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You searched for subject:(Curriculum development models). Showing records 1 – 10 of 10 total matches.

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University of Pretoria

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://hdl.handle.net/2263/24169.

MLA Handbook (7th Edition):

Mucavele, Simao. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools.” 2009. Web. 19 Sep 2019.

Vancouver:

Mucavele S. Factors influencing the implementation of the new basic education curriculum in Mozambican schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2263/24169.

Council of Science Editors:

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


University of Pretoria

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

Degree: 2009, University of Pretoria

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Doctoral Dissertation, University of Pretoria. Accessed September 19, 2019. http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

MLA Handbook (7th Edition):

author], [No. “Factors influencing the implementation of the new basic education curriculum in Mozambican schools .” 2009. Web. 19 Sep 2019.

Vancouver:

author] [. Factors influencing the implementation of the new basic education curriculum in Mozambican schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2019 Sep 19]. Available from: http://upetd.up.ac.za/thesis/available/etd-04272009-095504/.

Council of Science Editors:

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


Universiteit Utrecht

3. Westerhoudt, E. Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy.

Degree: 2011, Universiteit Utrecht

 The aim of this conceptual review study is to give guidance to curriculum developers when they conceptualise and organise curricula. Three curriculum classification principles and… (more)

Subjects/Keywords: Sociale Wetenschappen; Curriculum; Classification; Higher Education; Principles; Procedures; Models; Methods; Standards; Design, Development; Content; Approval; Mapping

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APA (6th Edition):

Westerhoudt, E. (2011). Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/208856

Chicago Manual of Style (16th Edition):

Westerhoudt, E. “Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy.” 2011. Masters Thesis, Universiteit Utrecht. Accessed September 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/208856.

MLA Handbook (7th Edition):

Westerhoudt, E. “Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy.” 2011. Web. 19 Sep 2019.

Vancouver:

Westerhoudt E. Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Sep 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/208856.

Council of Science Editors:

Westerhoudt E. Curriculum Classification Principles and Procedures in Higher Education: a Review Sudy. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/208856


University of South Africa

4. Manganye, Hlengani Thomas. The attitudes of secondary school learners towards Biology and implications for curricula development.

Degree: 2001, University of South Africa

 This study focused on curriculum development in biology education. It was based on the present biology curricula from grade 10-12. The purpose of the study… (more)

Subjects/Keywords: Attitudes; Biology; Science; Questionnaire; Curriculum; Curriculum development; Models of curriculum development; Curriculum approaches and designs; Ideology and curriculum; Learner-centred curriculum; Attitudes towards biology; Adolescence; Outcomes based education; Teacher factors; Learner factors; Classroom factors

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APA (6th Edition):

Manganye, H. T. (2001). The attitudes of secondary school learners towards Biology and implications for curricula development. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18112

Chicago Manual of Style (16th Edition):

Manganye, Hlengani Thomas. “The attitudes of secondary school learners towards Biology and implications for curricula development.” 2001. Doctoral Dissertation, University of South Africa. Accessed September 19, 2019. http://hdl.handle.net/10500/18112.

MLA Handbook (7th Edition):

Manganye, Hlengani Thomas. “The attitudes of secondary school learners towards Biology and implications for curricula development.” 2001. Web. 19 Sep 2019.

Vancouver:

Manganye HT. The attitudes of secondary school learners towards Biology and implications for curricula development. [Internet] [Doctoral dissertation]. University of South Africa; 2001. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10500/18112.

Council of Science Editors:

Manganye HT. The attitudes of secondary school learners towards Biology and implications for curricula development. [Doctoral Dissertation]. University of South Africa; 2001. Available from: http://hdl.handle.net/10500/18112

5. Ferreira, Isa Margarida Peixinho. Relatório de estágio: mestrado em ensino da música.

Degree: 2013, Repositório Científico do Instituto Politécnico de Lisboa

Resumo I (Prática Pedagógica)- Este Relatório de Estágio é composto por duas secções. Na primeira descreve-se o estágio realizado pela mestranda, na Classe de Flauta… (more)

Subjects/Keywords: Modelos de ensino; Improvisação; Criatividade; Desenvolvimento pessoal e musical; Escala pentatónica; Actualização curricular; Teaching models; Improvisation; Creativity; Musical and personal development; Pentatonic scale; Curriculum update

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APA (6th Edition):

Ferreira, I. M. P. (2013). Relatório de estágio: mestrado em ensino da música. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3895

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

Chicago Manual of Style (16th Edition):

Ferreira, Isa Margarida Peixinho. “Relatório de estágio: mestrado em ensino da música.” 2013. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed September 19, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3895.

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

MLA Handbook (7th Edition):

Ferreira, Isa Margarida Peixinho. “Relatório de estágio: mestrado em ensino da música.” 2013. Web. 19 Sep 2019.

Vancouver:

Ferreira IMP. Relatório de estágio: mestrado em ensino da música. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. [cited 2019 Sep 19]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3895.

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

Council of Science Editors:

Ferreira IMP. Relatório de estágio: mestrado em ensino da música. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/3895

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

6. Goldstein, Alanna Caroline. More than an "Unhappy Object": The Ethical, Relational and Pedagogical Possibilities of Talking with Young People about Pornography.

Degree: PhD, Education, 2018, York University

 Despite its ubiquity, online pornography has retained its status as an unhappy object (Ahmed, 2008) that is taken-for-granted as uniquely and inherently harmful for viewers,… (more)

Subjects/Keywords: Social research; Education; Sex education; Pornography; Curriculum development; Focus groups; Qualitative research; Thematic analysis; Case studies; Affect theory; Psychoanalysis; Critical theory; Care ethics; Ethical erotics; Thick desires; Media practices models

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APA (6th Edition):

Goldstein, A. C. (2018). More than an "Unhappy Object": The Ethical, Relational and Pedagogical Possibilities of Talking with Young People about Pornography. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35473

Chicago Manual of Style (16th Edition):

Goldstein, Alanna Caroline. “More than an "Unhappy Object": The Ethical, Relational and Pedagogical Possibilities of Talking with Young People about Pornography.” 2018. Doctoral Dissertation, York University. Accessed September 19, 2019. http://hdl.handle.net/10315/35473.

MLA Handbook (7th Edition):

Goldstein, Alanna Caroline. “More than an "Unhappy Object": The Ethical, Relational and Pedagogical Possibilities of Talking with Young People about Pornography.” 2018. Web. 19 Sep 2019.

Vancouver:

Goldstein AC. More than an "Unhappy Object": The Ethical, Relational and Pedagogical Possibilities of Talking with Young People about Pornography. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10315/35473.

Council of Science Editors:

Goldstein AC. More than an "Unhappy Object": The Ethical, Relational and Pedagogical Possibilities of Talking with Young People about Pornography. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/35473


Georgia Southern University

7. Keener, Vanessa N. Puzzled Representations: Popular Media and How Educators Come to Know Autism.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2017, Georgia Southern University

  People learn about the world through popular culture. Popular culture media representations of autism can be found in TV, film, literature, Internet media, advertisements,… (more)

Subjects/Keywords: Autism; Critical Disability Studies; Labels; Media representations of autism; Models of disability; Neurodiversity; Normalization; Perceptions of autism; Teacher expectations; Curriculum and Social Inquiry; Disability and Equity in Education; Special Education Administration; Special Education and Teaching; Teacher Education and Professional Development; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Keener, V. N. (2017). Puzzled Representations: Popular Media and How Educators Come to Know Autism. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1672

Chicago Manual of Style (16th Edition):

Keener, Vanessa N. “Puzzled Representations: Popular Media and How Educators Come to Know Autism.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed September 19, 2019. https://digitalcommons.georgiasouthern.edu/etd/1672.

MLA Handbook (7th Edition):

Keener, Vanessa N. “Puzzled Representations: Popular Media and How Educators Come to Know Autism.” 2017. Web. 19 Sep 2019.

Vancouver:

Keener VN. Puzzled Representations: Popular Media and How Educators Come to Know Autism. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2019 Sep 19]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1672.

Council of Science Editors:

Keener VN. Puzzled Representations: Popular Media and How Educators Come to Know Autism. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: https://digitalcommons.georgiasouthern.edu/etd/1672

8. Rose, Nancy L. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit.

Degree: PhD, Curriculum and Instruction Science Education (Education), 2012, Ohio University

 The purpose of this study was to explore student changes in conceptual development, epistemology, and motivations when evolution concepts are embedded and explicit reflective discourse… (more)

Subjects/Keywords: Behavioral Psychology; Biology; Cognitive Psychology; Curricula; Curriculum Development; Education; Educational Psychology; Epistemology; Pedagogy; Science Education; Secondary Education; Teaching; teaching evolution; conceptual development; science beliefs; motivations; biology curriculum; concept maps; mental models; explicit reflective discourse; population ecology

…170 Student Mental Models… …222 Appendix B7: Embedded Curriculum… …the past. Knowledge about evolution is considered essential knowledge for the development of… …explicit in the biology curriculum. Catley (2006) echoes these sentiments and views… …investigating student learning when evolution is embedded within the curriculum and given perspicuous… 

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APA (6th Edition):

Rose, N. L. (2012). Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149

Chicago Manual of Style (16th Edition):

Rose, Nancy L. “Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit.” 2012. Doctoral Dissertation, Ohio University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149.

MLA Handbook (7th Edition):

Rose, Nancy L. “Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit.” 2012. Web. 19 Sep 2019.

Vancouver:

Rose NL. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. [Internet] [Doctoral dissertation]. Ohio University; 2012. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149.

Council of Science Editors:

Rose NL. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. [Doctoral Dissertation]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149


Brigham Young University

9. Cox, Katrina M. Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students.

Degree: MS, 2006, Brigham Young University

  The purpose of the study was to attempt to understand why Brigham Young University Technology Teacher Education program has attracted and retained a high… (more)

Subjects/Keywords: women; gender; stereotypes; Technology Education; female; enrollment; college; Technology Teacher Education; attraction; retention; Ken Welty; Brenda Puck; influences; role models; mentors; peers; classroom climate; social fit; counselors; curriculum; instruction; Categorical Data Analysis; Teacher Education and Professional Development

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APA (6th Edition):

Cox, K. M. (2006). Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1486&context=etd

Chicago Manual of Style (16th Edition):

Cox, Katrina M. “Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students.” 2006. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1486&context=etd.

MLA Handbook (7th Edition):

Cox, Katrina M. “Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students.” 2006. Web. 19 Sep 2019.

Vancouver:

Cox KM. Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students. [Internet] [Masters thesis]. Brigham Young University; 2006. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1486&context=etd.

Council of Science Editors:

Cox KM. Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students. [Masters Thesis]. Brigham Young University; 2006. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1486&context=etd

10. McKim, Alison. The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?.

Degree: MA, Cognitive Linguistics, 2015, Case Western Reserve University

 Research in cognitive science demonstrates that enactment is beneficial for encoding new information and retrieving prior knowledge. This study highlights the reciprocal relationship between enactment… (more)

Subjects/Keywords: Aesthetics; Behavioral Psychology; Behavioral Sciences; Cognitive Psychology; Cognitive Therapy; Communication; Curriculum Development; Early Childhood Education; Education; Education Philosophy; Educational Tests and Measurements; Educational Theory; Mathematics Education; Middle School Education; Plant Biology; Science Education; Social Studies Education; Sociolinguistics; Special Education; Teacher Education; Teaching; Vocational Education; enactment; encoding; embodied cognition; mental simulation; gesture; education; experiential learning; mental models; student conception; assessment; emotional reinstatement; affect; cognitively compatible; body-based learning; curriculum development; transpiration

…Affect, Illuminate Mental Models, and Improve Assessment and Learning? By ALISON MCKIM… …models, student conception and prior knowledge are included to provide support for the idea… …x29;. Enactment and Mental Models Enactment facilitates deep comprehension by contributing a… …physical element to students’ mental models. Students build mental models by combining new… …Habel,1999). Research has concluded that better mental models result in stronger 17… 

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APA (6th Edition):

McKim, A. (2015). The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?. (Masters Thesis). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920

Chicago Manual of Style (16th Edition):

McKim, Alison. “The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?.” 2015. Masters Thesis, Case Western Reserve University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

MLA Handbook (7th Edition):

McKim, Alison. “The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?.” 2015. Web. 19 Sep 2019.

Vancouver:

McKim A. The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?. [Internet] [Masters thesis]. Case Western Reserve University; 2015. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

Council of Science Editors:

McKim A. The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?. [Masters Thesis]. Case Western Reserve University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920

.