Browsing by Subject "curriculum"
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Item A case study of the management of coffee cooperatives in Rwanda(Texas A&M University, 2006-08-16) Goff, Samuel NealThe purpose of this study was to assess the management practices of three coffee cooperatives in Rwanda and, subsequently, modify existing educational curricular modules in order to address the identified areas of need. Societal and institutional challenges, such as a lack of management training, may hinder the growth of welldeveloped coffee cooperatives in Rwanda. Capacity building through adult education is a central component to development efforts. The research questions used to accomplish the purpose of this study focused on the principles of cooperative identity, participation and decision making, internal and external communications, organizational and leadership development, and the duties of and relationships between the cooperatives?? leadership. The three cooperatives have been assisted by the USAID-funded PEARL project. The sample population consisted of the Members, Management, and Board of Directors of the three coffee cooperatives in Rwanda. A purposive sample of key informants was selected. A total of 65 individuals participated in the research task. The data were collected from mid-July to mid-August, 2005. This study was qualitative and quantitative in design. The research instruments included a quantitative, close-ended category-scale questionnaire and a qualitative, openended standardized interview. The responses to the open-ended standardized interviews were tabulated based on the frequency and percentage of responses. The close-ended category-scale questionnaires were analyzed based on the frequency and percentage of responses. A case study data analysis methodology was used to combine the responses to the quantitative and qualitative methods. Major findings of the study include that one or more of the cooperatives need education programming in the areas of cooperative member ownership, job descriptions, and ways in which to increase participation in decision-making. The cooperatives need to increase internal communications regarding the function of the federation of coffee cooperatives in securing long-term sustainability. The cooperatives need to empower the sector level leadership to resolve conflicts and increase communication flows.Item A proposed framework for harmonization of the veterinary medicine curriculum in Latin America(2009-05-15) Ortega Meyer, Bruno de JesusA framework for curriculum harmonization at veterinary colleges in Latin America is proposed. The framework was developed considering the expansion of knowledge, particularly in veterinary public health. Also described are the generic or process skills for a life-long commitment to learning. The proposed core curriculum consists of four one-year academic blocks which include process skills in veterinary education, basic biology, animal health, and animal production. Each are considered fundamental disciplines crucial for successful veterinary practice in Latin America. Optional species-oriented elective blocks are also discussed. The proposed block-based core curriculum encourages curricular flexibility, and reduces the problem of information overload. The curriculum framework also promotes mobility for students, teachers, researchers, and administrators in Latin America. A qualitative approach using interviews was developed and tested. Data were collected from an extensive literature review and responses obtained from interviews with 25 veterinarians selected from Argentina (3), Bolivia (2), Chile (3), Colombia (2), Costa Rica (3), Guatemala (2), Mexico(6), and Peru (4). Several techniques were used to complement the research, among which were: note taking during interviews, triangulation, peer debriefing, and confidentiality. Adopting the proposed framework will help face current societal demands from the veterinary profession such as those skills for a more service-oriented practice that are becoming increasingly important to veterinarians. It will also enhance the competencies of trained veterinary professionals within the various branches that comprises the wide scope and diversity of veterinary practice found in Latin America. And it will increase preparation of veterinary students to cover both the broad and in-depth knowledge required to address the various veterinary fields related to the regional, national, and international societal demands in a globalized competitive world. The major conclusion from this study was that veterinary public health has become an overarching educational theme for veterinary education in Latin America. Further, the public expectation of veterinary practitioners in Latin America includes expertise not only in medicine and the animal sciences, but also in food animal production, economics, and public health. In fact, the concept of veterinary public health has become an over-arching educational theme that well characterizes veterinary education in Latin America.Item Analysis of factors affecting participation of faculty and choice of strategies for the internationalization of the undergraduate agricultural curriculum: the case in two land grant universities(Texas A&M University, 2004-09-30) Navarro, MariaTo adapt to the new global system, internationalization is increasingly being accepted as a necessity in higher education. Although the process involves the research, service, and education components of academic institutions, many authors have contended that the internationalization of the curriculum is the most important component of the process and that faculty are its main drivers and actors. While a number of the issues involving internationalization are very well documented, there is still little published information regarding the perspectives of random samples of faculty regarding strategies by which to internationalize the undergraduate curriculum. The purpose of this study was to analyze perspectives of faculty in two land grant colleges of agriculture regarding academic and institutional strategies for the internationalization of the undergraduate agricultural curriculum. A mixed method research approach was used to gather data, combining the use of a questionnaire with both quantitative and open-ended questions sent to a census of the teaching faculty of the two colleges, and conducting eight one-hour interviews. The researcher also carried out an in-depth assessment of the effect of nonresponse error in the study by using and comparing various methods of nonresponse analysis. Faculty knowledge of international issues was positively correlated with their participation in the internationalization process. Knowledge and participation were, in turn, positively correlated with faculty perceptions of relevance of internationalization of the curriculum, and with faculty acceptance of most of the proposed academic and institutional strategies for internationalization. Faculty ranked mobility and infusion approaches as their preferred academic strategies for internationalization of the curriculum, and there were clear patterns of associations between selections by faculty, with mobility and infusion belonging to different groups. When asked about incentives to participate in the internationalization process, faculty mentioned funds, "real" recognition, and release time as their foremost choices. Also, faculty expressed a need for increased leadership, vision, and focus for the process. When looking at the academic and institutional strategies together, various patterns of association also appeared, reiterating the notion that there is not a single best approach to internationalization, but that multiple and complementary strategies are needed.Item Broadening the Scope: Examining the Effects of CSCOPE and Prescribed Curriculum on Experienced English Language Arts Teachers--A Qualitative Study(2011-10-21) Tyrrell, Susan MichelleThis study examines the effects of the CSCOPE prescribed curriculum on four English language arts teachers. CSCOPE, created for implementation in Texas public schools, is directly aligned with the Texas Essential Knowledge and Skills (TEKS). Research objectives included the effect of implementation on experienced teachers and how it affected their general or personal teaching efficacy, curricular planning, and attitudes about the profession. A qualitative case study research method guided this study. Purposeful sampling was used in order to ensure that the subjects selected would be able to best encompass a true experience of the curriculum being explored. The subjects for these case studies were four teachers from four different school districts in Texas. The four teachers were in schools that had implemented the CSCOPE curriculum at the time of the interviews. Each teacher was required to have three years minimum of teaching experience prior tothe implementation of CSCOPE. In actuality, they all had significantly more experience, ranging from a teacher in her 8th year to a teacher in her 29th year. Because each teacher worked in a different school and had varying experiences, their stories were different, but similarities certainly existed. The similarities of their experiences became apparent and produced three major themes that emerged from this study: 1) CSCOPE is terrific in theory but ineffective in practice, 2) Good teachers teach in spite of CSCOPE, not with it, 3) CSCOPE makes too many false assumptions about students. The findings indicate that while the CSCOPE curriculum is an idea that would work in an idealized educational system, because the teacher is the variable and students have different needs, CSCOPE is an unrealistic mandate for all Texas schools. Additionally, problems arise with gifted education, and Advanced Placement, and other high-performing programs. CSCOPE does not address any differentiation for gifted students. In some schools, due to enrollment levels or scheduling conflicts, all levels are included in one classroom. To mandate a teacher use one curriculum system and serve all students is unrealistic.Item Comparative study of social economic differences in relation to technology competency expectations as perceived by business and educational leaders(Texas A&M University, 2007-04-25) Reyna, Janice MaeThis qualitative study investigated the urgent need for business and public schools to design a comprehensive system for preparing all students for a technological workplace, while giving them the necessary academic foundation for functioning effectively in a work environment. Businesses and communities need to participate with schools, regardless of where the schools are located. Schools, businesses and communities must explore and work together to create new methods for supporting technology in schools and in the workplace. The interviewees who participated in the study consisted of 21 teachers and administrators from four high schools located within four districts in San Antonio, Texas. Two of the high schools were located in southern San Antonio and were classified as lower socioeconomic institutions. The other two high schools were located in northern San Antonio and were classified as upper socioeconomic institutions. Also, seven business leaders were interviewed from (1) grocery, (2) San Antonio city government, (3) military, (4) large retail chain, (5) technology organization and business, (6) telecommunications, and (7) a youth-oriented organization. The major conclusions of the study were that businesses believe that a skill-deficient workplace hampers economic growth and productivity, and a knowledge-deficient high school graduate limits his or her opportunities for an extended academic experience. Few businesses in San Antonio supported or contributed to technology competencies in the selected schools in San Antonio by participating in curriculum development or as partnerships within the schools. All teachers had a high level of understanding about the importance of technology competencies for students. Furthermore, they believed that teachers and administrators must have a well-organized and fluid technology training program that will help integration of technology into the curriculum. Schools within the lower socioeconomic classification did not have many opportunities for training or access to technology; therefore, the teachers did not have the opportunity for building their competencies. In comparison, the schools located in northern San Antonio had more than adequate opportunities for training and access to technology. Educational, business, and community organizations must be concerned with all aspects of student learning and their ability to utilize technology. It is not enough to supply hardware and software to schools.Item Curricular emphasis in Industrial Distribution programs and programs of similar theme(Texas A&M University, 2004-09-30) Miller, John EdwardThirteen state-sponsored colleges and universities within the United States offer a bachelor level degree in Industrial Distribution. The first of these emerged in the 1950s in response to industry demands for unique educational preparation of entry-level professionals. Since the 1980s, increased sophistication in the field has accelerated the demand for educational preparation of Industrial Distribution professionals. The problem facing educators is to determine the mix of courses that will provide the appropriate curricular focus when developing or refining the programs at their individual institutions. In the first phase of this study, the curricular focus of the current bachelor level programs in Industrial Distribution is identified in the form of eight curricular groupings representing the required courses in those programs. The second phase of this study investigates the curricula of programs that contain a similar theme of focus at state-sponsored colleges and universities. The purpose is to identify programs other than formal Industrial Distribution programs, which have similar curricular focus, and may therefore provide graduates of similar educational preparation. In addition to providing educators with insight into the relationship between formal Industrial Distribution programs and those of similar theme, this portion of the study provides managers in the field with information to consider when evaluating schools as potential sources of new hires. State-sponsored schools in the study were identified from the membership of the American Association of State-Sponsored Colleges and Universities (AASCU). Findings included ninety-six institutions from the six most populous and six least populous states, as of the 2000 U.S. Census. These institutions provided a representative sample of the 387 colleges and universities currently members of AASCU. The identified schools offer over four hundred programs of similar theme to the thirteen formal Industrial Distribution programs. The overwhelming majority of those programs are in colleges of Business and Technology, and are generally marketed as supporting general or governmental business, with no reference in catalogs, and departmental literature or Internet websites as supporting fields directly identifiable with Industrial Distribution.Item Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem(Texas A&M University, 2007-09-17) Yates, DeborahA thesis presented on Parmenides of Elea, born in 510 B.C.E., serves as a muse for my studies in education. I find his fragments and specifically his poem, ??????On Nature,?????? to be very captivating as a metaphor for education and for life. Specifically, his work points towards the importance of being on a journey in quest of knowledge. I utilize his metaphor as a quest in a personal educational journey and also in an academic one that can be applied to the searches of others. I am interested in utilizing the writings of Parmenides?????? work to form a framework for a philosophy curriculum for secondary schools. The thesis is centered on Parmenides?????? proem-introduction, poem and its applications for applying philosophy to values clarification and ethics.Item International baccalaureate: a study in college readinessGurumurthy, UshaItem The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions(2011-10-21) Metty, Jane MaureenTeachers are an essential link between the curriculum and student achievement. Teachers make instructional decisions that (1) determine the success or failure of a curricular intervention and (2) can result in either alignment or disconnect between the written and enacted curricula. Despite overwhelming evidence linking the success or the failure of a curricular intervention to the classroom teacher, little is known about the instructional decisions teachers make when using a standards-based curriculum. The use of standards-based curriculum is becoming common, therefore, it is essential to know how teachers are using it. This study focused on three questions. First, can the factors that influence instructional decisions be consolidated into manageable, representative, and useful categories? Second, what instructional decisions did six science teachers in a rural central Texas school district make when using the standards-based curriculum, CSCOPE? Finally, what steps did one district take to select and adopt the SBC, CSCOPE? This study found that the factors that influence instructional decisions could be clustered into four categories: (1) working conditions, (2) pedagogical content knowledge, (3) prior experiences, and (4) beliefs. Further, that teachers made instructional decisions both to use CSCOPE as intended and to modify CSCOPE lessons. Modifications to CSCOPE were made despite (1) an administrative mandate not to modify CSCOPE, (2) good administrative support, and (3) the stated intention of these teachers to adhere to CSCOPE. Teachers omitted, replaced and/or supplemented lessons and/or parts of lessons in order to (1) accommodate the needs of their students and (2) prepare students for the state assessment. Finally, several steps taken by Bluecat ISD administrators assisted teachers in using CSCOPE as intended. This study makes three contributions to the educational literature. First, no useful categorization exists of the factors that influence teachers? instructional decisions. Chapter II provides an initial categorization of these factors that is manageable, representative, and useful. Second, administrators need to be able to anticipate how teachers may use a standards-based curriculum. Chapter III identifies the instructional decisions made by these six science teachers. Chapter IV identifies the measures put in place to support teachers as they adjusted to CSCOPE.Item The Impact of the Katy Management of Automated Curriculum System on Planning for Learning, Delivery of Instruction and Evaluation of Student Learning as Perceived by Teachers in the Katy Independent School District in Texas(2011-10-21) Hogue, Sharon L.The purpose of this study was to determine teachers? perceptions of the relationship of the Katy Management of Automated Curriculum (KMAC) system developed by Katy ISD in Katy, Texas, on planning for learning, delivery of instruction and evaluation of student learning in the classroom. KMAC is a customized, proprietary networked technology curriculum management system created for online access to curriculum and the creation and sharing of lesson plans. Data was collected from 635 teachers district-wide through an online survey. This data was used to determine whether there were differences between/among teachers and teacher leaders and between/among elementary, junior high and high school teachers in their perceived impact of the KMAC on planning for learning, delivery of instruction and evaluation of student learning. Regarding planning for learning, teachers were found to have a moderately positive perception of KMAC with teacher leaders being slightly more positive. In addition, statistically significant differences were found between grade levels with elementary teachers more positive than secondary teachers. Regarding delivery of instruction, teacher leaders again perceived a more positive relationship with KMAC than the teacher non-leaders. Statistically significant differences were also found between elementary and junior high, elementary and high school and between junior high and high school teachers, with elementary teachers being the most positive. Teachers were the least positive toward KMAC and the evaluation of student learning. While a statistically significant relationship was found in relationship to the grade level taught and evaluation, this area was admittedly weaker than the other two areas in district development and teachers? perceptions. While the position of teacher leader seemed to impact the results in all categories, the grade level taught was found to have the greatest statistical impact on the teacher perceptions.