You searched for subject:( curriculum)
.
Showing records 1 – 30 of
15200 total matches.
◁ [1] [2] [3] [4] [5] … [507] ▶

Virginia Tech
1.
Ajao, Helen Omotayo.
Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce.
Degree: MSin Life Sciences, Agricultural and Extension Education, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/101097
► The problem of the ineffective curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Africa. Moreover, Nigerian…
(more)
▼ The problem of the ineffective
curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Africa. Moreover, Nigerian institutions have not adopted the multidisciplinary approach to
curriculum, which accommodates various skill wanted in the industry such as information, communication, and entrepreneurial skills. Also, the number of corporate jobs available pales in comparison to the number of graduates applying for such jobs, as opposed to Western countries where there is an abundance of corporate jobs. This challenge, therefore, necessitates a change of approach. However, to propose a change of
curriculum, there is a need to conduct empirical research that explores the current
curriculum used in higher education, and its effectiveness for preparing graduates for the workforce. The purpose of this study was to explore the process of designing the current
curriculum of all the courses that are being taught by professors in the Department of Agricultural Administration at the Federal University of Agriculture, Abeokuta in Nigeria; and determine whether the
curriculum aligns with the needs of the industry. The theoretical framework guiding this study is the program planning theory. This study used a phenomenological inquiry into the professors conscientious meaning experience and that of the alumni in the department. A purposive sampling method to select participants since the study relied on individuals who are close to the phenomenon. The sample comprised of nine participants (N=9), which include four professors and five alumni. Data was collected using a standardized open-ended questionnaire. Results indicated four themes from the data analysis: 1) Background information about the department; 2) Professors' role in the development of the
curriculum; 3) Process involved in designing the
curriculum, and 4) Considerations for designing the
curriculum. The result of this study enabled us to make recommendations to help improve the department's
curriculum.
Advisors/Committee Members: Westfall-Rudd, Donna Marie (committeechair), Mukuni, Joseph Siloka (committee member), Scherer, Hannah H. (committee member).
Subjects/Keywords: Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ajao, H. O. (2019). Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/101097
Chicago Manual of Style (16th Edition):
Ajao, Helen Omotayo. “Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce.” 2019. Masters Thesis, Virginia Tech. Accessed January 19, 2021.
http://hdl.handle.net/10919/101097.
MLA Handbook (7th Edition):
Ajao, Helen Omotayo. “Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce.” 2019. Web. 19 Jan 2021.
Vancouver:
Ajao HO. Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10919/101097.
Council of Science Editors:
Ajao HO. Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/101097

Stellenbosch University
2.
Fourie, Stefan Steyn.
An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective.
Degree: PhD, Curriculum Studies, 2012, Stellenbosch University
URL: http://hdl.handle.net/10019.1/20302
► ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the continuous pursuit of competitiveness. This has placed a renewed emphasis on…
(more)
▼ ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the
continuous pursuit of competitiveness. This has placed a renewed emphasis on the
capacitation of managers operating in such environments and may be seen as a critical
means of ensuring a sustainable advantage. Within the South African food retail
environment, learning and development activities do not seem to be capacitating managers
effectively, as well as taking too long to meet the changing demands of the retail sector.
Lifelong learning has the potential to accelerate the development of individuals in
management positions.
Lifelong learning can be seen as the facilitation of learning, growth and development of
individuals, as well as a means for enabling individuals and organisations to meet the
challenges of an increasingly competitive world.
Learning has the potential to empower individuals. In facilitating lifelong learning, a coaching
methodology was used to facilitate the learning of ten middle managers in a large food retail
store (part of one of the biggest retail organisations in South Africa). This research set out to
evaluate the effect of coaching (as a method to facilitate learning) to empower middle
managers in the food retail sector.
The research was approached from a lifelong learning perspective and the focus of the
research was the individual adult learner. Within the context of adult learning, the concepts
of andragogy, experiential learning and transformative learning were applied in the
facilitation of adult learning.
Coaching (as a method to facilitate learning) allows for a uniquely individual and personal
approach to learning. The learning and development intervention (using a coaching
methodology) to facilitate learning was implemented over a period of 12 months and the
participants were ten middle managers employed by the retail store.
The case study (more specifically a multiple-case) design was used as research design. The
findings of the research were discussed to place them within the context of the following
research questions:
• What is the effect of coaching as a method of learning and development in the
facilitation of lifelong learning to empower middle managers in the food retail
environment? • Is coaching (as only another way of facilitating learning) an effective method for
facilitating learning and the development of middle managers in the food retail
sector?
• Which dimensions should be taken into consideration when implementing a coaching
methodology (as a method of learning) in developing middle managers in the retail
sector?
The participants’ empowerment status was measured with a standardised questionnaire
using a pre-test, post-test and post-post-test design. The research was conducted in three
phases. Mixed methods research (using both qualitative and quantitative methods) was used
during the research, which included interviews, field notes, questionnaires, observation, tests
and official statistics.
The first phase consisted…
Advisors/Committee Members: Kapp, C. A., De Coning, T. J., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies; Dissertations – Curriculum studies; Curriculum Studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Fourie, S. S. (2012). An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/20302
Chicago Manual of Style (16th Edition):
Fourie, Stefan Steyn. “An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/20302.
MLA Handbook (7th Edition):
Fourie, Stefan Steyn. “An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective.” 2012. Web. 19 Jan 2021.
Vancouver:
Fourie SS. An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/20302.
Council of Science Editors:
Fourie SS. An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspective. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/20302

Stellenbosch University
3.
Koopman, Oscar.
Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum.
Degree: PhD, Curriculum Studies, 2013, Stellenbosch University
URL: http://hdl.handle.net/10019.1/79884
► Bibliography
ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET)…
(more)
▼ Bibliography
ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards phenomena that the study sought to determine. In so doing, this study searched for phenomenological truth about the daily realities Physical Science teachers are faced with, as they implement the NCS. Phenomenological truth is floatable, precarious in nature, and subject to an individual’s perception of truth. It is important to note that phenomenological truth makes no reference to absolute truth.
At the time this study was conducted the NCS was the only policy document with legal status for schools in South Africa. As a result the NCS influences and directs the pedagogical practices of teachers. This is because the NCS has a specific expectation of Physical Science teachers with regards to their understanding of the content, the delivery of the content, the learning environment, and professionalism. Through searching the consciousness of teachers, they revealed how they experienced what they do in the Physical Science classroom. In other words, how they experience what, how, when and who they teach. Probing into the consciousness of teachers and how they experience the implementation of the NCS provides valuable insight into the quality of curriculum delivery. This study did not only focus on the implementation of the NCS, but also examined why it might be difficult for teachers to change their practices.
Phenomenology is both a theory and a method. The study was guided by the ideas of Edmund Husserl - who is regarded by many phenomenologists as the father of phenomenology, Martin Heidegger, Maurice Merleau-Ponty, and many other phenomenologists. Husserl (cited in Derrida, 1967) believed that we should begin any explanation with experience, which is a scientific description that does not presuppose any significance of the existence of the metaphysical world. By delving into the complexities of experience one can locate the flowing life of an individual’s consciousness as it occurs. Husserl posited the belief returning to the things themselves (cited in, Derrida, 1967; Spanos, 1976; Groenewald, 2004) to describe the purity of experience as data. In this study I sampled three teachers and employed a phenomenological methodological framework to capture their lived experiences. I used one-on-one semi-structured face-to-face interviews to construct the data. In addition, field notes were used to turn the direct experiences and observations of the participants into vivid descriptions. In phenomenology researchers use field notes to make the voice of people heard in the text.
I…
Advisors/Committee Members: Le Grange, Lesley, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies; Dissertations – Curriculum studies; Curriculum Studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Koopman, O. (2013). Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/79884
Chicago Manual of Style (16th Edition):
Koopman, Oscar. “Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/79884.
MLA Handbook (7th Edition):
Koopman, Oscar. “Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum.” 2013. Web. 19 Jan 2021.
Vancouver:
Koopman O. Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/79884.
Council of Science Editors:
Koopman O. Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. [Doctoral Dissertation]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/79884

Stellenbosch University
4.
Badenhorst, Corlischa Amanda.
Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer.
Degree: MEd, Curriculum Studies, 2012, Stellenbosch University
URL: http://hdl.handle.net/10019.1/71871
► ENGLISH ABSTRACT: The political and social changes that occurred after 1994 in South Africa, inevitably led to the emergence of a new educational era. Life…
(more)
▼ ENGLISH ABSTRACT: The political and social changes that occurred after 1994 in South Africa, inevitably led to the
emergence of a new educational era. Life Orientation (LO) was introduced as a new learning
area within the Revised National Curriculum Statement (RNCS) and seeks to preventatively
empower learners to take up their legitimate place as citizens within the national and
international society (DoE, 2003:2).
LO cannot only be liable for the holistic development of individual learners. The community
in which learners grow up are faced with unique challenges that will inescapably influence
their development. I highlight the influence of “Ubuntu” and “Ukama” on the process of
becoming of each individual and therefore use the ecosystemic perspective as a theoretical
framework for this study. I reflect on my own experiences within the LO classroom that led
to the creation of fictional characters and case studies as a teaching strategy. In this study I
distinguish between case study as a teaching strategy and a research methodology.
I determine the lived experiences of Grade 8 learners in a secondary school where this
teaching strategy was used within the LO classroom. A case study as research methodology is
used where qualitative data was produced through personal documentation. A random sample
of ten participants from the case study is used to obtain a thorough understanding of their
lived experiences. Qualitative data was further produced by twenty individual and two focus
group interviews with the sample group.
I used the constant comparative method to ensure that I identify the units of meaning and
discuss the findings on the basis of three categories. First, the data indicated that the
participants found guidance through the case studies of the characters. Secondly, it appeared
that the experiences of the characters influenced the participants’ decision making processes.
Thirdly, the data indicated that participants used this teaching strategy as a platform to voice
their own personal emotions and experiences.
On the basis of Gilles Deleuze (in Wallin, 2010) and Magdeleine Grumet (1981) this study
emphasizes the potential role that an evolving, active form of curriculum can play in the
becoming processes of each individual learner and teacher. I conclude by recommending that
uniqueness and diversity must be encouraged within the classroom to ensure that curriculum
will not be a homogeneous policy document, but that it will be active and developmental in nature. I use the work of Wallin (2010), Sutton and Martin-Jones (2008) and Grumet (1981)
to offer new insights about the pedagogical making process within the South African context.
AFRIKAANSE OPSOMMING: Die politiese en sosiale veranderinge wat na 1994 binne Suid-Afrika plaasgevind het, het
onvermydelik gelei tot die ontstaan van ʼn nuwe opvoedkundige era. Lewensoriëntering (LO)
was as ʼn nuwe leerarea binne die Hersiene Nasionale Kurrikulumverklaring (HNKV)
bekendgestel en poog om op ʼn…
Advisors/Committee Members: Le Grange, L. L., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies; Dissertations – Curriculum studies; Curriculum Studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Badenhorst, C. A. (2012). Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71871
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):
Badenhorst, Corlischa Amanda. “Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer.” 2012. Thesis, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/71871.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Badenhorst, Corlischa Amanda. “Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer.” 2012. Web. 19 Jan 2021.
Vancouver:
Badenhorst CA. Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/71871.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Badenhorst CA. Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer. [Thesis]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71871
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Stellenbosch University
5.
Swartz, Chris B.
Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.
Degree: MEd, Curriculum Studies, 2011, Stellenbosch University
URL: http://hdl.handle.net/10019.1/6532
► ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It…
(more)
▼ ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought
about immense curriculum transformation in the education system. It was specifically aimed
at addressing the educational imbalances of the past.
Policy changes in the curriculum were thus inevitable. A part of transformation in education
was the quest for greater participation by all school communities in South Africa through an
approach of effective school-based curriculum management and development.
A qualitative research design, guided by an interpretive research paradigm, was employed
to answer the research question. The aim of the study was to explore how curriculum
coordinators experienced their leadership role and functions within the context of schoolbased
curriculum development. Data was generated by means of semi-structured questions
to provide rich descriptions and explanations of the experiences and perceptions of
curriculum coordinators in their particular contexts.
Firstly, the literature revealed that it is indeed an enormous challenge for curriculum
coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum
coordinators to demonstrate their leadership role and coordination function as curriculum
leaders effectively and to provide good support and direction. Curriculum coordinators are
faced with the challenge of empowering themselves, enabling them to implement curriculum
change continuously so that the curriculum is managed effectively.
The research findings indicated that the curriculum coordinators do fulfil their
responsibilities regarding curriculum management. Nevertheless, curriculum coordinators
were not sure what their leadership function and role should be. Furthermore, the study
revealed that there is a need to develop specific guidelines and clear policy to help
curriculum coordinators to execute their roles and responsibilities effectively.
AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het
ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was
hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel.
Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van
transformasie in die onderwys was ook die strewe om groter deelname vir alle
skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe
skoolgebaseerde kurrikulumbestuur en ontwikkeling.
Die studie het dit ten doel gehad om die leiersrol en funksies van die
kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en
vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe
navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is
gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier
kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul
onderskeie kontekste.
…
Advisors/Committee Members: Carl, A. E., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies; Dissertations – Curriculum studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Swartz, C. B. (2011). Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6532
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):
Swartz, Chris B. “Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.” 2011. Thesis, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/6532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Swartz, Chris B. “Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.” 2011. Web. 19 Jan 2021.
Vancouver:
Swartz CB. Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/6532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Swartz CB. Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6532
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Universiteit Nederland
6.
Kleijn-Warmerdam, Janine.
Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs
.
Degree: 2012, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/4247
► Uit de literatuur blijkt dat er een groot gevaar schuilt in de aanname dat iedereen het erover eens is wat een curriculum is (Dillon, 2009;…
(more)
▼ Uit de literatuur blijkt dat er een groot gevaar schuilt in de aanname dat iedereen het erover eens is wat
een curriculum is (Dillon, 2009; Fraser en Bosanquet, 2006; Kirschner, Carr, & Sloep, 1999; Konings
et al., 2007; Ornstein & Hunkins, 2009a; O`Neil, 2010; Stark, 2000; Stenhouse, 1975). Het begrip
curriculum betekent verschillende dingen voor verschillende groepen. Een eenduidige definitie van het
begrip “curriculum” formuleren lijkt dan ook een onmogelijke taak (Neary, 2003a). In de praktijk
blijken docenten te worstelen met het ontwerpen en implementeren van innovatieve curricula. Dit is
niet alleen een ROC leiden probleem maar een landelijk probleem (Kirschner et al., 1999).
In deze exploratieve case-study wordt, met behulp van een collaboratieve ontwerpmethode,
onderzocht welke gedeelde opvattingen docenten en staf hebben bij een innovatief curriculum en hoe
zij de omzetting daarvan in de praktijk zien. Er is gezocht naar een oplossing waarmee zoveel
mogelijk betrokkenen tevreden zijn.
In dit onderzoek participeerden vierentwintig docenten en hun onderwijsmanager. Al de
participanten zijn bevoegd docent met meerdere jaren onderwijservaring. Zij vormen gezamenlijk de
totale populatie docenten aan de horeca en bakkerij opleidingen. Deze experts zijn in dit onderzoek
betrokken in een gefaciliteerd en gestructureerd proces van ideeën generen over hoe het gewenst
innovatief curriculum er uit ziet en op welke wijze zij willen samenwerken aan de omzetting daarvan
in de praktijk. In de opvolgende fase heeft een subgroep van elf participanten op vrijwillige basis de
gegenereerde ideeën een relatieve prioriteit gegeven op een schaal van 1 tot en met 5 en geclusterd in
groepen die een overeenkomst in betekenis hebben. Tot slot is het aldus ontstane conceptueel model in
subgroepjes beknopt en smart (specifiek, meetbaar, actueel, realistisch, tijdgebonden) beschreven en
plenair bediscussieerd.
De gebruikte methode werkt verder op de resultaten van de door Stoyanov en Kirschner
(2004) gemodificeerde “concept mapping approach” (GCM) van Trochim (1989). Voor het clusteren
van de gegenereerde ideeën en de data analyse is gebruik gemaakt van het “open source software
programma” Websort.
Het belangrijkste resultaat van dit onderzoek is de gedeelde visie op zowel “Leids Horeca en
Bakkerij Curriculum” als op de wijze waarop docenten samen gaan werken aan de omzetting daarvan
4
in de praktijk. In relatie tot het geformuleerde doel zijn er tekortkomingen in de kwaliteit van de
beschrijving van het curriculum. Er zal gezocht moeten worden naar mogelijkheden om het
implementatie proces te ondersteunen.
Curriculum development: Bridging the “Gap” between Theory and Practice in Vocational Education.
Subjects/Keywords: Curriculum;
curriculum development;
Onderwijswetenschappen
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kleijn-Warmerdam, J. (2012). Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs
. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/4247
Chicago Manual of Style (16th Edition):
Kleijn-Warmerdam, Janine. “Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs
.” 2012. Masters Thesis, Open Universiteit Nederland. Accessed January 19, 2021.
http://hdl.handle.net/1820/4247.
MLA Handbook (7th Edition):
Kleijn-Warmerdam, Janine. “Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs
.” 2012. Web. 19 Jan 2021.
Vancouver:
Kleijn-Warmerdam J. Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs
. [Internet] [Masters thesis]. Open Universiteit Nederland; 2012. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/1820/4247.
Council of Science Editors:
Kleijn-Warmerdam J. Curriculum ontwerp: het Overbruggen van het 'Gat' tussen Theorie en Praktijk in het Middelbaar Beroepsonderwijs
. [Masters Thesis]. Open Universiteit Nederland; 2012. Available from: http://hdl.handle.net/1820/4247
7.
Kasaji, Peter Kakoma.
Relevance of the Upper Baisc School Curriculum to the Life Experiences of Learners: A Case study of Lusaka District.
Degree: 2011, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/389
► This study provides empirically verified findings on the relevance of the Upper Basic Education Curriculum to life experience of learners. It was guided by two…
(more)
▼ This study provides empirically verified findings on the relevance of the Upper Basic Education Curriculum to life experience of learners. It was guided by two specific research objectives,which were:
1.To specify and analyse the elements of the current Upper Basic Education Curriculum
and justify their relevance to the life experiences of learners
2.To state what could be done to make the Upper Basic Education Curriculum relevant to
the life experience of learners The research was conducted in eight schools of Lusaka district. The sample of the study consisted
of fifty nine teachers, thirty two learners, eight head teachers, twenty parents/guardians and ten out-of-school youths.Questionnaires were used to collect quantitative data from teachers and learners while interview guides were used to gather qualitative data from head teachers, parents/guardians and out-ofschool
youths. Quantitative data was analysed using Statistical Package for Social Science
(SPSS) and Excel whereas qualitative data was analysed by the use of categorization of themes.Among the findings of the study was that only 7 of the 17 academic subjects offered at the Upper Basic School (English, Mathematics, History, Geography, Environmental Science, Civic Education and Religious Education) were considered to be relevant by research participants.
Another finding was that all the 9 practical subjects and all the Co-Curricular Activities were considered to be relevant.
In the light of all the findings from the study, the following recommendations were made:
i.The Ministry of Education should comprehensively review the Upper Basic School Curriculum and come up with one which is more relevant to the life experiences of the learners.
ii.The Ministry of Education should ensure that Co-Curricular Activities are allocated
enough time on the school time tables as the other learning areas.
iii.The Ministry of Education should ensure that the required equipment and facilities are provided to facilitate implementation of all curriculum subjects.
iv.The Ministry of Education should ensure that specialised teachers in all subjects are sent to all schools in the country in order to effectively deliver the curriculum.
v.The Examinations Council of Zambia should make Physical Education examinable.
vi.The Ministry of Education should reduce the number of subjects each learner is required to take in order for each subject to be given adequate time and for learners to gain more in their studies.
vii.The Ministry should localize some aspects of the curriculum in order for learners to acquire some local skills in practical subjects.
Subjects/Keywords: Curriculum; Basic School Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kasaji, P. K. (2011). Relevance of the Upper Baisc School Curriculum to the Life Experiences of Learners: A Case study of Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/389
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):
Kasaji, Peter Kakoma. “Relevance of the Upper Baisc School Curriculum to the Life Experiences of Learners: A Case study of Lusaka District.” 2011. Thesis, University of Zimbabwe. Accessed January 19, 2021.
http://dspace.unza.zm/handle/123456789/389.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kasaji, Peter Kakoma. “Relevance of the Upper Baisc School Curriculum to the Life Experiences of Learners: A Case study of Lusaka District.” 2011. Web. 19 Jan 2021.
Vancouver:
Kasaji PK. Relevance of the Upper Baisc School Curriculum to the Life Experiences of Learners: A Case study of Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Jan 19].
Available from: http://dspace.unza.zm/handle/123456789/389.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kasaji PK. Relevance of the Upper Baisc School Curriculum to the Life Experiences of Learners: A Case study of Lusaka District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/389
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8.
Biemba, Edith.
An analysis of the performance of the revised curriculum on the provision of quality education in selected public primary schools in Kazungula District of Southern Province, Zambia.
Degree: 2018, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/6238
► The purpose of the study was to evaluate the performance of the revised curriculum on the provision of quality education in the selected public primary…
(more)
▼ The purpose of the study was to evaluate the performance of the revised curriculum on the
provision of quality education in the selected public primary schools in Kazungula District of
Southern Province, Zambia. This research study had three objectives. The first one was to assess
how well the revised curriculum was performing in the provision of quality education. The second
objective was to identify the relationship between the revised curriculum and provision of quality
education and the third was to evaluate the revised curriculum impact on the provision of quality
education.
A descriptive research design was used in this study and data was analyzed using both quantitative
and qualitative approaches. In this study, the sixty- seven (67) sample size for this study comprised
02 ESOs from the District Education Board Office, 05)head teachers, 05 Deputy Head teachers,
10 senior teachers and 45 teachers from 05 government primary schools in Kazungula district. 45
Teachers were sampled using stratified random sampling. Simple random sampling was used to
select 6 pupils and 20 teachers while purposeful sampling was used to select 4 school
administrators.
The major findings of the study were lack of quantity and quality of teaching staff to meet the
expectations of the pupils and the society, and poor condition of service for curriculum
implementation. There was also shortage of teaching learning materials, 57.9% indicated that the
revised curriculum had impact on the provision of quality education in primary schools; it has
helped learners to obtain computer literacy at an early age, it has compelled some teachers to
acquire computer literacy in order to cope with the new curriculum requirements.
Based on the findings of the study, four recommendations were given. There was need to continue
the construction of more primary schools especially in rural areas and this could be accompanied
by the construction of more classrooms so as to address the problem of teacher pupil ratio. There
was need to provide quality teaching and learning materials. These could be enough so as to
address the problem of book pupil ratio. More teachers could also be trained in handling
technological subjects. There is also need to reorient teachers on how to deliver the content of the
revised curriculum in the classroom.
Subjects/Keywords: Revised curriculum; Curriculum – Evaluation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Biemba, E. (2018). An analysis of the performance of the revised curriculum on the provision of quality education in selected public primary schools in Kazungula District of Southern Province, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6238
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):
Biemba, Edith. “An analysis of the performance of the revised curriculum on the provision of quality education in selected public primary schools in Kazungula District of Southern Province, Zambia.” 2018. Thesis, University of Zimbabwe. Accessed January 19, 2021.
http://dspace.unza.zm/handle/123456789/6238.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Biemba, Edith. “An analysis of the performance of the revised curriculum on the provision of quality education in selected public primary schools in Kazungula District of Southern Province, Zambia.” 2018. Web. 19 Jan 2021.
Vancouver:
Biemba E. An analysis of the performance of the revised curriculum on the provision of quality education in selected public primary schools in Kazungula District of Southern Province, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2018. [cited 2021 Jan 19].
Available from: http://dspace.unza.zm/handle/123456789/6238.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Biemba E. An analysis of the performance of the revised curriculum on the provision of quality education in selected public primary schools in Kazungula District of Southern Province, Zambia. [Thesis]. University of Zimbabwe; 2018. Available from: http://dspace.unza.zm/handle/123456789/6238
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9.
Bendall, Derek.
Integrated project-based curriculum: A case study in a Victorian School.
Degree: 2015, Federation University Australia
URL: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99190
;
http://library.federation.edu.au/record=b2679987
► Leaders of research in the field of effective education have recognised that in the late twentieth century traditional styles of teaching were no longer sustaining…
(more)
▼ Leaders of research in the field of effective education have recognised that in the late twentieth century traditional styles of teaching were no longer sustaining student interest, nor helping students achieve their fullest potential. Sir Ken Robinson, a leading commentator, has spoken about the problems with the current Western educational system that was designed during the Industrial Revolution to accommodate the needs of that time. Education reform has been broadly researched and discussed and a wide range of strategies and theories have been developed, including integrated Project-Based Curriculum. This study investigates the development of an integrated Project-Based Curriculum program, what this type of program involves, the implementation of the program and an analysis of qualitative and quantitative data collected throughout the program highlighting its potential benefits. Making use of a mixed method approach, this project examined the outcomes of an integrated Project-Based Curriculum program case study consisting of six teachers and fifty Year 7 students. The context of the study involves a private Christian school located in a suburban outer fringe area of Melbourne, Victoria, Australia. The study investigated the overarching question of whether integrated Project-Based Curriculum programs are constructive and beneficial to today’s schools. The research showed three key findings: that integrated Project-Based Curriculum programs are set up to allow students to make choices in their own education, which creates an appreciation of each discipline and a connection to the ‘real world’; that integrated Project- Based Curriculum involves a great deal of group work which develops a number of ‘lifelong’ 21st century work related skills, including collaboration, communication and creative and critical thinking; and most significantly, that integrated Project-Based Curriculum programs engage students to self-learn and come to class with a greater prior knowledge, enabling teachers to teach a more in-depth content that creates a deeper learning.
Masters in Education
Subjects/Keywords: Education; Curriculum; Project-Based Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bendall, D. (2015). Integrated project-based curriculum: A case study in a Victorian School. (Thesis). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99190 ; http://library.federation.edu.au/record=b2679987
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):
Bendall, Derek. “Integrated project-based curriculum: A case study in a Victorian School.” 2015. Thesis, Federation University Australia. Accessed January 19, 2021.
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99190 ; http://library.federation.edu.au/record=b2679987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bendall, Derek. “Integrated project-based curriculum: A case study in a Victorian School.” 2015. Web. 19 Jan 2021.
Vancouver:
Bendall D. Integrated project-based curriculum: A case study in a Victorian School. [Internet] [Thesis]. Federation University Australia; 2015. [cited 2021 Jan 19].
Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99190 ; http://library.federation.edu.au/record=b2679987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bendall D. Integrated project-based curriculum: A case study in a Victorian School. [Thesis]. Federation University Australia; 2015. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99190 ; http://library.federation.edu.au/record=b2679987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Louisville
10.
Norton, Ann E.
A longitudinal view of the liberal arts curriculum a decade after merger : a multiple case study of community colleges in Connecticut, Kentucky, and Louisiana.
Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2011, University of Louisville
URL: 10.18297/etd/1070
;
https://ir.library.louisville.edu/etd/1070
► This dissertation is an examination of the state of the liberal arts curriculum in community colleges in three geographic regions of the United States. From…
(more)
▼ This dissertation is an examination of the state of the liberal arts
curriculum in community colleges in three geographic regions of the United States. From a constructivist paradigm and using globalization theory as a theoretical framework, this multiple case study examined faculty work life and administrative processes related to
curriculum change in merged community and technical colleges. Through an examination of research on globalization, mergers, and trends in the general education and liberal arts
curriculum, a gap in the literature emerged in the studies of community college curriculums after merger. This dissertation considers whether the focus on workforce development and decrease in the transfer mission has diminished the liberal arts courses in the college
curriculum. Research on liberal arts courses identified them as courses that emphasize higher order thinking and the development of intellectual skills needed to engage in a democratic society. If students are not exposed to these skills, it may have a detrimental effect on a democratic society. The first three chapters of the dissertation outline the problem, identify relevant literature, and provide the study methodology. Chapter one provides background information about the research problem and presents the argument that liberal arts
curriculum may be diminishing in community colleges. Also, chapter one provides an overview of the theoretical framework which was based on the studies on globalization and community colleges by John Levin. Chapter two explores the research which provided the conceptual framework for the problem development. The research included studies on Globalization, Mergers in Higher Education, Increasing emphasis on Workforce Development, The Diminishing Liberal Arts
Curriculum, and Trends in General Education. Chapter three offers a discussion about the constructivist approach to educational research and its application to the study. Chapter four includes the findings from the single-case analysis and cross-case analysis. Significant findings included a trend toward diminishing the liberal arts courses in AAS programs, especially as transfer is encouraged with these programs. Other significant findings revealed integration challenges between the general education and technical/occupational program faculty and their respective curriculums after merger. Additionally, study findings suggested that the changing demographics of today's community college students, as well as the ongoing budget constraints, create frustrations and challenges for faculty members. Leaders of community colleges and technical colleges who plan to merge must reduce hierarchical communication during times of organizational change such as a merger and emphasize the positive outcomes of the mergers while minimizing the negative. Also, college leaders must recognize and respond to faculty members' frustrations with the amount of work required to teach students who require more remediation and present classroom management challenges.
Advisors/Committee Members: Wilson, Kristin Bailey.
Subjects/Keywords: Liberal arts curriculum; Curriculum integration
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Norton, A. E. (2011). A longitudinal view of the liberal arts curriculum a decade after merger : a multiple case study of community colleges in Connecticut, Kentucky, and Louisiana. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1070 ; https://ir.library.louisville.edu/etd/1070
Chicago Manual of Style (16th Edition):
Norton, Ann E. “A longitudinal view of the liberal arts curriculum a decade after merger : a multiple case study of community colleges in Connecticut, Kentucky, and Louisiana.” 2011. Doctoral Dissertation, University of Louisville. Accessed January 19, 2021.
10.18297/etd/1070 ; https://ir.library.louisville.edu/etd/1070.
MLA Handbook (7th Edition):
Norton, Ann E. “A longitudinal view of the liberal arts curriculum a decade after merger : a multiple case study of community colleges in Connecticut, Kentucky, and Louisiana.” 2011. Web. 19 Jan 2021.
Vancouver:
Norton AE. A longitudinal view of the liberal arts curriculum a decade after merger : a multiple case study of community colleges in Connecticut, Kentucky, and Louisiana. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2021 Jan 19].
Available from: 10.18297/etd/1070 ; https://ir.library.louisville.edu/etd/1070.
Council of Science Editors:
Norton AE. A longitudinal view of the liberal arts curriculum a decade after merger : a multiple case study of community colleges in Connecticut, Kentucky, and Louisiana. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1070 ; https://ir.library.louisville.edu/etd/1070
11.
Haynes, Kelli Welch.
The Importance of Professional Values From Radiologic Technologists' Perspective.
Degree: 2018, University of Louisiana at Monroe
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10749823
► Research on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated…
(more)
▼ Research on professional values in radiologic technologists’ is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated by the radiologic technology profession. The purpose of this study was to determine radiologic technologists’ perception of professional values and determine if radiologic technologists feel it is important to articulate professional values. No original research study evaluating the perception of professional values of practicing radiologic technologists was identified. The purposeful, convenience sample of 716 American Society of Radiologic Technologists (ASRT) members represented a cross sectional view of radiologic technologists. The Radiologic Technologists’ Perceptions of Professional Values Scale (RTPPVS), adapted from the Professionalism in Physical Therapy Core Values Self-Assessment developed by the American Physical Therapy Association, was used to collect quantitative data regarding the importance of professional values from a radiologic technologists’ perspective. Results indicate that professional values are important to radiologic technologists. The RTPPVS revealed that radiologic technologists perceive the seven professional values, accountability, altruism, compassion/caring, excellence, integrity, professional duty, social responsibility, as important. Overall, altruism indicators were chosen as the most important professional value and social responsibility was chosen as the least important professional value. A sample of American Society of Radiologic Technologists members perceive it is important for the profession to explicitly articulate professional values. This research did not demonstrate a statistically significant difference among the demographic characteristics. There were no differences in perceived importance of professional values based on gender, age, state of residency, education level, years of experience, or job title. Implications for practice indicate a need for the profession to adopt and articulate professional values.
Subjects/Keywords: Curriculum development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Haynes, K. W. (2018). The Importance of Professional Values From Radiologic Technologists' Perspective. (Thesis). University of Louisiana at Monroe. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10749823
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):
Haynes, Kelli Welch. “The Importance of Professional Values From Radiologic Technologists' Perspective.” 2018. Thesis, University of Louisiana at Monroe. Accessed January 19, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Haynes, Kelli Welch. “The Importance of Professional Values From Radiologic Technologists' Perspective.” 2018. Web. 19 Jan 2021.
Vancouver:
Haynes KW. The Importance of Professional Values From Radiologic Technologists' Perspective. [Internet] [Thesis]. University of Louisiana at Monroe; 2018. [cited 2021 Jan 19].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749823.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Haynes KW. The Importance of Professional Values From Radiologic Technologists' Perspective. [Thesis]. University of Louisiana at Monroe; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749823
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Elwanti, Siscka.
The impact from the implementation of the new curriculum for technical and vocational school in Indonesia.
Degree: phd, Fakulti Pendidikan Teknikal dan Vokasional, 2012, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/3728/
► The implementation of new curriculum involves teachers, new materials, methods,and processes on a regular basis. As a key in implementing new curriculum, teachers must be…
(more)
▼ The implementation of new curriculum involves teachers, new materials, methods,and processes on a regular basis. As a key in implementing new curriculum, teachers must be able to understand what is expected of them and they must be able to
envision what standards look like in their classrooms. The purpose of this study was to explore the implementation of Curriculum for Education Unit as new curriculum
by teachers of vocational school. The study focused on factors within the school contextual environment influencing implementation the new curriculum, specifically
leadership, school culture, and teachers perception. The study adopted the mixed methodology research design which was premised on the triangulation data sources
approach. The quantitative data collection, was used Stage of Concern Questionnaire(SoCQ) and for qualitative data collection this research using informal interview and
observation. For data collection, informal interviews and observations of sixteen teachers and school leaders were conducted over a period of seven months. The
resulting profiles of school culture, leadership elements, and teacher's perception were analyzed for patterns and themes related to implementation levels and changes
in performance including adapt and adopt of new curriculum. The major findigs of this study were that teacher's perception was reflected in their adapt and adopt of
new curriculum implementation. Teacher's perception were influenced by school culture and leadership factors. The implication of the findings is that while the
design of improvement curriculum addressing to student achievement, the determining factor is centered on individual teacher perceives the merits of the curriculum. To address successful implementation of Curriculum for Education Unit will require that training and support in transform new curriculum and developing leadership as starting point.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Elwanti, S. (2012). The impact from the implementation of the new curriculum for technical and vocational school in Indonesia. (Doctoral Dissertation). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/3728/
Chicago Manual of Style (16th Edition):
Elwanti, Siscka. “The impact from the implementation of the new curriculum for technical and vocational school in Indonesia.” 2012. Doctoral Dissertation, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/3728/.
MLA Handbook (7th Edition):
Elwanti, Siscka. “The impact from the implementation of the new curriculum for technical and vocational school in Indonesia.” 2012. Web. 19 Jan 2021.
Vancouver:
Elwanti S. The impact from the implementation of the new curriculum for technical and vocational school in Indonesia. [Internet] [Doctoral dissertation]. Universiti Tun Hussein Onn Malaysia; 2012. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/3728/.
Council of Science Editors:
Elwanti S. The impact from the implementation of the new curriculum for technical and vocational school in Indonesia. [Doctoral Dissertation]. Universiti Tun Hussein Onn Malaysia; 2012. Available from: http://eprints.uthm.edu.my/id/eprint/3728/
13.
Zaidon, Norhidayah.
Kesediaan pembimbing dalam pelaksanaan program pembelajaran berasaskan kerja (PBK) di Proton Holdings Berhad, Shah Alam, Selangor.
Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2013, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/4187/
► Kajian ini dijalankan adalah untuk mengenalpasti sama ada individu yang telah dipilih oleh pihak industri sebagai pembimbing kepada pelajar program Pembelajaran Berasaskan Kerja (PBK) adalah…
(more)
▼ Kajian ini dijalankan adalah untuk mengenalpasti sama ada individu yang telah
dipilih oleh pihak industri sebagai pembimbing kepada pelajar program
Pembelajaran Berasaskan Kerja (PBK) adalah bersedia atau tidak untuk memikul
tanggungjawab untuk membimbing dan memberi tunjuk ajar kepada pelajar. Aspekaspek
seperti demografi (jantina, umur dan tahap pendidikan), pengalaman sedia ada
(pengalaman sebagai pembimbing dan pengalaman sebagai pelajar), personaliti diri
(locus of control dan upward striving), situasi (kualiti hubungan dengan penyelia dan
dorongan tekanan kerja) dan faedah dan ganjaran telah dikaji. Kajian ini
dilaksanakan secara tinjauan dengan mengedarkan borang soal selidik kepada 60
orang responden yang terdiri daripada pembimbing dalam pelaksanaan PBK di
Proton Holdings Berhad, Shah Alam, Selangor. Analisis data yang digunakan dalam
kajian ini adalah untuk menjawab persoalan kajian dengan menggunakan pendekatan
Model Rasch dan perisian Winstep 3.69.1.11. Analisis data adalah berdasarkan nilai
min logit, min skor dan nilai Differential Group Functioning Size (DGF Size) yang
melihat kepada nilai ujian t dan p. Hasil kajian mendapati responden bersetuju
bahawa mereka bersedia untuk membimbing pelajar berdasarkan kelima-lima aspek
tersebut iaitu demografi, pengalaman sedia ada, personalti diri, situasi dan faedah
dan ganjaran. Berdasarkan nilai Differential Group Functioning Size (DGF Size)
yang melihat kepada nilai ujian t dan p, terdapat perbezaan yang signifikan daripada
aspek pengalaman sedia ada dan situasi berdasarkan jantina.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zaidon, N. (2013). Kesediaan pembimbing dalam pelaksanaan program pembelajaran berasaskan kerja (PBK) di Proton Holdings Berhad, Shah Alam, Selangor. (Masters Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/4187/
Chicago Manual of Style (16th Edition):
Zaidon, Norhidayah. “Kesediaan pembimbing dalam pelaksanaan program pembelajaran berasaskan kerja (PBK) di Proton Holdings Berhad, Shah Alam, Selangor.” 2013. Masters Thesis, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/4187/.
MLA Handbook (7th Edition):
Zaidon, Norhidayah. “Kesediaan pembimbing dalam pelaksanaan program pembelajaran berasaskan kerja (PBK) di Proton Holdings Berhad, Shah Alam, Selangor.” 2013. Web. 19 Jan 2021.
Vancouver:
Zaidon N. Kesediaan pembimbing dalam pelaksanaan program pembelajaran berasaskan kerja (PBK) di Proton Holdings Berhad, Shah Alam, Selangor. [Internet] [Masters thesis]. Universiti Tun Hussein Onn Malaysia; 2013. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/4187/.
Council of Science Editors:
Zaidon N. Kesediaan pembimbing dalam pelaksanaan program pembelajaran berasaskan kerja (PBK) di Proton Holdings Berhad, Shah Alam, Selangor. [Masters Thesis]. Universiti Tun Hussein Onn Malaysia; 2013. Available from: http://eprints.uthm.edu.my/id/eprint/4187/
14.
Abdul Hamid, Rawiyah.
Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM.
Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2012, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/4248/
► Penglibatan kokurikulum semakin penting dalam proses pembelajaran dan pengajaran sama ada di peringkat sekolah atau institusi pengajian tinggi (IPT). Penglibatan kokurikulum boleh mewujudkan kemahiran insaniah…
(more)
▼ Penglibatan kokurikulum semakin penting dalam proses pembelajaran dan
pengajaran sama ada di peringkat sekolah atau institusi pengajian tinggi (IPT).
Penglibatan kokurikulum boleh mewujudkan kemahiran insaniah dalam kalangan
pelajar. Majikan masa kini lebih mementingkan kemahiran insaniah yang tinggi
dalam terhadap bakal pekerjanya. Kemahiran berpasukan merupakan salah satu
elemen Kemahiran insaniah. Kajian ini dilakukan adalah untuk mengenal pasti
penerapan, kesedaran dan penguasaan terhadap kemahiran kerja berpasukan
menerusi kokurikulum bola sepak di Universiti Tun Hussein Onn Malaysia
(UTHM). Reka bentuk kajian yang telah dipilih oleh penyelidik adalah berbentuk
kajian kes. Dalam kajian kes ini, penyelidik memfokuskan sekumpulan pelajar iaitu
pelajar yang melibatkan diri dalam kokurikulum bola sepak di UTHM sebagai
sampel kajian. Penyelidik memilih kajian kes sebagai rekabentuk kajian kerana
melalui kajian kes, maklumat yang diperoleh amat teliti dan mendalam dapat
dikumpul untuk menjawab persoalan kajian. Instrumen yang digunakan adalah
borang soal selidik, temubual, pemerhatian dan analisis dokumen di mana ia
digunakan untuk mengumpul data mengenai penerapan, kesedaran dan penguasaan
kemahiran kerja berpasukan dalam kalangan responden. Jumlah populasi yang
terlibat adalah seramai 33 orang pelajar yang melibatkan diri dalam kokurikulum
sukan bola sepak di UTHM. Penyelidik menggunakan semua populasi sebagai
sampel kajian. Hasil soal selidik telah dianalisis dengan menggunakan perisian
komputer Statistical Package For Social Science (SPSS) Version 17. Hasil kajian ini
mendapati bahawa terdapat pembangunan dalam kemahiran kerja berpasukan dalam
kokurikulum bola sepak. Kajian ini mencadangkan agar jurulatih atau pensyarah
kursus menjadi role models yang dapat menerapkan kemahiran kerja berpasukan
yang berterusan supaya dapat menjadi ikutan pelajar.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Abdul Hamid, R. (2012). Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM. (Masters Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/4248/
Chicago Manual of Style (16th Edition):
Abdul Hamid, Rawiyah. “Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM.” 2012. Masters Thesis, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/4248/.
MLA Handbook (7th Edition):
Abdul Hamid, Rawiyah. “Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM.” 2012. Web. 19 Jan 2021.
Vancouver:
Abdul Hamid R. Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM. [Internet] [Masters thesis]. Universiti Tun Hussein Onn Malaysia; 2012. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/4248/.
Council of Science Editors:
Abdul Hamid R. Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM. [Masters Thesis]. Universiti Tun Hussein Onn Malaysia; 2012. Available from: http://eprints.uthm.edu.my/id/eprint/4248/
15.
Abu Bakar , Mohd Yusoff.
The development of a curriculum framework for the national dual training system (NDTS) in Malaysia.
Degree: phd, Fakulti Pendidikan Teknikal dan Vokasional, 2013, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/4391/
► Curriculum is one of the most important elements in the Technical Education and Vocational Training system. Nonetheless, the existing National Occupational Skill Standard (NOSS)-based curriculum…
(more)
▼ Curriculum is one of the most important elements in the Technical Education and Vocational Training system. Nonetheless, the existing National Occupational Skill Standard (NOSS)-based curriculum was found incapable of playing this role for its approach had created issue of workers being produced not meeting the needs of the industry or mismatch. In addressing the issue, the Malaysian government has decided to implement the National Dual Training System (NDTS) in 2005. The development of the NDTS curriculum was started in 2004, with the help of industry experts and skilled workers and guided by overseas consultants. However, the development of the NDTS curriculums was very time consuming. This has resulted in a serious scarcity in the number of curriculum. Worse still, the completed curriculums have been found inadequate that discouraged industry participation in the training programmes. Study showed that it stemmed from the absence of a good framework for the curriculum development in the country. Thus, it is paramount to make the needed NDTS curriculum framework available. The study adopted the qualitative research approach and the data collection methods were interviews, document reviews and observations. The existing practices of the NDTS curriculum development were investigated and analysed to unveil the actual way of developing the curriculum. The findings were benchmarked against the practices applied by developed countries to evaluate whether the NDTS curriculum development processes were in line with theirs in terms of dual training concept, work process analysis and establishment of working team. Ultimately, the study came up with a curriculum development framework to benefit all parties involved in training especially the curriculum developers to produce good curriculums within a reasonable time frame.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Abu Bakar , M. Y. (2013). The development of a curriculum framework for the national dual training system (NDTS) in Malaysia. (Doctoral Dissertation). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/4391/
Chicago Manual of Style (16th Edition):
Abu Bakar , Mohd Yusoff. “The development of a curriculum framework for the national dual training system (NDTS) in Malaysia.” 2013. Doctoral Dissertation, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/4391/.
MLA Handbook (7th Edition):
Abu Bakar , Mohd Yusoff. “The development of a curriculum framework for the national dual training system (NDTS) in Malaysia.” 2013. Web. 19 Jan 2021.
Vancouver:
Abu Bakar MY. The development of a curriculum framework for the national dual training system (NDTS) in Malaysia. [Internet] [Doctoral dissertation]. Universiti Tun Hussein Onn Malaysia; 2013. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/4391/.
Council of Science Editors:
Abu Bakar MY. The development of a curriculum framework for the national dual training system (NDTS) in Malaysia. [Doctoral Dissertation]. Universiti Tun Hussein Onn Malaysia; 2013. Available from: http://eprints.uthm.edu.my/id/eprint/4391/
16.
Yee , Mei Heong.
Hubungan antara gaya pembelajaran kolb dan bentuk gaya berfikir Sternberg dalam kalangan pelajar Fakulti Pendidikan Teknikal.
Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2011, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/5576/
► Gaya pembelajaran dan gaya berfikir memainkan peranan penting dalam pendidikan tinggi untuk mengenali diri dan kekuatan seseorang individu dalam pembelajaran serta menjadi ransangan bagi perkembangan…
(more)
▼ Gaya pembelajaran dan gaya berfikir memainkan peranan penting dalam pendidikan tinggi untuk
mengenali diri dan kekuatan seseorang individu dalam pembelajaran serta menjadi ransangan
bagi perkembangan dalam pembelajaran. Kajian ini bertujuan untuk mengenal pasti hubungan
anatara Gaya Pembelajaran Kolb dan Bentuk Gaya Berfikir Sternberg dalam kalangan pelajar
Tahun 1, 2, 3 dan 4 yang mengarnbil program Ijazah Sarjana Muda Pendidikan Teknik dan
Vokasional di Fakulti Pendidikan Teknikal, Universiti Tun Hussein Onn Malaysia. Seramai 230
orang pelajar telah dipilih secara rawak sebagai sampel kajian. Kajian ini dijalankan menerusi
pendekatan kuantitatif. Satu set soal selidik yang diterjemah daripada Inventori Gaya
Pembelajaran Kolb (2000) dan Inventori Gaya Berfikir Sternberg-Wagner (1997) telah
digunakan sebagai instrumen kajian untuk pengumpulan data. Data mentah daripada soal selidik
dianalisis dengan menggunakan perisian SPSS (Statistical Package For Social Science).
Dapatan kajian menunjukkan bahawa majoriti pelajar mempunyai gaya pembelajaran jenis
Pernusatan (Converger), diikuti dengan Penyesuaian Diri (Accomodator), Asimilasi
(Assimilator) dan Pencapahan (Diverger). Bentuk gaya berfikir jenis Oligarki (Oligarchy) paling
banyak dimiliki oleh pelajat. Ini diikuti dengan bentuk gaya berfikir jenis Monarki (Monarchic),
Anarki (Anarchic) dan Hierarki (Hierarchic). Hasil analisis ujian kolerasi Cramer V juga
menunjukkan bahawa tidak terdapat hubungan yang signifikan antara Gaya Pembelajaran Kolb
dengan Bentuk Gaya Berfikir Sternberg pada keertian, a = .05. Selain itu, keputusan analisis
data ujian Kruskal-Wallis H menunjukkan bahawa tidak terdapat perbezaan yang signifikan
antara keempat-empat jenis Gaya Pembelajaran Kolb ke atas keempat-empat jenis Bentuk Gaya
Berfikir Sternberg.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yee , M. H. (2011). Hubungan antara gaya pembelajaran kolb dan bentuk gaya berfikir Sternberg dalam kalangan pelajar Fakulti Pendidikan Teknikal. (Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/5576/
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):
Yee , Mei Heong. “Hubungan antara gaya pembelajaran kolb dan bentuk gaya berfikir Sternberg dalam kalangan pelajar Fakulti Pendidikan Teknikal.” 2011. Thesis, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/5576/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yee , Mei Heong. “Hubungan antara gaya pembelajaran kolb dan bentuk gaya berfikir Sternberg dalam kalangan pelajar Fakulti Pendidikan Teknikal.” 2011. Web. 19 Jan 2021.
Vancouver:
Yee MH. Hubungan antara gaya pembelajaran kolb dan bentuk gaya berfikir Sternberg dalam kalangan pelajar Fakulti Pendidikan Teknikal. [Internet] [Thesis]. Universiti Tun Hussein Onn Malaysia; 2011. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/5576/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yee MH. Hubungan antara gaya pembelajaran kolb dan bentuk gaya berfikir Sternberg dalam kalangan pelajar Fakulti Pendidikan Teknikal. [Thesis]. Universiti Tun Hussein Onn Malaysia; 2011. Available from: http://eprints.uthm.edu.my/id/eprint/5576/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17.
Liew Abdullah, Nurul Hidayah.
Kajian pemboleh-pemboleh ubah yang mempengaruhi aras pengetahuan, tindakan dan kesedaran murid sekolah rendah di Johor terhadap isu alam sekitar.
Degree: phd, Fakulti Pengurusan Teknologi dan Perniagaan, 2015, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/7053/
► Isu utama kajian ini ialah tentang kesedaran murid sekolah rendah terhadap alam sekitar yang belum sepenuhnya mencapai objektif yang telah ditetapkan meskipun Pendidikan Alam Sekitar…
(more)
▼ Isu utama kajian ini ialah tentang kesedaran murid sekolah rendah terhadap alam
sekitar yang belum sepenuhnya mencapai objektif yang telah ditetapkan meskipun
Pendidikan Alam Sekitar merentas kurikulum telah dilaksanakan secara rasmi pada
tahun 1998. Kajian ini dijalankan bertujuan untuk (i) mengenal pasti pandangan
guru tentang keberkesanan kurikulum Sains tahun 6 dari segi kesedaran murid
terhadap alam sekitar; (ii) mengenal pasti pengetahuan, persepsi, sikap dan tingkah
laku antara murid sekolah bandar dan luar bandar terhadap isu-isu alam sekitar; (iii)
mengenal pasti kekangan-kekangan yang wujud dalam usaha untuk melestarikan
kesedaran alam sekitar dalam kalangan murid dan (iv) membentuk model untuk
meningkatkan kesedaran murid terhadap alam sekitar. Kawasan kajian ini
merangkumi kawasan pentadbiran Pejabat Pendidikan Daerah Kulaijaya. Responden
yang terlibat dalam kajian ini terdiri daripada responden murid (685 kaji selidik, 81
temu bual), 58 responden pentadbir dan 225 responden ibu bapa yang dipilih secara
rawak mudah manakala 22 responden guru dipilih secara teknik persampelan
bertujuan. Kaedah kuantitatif dan kualitatif digunakan dalam kajian ini untuk
memperoleh keputusan kajian yang lebih kukuh. Data kajian dianalisis dengan
menggunakan statistik deskriptif untuk pemerihalan pemboleh ubah dan statistik
inferensi seperti ujian t, korelasi Pearson dan korelasi Spearman’s rho, regresi
pelbagai dan ujian partial least squares (PLS) serta model persamaan sturktural
(Structural Equation Modeling-SEM) manakala data kualitatif pula dianalisis secara
manual. Hasil kajian memaparkan kurikulum Sains tahun 6 adalah kurang sesuai dan
perlu ditambah baik untuk memenuhi tuntutan semasa. Analisis terhadap data
pengetahuan, persepsi, sikap dan tingkah laku menunjukkan tidak terdapat perbezaan
yang signifikan antara lokasi sekolah dengan masing-masing menghasilkan iaitu
t=1.005 (p≤.315); t=-1487 (p≤.137); t=-.687 (p≤.492) and t=1.413 (p≤.158). Data
juga menunjukkan semua pemboleh ubah adalah saling berhubung antara satu sama
lain iaitu pada aras keyakinan p≤0.01. Kekangan utama yang dihadapi oleh
pelaksana di peringkat sekolah ialah kekurangan kewangan, bahan, masa,
pengetahuan dan pemantauan pihak atasan. Model Peningkatan Kesedaran Alam
Sekitar dibina berdasarkan hasil kajian bertujuan untuk meningkatkan kesedaran
murid terhadap alam sekitar. Hasil ujian SEM menunjukkan model ini adalah sesuai
dengan data yang dicerap dan membuktikan model kajian ini diterima.
Kesimpulannya, kesepaduan semua pihak yang berkepentingan diperlukan untuk
meningkatkan kesedaran alam sekitar dalam kalangan murid.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Liew Abdullah, N. H. (2015). Kajian pemboleh-pemboleh ubah yang mempengaruhi aras pengetahuan, tindakan dan kesedaran murid sekolah rendah di Johor terhadap isu alam sekitar. (Doctoral Dissertation). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/7053/
Chicago Manual of Style (16th Edition):
Liew Abdullah, Nurul Hidayah. “Kajian pemboleh-pemboleh ubah yang mempengaruhi aras pengetahuan, tindakan dan kesedaran murid sekolah rendah di Johor terhadap isu alam sekitar.” 2015. Doctoral Dissertation, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/7053/.
MLA Handbook (7th Edition):
Liew Abdullah, Nurul Hidayah. “Kajian pemboleh-pemboleh ubah yang mempengaruhi aras pengetahuan, tindakan dan kesedaran murid sekolah rendah di Johor terhadap isu alam sekitar.” 2015. Web. 19 Jan 2021.
Vancouver:
Liew Abdullah NH. Kajian pemboleh-pemboleh ubah yang mempengaruhi aras pengetahuan, tindakan dan kesedaran murid sekolah rendah di Johor terhadap isu alam sekitar. [Internet] [Doctoral dissertation]. Universiti Tun Hussein Onn Malaysia; 2015. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/7053/.
Council of Science Editors:
Liew Abdullah NH. Kajian pemboleh-pemboleh ubah yang mempengaruhi aras pengetahuan, tindakan dan kesedaran murid sekolah rendah di Johor terhadap isu alam sekitar. [Doctoral Dissertation]. Universiti Tun Hussein Onn Malaysia; 2015. Available from: http://eprints.uthm.edu.my/id/eprint/7053/
18.
Abdullah, Fauzi.
Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang.
Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2014, Universiti Tun Hussein Onn Malaysia
URL: http://eprints.uthm.edu.my/id/eprint/7085/
► Kajian ini bertujuan untuk meninjau tahap kecekapan pensyarah melaksanakan Kurikulum Standard Kolej Vokasional (KSKV) dalam bidang Teknologi Automotif di lima kolej vokasional negeri Pahang. Tahap…
(more)
▼ Kajian ini bertujuan untuk meninjau tahap kecekapan pensyarah melaksanakan Kurikulum Standard Kolej Vokasional (KSKV) dalam bidang Teknologi Automotif di lima kolej vokasional negeri Pahang. Tahap kecekapan pensyarah yang dikaji adalah dari aspek pengetahuan, kemahiran dan komitmen, dimana ketiga-tiga aspek ini mempunyai hubungan yang amat rapat dengan keberkesanan perlaksanaan KSKV di Kolej Vokasional Kementerian Pendidikan Malaysia (KPM). KSKV mula dilaksanakan di Kolej Vokasional KPM bermula tahun 2011 lagi di bawah Transformasi Pendidikan Vokasional. Kajian rintis telah dijalankan dan nilai Alpha Cronbach iaitu nilai indeks kebolehpercayaan dan keesahan item soal selidik ialah 0.95. Kajian ini dilakukan kepada kesemua pensyarah Teknologi Automotif Kolej Vokasional di negeri Pahang iaitu seramai 35 orang pensyarah dengan menggunakan soal selidik sebagai instrumen kajian. Hasil dapatan kemudiannya dianalisis menggunakan Winsteps versi 3.69.1.11 dengan pendekatan model pengukuran Rasch. Analisis yang dilakukan diterjemah dalam bentuk skor min dan Differential Group Functioning (DGF) dan Differential Item Functioning (DIF) bagi menganalisis perbezaan jantina terhadap aspek komitmen. Hasil dapatan kajian menunjukkan tahap kecekapan pensyarah dalam melaksanakan KSKV adalah amat dipengaruhi oleh aspek pengetahuan, kemahiran dan komitmen. Dimana, didapati aspek pengetahuan memperoleh skor min sebanyak 3.90. Diikuti aspek kemahiran skor min sebanyak 3.64 dan aspek komitmen iaitu sebanyak 3.56 . Oleh itu jelas membuktikan bahawa pensyarah KV amat bersedia dalam aspek pengetahuan dalam melaksanakan KSKV di kolej vokasional di negeri Pahang . Dapatan kajian juga mendapati bahawa terdapat perbezaan statistik signifikan antara jantina dan komitmen dalam perlaksanaan KSKV.
Subjects/Keywords: LB2361 Curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Abdullah, F. (2014). Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang. (Masters Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/id/eprint/7085/
Chicago Manual of Style (16th Edition):
Abdullah, Fauzi. “Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang.” 2014. Masters Thesis, Universiti Tun Hussein Onn Malaysia. Accessed January 19, 2021.
http://eprints.uthm.edu.my/id/eprint/7085/.
MLA Handbook (7th Edition):
Abdullah, Fauzi. “Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang.” 2014. Web. 19 Jan 2021.
Vancouver:
Abdullah F. Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang. [Internet] [Masters thesis]. Universiti Tun Hussein Onn Malaysia; 2014. [cited 2021 Jan 19].
Available from: http://eprints.uthm.edu.my/id/eprint/7085/.
Council of Science Editors:
Abdullah F. Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang. [Masters Thesis]. Universiti Tun Hussein Onn Malaysia; 2014. Available from: http://eprints.uthm.edu.my/id/eprint/7085/
19.
Sunitha, Putta.
Integration of yoga in school curriculum;.
Degree: 2014, Osmania University
URL: http://shodhganga.inflibnet.ac.in/handle/10603/30679
Subjects/Keywords: curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sunitha, P. (2014). Integration of yoga in school curriculum;. (Thesis). Osmania University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/30679
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):
Sunitha, Putta. “Integration of yoga in school curriculum;.” 2014. Thesis, Osmania University. Accessed January 19, 2021.
http://shodhganga.inflibnet.ac.in/handle/10603/30679.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sunitha, Putta. “Integration of yoga in school curriculum;.” 2014. Web. 19 Jan 2021.
Vancouver:
Sunitha P. Integration of yoga in school curriculum;. [Internet] [Thesis]. Osmania University; 2014. [cited 2021 Jan 19].
Available from: http://shodhganga.inflibnet.ac.in/handle/10603/30679.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sunitha P. Integration of yoga in school curriculum;. [Thesis]. Osmania University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/30679
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Stellenbosch University
20.
Thornhill, Christa.
First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans.
Degree: PhD, Curriculum Studies, 2014, Stellenbosch University
URL: http://hdl.handle.net/10019.1/95918
► ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6…
(more)
▼ ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL
teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by
presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as
the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This
study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but
the researcher believes that the findings will highlight the daily challenges Afrikaans FAL
teachers have to face and that all role players will become actively involved in improving the
state of Afrikaans FAL teaching in the Western Cape.
The relevance of this study lies in the national drive towards the promotion of multilingualism
among the general population and especially in education. Feedback from student teachers
returning from practice teaching indicated that not enough time is allocated by schools for the
instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning
materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans
proficiency varies from class to class.
A theoretical framework for language teaching and learning, a literature study pertaining to
first additional language teaching nationally and internationally, and an analysis of South
African FAL curricula support the research. Constructivism, social constructivism and teacher
knowledge were identified as the underpinning theories for language teaching and learning.
The literature study provides an overview of all the major methodologies relevant to FAL
teaching and the researcher concluded that there is no single method or approach that will
ensure effective FAL teaching, but that teachers should implement an eclectic approach to
achieve the best results.
This study used a mixed methods approach to generate empirical data; 125 questionnaires,
completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the
qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans
FAL teachers. The data of these interviews were used as triangulation, to confirm or
disconfirm and elaborate on the results of the questionnaires.
One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL
is the negative attitude towards Afrikaans among many learners and their parents. Teachers
are not equipped with teaching strategies and techniques to manage these negative
attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop
their communicative competence through interaction with others. Another factor affecting
Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the
various language policies and curricula as they should.
The study also investigated the use of appropriate…
Advisors/Committee Members: Le Cordeur, Michael, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thornhill, C. (2014). First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/95918
Chicago Manual of Style (16th Edition):
Thornhill, Christa. “First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/95918.
MLA Handbook (7th Edition):
Thornhill, Christa. “First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans.” 2014. Web. 19 Jan 2021.
Vancouver:
Thornhill C. First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/95918.
Council of Science Editors:
Thornhill C. First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/95918
21.
Chirimbana, Moses.
The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme.
Degree: PhD, Curriculum Studies, 2014, Stellenbosch University
URL: http://hdl.handle.net/10019.1/95973
► ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of…
(more)
▼ ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus.
The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach.
The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months.
The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions.
It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since…
Advisors/Committee Members: Ndlovu, M. C., Malan, S. B., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chirimbana, M. (2014). The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/95973
Chicago Manual of Style (16th Edition):
Chirimbana, Moses. “The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/95973.
MLA Handbook (7th Edition):
Chirimbana, Moses. “The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme.” 2014. Web. 19 Jan 2021.
Vancouver:
Chirimbana M. The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/95973.
Council of Science Editors:
Chirimbana M. The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/95973

Stellenbosch University
22.
Scott-Wilson, Rina.
An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs.
Degree: PhD, Curriculum Studies, 2014, Stellenbosch University
URL: http://hdl.handle.net/10019.1/96130
► ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not…
(more)
▼ ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a
segregated system to an integrated system, not only in placement, but more importantly, in
terms of learning and affording learners with special needs access to mainstream curricular
materials. Mathematical modelling, or challenging mathematics problems solved in small
groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics
from a modelling learning environment. To do this, it was necessary to identify the critical
characteristics of the best practice in teaching and learning for learners with special needs,
and the critical features of modelling. One theory of learning that has the capacity to promote
special needs learners' interaction with mathematical modelling is Feuerstein’s theory of
Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for
special needs learners at middle school according to general design principles from theory,
which was adapted to the learning characteristics of the class. The learning environment
comprised of three challenging modelling tasks, together with recommended implementation
and support conditions in the classroom. Specifically, the research sought to investigate the
ways in which special needs educators can support the higher reasoning processes of special
needs students during modelling through design in general, and through mediation specific to
each learner. The research took the form of a qualitative study, combining the phases of
design-based research with a multiple case study approach. Three cases were analysed in
depth. Empirical data were collected through a range of qualitative methods, which included
data from student files, field observations, video and audio recordings, focus group
interviews with students, and the input of various collaborators across the different phases of
planning, design, implementation, and revision. Data were coded and analysed inductively
according to emerging patterns and themes. Findings suggest that the use of modelling was
successful when implemented with certain characteristics defined in the literature, and that it
enabled learners to learn mathematics and also to develop additional outcomes such as social
skills and language. During this study, learners' higher-order reasoning was supported
through dynamic assessment and subsequent mediation.
AFRIKAANSE OPSOMMING: Die onderwysgemeenskap vir leerders met spesiale behoeftes bevind hulle in die middel van filosofiese en fisiese verskuiwings van 'n geskeide sisteem na 'n geïntegreerde sisteem. Dit omvat die plasing van leerders, maar meer belangrik ook die bemoontliking van toegang van hierdie leerders tot hoofstroom kurrikulêre materiale. Wiskundige modellering, en uitdagende wiskundeprobleme wat deur leerders in klein groepies opgelos word, is deel van die Australiese hoofstroomkurrikulum. Die doel van die studie was om die wyse…
Advisors/Committee Members: Wessels, Dirk C. J., Wessels, H. M., Swart, Estelle, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Curriculum studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Scott-Wilson, R. (2014). An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96130
Chicago Manual of Style (16th Edition):
Scott-Wilson, Rina. “An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed January 19, 2021.
http://hdl.handle.net/10019.1/96130.
MLA Handbook (7th Edition):
Scott-Wilson, Rina. “An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs.” 2014. Web. 19 Jan 2021.
Vancouver:
Scott-Wilson R. An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10019.1/96130.
Council of Science Editors:
Scott-Wilson R. An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs. [Doctoral Dissertation]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/96130

Addis Ababa University
23.
Sosina, Tamiru.
Challenges of Implementing Kindergarten Curriculum in Addis Ababa
.
Degree: 2013, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/5589
► Kindergarten education helps children to be confident, eager and enthusiastic learners, who are looking forward to start school and success in life. Preschool education laid…
(more)
▼ Kindergarten education helps children to be confident, eager and enthusiastic learners, who are looking forward to start school and success in life. Preschool education laid a firm foundation for children to develop fully in all aspect as competent and responsible citizens. As a result, the issue was so considered in education and training policy of Ethiopia to address the needs of preschool children. In Addis Ababa the
curriculum has been adopted and served as foundation to guide basic issues that preschool education should address in the region. The main objective of this study was; therefore, to investigate the challenges of implementing kindergarten
curriculum in Addis Ababa. To conduct this study descriptive survey method was employed. Kindergartens were selected on the basis of sponsorships using stratified sampling. Thus, twelve kindergartens were used as data sources selected using simple random method from each strata. Accordingly, the data sources were kindergartens teachers, parents, directors, sub city kindergarten expertise and Addis Ababa Early Years Care and Education expertise. Then the data was collected through questionnaires, observations, interviews and document analysis. The data collected through questionnaires from the teachers and parents were presented in tables for each case, and analyzed using percentage followed by relevant discussions. Besides, qualitative data obtained through observations using checklists and interview guides were used to supplement and explain qualitative data whenever necessary. The study found out that the extent of
curriculum implementation was low; classrooms and outdoor spaces, materials and equipment, were limited; teachers were lack of professional skills to teach young children, parents knowledge about the objective of kindergarten education is low; and government support services were very minimal and limited in government kindergartens. Finally, the study recommended some better ways and means for resolving the challenges of implementing the
curriculum in Addis Ababa.
Advisors/Committee Members: Derebssa Dufera (Prof.) (advisor).
Subjects/Keywords: Kindergarten; curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sosina, T. (2013). Challenges of Implementing Kindergarten Curriculum in Addis Ababa
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/5589
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):
Sosina, Tamiru. “Challenges of Implementing Kindergarten Curriculum in Addis Ababa
.” 2013. Thesis, Addis Ababa University. Accessed January 19, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/5589.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sosina, Tamiru. “Challenges of Implementing Kindergarten Curriculum in Addis Ababa
.” 2013. Web. 19 Jan 2021.
Vancouver:
Sosina T. Challenges of Implementing Kindergarten Curriculum in Addis Ababa
. [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Jan 19].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/5589.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sosina T. Challenges of Implementing Kindergarten Curriculum in Addis Ababa
. [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5589
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University
24.
Gizat, Mekonnen.
An Assessment of the Practices Andchallenges of Modular Master’s Program of Addis Ababa University
.
Degree: 2014, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/5654
► This study, aims at assessing the current practices and challenges of modular MA program of Addis Ababa University, collage of education and behavioral studies. The…
(more)
▼ This study, aims at assessing the current practices and challenges of modular MA program of Addis Ababa University, collage of education and behavioral studies. The study employed survey method and was also supported by both quantitative and qualitative data collection procedures. Accordingly, 53 final year master’s program students and 25 academic staff members who teach at the master’s level participated in the study. The findings revealed that the purpose of modularization in the master’s program was not clear for the majorly of respondents. The study also showed that resource facilities (e.g. libraries, course materials) not always up to standard. The study also noted that attitude of respondents’ towards the practice of modular
curriculum mode of delivery were found positive for the majority, however, the study showed that the practice of module delivery was not in line with the guide line. Besides this, the study indicated, problems over
curriculum revisions, and, course revisions, as well as research work, which seems not obligatory, was questioned, course not covered in time, assessment strategy found poor, the concept and development of ECTS generally poor and the duration of master’s program found short for the majority. The study concludes that, the existing modular master’s program faced reluctance and lack commitment on the part of instructors and lack competence to grasp modular
curriculum and its mode of delivery on the part of students
Advisors/Committee Members: Derebssa Dufera (Prof.) (advisor).
Subjects/Keywords: Modular; curriculum
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gizat, M. (2014). An Assessment of the Practices Andchallenges of Modular Master’s Program of Addis Ababa University
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/5654
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):
Gizat, Mekonnen. “An Assessment of the Practices Andchallenges of Modular Master’s Program of Addis Ababa University
.” 2014. Thesis, Addis Ababa University. Accessed January 19, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/5654.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gizat, Mekonnen. “An Assessment of the Practices Andchallenges of Modular Master’s Program of Addis Ababa University
.” 2014. Web. 19 Jan 2021.
Vancouver:
Gizat M. An Assessment of the Practices Andchallenges of Modular Master’s Program of Addis Ababa University
. [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Jan 19].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/5654.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gizat M. An Assessment of the Practices Andchallenges of Modular Master’s Program of Addis Ababa University
. [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5654
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
25.
Ziganyu, Julliah K.
Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
Degree: 2010, University of Nairobi
URL: http://hdl.handle.net/11295/94677
► The society is dynamic. As the society changes variables such as wealth creation, technology innovation, political emancipation and social structures also change with it. This…
(more)
▼ The society is dynamic. As the society changes variables such as wealth creation, technology
innovation, political emancipation and social structures also change with it. This has forced the
Kenyan government to develop a subsidized education system commonly referred to as Free
Primary and Free Day Secondary Education. The history of education in Kenya can be traced to
1963 when the country got its independence from the British colonial rule. By this time the
country promised free education to its people. This promise did not take effect until 2003 when
Free Primary Education started. [Kenya Economic Recovery Report (KERR) 2005]. The reason
the Government did not make education free earlier was due to the fact that the economy was
low however the number of people in a household has kept on increasing. Citizens were expected
to produce to the education fund by paying fees, taxes and labor services. The main objective of
this study was to establish the factors affecting curriculum implementation in secondary schools
in Kenya. This research was conducted in Kakamega South District of Kakamega County. The
research focused on secondary schools located in the rural areas of the district. Officers at the
district education office were also included in the study. The study was set to find out the impact
of government education policies on curriculum implementation with a focus on recruitment of
teachers and quality assurance in secondary schools in Kenya. The challenges schools face in
implementation of these policies were also established. A total sample of thirteen schools were
selected using the stratified random sampling method. Data collection was done by the
researcher through interviews of 13 Principals in the sampled schools and 3 Officers in the
education office administered with the use of interview guide. Additional data was collected by
use of questionnaires administered to 75 teachers and 174 students randomly selected in the
sampled schools. The general observation made was under staffing was the main challenge
affecting curriculum implementation. In servicing of teachers was lacking. Most schools had a
number of teachers employed on B.O.M. The distribution of teachers in the district is not even.
Parents and the general community support on matters regarding the curriculum implementation
was minimal. Most schools experience inadequate facilities and infrastructure. It was also
established that drug and substance/alcohol abuse affected teaching. Teaching and learning
resources were not sufficient to have effective curriculum implementation. The study
recommended that the TSC should address critical understaffing in schools. In servicing of
teachers should be done in a properly organized manner especially in non-science subjects. There
is need for all stakeholders to support the government effort in provision of basic infrastructure
especially in upcoming schools. The community should also be educated on the need to invest in
education in totality. The government should also…
Subjects/Keywords: Curriculum implementation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ziganyu, J. K. (2010). Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
(Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/94677
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):
Ziganyu, Julliah K. “Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
” 2010. Thesis, University of Nairobi. Accessed January 19, 2021.
http://hdl.handle.net/11295/94677.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ziganyu, Julliah K. “Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
” 2010. Web. 19 Jan 2021.
Vancouver:
Ziganyu JK. Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
[Internet] [Thesis]. University of Nairobi; 2010. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/11295/94677.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ziganyu JK. Factors affecting curriculum implementation in secondary schools in kenya: a case of kakamega south district.
[Thesis]. University of Nairobi; 2010. Available from: http://hdl.handle.net/11295/94677
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26.
Krist, Nicole.
Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing.
Degree: 2018, Piedmont College
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10930955
► This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with…
(more)
▼ This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system’s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky’s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.
Subjects/Keywords: Curriculum development
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Krist, N. (2018). Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10930955
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):
Krist, Nicole. “Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing.” 2018. Thesis, Piedmont College. Accessed January 19, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Krist, Nicole. “Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing.” 2018. Web. 19 Jan 2021.
Vancouver:
Krist N. Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing. [Internet] [Thesis]. Piedmont College; 2018. [cited 2021 Jan 19].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10930955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Krist N. Examining Tutor Teaching Practices| Supports and Challenges Encountered to Prepare Students for Standardized Testing. [Thesis]. Piedmont College; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10930955
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
27.
Coggin, Kristen Boswell.
Ethics Education in Neonatology: The Past, The Present, and Hope For A Future.
Degree: 2012, Wake Forest University
URL: http://hdl.handle.net/10339/37287
► The discipline of bioethics came into being in the early 1970s in the wake of the major societal revolutions of the 1960s and the rapid…
(more)
▼ The discipline of bioethics came into being in the early 1970s in the wake of the major societal revolutions of the 1960s and the rapid rise of medical technology. Neonatology was first recognized as a subspecialty within the field of pediatrics in 1975. The extent to which advances in medical technology have transformed the field of neonatology is unmatched by those in any other field. This transformation has, in turn, given rise to ethical dilemmas in neonatal intensive care units with a regularity and intensity equally unmatched. In spite of this, very few fellowships in neonatal-perinatal medicine offer formal education and training in ethics.
Subjects/Keywords: Curriculum
…III
Pre- and Post-Test Attitudinal/Behavioral Questions
106
Curriculum Vitae
74
108
ii… …any form of ethics
education into the formal fellowship curriculum. In recognition of this… …Pediatric Curriculum: A Survey of Pediatric Program Directors,” a 2009 Pediatrics article by
Lang… …curriculum as outlined in a 2009 Seminars in Perinatology article by
Salih and Boyle are presented… …development of this particular curriculum.
The fourth and final chapter of this thesis discusses…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Coggin, K. B. (2012). Ethics Education in Neonatology: The Past, The Present, and Hope For A Future. (Thesis). Wake Forest University. Retrieved from http://hdl.handle.net/10339/37287
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):
Coggin, Kristen Boswell. “Ethics Education in Neonatology: The Past, The Present, and Hope For A Future.” 2012. Thesis, Wake Forest University. Accessed January 19, 2021.
http://hdl.handle.net/10339/37287.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coggin, Kristen Boswell. “Ethics Education in Neonatology: The Past, The Present, and Hope For A Future.” 2012. Web. 19 Jan 2021.
Vancouver:
Coggin KB. Ethics Education in Neonatology: The Past, The Present, and Hope For A Future. [Internet] [Thesis]. Wake Forest University; 2012. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/10339/37287.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coggin KB. Ethics Education in Neonatology: The Past, The Present, and Hope For A Future. [Thesis]. Wake Forest University; 2012. Available from: http://hdl.handle.net/10339/37287
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cape Town
28.
Wolmarans, Nicolette Sarah.
The nature of professional reasoning: An analysis of design in the engineering curriculum.
Degree: Image, School of Education, 2017, University of Cape Town
URL: http://hdl.handle.net/11427/25654
► Access to the practice of a profession is controlled by formal education structures. These structures are intended to induct future professionals into the specialised knowledge,…
(more)
▼ Access to the practice of a profession is controlled by formal education structures. These structures are intended to induct future professionals into the specialised knowledge, skills and values that underpin that profession. Yet, despite meeting the academic requirements of a professional degree, many graduates struggle to 'apply' specialised knowledge when confronted with problems in professional practice. This is a study of the nature of knowledge as it is mobilised in professional reasoning. The case studied was located in engineering education, because knowledge relations tend to be more explicit in education than in practice. The data were collected from design projects located in two differently structured curricula in civil and mechanical engineering curricula. The research questions that directed the study were: 1. What is the nature of the reasoning involved when specialised disciplinary knowledge is recruited to develop specific, often concrete, artefacts? 2. What is the logic of progression in a trajectory of engineering design tasks in terms of the relation between knowledge and artefact? The study draws on two intellectual fields: models of professional reasoning and design thinking on one hand, and social realism in the sociology of education on the other. These traditions take different positions on professional reasoning. Design thinking is concerned with contextual detail and case precedent, while social realism in the sociology of education is concerned with conceptual coherence within knowledge specialisations and the power of generalisation. Both offer important insights into professional reasoning, but alone neither is adequate. The analysis was done using the semantics dimension of Legitimation Code Theory, LCT (Semantics), which required an adaptation in order to fully describe the significance of contextual detail evident in the data. The findings showed that specialised knowledge and contextual detail interact far more dialectically than previously assumed. This provides empirical insights for structuring curricula. Students can be more intentionally inducted into recontextualising academic knowledge for the purpose of solving contextually emergent problems. Theoretically the study contributes to the social realist school within the sociology of education by revealing its blindness to contextual detail and consequently offering a fuller understanding of the nature of regions. This has implications for other studies of professional knowledge and education.
Subjects/Keywords: Curriculum Studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wolmarans, N. S. (2017). The nature of professional reasoning: An analysis of design in the engineering curriculum. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25654
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):
Wolmarans, Nicolette Sarah. “The nature of professional reasoning: An analysis of design in the engineering curriculum.” 2017. Thesis, University of Cape Town. Accessed January 19, 2021.
http://hdl.handle.net/11427/25654.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wolmarans, Nicolette Sarah. “The nature of professional reasoning: An analysis of design in the engineering curriculum.” 2017. Web. 19 Jan 2021.
Vancouver:
Wolmarans NS. The nature of professional reasoning: An analysis of design in the engineering curriculum. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/11427/25654.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wolmarans NS. The nature of professional reasoning: An analysis of design in the engineering curriculum. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25654
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
29.
Smit, Reneé.
The nature of engineering and science knowledge in curriculum: a case study in thermodynamics.
Degree: Image, Chemical Engineering, 2017, University of Cape Town
URL: http://hdl.handle.net/11427/25532
► Abstract The study explores the nature of disciplinary knowledge differences and similarities between the sciences and the engineering sciences as these appear in curriculum texts.…
(more)
▼ Abstract The study explores the nature of disciplinary knowledge differences and similarities between the sciences and the engineering sciences as these appear in
curriculum texts. The work is presented as a case study of
curriculum knowledge in thermodynamics, and the epistemic properties are investigated in four sub-cases in mechanical engineering, chemical engineering, physics and chemistry. Data was collected from prescribed undergraduate textbooks in the four disciplinary fields. The work is theoretically informed by two fields of scholarly work: the sociology of educational knowledge (in particular the work of Basil Bernstein) and the applied philosophies of science and engineering science, in order to develop a theoretical framework for analysis of the data. The framework allows the study to move beyond the typical binary classification of the sciences as 'hard-pure' and engineering sciences as 'hard-applied' disciplines. Starting from broad teleological considerations, the philosophical concepts of specialisation, idealisation and normativity are explored and developed into modalities and modal continua of variance to allow investigation of the epistemic differences and similarities in the recontextualised disciplinary knowledge from these contiguous conceptual fields. The empirical study identifies important differences in thermodynamics
curriculum knowledge in terms of specialisation, normativity and idealisation across the broad disciplinary fields, rendering more complex Bernstein's notions of singulars and regions. The epistemic modalities and modes provide a way to conceive in more detail how the professional engineering science knowledge is orientated towards its field of practice.
Curriculum knowledge in the engineering sciences is shown to be remarkably different from the knowledge in the sciences: both mechanical and chemical engineering knowledge emphasise particulars, rather than universals, have stronger normative aspects, and employ a limited form of idealisation in their commitment to physical realisability. By contrast, knowledge in the sciences is more universal, normativity is incidental, and idealisation is used expansively. In addition, the research findings suggest a negative correlation between idealisation and normativity as epistemic modalities: a commitment to normative concerns in the engineering sciences constrains the extent to which knowledge idealisation is pursued, compared to what is observed in the bodies of science
curriculum knowledge. Furthermore, over and above differences in
curriculum knowledge between the broad fields of science and engineering science, discernible variation exists between the engineering sciences investigated, raising cautions against a monolithic view of curricular epistemic properties across broad disciplinary areas.
Advisors/Committee Members: Case, Jennifer M (advisor), Muller, Johan (advisor).
Subjects/Keywords: Curriculum Studies
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smit, R. (2017). The nature of engineering and science knowledge in curriculum: a case study in thermodynamics. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25532
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):
Smit, Reneé. “The nature of engineering and science knowledge in curriculum: a case study in thermodynamics.” 2017. Thesis, University of Cape Town. Accessed January 19, 2021.
http://hdl.handle.net/11427/25532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smit, Reneé. “The nature of engineering and science knowledge in curriculum: a case study in thermodynamics.” 2017. Web. 19 Jan 2021.
Vancouver:
Smit R. The nature of engineering and science knowledge in curriculum: a case study in thermodynamics. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2021 Jan 19].
Available from: http://hdl.handle.net/11427/25532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smit R. The nature of engineering and science knowledge in curriculum: a case study in thermodynamics. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25532
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Univerzitet u Beogradu
30.
Tomašević, Biljana I., 1971-.
Развој курикулума хемије у гимназији-(структурне
компоненте курикулума и њихове функције).
Degree: Hemijski fakultet, 2016, Univerzitet u Beogradu
URL: https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get
► Настава и образовање - Наставни програми хемије / Education - Chemistry curricula
У оквиру дисертације истраживан је развој гимназијског програма хемије у Србији од 1881.…
(more)
▼ Настава и образовање - Наставни програми хемије /
Education - Chemistry curricula
У оквиру дисертације истраживан је развој
гимназијског програма хемије у Србији од 1881. до 2011. године,
урађена је структурно-функционална анализа курикулума из осам
образовних система (Словеније, Енглеске, Данске, Малте, Северне
Каролине, Јуте, Онтарија и Сингапура), испитивано је опште знање
наставника о наставним програмима и специфично знање о програмима
хемије, као ставови о подршци коју програми пружају за развој и
подршку креативности. Структурно-функционална анализа обухватила је
рад на документацији (21 примарни документ из домаћих извора и 22
примарна докумената из страних извора). За поступак анкетирања, као
инструмент за испитивање знања и ставова наставника о наставним
програмима, припремљена су два упитника чија је валидност проверена
пре истраживања. Анализа домаћих програма показала је да се број
структурних компонената и обим информација које садрже повећавао у
сваком новом програму. Први програми су били усмерени на садржај.
Та оријентација задржана је и у актуелним гимназијским програмима,
иако су у програме додаване нове компоненте, Циљеви, Оперативни
задаци, Списак демонстрационих огледа и Лабораторијских вежби,
Методска упутства за реализацију програма и Предлози за додатну
наставу и слободне активности. Анализа савремених страних
курикулума показала је да су према структурним компонентама и
одговарајућим информацијама, оријентисани према циљевима, исходима,
процесима и контекстима. Испитивање ставова наставника показало је
да програме углавном користе за годишње планирање (65,5%), затим за
месечно планирање (43,5%), а најмање за планирање појединачних
часова (38,7%). У планирању наставници не користе све структурне
компоненте, релеванте за одређени ниво планирања и информације које
оне пружају. Као најкорисније компоненте наставници су издвојили
Оперативне задатке/исходе (55,5%), Циљеве и задатке (46,2%) и
Садржаје тема (33,6%). Критички осврт наставника на актуелне
програме у Србији показао је да искуснији наставници у већем
проценту предлажу додавање нових Циљева и исхода, док млађи
наставници у већем проценту имају потребу за конкретизацијом и
разрадом постојећих. Савремено образовање очекује од наставника да
планира и реализује ситуације које подстичу и развијају креативност
ученика. Испитивање у којој су мери наставници за такве активности
подржани програмом, показало je да они препознају тај вид подршке
(55,0%), а да би им у томе највише помогле додатне информације
посредоване кроз Исходе који описују вештине (68,3%) и знања
(61,1%), и Препорукe/упутства за реализацију програма
(54,5%)...
Advisors/Committee Members: Trivić, Dragica. 1966-.
Subjects/Keywords: curriculum; chemistry curriculum; chemistry teaching;
curriculum components; knowledge of curriculum;
creativity
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share





❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tomašević, Biljana I., 1. (2016). Развој курикулума хемије у гимназији-(структурне
компоненте курикулума и њихове функције). (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get
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):
Tomašević, Biljana I., 1971-. “Развој курикулума хемије у гимназији-(структурне
компоненте курикулума и њихове функције).” 2016. Thesis, Univerzitet u Beogradu. Accessed January 19, 2021.
https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tomašević, Biljana I., 1971-. “Развој курикулума хемије у гимназији-(структурне
компоненте курикулума и њихове функције).” 2016. Web. 19 Jan 2021.
Vancouver:
Tomašević, Biljana I. 1. Развој курикулума хемије у гимназији-(структурне
компоненте курикулума и њихове функције). [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2021 Jan 19].
Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tomašević, Biljana I. 1. Развој курикулума хемије у гимназији-(структурне
компоненте курикулума и њихове функције). [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/get
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] [5] … [507] ▶
.