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dc.contributor.authorLingard, Lynn.en_US
dc.date.accessioned2009-06-04T14:09:22Z
dc.date.available2009-06-04T14:09:22Z
dc.date.issued2004-06-04T14:09:22Z
dc.identifier.urihttp://hdl.handle.net/10464/1538
dc.description.abstractThis qualitative study explored secondary teachers' perceptions of scheduling in relation to pedagogy, curriculum, and observation of student learning. Its objective was to determine the best way to organize the scheduling for the delivery of Ontario's new 4-year curriculum. Six participants were chosen. Two were teaching in a semestered timetable, 1 in a traditional timetable, and 3 had experience in both schedules. Participants related a pressure cooker "lived experience" with weaker students in the semester system experiencing a particularly harsh environment. The inadequate amount of time for review in content-heavy courses, gap scheduling problems, catch-up difficulties for students missing classes, and the fast pace of semestering are identified as factors negatively impacting on these students. Government testing adds to the pressure by shifting teachers' time and attention in the classroom from deeper learning to a superficial coverage of material, from curriculum as lived to curriculum as text to be covered. Scheduling choice should be available in public education to accommodate the needs of all students. Curriculum guidelines need to be revamped to reflect the content that teachers believe is necessary for a successful course delivery. Applied level courses need to be developed for students who are not academically inferior but learn differently.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectEducation, Secondaryen_US
dc.subjectEducationen_US
dc.subjectSchedules, Schoolen_US
dc.titleThe impact of scheduling on the implementation of the new Ontario curriculum: teachers' perceptions /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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