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dc.contributor.supervisor McMillan, Barbara (Curriculum, Teaching & Learning) en_US
dc.contributor.author Norquay, Lauren
dc.date.accessioned 2017-04-13T16:33:36Z
dc.date.available 2017-04-13T16:33:36Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/1993/32216
dc.description.abstract The first purpose of this case study was to understand the course development experiences of Grade 10 French Immersion (FI) Science teachers in Manitoba. The second purpose was to develop an online instructional resources database model based on an understanding of these teachers’ course development experiences that holds promise in supporting Grade 10 FI Science teachers in Manitoba. Results of this study revealed that teachers’ experiences are negatively impacted by equity issues, such as a lack of resources in French designed to address the Manitoba curriculum. These equity issues negatively impact teachers’ well-being. In turn, these equity issues for teachers, as well as the impacts of these issues on teachers’ well-being, have negative impacts on the quality of FI education in Manitoba. An online instructional resources database model, entitled the Living Curriculum model, was developed. en_US
dc.subject French immersion en_US
dc.subject High school science en_US
dc.subject Language teaching en_US
dc.subject Curriculum en_US
dc.subject Course development en_US
dc.subject Equity en_US
dc.subject Manitoba en_US
dc.title French immersion high school science teachers' course development experiences en_US
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Baranowski, Krystyna (Curriculum, Teaching & Learning) Enns, Charlotte (Educational Administration, Foundations & Psychology) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note May 2017 en_US


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