Curriculum Change and Its Impact on the Teaching and Learning Process of History on Secondary School Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Curriculum Change and Its Impact on the Teaching and Learning Process of History on Secondary School Students PDF full book. Access full book title Curriculum Change and Its Impact on the Teaching and Learning Process of History on Secondary School Students by Abubakar Nyamida. Download full books in PDF and EPUB format.
Author: Abubakar Nyamida Publisher: GRIN Verlag ISBN: 3346208435 Category : History Languages : en Pages : 72
Book Description
Bachelor Thesis from the year 2020 in the subject African Studies - Culture and Applied Geography, grade: 4.00, University of Jos, language: English, abstract: The purpose of the study was to examine the effects of the curriculum changes in teaching and learning history in secondary schools within Jos South Local Government Area of Plateau State. Specifically the purpose of the study are: 1. To determine if curriculum change in history require changes in teaching methods? 2. To examine the effects of curriculum change on history teachers’ mastery of subject matter. 3. To assess the effect of curriculum change on the availability of teaching and learning materials. The teaching of history as a discipline has a long tradition in the world and it is instrument par excellence for national development according to National Policy on Education and forging international cooperation and integration. History as a subject falls within the General Arts, and has for a long time, enjoyed a place in many African school curriculum especially Nigeria. The teaching of history in Nigeria could be traced informally to the pre-colonial days when parents and elderly persons recounted the past of their communities to the younger generation through folktales, music, and other art forms. These were chief means of conveying invaluable lessons and values that were highly cherished in traditional societies. The teaching of history took a formal turn in the colonial period when it was taught in the schools established by the missionaries and those established by the British colonial officials.
Author: Abubakar Nyamida Publisher: GRIN Verlag ISBN: 3346208435 Category : History Languages : en Pages : 72
Book Description
Bachelor Thesis from the year 2020 in the subject African Studies - Culture and Applied Geography, grade: 4.00, University of Jos, language: English, abstract: The purpose of the study was to examine the effects of the curriculum changes in teaching and learning history in secondary schools within Jos South Local Government Area of Plateau State. Specifically the purpose of the study are: 1. To determine if curriculum change in history require changes in teaching methods? 2. To examine the effects of curriculum change on history teachers’ mastery of subject matter. 3. To assess the effect of curriculum change on the availability of teaching and learning materials. The teaching of history as a discipline has a long tradition in the world and it is instrument par excellence for national development according to National Policy on Education and forging international cooperation and integration. History as a subject falls within the General Arts, and has for a long time, enjoyed a place in many African school curriculum especially Nigeria. The teaching of history in Nigeria could be traced informally to the pre-colonial days when parents and elderly persons recounted the past of their communities to the younger generation through folktales, music, and other art forms. These were chief means of conveying invaluable lessons and values that were highly cherished in traditional societies. The teaching of history took a formal turn in the colonial period when it was taught in the schools established by the missionaries and those established by the British colonial officials.
Author: Yiu Chun LO 羅耀珍 Publisher: Hong Kong University Press ISBN: 9888139029 Category : Education Languages : en Pages : 300
Book Description
Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development. Shirley S. Y. Yeung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. John T. S. Lam is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Anthony W. L. Leung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Yiu Chun Lo is an associate professor of the Department of Curriculum and Instruction at the Hong Kong Institute of Education.
Author: Ivor F. Goodson Publisher: Routledge ISBN: 1135722412 Category : Education Languages : en Pages : 264
Book Description
The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of 'worthwhile' knowledge and considers subjects as continually changing sub-groups of information. Such subjects from the framework of the society in which individuals live and over which they have influence. This volume questions the basis on which subject disciplines are developed and formulates new possibilities for curriculum development and reform in a post-modrnist age.
Author: Christiansen, Bryan Publisher: IGI Global ISBN: Category : Education Languages : en Pages : 451
Book Description
The global skills gap and labor market disruptions pose a significant challenge for organizations worldwide. Higher education struggles to bridge the mismatch between skills taught in academia and those demanded by employers, hindering organizations in an era of heightened competition. Advancing Student Employability Through Higher Education offers a comprehensive solution to address this issue. Edited by Bryan Christiansen and Angela Even, this publication brings together innovative research and insights from employers and employees, serving as a valuable resource for academic scholars seeking the latest research on employer requirements in an era of increasing global hyper-competition. Covering topics like industry-academia collaboration, educational innovation, learning analytics, and educational artificial intelligence (AI), the book provides practical strategies and innovative approaches to bridge the gap between academic instruction and real-world organizational needs. It equips students with the skills and qualifications necessary to thrive in today's global economy through case studies, online learning effectiveness, and training evaluation. By leveraging the expertise of renowned scholars and industry practitioners, the book enhances understanding of the intricate dynamics of the workforce. It empowers scholars, graduate students, and higher education professionals to navigate the evolving needs of organizations, fostering success for individuals and organizational growth in an increasingly competitive landscape.
Author: Rachel Passmore Publisher: ISBN: Category : Curriculum change Languages : en Pages : 138
Book Description
The secondary school statistics curriculum in New Zealand has experienced substantial change since 2010. The catalyst for these changes was a desire to improve students’ statistical reasoning and to narrow the gap between the statistics taught in secondary school classrooms and the practices and thinking of professional statisticians. Anecdotal evidence suggested the quality of Year 13 student work in time series had improved. This research, therefore, sought to provide a robust analysis of changes in learning outcomes of Year 13 students in time series, in order to determine whether these claims could be supported. Furthermore a literature review produced no evidence of any prior research in the area of student reasoning with time series at this level. Ethical and time considerations prevented access to samples of student NCEA work on time series completed before and after the curriculum change. Instead exemplars of student work distributed by the New Zealand Qualifications Authority (NZQA), which were freely available on the internet, were utilised. In total 35 exemplars of student work were analysed. In order to obtain a more holistic perspective of the curriculum change, 18 teachers were surveyed and five were interviewed. These secondary data sources provided data about teachers’ perceptions of the curriculum change. Since a framework for assessing student learning outcomes for time series did not exist, a framework was developed based on the student data and a synthesis of established frameworks concerned with levels and development of mathematical reasoning, dimensions of statistical reasoning and interpretation of data and data displays. Analysis of student exemplars against the framework provided strong evidence that after the curriculum change higher levels of reasoning were observed. The shift towards higher levels of reasoning was observed at all levels of achievement – Achieved, Merit and Excellence. The style of student exemplars changed to include a more complete report style response, integrating other research findings that either confirmed or refuted the student’s own findings. One of the major facilitators of this change was the availability of free data visualisation software, which liberated teaching and assessment time from a focus on procedures to one of data interpretation and interrogation. The implication of these findings suggest that the framework developed for this study could be used by teachers in order to scaffold their students’ reasoning to higher levels and that other NCEA Achievement Standards could be similarly scrutinised in order to evaluate the effect of curriculum change.
Author: National Research Council Publisher: National Academies ISBN: 0309040280 Category : Education Languages : en Pages : 361
Book Description
Biology is where many of science's most exciting and relevant advances are taking place. Yet, many students leave school without having learned basic biology principles, and few are excited enough to continue in the sciences. Why is biology education failing? How can reform be accomplished? This book presents information and expert views from curriculum developers, teachers, and others, offering suggestions about major issues in biology education: what should we teach in biology and how should it be taught? How can we measure results? How should teachers be educated and certified? What obstacles are blocking reform?
Author: Abubakar Nyamida
Author: Abubakar Nyamida
Author: Yiu Chun LO 羅耀珍
Author: Ivor F. Goodson
Author: Christiansen, Bryan
Author: Rachel Passmore
Author: 
Author: National Research Council
Author: 
Author: 
Author: