subject:( curriculum)

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

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

APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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

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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)

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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

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

APA (6^th 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 (16^th 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 (7^th 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

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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)

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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

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

APA (6^th 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 (16^th 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 (7^th 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

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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)

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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

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

APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: LB2361 Curriculum

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: LB2361 Curriculum

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: LB2361 Curriculum

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: LB2361 Curriculum

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: LB2361 Curriculum

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APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: LB2361 Curriculum

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APA (6^th 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 (16^th 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 (7^th 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

newline

Advisors/Committee Members: Mrunalini, T.

Subjects/Keywords: curriculum

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APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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

15 more images…

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APA (6^th 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 (16^th 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 (7^th 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

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

APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Modular; curriculum

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Curriculum development

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APA (6^th 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 (16^th 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 (7^th 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)

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…

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

14 more images…

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APA (6^th 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 (16^th 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 (7^th 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

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APA (6^th 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 (16^th 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 (7^th 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

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Open Access Theses and Dissertations