --- 敎師課程决策的文獻評述 --- p.20 / Chapter 4.1 --- 敎師參與課程決策 / Chapter 4.2 --- 敎師課程決策一描述性為 主的研究 / Chapter 4.3 --- 敎師課程決策的一些理念模式 / Chapter 4.4 --- 主流學校和特殊學校課程決策 / Chapter 第五章 --- 研究範圍、問題、假設和意義 --- p.34 / Chapter 5.1 --- 研究範圍 / Chapter 5.2 --- 操作性定義 / Chapter 5.3 --- 研究問題 / Chapter 5.4 --- 研究假設 / Chapter 5.5 --- 研究的意義 / Chapter 第六章 --- 研究設計 --- p.41 / Chapter 6.1 --- 研究的取樣 / Chapter 6.2 --- 工具 / Chapter 6.3 --- 研究步驟 / Chapter 6.4 --- 資料分析 / Chapter 6.5 --- 研究的限制 / Chapter 第七章 --- 研究結果 --- p.45 / Chapter 7.1 --- 參與課程工作的意願、原因和經驗 / Chapter 7. 2 --- 參與校内課程決策的範圍和程度 / Chapter 7.3 --- 課程決策的因素 / Chapter 第八章 --- 討論和總結 --- p.65 / Chapter 8.1 --- 參與課程工作的意願、原因和經驗 / Chapter 8.2 --- 參與校内課程決策的範圍和程度 / Chapter 8.3 --- 課程决策因素 / Chapter 8.4 --- 總結 / 參考書目 --- p.80 / 附錄一問卷 --- p.93

Thesis (Ph.D.)--Xianggang Zhong wen da xue, 2002. / Dao shi: Huang Xianhua jiao shou. 880-03 Includes bibliographical references.

Quality Education for college students, which aims at overcoming the problems made by specialization education in the globalization of higher education and the fierce competition of comprehensive national power, has been carried out at universities in Mainland China since mid-1990s. The general education curricula at some universities are similar to American ones. This study focuses on teachers' understanding of general education curriculum, their practical general education curriculum design model and the influential factors in their course planning. / The research constructs a descriptive model for general education course design, finds out that curriculum orientation acts as the key influential factor of teachers' general education course planning, reflects the characteristics of general education course planning, works as the orientation of teachers' course design. Furthermore, the findings show that the background, interests and needs of college students should be taken into account in general education curriculum design. At the same time, the teachers' decision-making in general education courses can be analyzed from two-dimensions---"endemic and exotic, individual and policy". / The researcher adopted qualitative research method, took one comprehensive university as a case study to explore the teachers' general education course designs. Based on document analysis, classroom observation and interviews, six teachers unique in their course design have been selected as research subjects. The study gives a deep description of their understanding of curriculum elements such as curriculum objectives, selection and organization of learning experiences, assessment and evaluation; constructs the general education course design model; and explores the reasons for the general education course design from the macro, organizational, and micro levels. / The study explores the curriculum orientation of teachers in the field of college curriculum. The findings will develop college curriculum theories, deepen the understanding of the concept of curriculum orientation, provide plenty of practical experiences for teachers who give general education courses, and give suggestions for future college general education curriculum program improvement. / 徐慧璇. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3022. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 510-527). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Xu Huixuan.

黃素蘭. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 195-202. / Huang Sulan. / 論文摘要 --- p.i / 鳴謝 --- p.ii / 目錄 --- p.iii-iv / 圖表目錄 --- p.v / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1-3 / Chapter 1.2 --- 研究目的 --- p.3-4 / Chapter 1.3 --- 研究的重要性 --- p.4 / Chapter 1.4 --- 名詞定義 --- p.5-6 / Chapter 第二章 --- 香港小學美勞科課程發展及課程規劃的探討 --- p.7 / Chapter 2.1 --- 香港課程發展的特色 --- p.8-13 / Chapter 2.2 --- 香港小學美勞科的發展 --- p.14-16 / Chapter 2.3 --- 香港校本課程發展與小學美勞課程發展的關係 --- p.17-20 / Chapter 2.4 --- 香港小學美勞科新舊課程綱要的課程規劃與設計 --- p.21-26 / Chapter 第三章 --- 教師課程決策的探討 --- p.27 / Chapter 3.1 --- 課程的定義 --- p.28-30 / Chapter 3.2 --- 課程決策的層次 --- p.31-36 / Chapter 3.3 --- 教師規劃的層次與角色 --- p.37-39 / Chapter 3.4 --- 教師規劃的考慮範疇 --- p.40-42 / Chapter 3.5 --- 教師規劃的思考因素 --- p.43-45 / Chapter 第四章 --- 研究設計與實施 --- p.46 / Chapter 4.1 --- 研究問題 --- p.47 / Chapter 4.2 --- 研究性質一質的研究 --- p.47-48 / Chapter 4.3 --- 研究策略一個案研究 --- p.48-50 / Chapter 4.4 --- 研究方法 --- p.50-52 / Chapter 4.5 --- 內容分析 --- p.52-53 / Chapter 4.6 --- 預試訪問 --- p.53-54 / Chapter 4.7 --- 晤談問題的構思 --- p.54-55 / Chapter 4.8 --- 晤談對象的選擇 --- p.55-60 / Chapter 4.9 --- 研究程序 --- p.60-61 / Chapter 4.10 --- 研究限制 --- p.61 / Chapter 第五章 --- 美勞科教學計劃的決策概況 --- p.62 / Chapter 5.1 --- 學校美勞科教學計劃的課程元素 --- p.63-71 / Chapter 5.2 --- 美勞科教學計劃的特點 --- p.72-76 / Chapter 5.3 --- 美勞科教學計劃的分析原則 --- p.77-84 / Chapter 5.4 --- 美勞科教學計劃的分析 --- p.85-94 / Chapter 5.5 --- 總結 --- p.95-96 / Chapter 第六章 --- 影響美勞科主任課程決策的因素 --- p.97 / Chapter 6.1 --- 校內美勞科教學計劃的規劃概況 --- p.98-106 / Chapter 6.2 --- 美勞科主任在編訂教學計劃時考慮的範疇 --- p.107-123 / Chapter 6.3 --- 美勞科主任在編訂教學計劃時的思考因素 --- p.124-150 / Chapter 第七章 --- 結論與建議 --- p.151 / Chapter 7.1 --- 美勞科主任如何感知中央文件課程及規劃全年教學計劃 --- p.152-157 / Chapter 7.2 --- 情境因素與個人因素如何影響美勞科主任的課程決策 --- p.158-162 / Chapter 7.3 --- 研究建議 --- p.162-165 / 註釋 --- p.166-172 / 附錄 / Chapter 附件4.1 --- 學校及個人資料(問卷) --- p.173 / Chapter 附件5.1 --- 美勞科教學計劃與課程綱要對照表（學校A四年級) --- p.174-179 / Chapter 附件5.2 --- 美勞科教學計劃與課程綱要對照表（學校D五年級) --- p.180-187 / Chapter 附件5.3 --- 美勞科教學計劃在「教材分配比例」方面的對照表 --- p.188-194 / 美勞科教學計劃在「教學重點」方面的對照表 / 美勞科教學計劃在「教學活動」方面的對照表 / 美勞科教學計劃「綜合美術欣賞與創作活動」的對照表 / 參考資料 --- p.195-202

The purposes of this study were threefold: (1) to test the assumption that a curriculum study produces change in a school faculty in conservatism-radicalism, in anxiety, in leadership behavior, and in attitude toward the curriculum study; (2) to investigate the relationships between effects of a curriculum study on conservatism-radicalism, anxiety, leadership behavior, attitude toward the curriculum study and age, sex, and years of teaching experience of the teachers; and (3) to create a model from which replications can be made by Texas Education Service Centers.

M.Ed. / Science teachers in South Africa had to cope with the implementation of a host of new policies and curricula during the past years. New policies were implemented within a short space of time and teachers struggled to cope. The professional development teachers received during the implementation phase did not provide sufficient support to teachers and manifested in teacher overload, confusion and stress. For science teachers this resulted in lack of content knowledge, laboratory skills and pedagogical content knowledge (PCK), to name a few. The consequence was learner underperformance in science during international and local assessments. The aim of this study is to add to current knowledge pertaining to the professional development of science teachers. The lived experiences of the science teachers during implementation of a new curriculum, their problems and needs, as well as the professional development that they received in their community of practice by keystone species were researched. A qualitative case study with a phenomenological flavour was chosen as research design. A single school was selected and data generated using interviews, observations, photos and artefacts. The findings suggest that the needs and problems of the science teachers in this case study are not sufficiently addressed through professional development programmes. No keystone species could be identified amongst the science teachers and the community of practice was found to be a pseudo-community of practice. The science teachers experienced problems with learner-centred teaching methods and practical investigations. In addition, there appears to be a general lack of applying shoestring science. The teachers experienced negative feelings and many of them lacked a sense of agency. To overcome the problems it is recommended that a community of practice be developed and nurtured for the science teachers. This should be supplemented by properly planned professional development programmes offering shoestring science, PCK and personal wellbeing programmes. The establishment of cluster groups (as ecologies of practice), in which Natural-, Life- and Physical Sciences teachers support one another, is also a recommendation of this study.

M.Ed. / Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation is a means whereby man adapts and survives in a continuously changing society. Curriculum Innovation Is defined by Ceri (1969:13) in the following manner. "We understand Innovation to mean those attempts at change in an educational system which are consciously and purposefully directed with the aim of Improving the present system"...

This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg