Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Boise State University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 188-193). Also available online via the ProQuest Digital Dissertations database.

Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 203-213.

Thesis (M.S.S.W.) -- University of Tennessee, Knoxville, 2005. / Title from title page screen (viewed on July 13, 2005). Thesis advisor: Cindy Davis. Document formatted into pages (vii, 67 p.). Vita. Includes bibliographical references ( 46-56 p.).

The diploma thesis is focused on interpersonal relations in curriculum at chosen primary school. Both formal and informal curriculum of the lower secondary school are studied here and also the integration of the interpersonal issues. The social psychology importance in the influence of the social background issue on upbringing and education of children is described in theoretical part of this thesis, just as the application of the social psychology in pedagogy for understanding children and adolescents in their pupils' social circumstanced, integration of the interpersonal issues in the teaching document - curriculum, chosen primary schools and term definition in the form of literary research. Practical part is divides into two sections. The first section includes quantitative research accomplished among teachers and pupils at lower secondary school by the qualitative method, in which teachers and pupils answer questions. The questionnaires survey the point of view from both sides of teachers and pupils and mutual interaction. Teachers and pupils assess everybody they meet daily. The second section includes qualitative research in the form of structural interviews with five school representatives - a pupil, a teacher, a cleaning lady, a school caretaker and a female cook. These structural...

Thesis (Ph.D.)--James Madison University, 2009. / Includes bibliographical references.

The general objective of the study was to assess the existing practices and major factors affecting the design and development of Ethiopian TVET curriculum and explore considerations to be taken to design and develop TVET curricula that befit Ethiopia. The purpose of the study was to explore and understand the meanings TVET practitioners and stakeholders of Ethiopian TVET programme credited to the practices of TVET curriculum design and development in Ethiopia. Hence, the study employed qualitative research approach in phenomenological design and was undertaken within the interpretive paradigm to understand the lived experience of the curriculum designers, developers and implementers in Ethiopia. Accordingly, three regional states of Ethiopia were selected and one government-run TVET college from each regional state, i.e. a total of three TVET Colleges were taken as sample representatives for the study using purposive and convenience sampling methods. The study was delimited to the practices of curriculum design and development of the building construction fields of study. This is because firstly, it is impossible to encompass all available TVET fields of training in the study; secondly, building construction technology sector is one of the those sectors which much focus is given to by the government of Ethiopia and thus is the training fields found in abundance in the country. Two data gathering tools were mainly used to gather information in this study. These were interviews and document review. Therefore, the researcher first reviewed different related literature and strategic documents to understand the background of the problem and to see what has been done in reference to the problem. Accordingly, working and policy documents such as TVET strategies, guidelines, manuals, legislation, curriculum frameworks and guides, as well as Education Sector Development Programmes and other written documents and related literature to TVET curriculum design and development that were available at federal, regional and TVET college levels were reviewed and analysed. Other countries experiences visa-a-vis TVET curriculum design and development were also reviewed and used as sources of information. The interviews were held with curriculum development officials at the Federal TVET Agency and sampled Regional TVET Agencies as well as principals, heads of department and trainers from sampled TVET colleges that were providing training in the fields of building construction works. The interview participants were two TVET curriculum development officials from Federal TVET Agency, three TVET curriculum development officials from three sampled regional TVET Agencies, three TVET college principals from three sampled TVET colleges, three heads of department of building construction work fields from three sampled TVET colleges, and three trainers of building construction work fields from three sampled TVET colleges. Accordingly, it could be investigated from the study that the way outcome based TVET system is perceived and eventually executed and the processes and steps that were followed in order to design and develop TVET curriculum in Ethiopia had impact on present TVET curriculum developed . Besides, the way other countries’ experiences were espoused and adapted led to inappropriate curriculum design and development approach. Moreover, the Ethiopian TVET System following only one Curriculum development approach for designing and developing TVET curriculum for all trades, blue and white collar work-related-vocational education and training resulted in non-beneficial TVET curriculum. It was also noted from the study that the wrong perception of stakeholders’ roles and responsibilities in curriculum development activities led to TVET curriculum development with improper training content selection and unfair training time allotment, which in greatly impact on the TVET curriculum implementation and training delivery. Therefore, the study suggested that the curriculum that addresses individual, societal and employers’ needs should be designed and the labour market demand analysis needs to be undertaken before OS mapping is designed. In doing so, it is recommended that Ethiopia should benchmark itself against best practices of various developed and developing countries which have succeeded in outcome-based TVET system and when TVET system is adopted from other countries, it should be with tangible reasons and justifications. Furthermore, it is recommended that attention should be paid to practical training programmes and a combination of practice and theory time should be provided for all course types. In addition, the environmental situation of the country and the degree of importance of each unit of competence for employment and self-employment need to be considered. / Educational Studies / Ph. D. (Comparative Education)

Made available in DSpace on 2014-07-29T15:13:47Z (GMT). No. of bitstreams: 1 Tese Maria Augusta.pdf: 220257 bytes, checksum: f3d0757a399b6862ca3785ee818c2722 (MD5) Previous issue date: 2009-08-07 / Linked to the State and Educational Policies Research Line of the Post-graduation Program in Education of Universidade Federal de Goiás (UFG), the organization of schools in cycles in Goiânia is analyzed in this thesis from the perspective of the processes of regulation of the educational policies undertaken in Brazil, starting mainly in the 1990 s. Based on the analyses of the social regulation carried out on the economy field and the political sociology and having as reference the methodological-theoretical frame developed by Marks and fertilized by Gramsci, it was aimed to understand the constitutional determinations of the organization of the school in cycles in Goiânia and questioned in which way they correspond to the processes of regulation of the educational policies or, in the other hand, they can mean a counterpoint to the hegemonic processes of regulation in progress. The investigation in local extent demanded, in addition to the bibliographic research, a process which involved document analysis, interviewing and applying questionnaires in 15 schools. The data obtained from the questionnaires received statistics treatment through the electronic program SPSS - Statistical Package for The Social Sciences. Taking the organization of the school in cycles as a policy in the strict meaning of the state s action, that is, as a policy of the government, it should be considered that it is also found, in higher or lower degree, submitted to the ways of regulation of the policies forged on the lato of the State s action. Thus, the organization of scholarity in cycles in Goiânia can be understood as a policy doubly delimited by regulating processes. As a counterpoint to the organizations in series model, the main changes instituted in the evaluation s extent refer to the variation on the meaning of failing and the introduction of alternatives as regrouping, mobility, rejoining groups or maintenance of some steps. Within the curriculum extent, the speech that it is necessary for the structure to be flexible seems widely absorbed and reaffirmed on the curriculum organized by objectives, by generating theme and work projects, among other methodologies adopted. Inserting new forms and mechanisms of control over the management and organization of work; the emphasis on collective work; the intensification, complexification and teachers work overload have resulted in demand for teachers increasingly more flexible and indicate changes in management and organization of work extents. The organization of schools in cycles in Goiania s educational public schools is a policy whose regulation was expressed by the contradictory movement of flexibilization, which included moments of deregulation/ regulation throughout the period examined. However, what has emerged is that the soothing of flexibilization has not ceased production processes that were made conventional by being called failure at school and for the reasons why more complex forms of social regulations are needed. / Vinculada à Linha de Pesquisa Estado e Políticas Educacionais do Programa de Pósgraduação em Educação da Universidade Federal de Goiás (UFG), esta tese analisa a organização da escola em ciclos em Goiânia à luz dos processos de regulação das políticas educacionais empreendidos no Brasil, particularmente a partir da década de 1990. Com base nas análises da regulação social realizadas no campo da economia e da sociologia política e tendo como referência o quadro teórico-metodológico desenvolvido por Marx e fertilizado por Gramsci, buscou-se apreender as determinações constitutivas da organização da escola em ciclos em Goiânia e interrogar em que sentido elas correspondem aos processos de regulação das políticas educacionais ou, se diferentemente disso, podem significar um contraponto aos processos hegemônicos de regulação em curso. A investigação em âmbito local demandou, além da pesquisa bibliográfica, um processo que envolveu análise documental, realização de entrevistas e aplicação de questionários em 15 escolas. Os dados obtidos dos questionários receberam tratamento estatístico por meio do programa eletrônico SPSS - Statistical Package for The Social Sciences. Ao tomar a organização da escola em ciclos como uma política no sentido stricto da ação estatal, ou seja, como uma política de governo, deve-se considerar que ela também se encontra, em maior ou menor grau, submetida às formas de regulação das políticas forjadas no sentido lato da ação do Estado. Neste sentido, a organização da escolaridade em ciclos em Goiânia pode ser compreendida como uma política demarcada duplamente por processos regulacionais. Contrapondo-se ao modelo de organização seriada, as principais mudanças instituídas no âmbito da avaliação referem-se à variação no significado da reprovação e à inserção de alternativas como reagrupamento, mobilidade, reenturmação ou retenção em algumas etapas. No âmbito do currículo, o discurso de que é necessário flexibilizar sua estrutura parece amplamente assimilado e reafirmado no currículo organizado por objetivos, por tema gerador e projetos de trabalho, dentre outras metodologias adotadas. A inserção de novas formas e mecanismos de controle sobre gestão e organização do trabalho; a ênfase no trabalho coletivo; a intensificação, complexificação e sobrecarga no trabalho dos professores têm resultado na demanda por um professor cada vez mais flexível e são indicativos de mudanças no âmbito da gestão e da organização do trabalho. A organização da escola em ciclos na rede municipal de educação de Goiânia é uma política cuja regulação foi expressa no contraditório movimento de flexibilização, que incluiu momentos de desregulamentação/regulamentação ao longo do período analisado. Entretanto, o que se depreendeu é que o paliativo da flexibilização não tem cessado os processos de produção do que se convencionou denominar de fracasso escolar e em razão do que são necessárias formas cada vez mais complexas de regulação social.