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Curriculum development practices in Tasmanian technical and further education

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Steenholdt, Paula (1989) Curriculum development practices in Tasmanian technical and further education. Research Master thesis, University of Tasmania.

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Abstract

Vocational curriculum development as practised by the
Division of Technical and Further Education in Tasmania is
the focus of this study. The specific nature of TAFE, its role in the community and
its curriculum development requirements are identified.
These requirements are set against a background of the
various methodologies of curriculum development available
to the practitioner. An overview of the literature is used
to produce a commonly accepted set of curriculum
development processes and some orientations or models for
considering these processes. The predominant model used by TAFE in Tasmania, the
Instructional Systems Model, is analysed in detail and
evaluations made regarding its suitability.
Finally, the study reports on a survey of fifty
teachers/curriculum developers who were questioned
regarding their views on the Instructional Systems Model
and curriculum development requirements generally.
The findings of the survey, along with conclusions drawn from the preceeding chapters, suggest to the author the need to re-open the vocational curriculum development
methodology debate in TAFE and some suggestions as to
possible topics are made.

Item Type: Thesis (Research Master)
Keywords: Technical education, Vocational education, Curriculum planning, Instructional Systems Model
Copyright Holders: The Author
Copyright Information:

Copyright the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s). 1990.

Additional Information:

Bibliography: leaves 151-156. Thesis (M.Ed.Stud.)--University of Tasmania, 1990

Date Deposited: 03 Feb 2015 03:25
Last Modified: 11 Mar 2016 05:55
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