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You searched for subject:( Intended curriculum). Showing records 1 – 13 of 13 total matches.

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University of Alberta

1. Seitz, Paolina. Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

 The study examined curriculum alignment among the intended, the enacted, and the assessed curricula in Grade 9 mathematics in two domains: content/operations and cognitive processes.… (more)

Subjects/Keywords: curriculum alignment; intended, enacted, assessed curricula; cognitive complexity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Seitz, P. (2014). Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/7h149s652

Chicago Manual of Style (16th Edition):

Seitz, Paolina. “Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach.” 2014. Doctoral Dissertation, University of Alberta. Accessed September 17, 2019. https://era.library.ualberta.ca/files/7h149s652.

MLA Handbook (7th Edition):

Seitz, Paolina. “Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach.” 2014. Web. 17 Sep 2019.

Vancouver:

Seitz P. Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Sep 17]. Available from: https://era.library.ualberta.ca/files/7h149s652.

Council of Science Editors:

Seitz P. Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/7h149s652


Queensland University of Technology

2. Ross, Emily J. An investigation of teachers' curriculum interpretation and implementation in a Queensland school.

Degree: 2017, Queensland University of Technology

 This study analysed the process of curriculum interpretation undertaken by five primary school mathematics teachers as they implemented the Australian Curriculum in a Queensland school.… (more)

Subjects/Keywords: Curriculum implementation; Curriculum interpretation; Enacted curriculum; Exploratory case study; Influences; Intended curriculum; Mathematics; Planned curriculum; Primary; Thematic analysis

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APA (6th Edition):

Ross, E. J. (2017). An investigation of teachers' curriculum interpretation and implementation in a Queensland school. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/107049/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ross, Emily J. “An investigation of teachers' curriculum interpretation and implementation in a Queensland school.” 2017. Thesis, Queensland University of Technology. Accessed September 17, 2019. https://eprints.qut.edu.au/107049/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ross, Emily J. “An investigation of teachers' curriculum interpretation and implementation in a Queensland school.” 2017. Web. 17 Sep 2019.

Vancouver:

Ross EJ. An investigation of teachers' curriculum interpretation and implementation in a Queensland school. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2019 Sep 17]. Available from: https://eprints.qut.edu.au/107049/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ross EJ. An investigation of teachers' curriculum interpretation and implementation in a Queensland school. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/107049/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Curtin University of Technology

3. Koto, Irwan. Indonesian primary school science in practice : challenges between the intended and implemented curriculum .

Degree: 2013, Curtin University of Technology

 This study investigated the educational practices in urban and rural primary school science classrooms of Bengkulu province, Indonesia. Directed by six research questions, the study… (more)

Subjects/Keywords: van den Akker; challenges; Indonesian primary school science; Bengkulu province; urban and rural primary school science; intended and implemented curriculum

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APA (6th Edition):

Koto, I. (2013). Indonesian primary school science in practice : challenges between the intended and implemented curriculum . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2485

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Koto, Irwan. “Indonesian primary school science in practice : challenges between the intended and implemented curriculum .” 2013. Thesis, Curtin University of Technology. Accessed September 17, 2019. http://hdl.handle.net/20.500.11937/2485.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Koto, Irwan. “Indonesian primary school science in practice : challenges between the intended and implemented curriculum .” 2013. Web. 17 Sep 2019.

Vancouver:

Koto I. Indonesian primary school science in practice : challenges between the intended and implemented curriculum . [Internet] [Thesis]. Curtin University of Technology; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/20.500.11937/2485.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koto I. Indonesian primary school science in practice : challenges between the intended and implemented curriculum . [Thesis]. Curtin University of Technology; 2013. Available from: http://hdl.handle.net/20.500.11937/2485

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

4. Chabongora, Bernadette Netsai. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .

Degree: 2011, University of South Africa

 The purpose of this thesis is to investigate opportunities to learn (OTL) algebra by grade ten learners at three Catholic secondary schools in South Africa.… (more)

Subjects/Keywords: Teaching and learning; Mathematical knowledge; Constructivism; Algebra; Opportunities to learn; Intended and enacted curriculum; Procedural; Registers of representation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chabongora, B. N. (2011). Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/6105

Chicago Manual of Style (16th Edition):

Chabongora, Bernadette Netsai. “Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .” 2011. Doctoral Dissertation, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/6105.

MLA Handbook (7th Edition):

Chabongora, Bernadette Netsai. “Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .” 2011. Web. 17 Sep 2019.

Vancouver:

Chabongora BN. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/6105.

Council of Science Editors:

Chabongora BN. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/6105


University of Pretoria

5. Mucavele, Simao. Factors influencing the implementation of the new basic education curriculum in Mozambican schools.

Degree: Education Management and Policy Studies, 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA (6th Edition):

Mucavele, S. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24169

Chicago Manual of Style (16th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Doctoral Dissertation, University of Pretoria. Accessed September 17, 2019. http://hdl.handle.net/2263/24169.

MLA Handbook (7th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Web. 17 Sep 2019.

Vancouver:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2263/24169.

Council of Science Editors:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/24169


University of Pretoria

6. [No author]. Factors influencing the implementation of the new basic education curriculum in Mozambican schools .

Degree: 2009, University of Pretoria

 The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and… (more)

Subjects/Keywords: Curriculum implementation; Curriculum theory; Curriculum development; Curricular areas; Learning cycle; Curriculum approaches; Frequency analysis; Reliability; Curriculum development models; Attained curriculum; Curriculum; Intended curriculum; Implemented curriculum; First-order investigative factor analysis; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2009). Factors influencing the implementation of the new basic education curriculum in Mozambican schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-04272009-095504/

Chicago Manual of Style (16th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Doctoral Dissertation, University of Pretoria. Accessed September 17, 2019. http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

MLA Handbook (7th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Web. 17 Sep 2019.

Vancouver:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Sep 17]. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

Council of Science Editors:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/


Virginia Tech

7. Mhango, Ndalapa Adrian C. An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society.

Degree: PhD, Curriculum and Instruction, 2008, Virginia Tech

 The purpose of public schooling in many democratic nation-states is the preparation of an active participatory citizenry. For this reason, educators advocate the use of… (more)

Subjects/Keywords: enacted curriculum; pedagogies; participatory classroom practices; active participatory citizens; democracy; intended curriculum

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APA (6th Edition):

Mhango, N. A. C. (2008). An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26755

Chicago Manual of Style (16th Edition):

Mhango, Ndalapa Adrian C. “An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society.” 2008. Doctoral Dissertation, Virginia Tech. Accessed September 17, 2019. http://hdl.handle.net/10919/26755.

MLA Handbook (7th Edition):

Mhango, Ndalapa Adrian C. “An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society.” 2008. Web. 17 Sep 2019.

Vancouver:

Mhango NAC. An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10919/26755.

Council of Science Editors:

Mhango NAC. An Exploration of How Primary School Teachers in Malawi Plan and Implement Social Studies Lessons for the Preparation of Active Participatory Citizens in a Democratic Society. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26755


University of South Africa

8. Magidi, Junic. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.

Degree: 2015, University of South Africa

 The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis… (more)

Subjects/Keywords: Horizontal and vertical mathematization; Theme; Assessment for learning; Assessment as learning;

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APA (6th Edition):

Magidi, J. (2015). Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19726

Chicago Manual of Style (16th Edition):

Magidi, Junic. “Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.” 2015. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/19726.

MLA Handbook (7th Edition):

Magidi, Junic. “Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa.” 2015. Web. 17 Sep 2019.

Vancouver:

Magidi J. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/19726.

Council of Science Editors:

Magidi J. Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa. [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19726

9. Zhang, Zheng. Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China.

Degree: 2012, University of Western Ontario

 This case study using ethnographic tools was conducted in an Ontario transnational education (TNE) program in China where Ontario secondary school curricula were integrated with… (more)

Subjects/Keywords: Transnational education; multiliteracies; intended curriculum; implemented curriculum; lived curriculum; hidden curriculum; null curriculum; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; International and Comparative Education

…102 5 Intended Curriculum… …intended curriculum (i.e., what is planned in documents), implemented curriculum (… …are not stated in intended curriculum) and null curriculum (i.e., where the… …international curriculum (Thompson, 1998), some transnational education curricula intended… …i.e., the intended curriculum). I observed Mandarin and English literacy-related… 

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APA (6th Edition):

Zhang, Z. (2012). Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Zheng. “Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China.” 2012. Thesis, University of Western Ontario. Accessed September 17, 2019. https://ir.lib.uwo.ca/etd/930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Zheng. “Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China.” 2012. Web. 17 Sep 2019.

Vancouver:

Zhang Z. Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China. [Internet] [Thesis]. University of Western Ontario; 2012. [cited 2019 Sep 17]. Available from: https://ir.lib.uwo.ca/etd/930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang Z. Mapping the Contact Zone: A Case Study of an Integrated Chinese and Canadian Literacy Curriculum in a Secondary Transnational Education Program in China. [Thesis]. University of Western Ontario; 2012. Available from: https://ir.lib.uwo.ca/etd/930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Cooper, Catherine W. The Incorporation of Standards-Based Geography Into the Classrooms In Maryland Middle School Grades.

Degree: 2013

Subjects/Keywords: Geography standards; K-12 geography; intended and taught curriculum; Maryland K-12 geography.; Geography

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cooper, C. W. (2013). The Incorporation of Standards-Based Geography Into the Classrooms In Maryland Middle School Grades. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62822

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16th Edition):

Cooper, Catherine W. “The Incorporation of Standards-Based Geography Into the Classrooms In Maryland Middle School Grades.” 2013. Thesis, [No school]. Accessed September 17, 2019. http://hdl.handle.net/2249.1/62822.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7th Edition):

Cooper, Catherine W. “The Incorporation of Standards-Based Geography Into the Classrooms In Maryland Middle School Grades.” 2013. Web. 17 Sep 2019.

Vancouver:

Cooper CW. The Incorporation of Standards-Based Geography Into the Classrooms In Maryland Middle School Grades. [Internet] [Thesis]. [No school]; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2249.1/62822.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Cooper CW. The Incorporation of Standards-Based Geography Into the Classrooms In Maryland Middle School Grades. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62822

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

11. Kurz, Alexander. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.

Degree: PhD, Special Education, 2011, Vanderbilt University

 For purposes of this study, I developed an OTL measurement tool called the Instructional Learning Opportunities Guidance System (MyiLOGS) to quantify the extent to which… (more)

Subjects/Keywords: Opportunity-to-learn; intended curriculum model; differentiated opportunity structure; validity; equality; access

…LIST OF FIGURES FIGURE 1 The Intended Curriculum Model for General Education 4 FIGURE… …2 The Intended Curriculum Model for Special Education 11 FIGURE 3 The Instructional… …students with disabilities have the opportunity to learn the intended curriculum as measured by… …intended curriculum is largely comprised of state-specific academic standards (Porter, 2006… …disabilities have the opportunity to learn the intended curriculum? 2. To what degree do students… 

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APA (6th Edition):

Kurz, A. (2011). Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;

Chicago Manual of Style (16th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed September 17, 2019. http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;.

MLA Handbook (7th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Web. 17 Sep 2019.

Vancouver:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Sep 17]. Available from: http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;.

Council of Science Editors:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ ;


Texas State University – San Marcos

12. Cooper, Catherine W. The Incorporation of Standards-Based Geography Into the Classroom In Maryland Middle School Grades.

Degree: PhD, Geography, 2011, Texas State University – San Marcos

 Since the 1994 publication of Geography for Life, educators have questioned the extent to which the national geography standards for grades K-12 have been incorporated… (more)

Subjects/Keywords: Geography standards; K-12 geography; Intended and taught curriculum; Maryland K-12 geography.; Geography; Geography – Maryland – Study and teaching (Secondary); Education and state – Maryland; Education – Standards – United States; Education accountability – United States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cooper, C. W. (2011). The Incorporation of Standards-Based Geography Into the Classroom In Maryland Middle School Grades. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/3380

Chicago Manual of Style (16th Edition):

Cooper, Catherine W. “The Incorporation of Standards-Based Geography Into the Classroom In Maryland Middle School Grades.” 2011. Doctoral Dissertation, Texas State University – San Marcos. Accessed September 17, 2019. https://digital.library.txstate.edu/handle/10877/3380.

MLA Handbook (7th Edition):

Cooper, Catherine W. “The Incorporation of Standards-Based Geography Into the Classroom In Maryland Middle School Grades.” 2011. Web. 17 Sep 2019.

Vancouver:

Cooper CW. The Incorporation of Standards-Based Geography Into the Classroom In Maryland Middle School Grades. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2011. [cited 2019 Sep 17]. Available from: https://digital.library.txstate.edu/handle/10877/3380.

Council of Science Editors:

Cooper CW. The Incorporation of Standards-Based Geography Into the Classroom In Maryland Middle School Grades. [Doctoral Dissertation]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/3380

13. Smith, Reid J. Alignment of intended learning outcomes, curriculum and assessment in a middle school science program.

Degree: 2012, Edith Cowan University

 This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state… (more)

Subjects/Keywords: Curriculum evaluation; curriculum change; curriculum-based assessment; Victoria; science; study and teaching; middle school; middle school education; activity programs; scientific literacy; constructive alignment; intended curriculum; alignment scoring methods; science curriculum; middle years education; Science and Mathematics Education

…determination of alignment of curriculum 52 materials with intended goals Figure 8: Scoring table… …This raises concerns about whether the current curriculum is achieving its intended goals of… …misaligned with the intended goals of the Thinking Science curriculum. Rationale and Significance… …to develop an approach for assessing the alignment of intended outcomes, curriculum and… …for evaluating the alignment of intended outcomes, curriculum materials and assessment in a… 

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APA (6th Edition):

Smith, R. J. (2012). Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Reid J. “Alignment of intended learning outcomes, curriculum and assessment in a middle school science program.” 2012. Thesis, Edith Cowan University. Accessed September 17, 2019. http://ro.ecu.edu.au/theses/489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Reid J. “Alignment of intended learning outcomes, curriculum and assessment in a middle school science program.” 2012. Web. 17 Sep 2019.

Vancouver:

Smith RJ. Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 Sep 17]. Available from: http://ro.ecu.edu.au/theses/489.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith RJ. Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/489

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.