Date of Award

1995

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Education, Curriculum and Instruction.

Supervisor

Crawford, M.

Rights

info:eu-repo/semantics/openAccess

Abstract

This study argues that the Transition Years science programs in Ontario, when compared with the National Curriculum science programs for Key Stage 3 in England and Wales, are being implemented in ways which: are less assessment driven, promote a wider variety of teaching methods, give teachers more ownership of the curriculum, and are less centralised. In investigating these hypotheses the researcher looked at the historical background to recent curriculum changes in Ontario, and in England and Wales, as well as interviewing teachers, principals and headteachers, and administering questionnaires, in both Ontario and England and Wales. The study showed that the education system in Ontario was more forward-looking and less centralised, with school boards playing an important role in curriculum development. The education system in England and Wales was more traditionalist and more centralised, with Local Education Authority advisers playing less of a role in curriculum development. The study also found that the education system was more assessment driven in England and Wales than in Ontario. The hypotheses that the science programs in Ontario were being implemented in ways which promote a wider variety of teaching methods, and which give teachers more ownership of the curriculum than in England and Wales, were found to be partially supported. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1995 .T39. Source: Masters Abstracts International, Volume: 34-06, page: 2123. Adviser: Ian Crawford. Thesis (M.Ed.)--University of Windsor (Canada), 1995.

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