subject:( curriculum)

Stellenbosch University

1. 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 (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 September 16, 2019. 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. 16 Sep 2019.

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 2019 Sep 16]. 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

2. 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

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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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Badenhorst CA. Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Sep 16]. 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

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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Koopman O. Teachers’ experiences of implementing the Further Education and Training (FET) Science Curriculum. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Sep 16]. 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

University of Zambia

4. 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 Zambia

URL: http://hdl.handle.net/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 (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 Zambia. Retrieved from http://hdl.handle.net/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 Zambia. Accessed September 16, 2019. http://hdl.handle.net/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. 16 Sep 2019.

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 Zambia; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/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 Zambia; 2011. Available from: http://hdl.handle.net/123456789/389

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

University of Louisville

5. 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 September 16, 2019. 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. 16 Sep 2019.

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 2019 Sep 16]. 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

6. 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

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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)

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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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Bendall D. Integrated project-based curriculum: A case study in a Victorian School. [Internet] [Thesis]. Federation University Australia; 2015. [cited 2019 Sep 16]. 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

Open Universiteit Nederland

7. 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 (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 September 16, 2019. 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. 16 Sep 2019.

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 2019 Sep 16]. 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

Stellenbosch University

8. Swartz, Chris B. Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.

Degree: MEd, Curriculum Studies, 2011, Stellenbosch University

URL: http://hdl.handle.net/10019.1/6532

►

ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It… (more)

▼

ENGLISH ABSTRACT: The large scale of democratization of the South African society after April 1994 brought about immense curriculum transformation in the education system. It was specifically aimed at addressing the educational imbalances of the past. Policy changes in the curriculum were thus inevitable. A part of transformation in education was the quest for greater participation by all school communities in South Africa through an approach of effective school-based curriculum management and development. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question. The aim of the study was to explore how curriculum coordinators experienced their leadership role and functions within the context of schoolbased curriculum development. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experiences and perceptions of curriculum coordinators in their particular contexts. Firstly, the literature revealed that it is indeed an enormous challenge for curriculum coordinators to initiate curriculum change, and secondly, that it is very difficult for curriculum coordinators to demonstrate their leadership role and coordination function as curriculum leaders effectively and to provide good support and direction. Curriculum coordinators are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. The research findings indicated that the curriculum coordinators do fulfil their responsibilities regarding curriculum management. Nevertheless, curriculum coordinators were not sure what their leadership function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help curriculum coordinators to execute their roles and responsibilities effectively.

AFRIKAANSE OPSOMMING: Die grootskaalse demokratisering van die Suid-Afrikaanse samelewing na April 1994 het ongekende kurrikulumtransformasie in die onderwystelsel tot gevolg gehad. Dit was hoofsaaklik daarop gemik om die onderwysongelykhede van die verlede te probeer regstel. Beleidsverandering in die kurrikulum sou dus onvermydelik wees.`n Aspek van transformasie in die onderwys was ook die strewe om groter deelname vir alle skoolgemeenskappe in Suid-Afrika te bewerkstellig deur `n benadering van effektiewe skoolgebaseerde kurrikulumbestuur en ontwikkeling. Die studie het dit ten doel gehad om die leiersrol en funksies van die kurrikulumkoördineerders binne skoolgebaseerde kurrikulumontwikkeling te ondersoek en vas te stel hoe hulle dit ervaar. Om die navorsingsvraag te beantwoord is `n kwalitatiewe navorsingsontwerp binne die interptretatiewe navorsingsparadigma onderneem. Data is gegenereer deur gebruik te maak van semi-gestruktureerde vrae wat aan vier kurrikulumkoördineerders gestel is om insig te kry in hul ervarings en persepsies van hul onderskeie kontekste. …

Advisors/Committee Members: Carl, A. E., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies..

Subjects/Keywords: Curriculum studies; Dissertations – Curriculum studies

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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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Swartz CB. Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Sep 16]. 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

University of Zululand

9. Mchunu, Stephan Paraffin. Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District .

Degree: 2009, University of Zululand

URL: http://hdl.handle.net/10530/950

► This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators,… (more)

▼ This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as… Advisors/Committee Members: Imenda, S.N (advisor), Ntuli, M.S (advisor).

Subjects/Keywords: Curriculum change

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

APA (6^th Edition):

Mchunu, S. P. (2009). Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/950

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):

Mchunu, Stephan Paraffin. “Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District .” 2009. Thesis, University of Zululand. Accessed September 16, 2019. http://hdl.handle.net/10530/950.

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

MLA Handbook (7^th Edition):

Mchunu, Stephan Paraffin. “Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District .” 2009. Web. 16 Sep 2019.

Vancouver:

Mchunu SP. Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District . [Internet] [Thesis]. University of Zululand; 2009. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10530/950.

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

Council of Science Editors:

Mchunu SP. Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District . [Thesis]. University of Zululand; 2009. Available from: http://hdl.handle.net/10530/950

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

10. 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/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/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 September 16, 2019. http://eprints.uthm.edu.my/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. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/7053/

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

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/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 September 16, 2019. http://eprints.uthm.edu.my/7085/.

MLA Handbook (7^th Edition):

Abdullah, Fauzi. “Tahap kecekapan pensyarah teknologi automotif dalam melaksanakan Kurikulum Standard Kolej Vokasional di Negeri Pahang.” 2014. Web. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/7085/

12. Jumelan, Juliza Ezaida. Penguasaan kemahiran insaniah pelajar dalam penglibatan aktiviti kokurikulum badan beruniform di UTHM.

Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2014, Universiti Tun Hussein Onn Malaysia

URL: http://eprints.uthm.edu.my/7089/

► Kemahiran Insaniah (KI) pelajar IPT meliputi tujuh elemen iaitu kemahiran berkomunikasi, kemahiran kerja berpasukan, pemikiran kritis dan kemahiran menyelesaikan masalah, kemahiran pembelajaran berterusan dan teknologi… (more)

Subjects/Keywords: LB2361 Curriculum

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

APA (6^th Edition):

Jumelan, J. E. (2014). Penguasaan kemahiran insaniah pelajar dalam penglibatan aktiviti kokurikulum badan beruniform di UTHM. (Masters Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/7089/

Chicago Manual of Style (16^th Edition):

Jumelan, Juliza Ezaida. “Penguasaan kemahiran insaniah pelajar dalam penglibatan aktiviti kokurikulum badan beruniform di UTHM.” 2014. Masters Thesis, Universiti Tun Hussein Onn Malaysia. Accessed September 16, 2019. http://eprints.uthm.edu.my/7089/.

MLA Handbook (7^th Edition):

Jumelan, Juliza Ezaida. “Penguasaan kemahiran insaniah pelajar dalam penglibatan aktiviti kokurikulum badan beruniform di UTHM.” 2014. Web. 16 Sep 2019.

Vancouver:

Jumelan JE. Penguasaan kemahiran insaniah pelajar dalam penglibatan aktiviti kokurikulum badan beruniform di UTHM. [Internet] [Masters thesis]. Universiti Tun Hussein Onn Malaysia; 2014. [cited 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/7089/.

Council of Science Editors:

Jumelan JE. Penguasaan kemahiran insaniah pelajar dalam penglibatan aktiviti kokurikulum badan beruniform di UTHM. [Masters Thesis]. Universiti Tun Hussein Onn Malaysia; 2014. Available from: http://eprints.uthm.edu.my/7089/

13. Saparwan, Norfaezah. Kerangka penelitian kesetaraan antara bidang kemahiran dan bidang akademik bagi proses APEL.

Degree: Fakulti Pendidikan Teknikal dan Vokasional, 2015, Universiti Tun Hussein Onn Malaysia

URL: http://eprints.uthm.edu.my/7111/

► Pengakreditan Pembelajaran Berasaskan Pengalaman Terdahulu (APEL) merupakan satu bentuk pengiktirafan kepada pembelajaran dan pengalaman terdahulu yang memberi nilai taraf seseorang individu melalui proses penilaian kesetaraan.… (more)

▼ Pengakreditan Pembelajaran Berasaskan Pengalaman Terdahulu (APEL) merupakan satu bentuk pengiktirafan kepada pembelajaran dan pengalaman terdahulu yang memberi nilai taraf seseorang individu melalui proses penilaian kesetaraan. Kajian ini dijalankan bertujuan untuk menentukan dan membangunkan deskripsi setiap tahap kelayakan dalam Kerangka Kelayakan Malaysia (KKM) yang boleh dicadangkan untuk digunakan bagi penelitian kesetaraan antara bidang kemahiran dengan bidang akademik bagi proses APEL serta mereka bentuk kerangka penelitian kesetaraan antara bidang kemahiran dengan bidang akademik melalui sistem APEL. Melalui penilaian kesetaraan ini dapat memudahkan laluan individu dari bidang kemahiran bagi melanjutkan pengajian ke peringkat yang lebih tinggi dalam bidang akademik. Kajian ini menggunakan pendekatan kualitatif yang mana ia melibatkan kaedah penerokaan melalui instrumen dokumen analisis, temu bual serta kaedah tinjauan deskriptif melalui instrumen soal selidik telah digunakan dalam kajian ini. Seramai 54 orang responden yang terdiri daripada beberapa buah institusi iaitu UTHM, ADTEC, KKTM dan IKBN terlibat sebagai responden kajian untuk menjawab borang soal selidik dan seramai tiga orang responden telah ditemu bual bagi mengukuhkan hasil dapatan kajian. Data yang dikumpulkan kemudiannya di analisis menggunakan perisian Statistik Package for Social Science 20.0 (SPSS 20.0). Dapatan kajian mendapati kesemua item yang menghuraikan deskripsi setiap tahap kelayakan dalam Kerangka Kelayakan Malaysia yang dicadangkan dalam kajian ini sangat sesuai bagi menghuraikan hasil pembelajaran bagi setiap tahap mengikut domain pengetahuan, kemahiran dan keterampilan. Sebuah kerangka penilaian kesetaraan telah dihasilkan dengan berbantukan maklum balas responden dan sintesis dapatan kajian. Kerangka tersebut melibatkan penilaian kesetaraan antara modul kemahiran dan kursus akademik di pengajian tinggi berdasarkan (indikator) dua elemen iaitu (i) tahap dan kandungan berdasarkan kepada hasil pembelajaran.

Subjects/Keywords: LB2361 Curriculum

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

APA (6^th Edition):

Saparwan, N. (2015). Kerangka penelitian kesetaraan antara bidang kemahiran dan bidang akademik bagi proses APEL. (Masters Thesis). Universiti Tun Hussein Onn Malaysia. Retrieved from http://eprints.uthm.edu.my/7111/

Chicago Manual of Style (16^th Edition):

Saparwan, Norfaezah. “Kerangka penelitian kesetaraan antara bidang kemahiran dan bidang akademik bagi proses APEL.” 2015. Masters Thesis, Universiti Tun Hussein Onn Malaysia. Accessed September 16, 2019. http://eprints.uthm.edu.my/7111/.

MLA Handbook (7^th Edition):

Saparwan, Norfaezah. “Kerangka penelitian kesetaraan antara bidang kemahiran dan bidang akademik bagi proses APEL.” 2015. Web. 16 Sep 2019.

Vancouver:

Saparwan N. Kerangka penelitian kesetaraan antara bidang kemahiran dan bidang akademik bagi proses APEL. [Internet] [Masters thesis]. Universiti Tun Hussein Onn Malaysia; 2015. [cited 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/7111/.

Council of Science Editors:

Saparwan N. Kerangka penelitian kesetaraan antara bidang kemahiran dan bidang akademik bagi proses APEL. [Masters Thesis]. Universiti Tun Hussein Onn Malaysia; 2015. Available from: http://eprints.uthm.edu.my/7111/

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

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/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 September 16, 2019. http://eprints.uthm.edu.my/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. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/3728/

15. 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/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/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 September 16, 2019. http://eprints.uthm.edu.my/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. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/4187/

16. 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/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/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 September 16, 2019. http://eprints.uthm.edu.my/4248/.

MLA Handbook (7^th Edition):

Abdul Hamid, Rawiyah. “Pembangunan kemahiran kerja bepasukan menerusi kokurikulum sukan bola sepak dalam kalangan pelajar UTHM.” 2012. Web. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/4248/

17. 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/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/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 September 16, 2019. http://eprints.uthm.edu.my/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. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/4391/

18. 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/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/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 September 16, 2019. http://eprints.uthm.edu.my/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. 16 Sep 2019.

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 2019 Sep 16]. Available from: http://eprints.uthm.edu.my/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/5576/

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

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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Sunitha P. Integration of yoga in school curriculum;. [Internet] [Thesis]. Osmania University; 2014. [cited 2019 Sep 16]. 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

Addis Ababa University

20. 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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Sosina T. Challenges of Implementing Kindergarten Curriculum in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Sep 16]. 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

21. 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 September 16, 2019. 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. 16 Sep 2019.

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 2019 Sep 16]. 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

Univerzitet u Beogradu

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

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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Tomašević, Biljana I. 1. Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције). [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Sep 16]. 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

University of Nairobi

23. 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 September 16, 2019. 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. 16 Sep 2019.

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 2019 Sep 16]. 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

California State University – Sacramento

24. Allard, Sarah Lynn. A recommended unit of study in California agriculture education for third grade.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/185

► A unit to teach basic agricultural education to third grade students was piloted to evaluate effectiveness. The first topic of this unit, which is an… (more)

Subjects/Keywords: Elementary; Curriculum

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APA (6^th Edition):

Allard, S. L. (2010). A recommended unit of study in California agriculture education for third grade. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/185

Chicago Manual of Style (16^th Edition):

Allard, Sarah Lynn. “A recommended unit of study in California agriculture education for third grade.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 16, 2019. http://hdl.handle.net/10211.9/185.

MLA Handbook (7^th Edition):

Allard, Sarah Lynn. “A recommended unit of study in California agriculture education for third grade.” 2010. Web. 16 Sep 2019.

Vancouver:

Allard SL. A recommended unit of study in California agriculture education for third grade. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10211.9/185.

Council of Science Editors:

Allard SL. A recommended unit of study in California agriculture education for third grade. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/185

25. 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 September 16, 2019. 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. 16 Sep 2019.

Vancouver:

Haynes KW. The Importance of Professional Values From Radiologic Technologists' Perspective. [Internet] [Thesis]. University of Louisiana at Monroe; 2018. [cited 2019 Sep 16]. 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

Louisiana State University

26. Carlin, Robyn Williams. A comparative study of geometry curricula.

Degree: MNS, Physical Sciences and Mathematics, 2009, Louisiana State University

URL: etd-07082009-143307 ; https://digitalcommons.lsu.edu/gradschool_theses/1348

► In the United States, geometry has long been offered to high school students in the tenth grade. Attempts have been made in recent years to… (more)

Subjects/Keywords: geometry curriculum

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APA (6^th Edition):

Carlin, R. W. (2009). A comparative study of geometry curricula. (Masters Thesis). Louisiana State University. Retrieved from etd-07082009-143307 ; https://digitalcommons.lsu.edu/gradschool_theses/1348

Chicago Manual of Style (16^th Edition):

Carlin, Robyn Williams. “A comparative study of geometry curricula.” 2009. Masters Thesis, Louisiana State University. Accessed September 16, 2019. etd-07082009-143307 ; https://digitalcommons.lsu.edu/gradschool_theses/1348.

MLA Handbook (7^th Edition):

Carlin, Robyn Williams. “A comparative study of geometry curricula.” 2009. Web. 16 Sep 2019.

Vancouver:

Carlin RW. A comparative study of geometry curricula. [Internet] [Masters thesis]. Louisiana State University; 2009. [cited 2019 Sep 16]. Available from: etd-07082009-143307 ; https://digitalcommons.lsu.edu/gradschool_theses/1348.

Council of Science Editors:

Carlin RW. A comparative study of geometry curricula. [Masters Thesis]. Louisiana State University; 2009. Available from: etd-07082009-143307 ; https://digitalcommons.lsu.edu/gradschool_theses/1348

27. Sutherland, Pierre. The effects of distributed practice on two grade 10 mathematics classes.

Degree: MA, Mathematics Education, 2012, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/sutherland_pierre_201212_ma

► The purpose of this study was to investigate the effects of distributed practice on test performance and summer learning loss in two grade 10 mathematics… (more)

Subjects/Keywords: Curriculum

…working together in planning and teaching the mathematics curriculum. These teachers both taught… …method section of this paper looks into how a theme in the mathematics curriculum was broken… …of measurement or correlation with performance data. 1 Contrasts Spiral Curriculum (… …that continually adapts to the implemented curriculum on a day-to-day basis, that is, the… …actual curriculum delivered in class. This study intends to contribute to literature by…

10 more images…

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APA (6^th Edition):

Sutherland, P. (2012). The effects of distributed practice on two grade 10 mathematics classes. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sutherland_pierre_201212_ma

Chicago Manual of Style (16^th Edition):

Sutherland, Pierre. “The effects of distributed practice on two grade 10 mathematics classes.” 2012. Masters Thesis, University of Georgia. Accessed September 16, 2019. http://purl.galileo.usg.edu/uga_etd/sutherland_pierre_201212_ma.

MLA Handbook (7^th Edition):

Sutherland, Pierre. “The effects of distributed practice on two grade 10 mathematics classes.” 2012. Web. 16 Sep 2019.

Vancouver:

Sutherland P. The effects of distributed practice on two grade 10 mathematics classes. [Internet] [Masters thesis]. University of Georgia; 2012. [cited 2019 Sep 16]. Available from: http://purl.galileo.usg.edu/uga_etd/sutherland_pierre_201212_ma.

Council of Science Editors:

Sutherland P. The effects of distributed practice on two grade 10 mathematics classes. [Masters Thesis]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/sutherland_pierre_201212_ma

28. Bueno Villaverde, Ángeles. El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo.

Degree: 2017, Universidad Complutense de Madrid, Servicio de Publicaciones

URL: http://hdl.handle.net/10803/456869

► Esta investigación ha supuesto la remodelación y ampliación del uno de los programasde entrenamiento cognitivo, el Proyecto Inteligencia o proyecto Odyssey, que tras surevisión se… (more)

Subjects/Keywords: Curriculum escolar

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APA (6^th Edition):

Bueno Villaverde, �. (2017). El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo. (Thesis). Universidad Complutense de Madrid, Servicio de Publicaciones. Retrieved from http://hdl.handle.net/10803/456869

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):

Bueno Villaverde, Ángeles. “El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo.” 2017. Thesis, Universidad Complutense de Madrid, Servicio de Publicaciones. Accessed September 16, 2019. http://hdl.handle.net/10803/456869.

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

MLA Handbook (7^th Edition):

Bueno Villaverde, Ángeles. “El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo.” 2017. Web. 16 Sep 2019.

Vancouver:

Bueno Villaverde �. El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo. [Internet] [Thesis]. Universidad Complutense de Madrid, Servicio de Publicaciones; 2017. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10803/456869.

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

Council of Science Editors:

Bueno Villaverde �. El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo. [Thesis]. Universidad Complutense de Madrid, Servicio de Publicaciones; 2017. Available from: http://hdl.handle.net/10803/456869

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

29. Bueno Villaverde, Ángeles. El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo.

Degree: 2012, Universidad Complutense de Madrid, Servicio de Publicaciones

URL: http://eprints.ucm.es/7220/

► Esta investigación ha supuesto la remodelación y ampliación del uno de los programasde entrenamiento cognitivo, el Proyecto Inteligencia o proyecto Odyssey, que tras surevisión se… (more)

Subjects/Keywords: Curriculum escolar

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):

Bueno Villaverde, �. (2012). El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo. (Thesis). Universidad Complutense de Madrid, Servicio de Publicaciones. Retrieved from http://eprints.ucm.es/7220/

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):

Bueno Villaverde, Ángeles. “El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo.” 2012. Thesis, Universidad Complutense de Madrid, Servicio de Publicaciones. Accessed September 16, 2019. http://eprints.ucm.es/7220/.

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

MLA Handbook (7^th Edition):

Bueno Villaverde, Ángeles. “El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo.” 2012. Web. 16 Sep 2019.

Vancouver:

Bueno Villaverde �. El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo. [Internet] [Thesis]. Universidad Complutense de Madrid, Servicio de Publicaciones; 2012. [cited 2019 Sep 16]. Available from: http://eprints.ucm.es/7220/.

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

Council of Science Editors:

Bueno Villaverde �. El programa de mejora de la inteligencia P.A.T. (pensamiento, aprendizaje y transferencia), y las transferencias al currículo. [Thesis]. Universidad Complutense de Madrid, Servicio de Publicaciones; 2012. Available from: http://eprints.ucm.es/7220/

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

University of Glasgow

30. Albedaiwi, Sultan Abdulaziz. EFL materials in public school classrooms in Saudi Arabia: an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy.

Degree: PhD, 2014, University of Glasgow

URL: http://theses.gla.ac.uk/5502/

► This study aims to investigate the ways in which EFL teachers in Saudi Arabia use, design, and evaluate their teaching materials, in a context where… (more)

▼ This study aims to investigate the ways in which EFL teachers in Saudi Arabia use, design, and evaluate their teaching materials, in a context where teachers are expected to use only the prescribed textbooks inside the classroom. The extent to which teachers supplement and adapt the set textbook is used as an indicator of their willingness and ability to adapt their teaching in response to the needs of the learners in their classrooms. Saudi teachers’ willingness and ability to take control of their personal teaching and learning in this way is investigated using Huang’s framework of autonomy. The study explores the different responses of the teachers in the study to the policy of the Ministry of Education regarding the use of the prescribed textbook and the extent to which through their use, design and evaluation of teaching materials, teachers are able to enhance their professionalism. Data was collected using classroom observations and semi-structured interviews of 6 male EFL (English as a Foreign Language) teachers in Saudi public schools and analysed using Narrative and Grounded theory approaches. The hybrid approach adopted for this study proved useful in uncovering much rich information about teachers’ perceptions about and use of the textbook and the implications of the extent to which they engaged in materials development in response to the needs of their students. The study revealed different perceptions and degrees of responsiveness to the need to adapt materials for the learners in the classroom. In some instances, whilst teachers described themselves as exercising autonomy the observation of classroom practice was not entirely consistent with such a perception. Conversely, some teachers were more proactive in the classroom than responses in interviews might suggest. The study builds on previous work into the trend for learners in EFL classrooms in Saudi Arabia to exercise more learner autonomy and the relationship between learner demands, the capacity of teachers to engage in materials development and teacher professionalism is examined. The study concludes that more research into providing scope for adaptation and variation in the use of textbooks in EFL in classrooms in Saudi Arabia could shed light on how institutional and personal constraints on teacher autonomy could be mediated without jeopardising the quality and consistency of learning and teaching.

Subjects/Keywords: LB2361 Curriculum

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

APA (6^th Edition):

Albedaiwi, S. A. (2014). EFL materials in public school classrooms in Saudi Arabia: an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy. (Doctoral Dissertation). University of Glasgow. Retrieved from http://theses.gla.ac.uk/5502/

Chicago Manual of Style (16^th Edition):

Albedaiwi, Sultan Abdulaziz. “EFL materials in public school classrooms in Saudi Arabia: an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy.” 2014. Doctoral Dissertation, University of Glasgow. Accessed September 16, 2019. http://theses.gla.ac.uk/5502/.

MLA Handbook (7^th Edition):

Albedaiwi, Sultan Abdulaziz. “EFL materials in public school classrooms in Saudi Arabia: an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy.” 2014. Web. 16 Sep 2019.

Vancouver:

Albedaiwi SA. EFL materials in public school classrooms in Saudi Arabia: an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy. [Internet] [Doctoral dissertation]. University of Glasgow; 2014. [cited 2019 Sep 16]. Available from: http://theses.gla.ac.uk/5502/.

Council of Science Editors:

Albedaiwi SA. EFL materials in public school classrooms in Saudi Arabia: an investigation of the extent to which teachers engage in materials/textbooks development in order to design learning experiences to meet the needs of their students as an indicator of teacher autonomy. [Doctoral Dissertation]. University of Glasgow; 2014. Available from: http://theses.gla.ac.uk/5502/

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Open Access Theses and Dissertations