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合作的课程变革中的教师专业发展: 上海市"新基础教育实验"个案研究 = The professional development of teachers involved in collaborative curriculum change : the case of New Basic Education Project in Shanghai. / 上海市新基础教育实验个案研究 / Professional development of teachers involved in collaborative curriculum change, the case of New Basic Education Project in Shanghai / Professional development of teachers involved in collaborative curriculum change the case of New Basic Education Project in Shanghai (Chinese text, China) / CUHK electronic theses & dissertations collection / Digital dissertation consortium / He zuo de ke cheng bian ge zhong de jiao shi zhuan ye fa zhan: Shanghai Shi "Xin ji chu jiao yu shi yan" ge an yan jiu = The professional development of teachers involved in collaborative curriculum change : the case of New Basic Education Project in Shanghai. / Shanghai Shi Xin ji chu jiao yu shi yan ge an yan jiuJanuary 2002 (has links)
王建军. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 227-247). / 中英文摘要. / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wang Jianjun. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-247).
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中國大陸統整課程的教師信念: 兩所學校的個案研究. / Study on teachers' beliefs of integrated curriculum in mainland China: two case schools / CUHK electronic theses & dissertations collection / Zhongguo da lu tong zheng ke cheng de jiao shi xin nian: liang suo xue xiao de ge an yan jiu.January 2007 (has links)
Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities. / The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes? / The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system. / This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs. / 張爽. / 呈交日期: 2006年11月. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 369-384). / Cheng jiao ri qi: 2006 nian 11 yue. / Adviser: Lam Chi Chung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270. / 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. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 369-384). / Zhang Shuang.
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Curriculum interpretation as an aspect of effectiveness : implications for the management of teacher competence.08 August 2012 (has links)
M.Ed. / GENERAL AIM To investigate the components of teacher competence and how these aspects can be managed to enhance teacher effectiveness. GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. SPECIFIC AIM Determine the contribution of curriculum interpretation towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that curriculum interpretation enhances effectiveness; and Devise a possible strategy whereby curriculum interpretation support effectiveness and enhance teacher competence.
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Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula.Johnson, Kathryn Barbara. January 2009 (has links)
This study explored the way biological knowledge is transformed when it
moves from its disciplinary form to a high school biology curriculum, and how
this occurred in successive versions of the life sciences curriculum
implemented in post-apartheid South Africa. Bernstein’s (1996, 1999)
conceptualisation of biology as an hierarchical knowledge structure, the
recontextualisation of knowledge, and the implications for social justice
formed the theoretical framework to the study, as did Aikenhead’s (2006)
distinction between traditional and humanistic approaches to science
education, and Schmidt, Wang and McKnight’s (2005) concept of curriculum
coherence. Firstly, I attempted to elicit core concepts and conceptual organisation in
biology from the writings of the distinguished biologist Ernst Mayr, two
foundational biology textbooks, and interviews with two professors of biology.
Seven concepts emerged: the cell, inheritance, evolution, interaction,
regulation, energy flow and diversity, which I arranged in a hierarchy
according to Mayr’s “three big questions”, “what?”, “how?” and “why?”. The
theory of evolution was highlighted as the key integrating principle of the
discipline. Secondly, I considered biology in the school curriculum by means of a
literature review and synthesis of the changing goals of a school science
education. Five broad categories of objectives were derived: knowledge,
skills, applications, attitudes and values , and science as a human enterprise.
Aikenhead’s (2006) terminology captured the shifts in emphases of these
objectives over time.Thirdly, I analysed the stated objectives and content specifications of the
three most recent versions of the South African life sciences curricula – the
Interim Core Syllabus (ICS), the National Curriculum Statement (NCS) and
the new NCS. The NCS represented a dramatic swing away from the
traditional approach of the ICS, while the new NCS reverts to a more
traditional approach, though with more humanistic content than in the ICS.
Both the ICS and t he NCS were found to be deficient in one of the three key
conceptual areas of biology. The conceptual progression of the material is
strongest in the new NCS, and weakest in the original NCS. The conclusion
was drawn that, of the different curricula, the new NCS has the greatest
potential to induct South African learners into the hierarchical structure of
biology, and represents a positive contribution to the goal of transforming
education in South Africa.
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Perceptions of secondary school teachers in Clermont towards participation in curriculum development.Hlatshwayo, Vuyiswa Joyce. January 1997 (has links)
Recent Policy documents, such as the ANC Draft Framework on Education and Training of 1994, the White Paper on Education and Training of 1995 and the Curriculum Framework for General and Further Education and Training of 1996 have proposed broad participation by major stakeholders, in particular teachers, in the process of curriculum planning and decision-making. This represents a major shift from past practices which limited teacher decision-making to the classroom. These proposals are made against the background that South African education is undergoing a period of transition from a system which was driven by apartheid policies to a more progressive and democratic system. This study sought to investigate the responses of teachers in Clermont, a semi-urban black settlement in Durban, to the policy proposals which state that their participation in curriculum planning and development should be extended. It also aimed to explore their thinking concerning the implications such proposals may have for them. A non-proportional random stratified sample of teachers in promotion and non-promotion posts was drawn to survey teacher responses to these proposals. A mailed "self administered" questionnaire was used as the research instrument for this study. The major findings which emerged from the survey are: Teachers in Clermont believe that they have a major role to play and that role should not be limited to the classroom. They regard decisions made about curriculum as directly affecting them. Despite their support for extended participation in curriculum planning and development they feel they are not adequately prepared for that role. They regard themselves as having inadequate knowledge of the theory and practice of curriculum. In particular, they think they lack skills in designing and planning curricula because they were not adequately prepared during their teacher training, as well as the fact that they were not given such opportunities in the past. Teachers expressed the view that participation in curriculum development could facilitate their professional development. Teachers also acknowledge the importance of the contribution of other stakeholders such as parents and pupils in making curriculum decisions. In the light of the major findings the study recommends the following: A holistic approach to teacher development should be adopted which provides teachers with basic skills and concepts in curriculum and curriculum development through seminars and workshops. In the context of the implementation of a new curriculum which is outcomes-based, workshops and seminars could facilitate the process of introducing the new curriculum and also enabling teachers to be critical of their practice. In order to create a favourable climate for teacher development, teacher development must be integrated with whole school development through, for example, in-service training which is school-focused. To facilitate whole school development the creation of forums, such as teacher forums where teachers could discuss current debates, and learning forums involving teachers, pupils and parents where problems facing schools would be explored are recommended. In the longer term pre-service teacher education should be restructured to include training in curriculum development in order to adequately prepare student teachers in curriculum planning and development. To bridge the gap between schools and colleges of education, universities and the communities, partnerships between schools, universities, colleges of education, and non-governmental organisations, as well as partnerships between schools, communities and the Department of Education at provincial level should be created. / Thesis (M.Ed.) - University of Natal, 1997
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An investigation of constraints on the further professional development of teachers as curriculum decision-makers at Indian secondary schools in the Greater Durban Area.Maharaj, Ghunsham Harriparsadh. January 1991 (has links)
The decade of the nineties has ushered in a period of socio-political transformation in South Africa. Demands for the democratisation of education imply that teachers will be expected to assume a more significant professional role, particularly with regard to curriculum decision-making. As a result of authoritarian curriculum policies and practices of the past, teachers have not had the same opportunities to participate in curriculum decision-making as their colleagues in many other countries (HSRC: 1981). This means that teachers in this country have, in the main, been forced to operate as 'restricted' professionals and will need to move towards a
greater 'extended' professionality (Hoyle: 1980). However, the extent to which
teachers are able to become more "extended" professionals will depend on the identification and removal of constraints on their further professional development in this regard. The primary aim of this study, therefore, was to investigate constraints on the further professional development of teachers as curriculum decision-makers within Indian secondary schools in the Greater Durban area. A stratified random sample, proportionally representing the three sub-populations of teachers (viz. Classroom Practitioners, Heads of Departments and Principals / Senior Deputy Principals / Deputy Principals), was drawn and a mailed questionnaire was used to survey attitudes and opinions pertinent to this study. The main findings that emerged from the survey were: 1. Whilst teachers themselves are desirous of becoming involved in curriculum decision-making at all levels, in most instances they are deprived of opportunities to participate in decision-making even at the micro-level of the school. 2. Whilst some principals tend to profess a very liberal and progressive view with regard to teacher participation in curriculum decision-making, in reality they adopt a very prescriptive and authoritarian style of management. 3. Pre-service and in-service education programmes for teachers do not adequately focus on teacher participation in curriculum decision-making. 4. Within-school constraints are exacerbated by a lack of clarity about the education department's stance on the matter of teacher participation in curriculum decision-making. The recommendations emanating from these findings were made principally with the House of Delegates' Department of Education and Culture in mind, but are likely to be applicable to all other existing departments of education in the country. / Thesis (M.Ed.) - University of Natal, Durban, 1991.
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Teacher involvement in decision-making in finance and curriculum matters.Chili, Johnson Mpiyakhe Johnny. January 2011 (has links)
Since 1994, South Africa has experienced a focus on transformation. The National
Department of Education has refocused the vision and direction of the South
African education system through a series of policy initiatives. As a result of new
legislation in South Africa, considerably more authority and responsibility for
decision-making has been devolved to the school level than was the previously
the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher
involvement in decision-making in finance and curriculum matters in 16 selected
rural schools in Maphumulo circuit. . The study sought to investigate the extent to
which teachers’ actual and desired involvement in decision-making in Finance
matters and Curriculum.
Through the interpretive paradigm of the situation quantitative and qualitative
approaches were used to provide rich and picture. The study utilized a
questionnaire and focus group interviews to investigate the finance area in eight
issues: budgeting, purchasing, record keeping, financial reporting, fundraising,
monitoring, auditing and accounting. The second area was curriculum with seven
issues: selection of books, year plans, work schedules and lesson plans, assessment
(tests and projects) time tabling, language policy and instructional methods. Findings
show that in both decision-making areas teachers tend to experience less
decisional involvement than they desire. However, teachers do not necessarily
desire to be involved in every aspect of the selected areas. I therefore conclude
that school leaders need to invest in understanding what teachers desire to be
involved in and what they do not. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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A study to determine the relationship between perceptions of administrators and teachers in curriculum decision-makingOda, Margaret Yuriko K January 1977 (has links)
Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1977. / Bibliography: leaves [187]-194. / Microfiche. / x, 194 leaves, bound 29 cm
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When someone in us awakens : emerging teacher voice and student voice /Weisner, Jill January 1999 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 278-291). Also available on the Internet.
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When someone in us awakens emerging teacher voice and student voice /Weisner, Jill January 1999 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 278-291). Also available on the Internet.
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