The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the…
Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank
In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.
Popova-Gonci, Viktoria; Tobol, Amy Ruth
The authors believe that there is no inherent academic validity or lack of thereof in the notion of prior learning assessment (PLA)-based curriculum. If mishandled, it can become the tool for carrying out diploma mill practices. Conversely, if implemented and facilitated appropriately, PLA-based curricula can offer humanistic educational values…
Associated Educational Consultants, Inc., Pittsburgh, PA.
This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…
Royeen, C B
To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming in the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection. In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.
Callahan, Cory; Saye, John; Brush, Thomas
This paper reports on a design experiment of web-based curriculum materials explicitly created to help social studies teachers develop their professional teaching knowledge. Web-based social studies curriculum reform efforts, human-centered interface design, and investigations into educative curriculum materials are reviewed, as well as…
Madrazo, Gerry M., Jr.; Hounshell, Paul B.
Develops a rationale for integrating oceanography and marine education in land-oriented curriculum at the secondary level. Examples of topics with a multidisciplinary approach are described in the areas of acoustics and music, aquaria, archeology, art, astronomy, literature, careers, ecology, gastronomy, geology, and topics on various aquatic…
Gaum, Wilma G.; van Rooyen, Hugo G.
Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…
With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to…
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for…
Full Text Available Curriculum design is aimed to promote equality of empowerment. In most practice, however, the curriculum purposes confront conflicts especially between national and local needs. Consequently, there are many insightful and innovative educational work which has relatively small advantages for students and schools in its flexibility and opportunity. This leads to a situation in which some groups have lack of opportunities in getting benefit from the educational curriculum application. This essay presents an appproch as an innovation of an integrated curriculum called as place-based education. The significance of this strategy is believed to be able to promote the content of learning to the level of local’s relevance and engagement. Finally, the more relevant of the learning content to the students’ socio-cultural life the broader participation they can play in the community and future career.
Risco de Domínguez, Graciela
Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.
Ricardo Fernandes Pátaro
Full Text Available This paper is derived from a dissertation and the main goal is to argue how the project-based curriculum, in a perspective of complexity, can offers some possibilities for an education on values introducing studies of nowadays social problems into the school. To achieve the objectives was considered a project developed with a ten years old students. The investigation was based on project activities and daily field. As a result we have demonstrated the project-based curriculum – using the complexity, interdisciplinary and transversality as references – can help school to combine the disciplinary knowledge to the ethical formation. The investigation has show that the project-based curriculum may lead schools to succeed in implementing an education in values, pointing out some directions to develop citizens who can deal with diversity and conflicts as well as capable of get indignant with the injustices and have disposal to individual and collective welfare.
Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.
The Curiosity mission has captured the imagination of children, as NASA missions have done for decades. The AIAA and the University of Houston have developed a flexible curriculum program that offers children in-depth science and language arts learning culminating in the design and construction of their own model rover. The program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students learn to research Mars in order to pick a science question about Mars that is of interest to them. They learn principles of spacecraft design in order to build a model of a Mars rover to carry out their mission on the surface of Mars. The model is a mock-up, constructed at a minimal cost from art supplies. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the structure and organization of the 6 week curriculum. A set of 30 new 5E lesson plans have been written to support this project as a classroom activity. The challenge of developing interactive
Gilliam, Melissa; Jagoda, Patrick; Heathcock, Stephen; Orzalli, Sarah; Saper, Carolyn; Dudley, Jessyca; Wilson, Claire
To assess the feasibility and acceptability of a game-based sexuality education curriculum. Curriculum evaluation used descriptive statistics, observation, and qualitative and quantitative data collection. The study was conducted in eighth grade classrooms in Chicago, Illinois. Students from 3 eighth grade classrooms from a school using a game-based curriculum. The intervention had 11 modules and used an ecological model informed by the extant literature. The intervention was developed by the Game Changer Chicago Design Lab and featured a card game designed with youth participation. The study outcomes of interest included learning, feasibility, and acceptability of the curriculum. Students highly rated frank conversation via "Ask the Doctor" sessions and role-playing. Students raised concerns about the breadth of activities, preferring to explore fewer topics in greater depth. A game-based curriculum was feasible, yet students placed the highest value on frank discussion about sexuality. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.
Craig, Catherine; Posner, Glenn D
As obstetrics and gynaecology (Ob/Gyn) residency training programs move towards a competence-based approach to training and assessment, the development of a national standardized simulation curriculum is essential. The primary goal of this study was to define the fundamental content for the Canadian Obstetrics and Gynecology Simulation curriculum. A modified Delphi technique was used to achieve consensus in three rounds by surveying residency program directors or their local simulation educator delegates in 16 accredited Canadian Ob/Gyn residency programs. A consensus rate of 80% was agreed upon. Survey results were collected over 11 months in 2016. Response rates for the Delphi were 50% for the first round, 81% for the second round, and 94% for the third round. The first survey resulted in 84 suggested topics. These were organized into four categories: obstetrics high acuity low frequency events, obstetrics common events, gynaecology high acuity low frequency events, and gynaecology common events. Using the modified Delphi method, consensus was reached on 6 scenarios. This study identified the content for a national simulation-based curriculum for Ob/Gyn residency training programs and is the first step in the development of this curriculum. Copyright © 2017 The Society of Obstetricians and Gynaecologists of Canada/La Société des obstétriciens et gynécologues du Canada. Published by Elsevier Inc. All rights reserved.
Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel
Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance plearning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.
In the new curriculum reform in China,moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions.Accordingly, a new education concept based on complete/integral curriculum functions is established.By discussing the essences of the curriculum,the basis of moral and values education,integrated curriculum setting in instruction structure,the presence of emotional and attitudinal goals in the subject standards,and teaching methods,this text points out that this curriculum reform looks to moral and values education in schools.The reform also emphasizes and will guarantee moral and values education in schools.Finally,the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University,one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education.
In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However...
This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students'…
Rohrbach, Louise A; Berglas, Nancy F; Jerman, Petra; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Constantine, Norman A
The purpose of this study was to evaluate the impact of a rights-based sexuality education curriculum on adolescents' sexual health behaviors and psychosocial outcomes 1 year after participation. Within 10 urban high schools, ninth-grade classrooms were randomized to receive a rights-based curriculum or a basic sex education (control) curriculum. The intervention was delivered across two school years (2011-2012, 2012-2013). Surveys were completed by 1,447 students at pretest and 1-year follow-up. Multilevel analyses examined curriculum effects on behavioral and psychosocial outcomes, including four primary outcomes: pregnancy risk, sexually transmitted infection risk, multiple sexual partners, and use of sexual health services. Students receiving the rights-based curriculum had higher scores than control curriculum students on six of nine psychosocial outcomes, including sexual health knowledge, attitudes about relationship rights, partner communication, protection self-efficacy, access to health information, and awareness of sexual health services. These students also were more likely to report use of sexual health services (odds ratio, 1.37; 95% confidence interval, 1.05-1.78) and more likely to be carrying a condom (odds ratio, 1.97; 95% confidence interval, 1.39-2.80) relative to those receiving the control curriculum. No effects were found for other sexual health behaviors, possibly because of low prevalence of sexual activity in the sample. The curriculum had significant, positive effects on psychosocial and some behavioral outcomes 1 year later, but it might not be sufficient to change future sexual behaviors among younger adolescents, most of whom are not yet sexually active. Booster education sessions might be required throughout adolescence as youth initiate sexual relationships. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
van Oers, B.; Duijkers, D.
This article focuses on the possibilities of teaching in a play-based curriculum, which has become an issue of international relevance. As a domain of study, the Developmental Education approach was taken in the early grades of Dutch primary schools (grades 1-4, ages 4-8). The article describes the
Miller, Brent C.; And Others
Families (n=548) with seventh- or eighth-grade adolescents were randomly assigned to receive videotape sex education curriculum including videos with mailed newsletters, videos without newsletters, or neither (control group). Found no significant effect of the program on key outcome variables of teenagers' sexual intentions or behaviors.…
Chikasanda, Vanwyk Khobidi; Otrel-Cass, Kathrin; Jones, Alister
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided…
Muntinga, M. E.; Krajenbrink, V. Q.; Peerdeman, S. M.; Croiset, G.; Verdonk, P.
Recent years have seen a rise in the efforts to implement diversity topics into medical education, using either a "narrow" or a "broad" definition of culture. These developments urge that outcomes of such efforts are systematically evaluated by mapping the curriculum for diversity-responsive content. This study was aimed at…
Pantic, Natasa; Wubbels, Theo
This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of…
de Vries, Anna H; Schout, Barbara M A; van Merriënboer, Jeroen J G; Pelger, Rob C M; Koldewijn, Evert L; Muijtjens, Arno M M; Wagner, Cordula
Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical and non-technical basic urological skills in the local hospital setting. This study aims to assess the educational impact of implementing the D-UPS curriculum in the Netherlands and to provide focus points for improvement of the D-UPS curriculum according to the participants. Educational impact was assessed by means of qualitative individual module-specific feedback and a quantitative cross-sectional survey among residents and supervisors. Twenty out of 26 Dutch teaching hospitals participated. The survey focussed on practical aspects, the D-UPS curriculum in general, and the impact of the D-UPS curriculum on the development of technical and non-technical skills. A considerable survey response of 95 % for residents and 76 % for supervisors was obtained. Modules were attended by junior and senior residents, supervised by a urologist, and peer teaching was used. Ninety percent of supervisors versus 67 % of residents judged the D-UPS curriculum as an important addition to current residency training (p = 0.007). Participants' aggregated general judgement of the modules showed a substantial percentage favorable score (M ± SE: 57 ± 4 %). The impact of training on, e.g., knowledge of materials/equipment and ability to anticipate on complications was high, especially for junior residents (77 ± 5 and 71 ± 7 %, respectively). Focus points for improvement of the D-UPS curriculum according to the participants include adaptation of the training level to residents' level of experience and focus on logistics. The simulation-based D-UPS curriculum has a high educational impact. Residents and supervisors consider the curriculum to be an important addition to current residency
Jewett, Ann E.
Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.
Finn, Peter; And Others
Materials in this curriculum guide represent a selection of the major transportation consumer topics and ideas and are designed to set the stage for more intensive transportation consumer education curriculum development and teacher efforts. (Eleven manuals covering the four transportation topics of public transportation, transportation and the…
SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with
Lunenberg, Mieke; Elt, Introduction
SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with
Liew, Warren Mark
This paper examines the Singapore Ministry of Education's sexuality education curriculum in relation to two leading approaches to sex education, namely, abstinence-only-until-marriage education (AOUME) and comprehensive sexuality education (CSE). Based on competing cultural, political, and religious beliefs, the arguments between the advocates of…
Zhang, Fenzhi; Kolmos, Anette; Du, Xiangyun
As innovation is seen as a key factor in economic competitiveness, graduates who can contribute to and participate in innovation are in great need.. Higher education is confronted with the demands that the curriculum practice and learning environments should facilitate innovation and competences...... for innovation. Problem and project based learning has been seen as a strategy for renewing the teaching practice and the learning environment by integrating the competence demands of the curriculum and of work life during the process of education. However, the integrations of innovation into curriculum...... are minor in the problem and project based learning (PBL) literature. Based on theoretical reflections and practical cases in Aalborg University (Denmark), this article presents the basis of PBL knowledge and curriculum conceptualization, and explores a case experience which bridges innovation and PBL...
approach to environmental education and curriculum innovation. ... transition from an external and rational strategy of curriculum ... 'scientific' approaches to curriculum development .... 'get the conservation message across' so as to foster.
Tolchin, Benjamin; Willey, Joshua Z; Prager, Kenneth
In 2012, the American Academy of Neurology (AAN) updated and expanded its ethics curriculum into Practical Ethics in Clinical Neurology, a case-based ethics curriculum for neurologists. We piloted a case-based bioethics curriculum for neurology residents using the framework and topics recommended by the AAN, matched to clinical cases drawn from Columbia's neurologic services. Our primary outcome was residents' ability to analyze and manage ethically complex cases as measured on precurriculum and postcurriculum multiple-choice quizzes. Secondary outcomes included precurriculum and postcurriculum self-assessed comfort in discussing and managing ethically complex cases, as well as attendance at ethics discussion sessions as compared to attendance at other didactic sessions. Resident performance on quizzes improved from 75.8% to 86.7% (p = 0.02). Comfort in discussing ethically complex cases improved from 6.4 to 7.4 on a 10-point scale (p = 0.03). Comfort in managing such cases trended toward improvement but did not reach statistical significance. Attendance was significantly better at ethics discussions (73.5%) than at other didactic sessions (61.7%, p = 0.04). Our formal case-based ethics curriculum for neurology residents, based on core topics drawn from the AAN's published curricula, was successfully piloted. Our study showed a statistically significant improvement in residents' ability to analyze and manage ethically complex cases as measured by multiple-choice tests and self-assessments. © 2015 American Academy of Neurology.
Robert L Muelleman
Full Text Available Introduction: We hypothesized that a geriatric chief complaint–based didactic curriculum would improve resident documentation of elderly patient care in the emergency department (ED. Methods: A geriatric chief complaint curriculum addressing the 3 most common chief complaints—abdominal pain, weakness, and falls—was developed and presented. A pre- and postcurriculum implementation chart review assessed resident documentation of the 5 components of geriatric ED care: 1 differential diagnosis/patient evaluation considering atypical presentations, 2 determination of baseline function, 3 chronic care facility/caregiver communication, 4 cognitive assessment, and 5 assessment of polypharmacy. A single reviewer assessed 5 pre- and 5 postimplementation charts for each of 18 residents included in the study. We calculated 95% confidence and determined that statistical significance was determined by a 2-tailed z test for 2 proportions, with statistical significance at 0.003 by Bonferroni correction. Results: For falls, resident documentation improved significantly for 1 of 5 measures. For abdominal pain, 2 of 5 components improved. For weakness, 3 of 5 components improved. Conclusion: A geriatric chief complaint–based curriculum improved emergency medicine resident documentation for the care of elderly patients in the ED compared with a non–age-specific chief complaint–based curriculum. [West J Emerg Med. 2011;12(4:484–488.
Under a feasibility grant awarded by the U.S. Department of Health, Education and Welfare for a Model Elementary Teacher Education Program (METEP), the University of Massachusetts' School of Education set up a language arts education program based on performance criteria, in that it is the performance of the student that is crucial, not the method…
Durtka, Sharon; Dye, Alex; Freund, Judy; Harris, Jay; Kline, Julie; LeBreck, Carol; Reimbold, Rebecca; Tabachnick, Robert; Tantala, Renee; Wagler, Mark
International education begins at home, in the very communities and environments most familiar to students. A student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. This planning guide shows how curriculum in all subject areas encompasses global challenges, global cultures, and…
House, John; Bruns, Joe
Twelve lesson plans on economics of marketing are presented in this performance-based curriculum unit for distributive education. This unit is self-contained and consists of the following components: introduction (provides overview of unit content and describes why mastery of the objectives is important); performance objectives; and unit outline…
Stephen L. Rego
Full Text Available Here, we are proposing and testing the use of literature reviews as a method to identify essential competencies for specific fields. This has implications in how educators develop and structure both traditional and competency based curricula. Our focus will be on utilizing this method to identify the most relevant and commonly used techniques in the field of regenerative medicine. This publication review method may be used to develop competency based education (CBE programs that focus on commonly utilized skills. CBE is an emerging trend in higher education that will greatly enhance student learning experiences. CBE works by providing students with field specific skills and knowledge; thus, it is imperative for educators to identify the most essential competencies in a given field. Therefore, we reason that a literature review of the techniques performed in studies published in prevalent peer reviewed journals for a given field offers an ideal method to identify and rank competencies that should be delivered to students by a respective curriculum. Here, we reviewed recent articles published on topics in the field of regenerative medicine as a proof of concept for the use of literature reviews as a guide for the development of a regenerative medicine CBE curriculum.
This multiple case study examined how three urban science teachers used curriculum materials designed educatively. Educative curriculum materials have been suggested as one way to support science teacher learning, particularly around new innovations and new pedagogies and to support teachers in evaluating and modifying materials to meet the needs of their students (Davis & Krajcik, 2005). While not a substitute for professional development, educative curriculum materials may provide an opportunity to support teachers' enactment and learning in the classroom context (Davis & Krajcik, 2005; Remillard, 2005; Schneider & Krajcik, 2002). However, little work has examined how science teachers interact with written curriculum materials to design classroom instruction. Grounded in sociocultural analysis, this study takes the theoretical stance that teachers and curriculum materials are engaged in a dynamic and participatory relationship from which the planned and enacted curriculum emerges (Remillard, 2005). Teaching is therefore a design activity where teachers rely on their personal resources and the curricular resources to construct and shape their students' learning experiences (Brown, 2002). Specifically this study examines how teacher beliefs influence their reading and use of curriculum and how educative features in the written curriculum inform teachers' pedagogical decisions. Data sources included classroom observation and video, teacher interviews, and classroom artifacts. To make sense how teachers' make curricular decisions, video were analyzed using Brown's (2002) Pedagogical Design for Enactment Framework. These coded units were examined in light of the teacher interviews, classroom notes and artifacts to examine how teachers' beliefs influenced these decisions. Data sources were then reexamined for evidence of teachers' use of specific educative features. My analyses revealed that teachers' beliefs about curriculum influenced the degree to which teachers
Rudman, Masha Kabakow
This report of a feasibility study, conducted under the provisions of a model elementary teacher education grant from the U.S. Office of Education, is in five parts. Chapter one contains an overview of and rationale for a performance-based teacher education program, a brief history of the study, the attitude and ability goals expected from…
Carol O. Larson
Full Text Available Accreditation authorities expect medical schools to increase their teaching standards and civic engagement, despite limited resources. The aim of this study was to investigate the feasibility of community-based (CB electrocardiography (ECG instruction in semesters 4and/or 5 of the undergraduate MBChB programme at the University of the Free State in Bloemfontein, South Africa. A literature review and 34 structured interviews were employed, using a mixed-methods QUAN (þqual research design. Regarding the preclinical phase, 18 interviewees strongly supported community-based learning (CBL and 21strongly supported task-based (TB CBL. Responses were more conservative regarding the practicability of TB CBL. Twenty-two interviewees supported preclinical phase ECG-specific CBL. There was more support for implementing CB ECG in the clinical phase than in the preclinical phase. Challenges identified included finances, transport, personnel availability, clinic space, curriculum time constraints, student and driver absenteeism, and ethical aspects. Solutions for the preclinical phase included combining electrocardiography with other CBL tasks. Many interviewees supported preclinical phase TB CBL, although several factors determine its feasibility. Availability of human and other resources and curriculum time significantly impact CB ECG learning. Solutions necessitate additional location-specific research.
Koskinen, Liisa; Kelly, Hélène; Bergknut, Eva
This article concerns the European Curriculum in Cultural Care Project (2005-2009), which aimed at developing a curriculum framework for the enhancement of cultural competence in European health care education. The project was initiated and supported by the Consortium of Institutes in Higher...... Education in Health and Rehabilitation, whose goal is to nurture educational development and networking among member institutions. The framework is the result of a collaborative endeavor by nine nurse educators from five different European countries. The production of the framework will be described...... in accordance with the following tenets: developing cultural competence is a continuing process, cultural competence is based on sensitivity toward others, and cultural competence is a process of progressive inquiry. Critique concerning the framework will be presented....
Estrada, Carlos A; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J; Allison, Jeroan J; Houston, Thomas K
CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of this study was to compare the impact of 2 marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). In an interrupted time-series quasi-experimental design, 2 marketing strategies were tested: (1) wide dissemination to relevant organizations over a period of approximately 4 months, and (2) Internet paid search using Google Ads (5 consecutive 8-week periods--control 1, cultural/CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second (3.3%) halves of this phase (p = .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was US $0.64. Internet advertisement focusing on cultural competence and CME was associated with about a threefold increase in requests for CME credit at an incremental cost of under US $1; however, Web traffic changes were independent of the advertisement strategy. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical
Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula
Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi
The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.
Full Text Available Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME, the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.
Ramasamy, Ramesh; Gopal, Niranjan; Srinivasan, A R; Murugaiyan, Sathish Babu
The medical education is recently being transformed into several domains in order to adapt to the need and the value based academics which is required for the quality doctors who serve the community. Presently, the biochemistry curricula for the graduate students of medicine have been questioned by as many experts, because of their multiple lacunae. In this review, we would like to highlight the scenario which is related to the existing biochemistry curricula for graduate medical students, which have been followed in several medical schools and universities and we also hope to share our ideas for implementing objective and pragmatic curricula. Evidence based research, wherein the articles which are related to innovative teaching-learning tools are collected and the pros and cons which are related to the different methods analyzed in biochemistry point of view. Rapid changes in the content of the curriculum may not be required, but a gradual introduction of the novel approach and the methods of teaching biochemistry can be adopted into the curriculum.
Multidisciplinary projects involving electrical engineering (EE), mechanical engineering (ME), and computer engineering (CE) students are both exciting and difficult to conceptualize. Answering this challenge, this paper presents a multidisciplinary educational platform on radio frequency identification-based assistive devices. The combination of…
Pandya, Samta P.
Faith-based organizations (FBOs) have an important presence in contemporary civil society and have gained further prominence through their repertoire of social welfare and services. This study engaged social work educators (n = 316) across nine countries to examine their perceptions of including discourses on faith and FBOs in the social work…
Alsalem, Abeer Saleh
This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of…
Constantine, Norman A; Jerman, Petra; Berglas, Nancy F; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Rohrbach, Louise A
An emerging model for sexuality education is the rights-based approach, which unifies discussions of sexuality, gender norms, and sexual rights to promote the healthy sexual development of adolescents. A rigorous evaluation of a rights-based intervention for a broad population of adolescents in the U.S. has not previously been published. This paper evaluates the immediate effects of the Sexuality Education Initiative (SEI) on hypothesized psychosocial determinants of sexual behavior. A cluster-randomized trial was conducted with ninth-grade students at 10 high schools in Los Angeles. Classrooms at each school were randomized to receive either a rights-based curriculum or basic sex education (control) curriculum. Surveys were completed by 1,750 students (N = 934 intervention, N = 816 control) at pretest and immediate posttest. Multilevel regression models examined the short-term effects of the intervention on nine psychosocial outcomes, which were hypothesized to be mediators of students' sexual behaviors. Compared with students who received the control curriculum, students receiving the rights-based curriculum demonstrated significantly greater knowledge about sexual health and sexual health services, more positive attitudes about sexual relationship rights, greater communication about sex and relationships with parents, and greater self-efficacy to manage risky situations at immediate posttest. There were no significant differences between the two groups for two outcomes, communication with sexual partners and intentions to use condoms. Participation in the rights-based classroom curriculum resulted in positive, statistically significant effects on seven of nine psychosocial outcomes, relative to a basic sex education curriculum. Longer-term effects on students' sexual behaviors will be tested in subsequent analyses. ClinicalTrials.gov NCT02009046.
Quincy, Michael L.
The purpose of this review paper, "Adolescent Sexual Education: Designing Curriculum That Works", is to present some basic curriculum necessities for developing an in-school sexual education program that results in decreasing the number of teenagers initiating sex, thus reducing the number of teen pregnancies and cases of sexually transmitted…
Pompeo Nogueira, Marcia; de Medeiros Pereira, Diego
The history of arts education in Brazil is summarised, based on its contradictions. Some aspects of the Brazilian educational system and the National Curriculum Parameters are presented, in order to identify the predominant approach to theatre education. Three situations of the theatre education landscape in the state of Santa Catarina, southern…
Vu Thu Hang, N.
This study is about the application of social constructivism in primary science curriculum in Confucian heritage culture. It was found that the implementation of social constructivism in Confucian heritage culture was low and influenced by cultural divergences between Confucian cultural philosophy
Full Text Available The paper presents a critical analysis of the discourse of a preschool education curriculum. Its starting point is Foucault’s concept of discourse as language in use, which not only reflects the social order, but also shapes it through a network of conventions, knowledge and practices determining man’s – or, in this case, the reader’s – perception of reality. The analysis is based on identifying the discourse strategies and/or systems of rules laid out in the text The basic principles of the preschool education curriculum for three- to seven-year-old children – model A which make possible certain statements and insights regarding children and thus position the child and the preschool teacher by means of discourse repertoires. This approach helps contextualize the text and leads to an understanding of the basic discourse mechanism involved in the creation of specific versions of preschool education. As discourse analysis itself is related to interpretation and narratology, with the story as a constant, so is this paper a story about a preschool curriculum, for, like any other text, it tells an unfinished story that can yet evolve in different directions.
McKenney, Susan; Visscher-Voerman, Irene
McKenney, S., & Visscher-Voerman, I. (2013). Formal education of curriculum and instructional designers. Educational Designer, 2(6). Available online: http://www.educationaldesigner.org/ed/volume2/issue6/article20/index.htm
Glass, Charity C; Acton, Robert D; Blair, Patrice G; Campbell, Andre R; Deutsch, Ellen S; Jones, Daniel B; Liscum, Kathleen R; Sachdeva, Ajit K; Scott, Daniel J; Yang, Stephen C
Simulation can enhance learning effectiveness, efficiency, and patient safety and is engaging for learners. A survey was conducted of surgical clerkship directors nationally and medical students at 5 medical schools to rank and stratify simulation-based educational topics. Students applying to surgery were compared with others using Wilcoxon's rank-sum tests. Seventy-three of 163 clerkship directors (45%) and 231 of 872 students (26.5%) completed the survey. Of students, 28.6% were applying for surgical residency training. Clerkship directors and students generally agreed on the importance and timing of specific educational topics. Clerkship directors tended to rank basic skills, such as examination skills, higher than medical students. Students ranked procedural skills, such as lumbar puncture, more highly than clerkship directors. Surgery clerkship directors and 4th-year medical students agree substantially about the content of a simulation-based curriculum, although 4th-year medical students recommended that some topics be taught earlier than the clerkship directors recommended. Students planning to apply to surgical residencies did not differ significantly in their scoring from students pursuing nonsurgical specialties. Copyright © 2014 Elsevier Inc. All rights reserved.
Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav
No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom's taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent global in-depth medical curriculum
There is increasing dissatisfaction at many levels with existing environmental education curricula in southern Africa. The resulting change and innovation is opening up possibilities for innovative research into the construction, conceptualisation and implementation of the curriculum. However, researching the curriculum ...
The aim of this study is to examine changes in pre-registration nursing education through the personal accounts of nurse teachers. This paper is based on 37 in-depth interviews within a central London Healthcare Faculty. Each interview was subjected to a process of content analysis described by Miles and Huberman. The interviews took place between August 2003 and March 2004 and totalled 34.4 hours or 305,736 words. There were thirty female and seven male participants, who shared 1015 years of nursing experience, averaging at 27.4 years (min 7-max 42). These were supplemented by 552 years of teaching practice, the average being 15 years (min 0.5-max 29). This paper--delivering the nursing curriculum--identifies that the nature of nursing has changed as it has both expanded and contracted. Participants identified three major changes; the nature of nursing, selection of future nurses and the current impact that large cohorts have on our traditional model of person-centred education. The practice placements remain central to nursing education and it is the nursing role that should define the curriculum and the values of higher education should be supportive of this identity.
Boersema, Jacob R.; Schimmel, Noam
We analyse the way in which the Holocaust is taught in The Netherlands, with an emphasis on critically examining the content of secondary school textbooks used to teach Dutch students about the history of the Holocaust. We also interview Dutch educators, government officials and academics about the state of Dutch Holocaust education. Our findings…
Xiao, Ryan C; Sannidhi, Deepa; McBride, Yasamina; McCargo, Tracie; Stern, Theodore A
Background Lifestyle medicine is the science and application of healthy lifestyles as interventions for the prevention and treatment of disease, and has gained significant momentum as a specialty in recent years. College is a critical time for maintenance and acquisition of healthy habits. Longer-term, more intensive web-based and in-person lifestyle medicine interventions can have a positive effect. Students who are exposed to components of lifestyle medicine in their education have improvements in their health behaviors. A semester-long undergraduate course focused on lifestyle medicine can be a useful intervention to help adopt and sustain healthy habits. Objective To describe a novel, evidence based curriculum for a course teaching the concepts of Lifestyle Medicine based on a web-based course offered at the Harvard Extension School. Methods The course was delivered in a web-based format. The Lifestyle Medicine course used evidence based principles to guide students toward a “coach approach” to behavior change, increasing their self-efficacy regarding various lifestyle-related preventive behaviors. Students are made to understand the cultural trends and national guidelines that have shaped lifestyle medicine recommendations relating to behaviors. They are encouraged to engage in behavior change. Course topics include physical activity, nutrition, addiction, sleep, stress, and lifestyle coaching and counseling. The course addressed all of the American College of Preventive Medicine/American College of Lifestyle Medicine competencies save for the competency of office systems and technologies to support lifestyle medicine counseling. Results The course was well-received, earning a ranking of 4.9/5 at the school. Conclusions A novel, semester-long course on Lifestyle Medicine at the Harvard Extension School is described. Student evaluations suggest the course was well-received. Further research is needed to evaluate whether such a course empowers students to
This paper reports findings from a study into how nurse educators view the notion of an inclusive curriculum within their discipline. UK nurse education is professionally accredited, with substantial levels of work-based learning. Therefore, this analysis should be useful to practitioners on other professional courses. The study was based on a…
Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James
In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.
Full Text Available Abstract Background Researchers found that children with a competent level of motor skill performance are more likely to be physically active. This study examined how well K-1 students demonstrated motor skill competency in relation to Physical Education Content Standard 1. Methods Participants were K-1 grade students (N = 1,223-1,588; boys = 568–857; girls = 526–695; Mean age = 5.5 yrs old who were enrolled in nine elementary schools. The K-1 students’ motor skill competency in running, weight transferring, hand dribbling, and underhand catching skills was assessed using four PE Metrics skill assessment rubrics in the intervention year 1 and year 2, respectively. Data were analyzed by means of descriptive statistics and independent sample t-tests. Results The students in the intervention year 1 and year 2 cohorts performed at the Competent Level or higher in the four skill assessments. The prevalence of the students’ demonstration of skill competency across the four skills was high in the two intervention years. The intervention year 2 cohort scored significantly higher than the intervention year 1 cohort in the four skill assessments. The boys significantly outperformed than the girls in the two manipulative skills in the intervention year 1 and in the two manipulative skills and the weight transferring skill in the intervention year 2. No gender differences in the running skill in either year were found. Conclusions The evidence-based CATCH PE play a critical role in developing and building K-1 students’ ability to demonstrate motor skill competency in four fundamental skills. Trial registration ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".
Vries, A.H. de; Schout, B.M.A.; Merriënboer, J.J.G. van; Pelger, R.C.M.; Koldewijn, E.L.; Wagner, C.
Background: Although simulation training is increasingly used to meet modern technology and patient safety demands, its successful integration within surgical curricula is still rare. The Dutch Urological Practical Skills (D-UPS) curriculum provides modular simulation-based training of technical
Langevin, Jean-Philippe; Dang, Thai; Kon, David; Sapo, Monica; Batzdorf, Ulrich; Martin, Neil
Recent work-hour restrictions and the constantly evolving body of knowledge are challenging the current ways of teaching neurosurgery residents. To develop a curriculum-based digital library of multimedia content to face the challenges in neurosurgery education. We used the residency program curriculum developed by the Congress of Neurological Surgeons to structure the library and Microsoft Sharepoint as the user interface. This project led to the creation of a user-friendly and searchable digital library that could be accessed remotely and throughout the hospital, including the operating rooms. The electronic format allows standardization of the content and transformation of the operating room into a classroom. This in turn facilitates the implementation of a curriculum within the training program and improves teaching efficiency. Future work will focus on evaluating the efficacy of the library as a teaching tool for residents.
Alao, A. O.
The role of higher education in preparing youths for the labour market is becoming more challenging in the modern society. This is visible in the high number of tertiary institutions' graduates that are unemployable for lack of necessary skills, which would make them contribute profitably to any employer of labour. This paper examines the history…
Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.
Introduction: CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of…
Annesi, James J.; Trinity, John; Mareno, Nicole; Walsh, Stephanie M.
Increasing exercise in children and adolescents through academic classes is an understudied area. Potential benefits include associated improvements in health, psychosocial, and quality-of-life factors. A sample of 98 students (M[subscript age] = 14.3) from high school health education classes received six, 40-min lessons incorporating…
Frates, Elizabeth Pegg; Xiao, Ryan C; Sannidhi, Deepa; McBride, Yasamina; McCargo, Tracie; Stern, Theodore A
Lifestyle medicine is the science and application of healthy lifestyles as interventions for the prevention and treatment of disease, and has gained significant momentum as a specialty in recent years. College is a critical time for maintenance and acquisition of healthy habits. Longer-term, more intensive web-based and in-person lifestyle medicine interventions can have a positive effect. Students who are exposed to components of lifestyle medicine in their education have improvements in their health behaviors. A semester-long undergraduate course focused on lifestyle medicine can be a useful intervention to help adopt and sustain healthy habits. To describe a novel, evidence based curriculum for a course teaching the concepts of Lifestyle Medicine based on a web-based course offered at the Harvard Extension School. The course was delivered in a web-based format. The Lifestyle Medicine course used evidence based principles to guide students toward a "coach approach" to behavior change, increasing their self-efficacy regarding various lifestyle-related preventive behaviors. Students are made to understand the cultural trends and national guidelines that have shaped lifestyle medicine recommendations relating to behaviors. They are encouraged to engage in behavior change. Course topics include physical activity, nutrition, addiction, sleep, stress, and lifestyle coaching and counseling. The course addressed all of the American College of Preventive Medicine/American College of Lifestyle Medicine competencies save for the competency of office systems and technologies to support lifestyle medicine counseling. The course was well-received, earning a ranking of 4.9/5 at the school. A novel, semester-long course on Lifestyle Medicine at the Harvard Extension School is described. Student evaluations suggest the course was well-received. Further research is needed to evaluate whether such a course empowers students to adopt behavior changes. ©Elizabeth Pegg Frates, Ryan C
Annesi, James J; Trinity, John; Mareno, Nicole; Walsh, Stephanie M
Increasing exercise in children and adolescents through academic classes is an understudied area. Potential benefits include associated improvements in health, psychosocial, and quality-of-life factors. A sample of 98 students (M(age) = 14.3) from high school health education classes received six, 40-min lessons incorporating cognitive-behavioral methods to increase exercise over 6 weeks. Significant within-group improvements in exercise, mood, and body satisfaction were found, with slightly larger effect sizes identified for the boys. Increase in exercise was significantly associated with reduced mood distress (β = -.17, p goal setting and self-regulation within high school health education classes may foster increased exercise and associated improvements in mood and body satisfaction. For girls, the positive effects may reinforce one another. © The Author(s) 2014.
Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Arias, Anna Maria; Bismack, Amber Schultz; Marulis, Loren M.; Iwashyna, Stefanie K.
In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a design-based research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum…
Chyung, Seung Youn; Stepich, Donald; Cox, David
Competency-based instruction can be applied to a military setting, an academic program, or a corporate environment with a focus on producing performance-based learning outcomes. In this article, the authors provide theoretical and practical information about underlying characteristics of competencies and explain how the Department of Instructional…
Full Text Available Medical education began in Mauritius with the establishment of Sir Seewoosagur Ramgoolam (SSR Medical college in 1999 followed by a breakthrough in field of medicine with opening of Anna Medical College and Research Center (AMCRC in 2010 and Padhamshree DY PatilMedical College in 2013.Though it was an appreciable beginning of medical education in Mauritius, medical schools are currently experiencing hardships in delivering right medical exposure to health care professionals.Mauritian medical schools now need to review their current teaching methodology and present curriculum to keep pace with global standards. Integrated curriculum which is now gaining popularity world-wide is to be introduced and strongly implemented in medical schools in Mauritius. This curriculum would breach barriers and improve integration between pre-clinical and clinical sciences thus facilitating long-term retention of knowledge in medical schools and develop a professionally soundapproach towards management of health care. Horizontal curriculum can be replaced by vertical and spiral integration. For this major change, faculty engaged in medical profession are to be acquainted about innovative strategies and emerging trends in medical education. Thus this article aims to highlight the current scenario of medical education in Mauritius and also offer suggestions about possible future strategies to be implemented in medical colleges.Keywords: MEDICAL EDUCATION, CURRICULUM, CHALLENGES
Wolvin, Andrew D.
Research supports the point that listening skills play an important role in 21st century personal, academic, and professional success. This article argues that educators should include listening, a critical communication competency, in the oral communication course in the general education curriculum. (Contains 1 table.)
Harris, Ron, Ed.
These distributive education curriculum guidelines are intended to provide Montana teachers with teaching information for 11 units. Units cover introduction to marketing and distributive education, human relations and communications, operations and control, processes involved in buying for resale, merchandise handling, sales promotion, sales and…
Problem Based Learning, curriculum development and change process at ... was started in 1924 and has been running a traditional curriculum for 79 years. ... Methods: The stages taken during the process were described and analysed.
Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)
Aycinena, Ana Corina; Jennings, Kerri-Ann; Gaffney, Ann Ogden; Koch, Pamela A; Contento, Isobel R; Gonzalez, Monica; Guidon, Ela; Karmally, Wahida; Hershman, Dawn; Greenlee, Heather
We developed a theory-based dietary change curriculum for Hispanic breast cancer survivors with the goal of testing the effects of the intervention on change in dietary intake of fruits/vegetables and fat in a randomized, clinical trial. Social cognitive theory and the transtheoretical model were used as theoretical frameworks to structure curriculum components using the Nutrition Education DESIGN Procedure. Formative assessments were conducted to identify facilitators and barriers common to Hispanic women and test the degree of difficulty and appropriateness of program materials. Focus groups provided valuable insight and informed preimplementation modifications to the dietary program. The result was a systematically planned, evidence-based, culturally tailored dietary intervention for Hispanic breast cancer survivors, ¡Cocinar Para Su Salud! (Cook for Your Health!). The methodology described here may serve as a framework for the development of future dietary interventions among diverse and minority populations. Short- and long-term study results will be reported elsewhere.
The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes
Full Text Available The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.
Edmonds School District 15, Lynnwood, WA.
This second grade curriculum guide is based on a multidisciplinary approach to environmental education. The guide includes activities, guidelines for field trip planning, and a resource section. The guide deals with the subjects of plants, soil, and litter. Each subject section includes activities based on the physical characteristics, man's use,…
Full Text Available Modern curriculum theories emphasize that if we understand the curriculum as a real core substance of education. We have to bear in mind, when planning the curriculum, the whole multitude of factors (curricula which have an influence on the educational impact. In the field of andragogy, we especially have to consider educational needs, and linking the strategies of instruction with those of learning. The best way of realizing this principle is the open strategy of planning the national curriculum and process-developmental strategy of planning with the microandragogic situation. This planning strategy is S1m1lar to the system-integration strategy and Jarvis's model of negotiated curriculum, which derive from the basic andragogic principle: that the interests and capacities of adults for education increase if we enable them to cooperate in the planning and production of the curriculum.
Denham, Thomas J.
The U.S. college curriculum has its origin in the medieval university of England. This classical education based on the seven liberal arts formed the basis for the early colonial colleges. From its earliest days, the curriculum was relevant in the preparation of students for the professions of the period. Over time, the curriculum evolved and…
McKnight, A. James; And Others
This report contains specifications for a motorcycle safety education curriculum designed to reduce the incidence and severity of motorcycle accidents. The specifications prescribe objectives, prerequisites, methods, materials, equipment, facilities, and proficiency measures for six units of instruction: (1) basic riding skills, (2) street riding…
Ohio State Board of Education, Columbus.
This curriculum guide was produced to assist instructors of educational programs for novice motorcycle operators, automobile drivers, and all highway users. An introductory section discusses program implementation concerns, such as public relations, legal considerations, scheduling, staff, students, facilities, motorcycles, insurance, financial…
Northern Illinois Univ., DeKalb. Dept. of Business Education and Administration Services.
This planning guide in marketing and distributive education is designed to provide the curriculum coordinator and instructor with a basis for planning a comprehensive program in the career field of marketing. Such programs require competencies in sales, sales promotion, buying, transporting, storing, financing, marketing research, and management.…
Willis, Jana M.; Weiser, Brenda
Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE),…
Bogotch, Ira; Schoorman, Dilys; Reyes-Guerra, Daniel
The article provides a century-long sociocultural history as it relates to curriculum and educational leadership. Not every historical dialogue between the two fields has been productive: that is, in addition to holding this complicated conversation, there needs to be a focus on the meanings of the public good inside national contexts, in our…
The perspectives of four feminist discourses (liberal, radical, Marxist, and socialist) analyze the role of adult education curriculum in reinforcing gender relations. The transformation of gender relations requires a combination of radical strategies such as women-centered, women-only methodology and the theoretical framework of the…
Use of local environments and stakeholders to illuminate the school curriculum, and increase ownership of it, has been demonstrated by international research as an effective means by which to make the curriculum more relevant and engaging to students. Localism is a key tenet of the Government's policy platform, and in education policy the…
This article explores recent developments in linguistic choices in education in Zanzibar and examines the arguments for using local languages of instruction (LoI) as a right. The article's analysis is based on a study of a curriculum change in Zanzibar in which English replaced Kiswahili as the LoI in the last two years of primary school in…
Selwitz, Jason L.; Ahring, Birgitte; Garcia-Perez, Manuel; Morrison, Judith
Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. A curriculum developed with the elements of a systems-based approach results in a program more relevant to the…
Laskaratos, Faidon-Marios; Gkotsi, Despoina; Panteliou, Eleftheria
This paper represents a systematic evaluation of the Core Medical Training Curriculum in the UK. The authors critically review the curriculum from a medical education perspective based mainly on the medical education literature as well as their personal experience of this curriculum. They conclude in practical recommendations and suggestions which, if adopted, could improve the design and implementation of this postgraduate curriculum. The systematic evaluation approach described in this paper is transferable to the evaluation of other undergraduate or postgraduate curricula, and could be a helpful guide for medical teachers involved in the delivery and evaluation of any medical curriculum.
Dhatt, Karanvir Singh; Kaliaperumal, Chandrasekaran
Significant change has been happening in the introduction of technology in medical teaching all over the world. We aim to determine if the undergraduate medical students and teachers are open to incorporating changes in the current medical curriculum or if there is a need for the same in the Republic of Ireland. A cross-sectional study involving 202 participants of whom 152 were medical students and 50 medical professionals (teachers and hospital doctors) were carried out involving three different medical universities namely; University College Cork (UCC), University College Dublin (UCD), and National University of Ireland in Galway (NUIG). Participants were requested to answer a series of 15 questions designed incorporating various fields of technology necessary for the study. The data was collected and analyzed using Statistical Package for Social Sciences (SPSS) software to determine statistical significance. The participants overall had a positive attitude toward the utility of modern technology and web-based applications in current medical curriculum. Ninety-one percent of the participants preferred the introduction of modern technology into medical education and 7% were against the idea and a further 2% of them remained undecided. There seems to be a "technology gap" in the current undergraduate medical curriculum in Ireland. A large-scale study involving more participants from all the medical schools in Ireland is recommended. We believe, changes can be brought into the current medical teaching and learning to make the process more fruitful and successful.
Dalfrey, Karen E.
Concerns about threats posed by microorganisms found in nature are compounded with the possibility for intentional dissemination. Our vulnerability has increased due to more frequent travel between geographical regions, newly emerging pathogens, changes in terrorist activities, and advances in biotechnology. To increase awareness and global preparedness for threats posed by biological agents, educators need to have access to training and materials to educate the next generation in these issues. To assess what approach would provide educators with the tools necessary to incorporate biodefense related content into their current curricula, secondary education science teachers were surveyed about factors limiting the content of curricula presented in their courses. Results indicate that the most influential barriers to curricula change are time limitations and state mandated exam pressures. Analysis measuring differences in survey responses between two groups of teachers who are separated based on their level of using mandated state objectives to guide their curricula planning indicates that pressures of state mandated exam scores and a general fear of unsuccessful results are determinants for separating teachers into one of these two groups. A teacher training workshop conducive to supporting curricula change was held with the goal of increasing awareness of current threats posed by biological agents and modern biodefense strategies. The workshop was also designed to assist participants in overcoming barriers challenging their ability to incorporate new content into curricula. Participant responses to a post-workshop survey were favorable for measurements of the workshop effectiveness towards diminishing barriers to teacher initiated curricula changes. Respondents reported increased understanding of modern biology, increased realization of the importance of updating curricula with modern knowledge, and increased likeliness of incorporating content from the workshop
Brown, Ryan A.; Brown, Joshua W.
Technology education, not to be confused with educational technology, has an "official curriculum." This article explores this "official curriculum" and answers the following questions; what are the goals of technology education, what should technology education look like in classrooms, and why technology education is important. This article…
Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by…
Curriculum theorists have acknowledged the relevance of "hermeneutics", or theory of interpretation and understanding, to curriculum studies. In the European "Didaktik" tradition hermeneutics has also been applied to the curriculum work of educators, but such an extension is rarer in the Anglo-American tradition. Educators in…
Olsen, Stig Irving; Fantke, Peter; Laurent, Alexis
is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels...... in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses....
Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan
Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern's approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.
Chau, Katie; Traoré Seck, Aminata; Chandra-Mouli, Venkatraman; Svanemyr, Joar
In Senegal, school-based sexuality education has evolved over 20 years from family life education (FLE) pilot projects into cross-curricular subjects located within the national curriculum of primary and secondary schools. We conducted a literature review and semi-structured interviews to gather information regarding the scale and nature of FLE…
José Manuel Cabrera Delgado
Full Text Available How to incorporate Computer Science (CS into the basic education curriculum continues to be subject of controversy at the European level. Without there being a defined strategy on behalf of the European Union in this respect, several countries have begun their incorporation showing us the advantages and difficulties of such action. Main elements of CS, such as computational thinking and coding, are already being taught in schools, establishing the need for a curriculum adapted to the ages of the students, training for teachers and enough resources. The purpose of this article, from the knowledge of the experience of these countries, is to respond, or at least to reflect, on the answers to the following questions: what is CS?, what are their main elements?, why is it necessary?, at what age should CS be taught?, what requirements are needed for their incorporation?
Estrada, Carlos A.; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J.; Allison, Jeroan J.; Houston, Thomas K.
Introduction CME providers may be interested in identifying effective marketing strategies to direct users to specific content. The use of online advertisements to recruit participants for clinical trials, public health programs, and Continuing Medical Education (CME) has been shown to be effective in some but not all studies. The purpose of this study was to compare the impact of two marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). Methods In an interrupted time-series quasi-experimental design, two marketing strategies were tested: a) wide dissemination to relevant organizations over a period of approximately four months, and b) Internet paid search using Google Ads (five consecutive eight-week periods--control 1, cultural/ CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Results Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second halves (3.3%) of this phase (p= .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/ CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p<.001). All measures of Web traffic changed during the Internet paid search phase (p<.01); however, changes were independent of the advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was $0.64US. Discussion Internet advertisement focusing on cultural competence and CME was associated with about a three-fold increase in requests for CME credit at an incremental cost of under $1; however, Web traffic changes were independent of the advertisement strategy. PMID
Kazakeviciute, Agne; Urbone, Renata; Petraite, Monika
University-based entrepreneurship education is facing a paradigm shift between the classical "business school" and the contemporary cross-disciplinary "technology venturing" approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured "business…
Diker, Ann; Walters, Lynn M.; Cunningham-Sabo, Leslie; Baker, Susan S.
Little research has been conducted to examine factors leading to adoption and implementation of nutrition education curricula. Data from two Web-based surveys (n = 313) and 27 interviews were used to explore how Diffusion of Innovations' perceived attributes contributed to adoption and implementation of Cooking with Kids (CWK) food and nutrition…
Stage, Virginia C.; Roseno, Ashley; Hodges, Caroline D.; Hovland, Jana; Diaz, Sebastian; Duffrin, Melani W.
Background: Teacher self-efficacy for teaching nutrition can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science…
Bouck, Linda H.
Road safety education needs to be a vital component in the school curriculum. This paper describes a planned road safety education support materials curriculum developed to aid educators in the Wiltshire County (England) primary schools. Teaching strategies include topic webs, lecture, class discussion, group activities, and investigative learning…
Joseph, Christopher Odhiambo
This vignette presents the state of theatre in Education Kenya. The paper argues that though there are several theatre in education like practices, these have not been entrenched in the school curriculum. Theatre in Education finds expression and manifestations outside the mainstream school curriculum for instance in schools and colleges drama…
Grace, Shamarion Gladys
This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts
Full Text Available Abstract Background By 2013 Palliative Care will become a mandatory examination subject in the medical curriculum in Germany. There is a pressing need for effective and well-designed curricula and assessment methods. Debates are on going as how Undergraduate Palliative Care Education (UPCE should be taught and how knowledge and skills should be assessed. It is evident by this time that the development process of early curricula in the US and UK has led to a plethora of diverse curricula which seem to be partly ineffective in improving the care for the seriously ill and dying offered by newly qualified doctors, as is demonstrated in controlled evaluations. The goals of this study were to demonstrate an evidence-based approach towards developing UPCE curricula and investigate the change in medical students’ self-perceived readiness to deal with palliative care patients and their families. Methods To evaluate the effects of the UPCE curriculum we chose a prospective, controlled, quasi-experimental, pre, retrospective-pre, post study design. A total of n = 37 3rd and 4th –year medical students were assigned to the intervention group (n = 15; 4th -year and to the control group (n = 22; 3rd-year. Resting on the self-efficacy concept of Bandura the measurement was conducted by a refined test-battery based on two independent measurements (the revised Collet-Lester-Fear-of-Death-Scale and the instrument of the “Program in Palliative Care Education and Practice” at Harvard Medical School including 68 items altogether in a five-point Likert-scale. These items were designed to test elementary skills in caring for the dying and their relatives as perceived by medical undergraduates. Datasets from both groups were analysed by paired and independent two-sample t-test. The TREND statement for reporting non-randomized evaluations was applied for reporting on this quasi-experimental study. Results Three constructs showed statistically
Gonzalez, Nestor R; Dusick, Joshua R; Martin, Neil A
Changes in neurosurgical practice and graduate medical education impose new challenges for training programs. We present our experience providing neurosurgical residents with digital and mobile educational resources in support of the departmental academic activities. A weekly mandatory conference program for all clinical residents based on the Accreditation Council for Graduate Medical Education competencies, held in protected time, was introduced. Topics were taught through didactic sessions and case discussions. Faculty and residents prepare high-quality presentations, equivalent to peer-review leading papers or case reports. Presentations are videorecorded, stored in a digital library, and broadcasted through our Website and iTunes U. Residents received mobile tablet devices with remote access to the digital library, applications for document/video management, and interactive teaching tools. Residents responded to an anonymous survey, and performances on the Self-Assessment in Neurological Surgery examination before and after the intervention were compared. Ninety-two percent reported increased time used to study outside the hospital and attributed the habit change to the introduction of mobile devices; 67% used the electronic tablets as the primary tool to access the digital library, followed by 17% hospital computers, 8% home computers, and 8% personal laptops. Forty-two percent have submitted operative videos, cases, and documents to the library. One year after introducing the program, results of the Congress of Neurological Surgeons-Self-Assessment in Neurological Surgery examination showed a statistically significant improvement in global scoring and improvement in 16 of the 18 individual areas evaluated, 6 of which reached statistical significance. A structured, competency-based neurosurgical education program supported with digital and mobile resources improved reading habits among residents and performance on the Congress of Neurological Surgeons
Meyer, M. H.; Bushney, M. J.
A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government,…
McKenney, Susan; van den Akker, Jan; Maribe, Robert; Gustafson, Kent; Nieveen, Nienke; Plomp, Tjeerd
The CASCADE-SEA program aims to support curriculum development within the context of secondary level science and mathematics education in sub-Saharan Africa. This project focuses on the iterative design of a computer-based curriculum development support system for the creation of classroom
Full Text Available IntroductionUnder five mortality rates (UFMR remain high for children in low- and middle-income countries (LMICs in the developing world. Education for practitioners in these environments is a key factor to improve outcomes that will address United Nations Sustainable Development Goals 3 and 10 (good health and well being and reduced inequalities. In order to appropriately contextualize a curriculum using simulation, it is necessary to first conduct a needs assessment of the target learner population. The World Health Organization (WHO has published a tool to assess capacity for emergency and surgical care in LMICs that is adaptable to this goal.Materials and methodsThe WHO Tool for Situational Analysis to Assess Emergency and Essential Surgical Care was modified to assess pediatric resuscitation capacity in clinical settings in two LMICs: Uganda and Myanmar. Modifications included assessment of self-identified learning needs, current practices, and perceived epidemiology of disease burden in each clinical setting, in addition to assessment of pediatric resuscitation capacity in regard to infrastructure, procedures, equipment, and supplies. The modified tool was administered to 94 respondents from the two settings who were target learners of a proposed simulation-based curriculum in pediatric and neonatal resuscitation.ResultsInfectious diseases (respiratory illnesses and diarrheal disease were cited as the most common causes of pediatric deaths in both countries. Self-identified learning needs included knowledge and skill development in pediatric airway/breathing topics, as well as general resuscitation topics such as CPR and fluid resuscitation in shock. Equipment and supply availability varied substantially between settings, and critical shortages were identified in each setting. Current practices and procedures were often limited by equipment availability or infrastructural considerations.Discussion and conclusionEpidemiology of disease
The purpose of this study was to appraise the curriculum of technical teacher education in terms of its compatibility to the goals of the programme. A sample of three Universities offering technical teacher programme was used for the study. Components of the technical teacher education curriculum in each institution were ...
Brown, Ryan A.
In a time of increased accountability, a tightened curriculum, and fewer curricular choices for students, technology education in the United States is in the position of defending itself by "carving a niche" in the school curriculum. Justifying the place of technology education is becoming increasingly difficult, as there has been little…
Johannesson, Ingolfur Asgeir; Norodahl, Kristin; Oskarsdottir, Gunnhildur; Palsdottir, Auour; Petursdottir, Bjorg
The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was…
Full Text Available This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.
Kim, Sook-Young; Joung, Sun-Ei; Hwang, Chung-Il
This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.
Agricultural Education Magazine, 2002
Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)
The Environmental Education Curriculum Initiative (EECI) in partnership with the .... adoption of an integrated system of lifelong learning ... environmental education in the country and has played .... Environmental Affairs and Tourism, Pretoria.
Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I
Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy
Akre, Philip J.
Advocates a new conception of literacy education given that most illiterate adults in the United States are Third-World newcomers or educationally/economically disadvantaged U.S. adults. Urges educators to solicit and heed their students' criticisms of the dominant culture. Recommends 13 topics on which to base learning activities related to…
du Preez, Petro; Simmonds, Shan
Theoretical ambiguities in curriculum studies result in conceptual mayhem. Accordingly, they hinder the development of the complicated conversation on curriculum as a verb. This article aims to contribute to reconceptualizing curriculum studies as a dynamic social practice that aspires to thinking and acting with intelligences and sensitivity so…
Choe, Kwisoon; Kang, Youngmi; Lee, Woon-Yong
The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing curriculum in Korea does not provide adequate bioethics education. The Quality of Bioethics Education Scale revealed that the topics of human nature and human rights were relatively well taught compared to other topics. The Demand for Bioethics Education Scale determined that the majority of the participants believed that bioethics education should be a major requirement in the nursing curriculum. The findings of this study suggest that bioethics should be systemically incorporated into nursing courses, clinical practice during the program, and during continuing education.
Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P
Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative. This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation. Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism. The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution. Copyright © 2011 Elsevier Inc. All rights reserved.
Hiroi, Tadashi; Muraishi, Yukimasa; Mikado, Shogo; Watanabe, Tomohiro
To examine teaching curriculum for radiation education requires a collective and extensive consideration on various subjects from many fields. The present study has been made from 4 points of view, namely 'physics', physics experiment', 'chemistry', and 'general science'. In 'physics', a curriculum in which learning about radiation followed by learning Newtonian mechanics was examined. Some group experiments taking radiation as the subject, a curriculum including radiation and radioactivity in high school chemistry course and general science are proposed and discussed briefly. (S. Ohno)
Rosa María González
Full Text Available The study of validity applied to the studies specialized in gender in an education that has been offered by the National Pedagogical University since 1999 basing itself on two major areas: the external validity and internal validity. The first one contemplates four sections that include the review of gender studies in education as a field of knowledge, the comparative analysis of this educational program with similar (national and international, reviewing its relevance to public gender policy and education, as well as an overview of the demands of the professional workplace – the work of specialists in the field.Moreover, the assessment of internal validity followed a strategy that consisted of verifying consistency between course objectives with the overall objective of the curriculum, as well as reviewing the correspondence between the scope proposed for each theme for each course and the characteristics of the graduate profile.
Full Text Available The history of the curriculum is a window to observe the changes and permanences of the school and of the educational system as a whole and for understanding social transformations. The aim of this article is to explain how the curriculum of the primary school (Mexico of the nineteenth century was changed from one centred on Catholic formation towards a secular curriculum. The school curriculum was one of the spearheads to build the state and society projects imagined by the different groups fighting for the control of power. I described how religious education was officially promoted, notwithstanding the political ups and downs that led to differentiate educational policies in federal systems and centralist regimes. Later, I explain how religious education was omitted from the official curriculum, replacing the space with courses of laic morals, with the consequent difficulty of introducing a new subject. Then I analyse how political circumstances led to a radicalization of liberal positions and to the prohibition not only of religious content, but also of symbols, rites and persons linked with religious vows. Finally, secular education, understood in a complex way, began to be demanded not only in public schools but also in private schools. Due to the nature of this article and the spatial limitations I have privileged the follow-up of the legislative history of education, based on primary sources and secondary sources for the understanding of the different contexts that determine this long journey.
Jacobs, Susan Kaplan; Rosenfeld, Peri; Haber, Judith
As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter.
This paper describes the results of a two year project to design a model curriculum of health care informatics for Dutch higher professional education. The core of the curriculum are sixteen modules which cover the broad range of medical informatics and which are closely related to the profiles of the professions involved (nursing, physiotherapy, speech therapy, occupational therapy and dietetics). The curriculum emphasizes the need of using structured data and information to perform tasks in health care delivery and management, for which modern information technology is indispensable. The model curriculum will enable faculty to redesign existing undergraduate programs and to select the contents they see appropriate. In this way we hope that the model curriculum will contribute to an innovative attitude of future graduating health care professionals. A new three year project just has started to develop learning materials using professional health care software based on the sixteen modules of the curriculum. PMID:8563329
Moorjani, Narain; Lewis, Michael; Shah, Rajesh; Barnard, Sion; Graham, Tim; Rathinam, Sridhar
The provision of high-quality cardiothoracic surgical training faces many challenges. This has generated an increased interest in simulation-based learning, which can provide a less stressful environment for deliberate practice. We developed a comprehensive, structured program of knowledge and simulation-based learning aligned to the official cardiothoracic surgery curriculum. A portfolio of 10 curriculum-aligned training courses was designed for cardiothoracic surgical trainees during their 6-year training program. The courses were delivered through a multitude of education methods, including live porcine operating simulation models, and were evaluated through a series of quantitative (5-point Likert-scale) and qualitative assessments. The trainees (n = 15-21 per course) also completed pre- and postsession self-confidence and competency levels for each training episode of knowledge and skill, respectively. In addition, board examination pass rates were assessed in the 3-year periods before and after implementation of the courses. Quantitative analysis of the trainees' feedback demonstrated an extremely positive view of the portfolio of the simulation-based training courses with excellent satisfaction scores (out of 5) for teaching sessions (4.44 ± 0.07), faculty (4.64 ± 0.07), content and materials (4.63 ± 0.07), and facilities (4.73 ± 0.05). The courses have shown a significant improvement in the post-self-confidence (7.98 ± 0.13 vs 5.62 ± 0.20, P < .01) and perceived self-competency (8.10 ± 0.10 vs 5.67 ± 0.11, P < .01) scores for all courses. Examination pass rates significantly improved in the 3-year period after attendance at the courses (94.82% ± 2.34% vs 76.26% ± 3.23%, P < .005). This study has described the implementation of the only extensive program of structured simulation-based courses that has been developed to complement clinical training in cardiothoracic surgery. Crown Copyright © 2017. Published by Elsevier
Martinson, David L.
Establishing a curriculum program in media literacy education is important. In a postmodern era and new millennium, communication and its technology play an increasingly important role. This author asserts that it is imperative that young people be prepared for that reality. If budget and other academic or curriculum restraints make it impossible…
Chang, Chew-Hung; Pascua, Liberty
The inclusion of the climate change topic in the curriculum of school subjects in Singapore was pivotal, such that it positioned the discourse squarely in the structure of Singapore's education system. In an examination of the intersections and disjoints between state policies on climate change against the programmatic curriculum, results showed…
Northern Illinois Univ., DeKalb. Dept. of Business Education and Administration Services.
This document is one of four curriculum guides designed to provide the curriculum coordinator with a basis for planning a comprehensive program in the field of marketing as well as to provide marketing and distributive education teachers with maximum flexibility. Introductory information provides directions for using the guide and information on…
This paper will investigate Dewey's "Democracy and Education" in relation to the curriculum. There are two overarching themes to the paper: the concept of the democratic curriculum and the academic/vocational divide. Dewey is seen as a pivotal thinker in relation to collaborative learning and the child as a vital voice in any learning…
Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne
Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…
This study examined the need for the inclusion of sex education in the secondary school biology curriculum in Anambra State since the noninclusion was viewed as an inadequacy in the biology curriculum. The study was a survey design. Three research questions and one null hypothesis were formulated to guide the study.
Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies--Hong Kong and South…
Northern Illinois Univ., DeKalb. Dept. of Business Education and Administration Services.
Designed to be used with the General Marketing Curriculum Guide (ED 156 860), this guide is intended to provide the curriculum coordinator with a basis for planning a comprehensive program in the field of marketing and to allow marketing and distributive education teacher-coordinators maximum flexibility. It contains job competency sheets in ten…
Stodden, Robert A.; And Others
Educational records of 127 secondary students with disabilities were reviewed to assess impact of vocational assessment information in Individualized Education Plan (IEP) development process. Results focus on the impact of information on the number of IEP vocational goals and objectives written, kinds of IEP items written, and number of IEP goals…
Magorian, Kathryn G.
All programs of healthcare education face increasing change and daunting challenges to prepare new graduates for the real world of practice as care providers in complex systems. The necessity for change in nursing education is at a critical level, called on from a variety of sources. New nurses must be able to enter practice as competent, safe,…
In the 2000s, the new national curriculum, dubbed as the "yutori curriculum," introduced a new subject for project-based learning "Integrated Study" as its prominent feature. Comparing curriculum orientations in project-based learning in three historical periods after the WWII including Integrated Study, this paper aims to…
Brunsell, Eric Steven
An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.
Full Text Available The importance of introduction of "Integrated quality management" into higher education curricula arises from the need for students to grasp synergetic application of new and advanced approaches to theoretical and practical management quality and process based management in particular as well as understanding a unified concept which improves conformity and linking of all levels in management hierarchy (normative, strategic and operational toward accomplishment of successful business performance. A curriculum is proposed (as a contribution to a map of necessary knowledge to be expected from prospective quality personnel with appropriate topics in accordance with studies objective and chosen up-to-date options of management concepts and methods.
Aycinena, Ana Corina; Jennings, Kerri-Ann; Gaffney, Ann Ogden; Koch, Pamela A.; Contento, Isobel R.; Gonzalez, Monica; Guidon, Ela; Karmally, Wahida; Hershman, Dawn; Greenlee, Heather
We developed a theory-based dietary change curriculum for Hispanic breast cancer survivors with the goal of testing the effects of the intervention on change in dietary intake of fruits/vegetables and fat in a randomized, clinical trial. Social cognitive theory and the transtheoretical model were used as theoretical frameworks to structure…
Daniel Kam Yin Chan, MD, MB.BS, MHA
Full Text Available The purpose of this paper is to elaborate criteria by which the principles of curriculum reform can be judged. To this end, the paper presents an overview of standard critiques of medical education and examines the ways medical curriculum reforms have responded to these critiques. The paper then sets out our assessment of these curriculum reforms along three parameters: pedagogy, educational context, and knowledge status. Following on from this evaluation of recent curriculum reforms, the paper puts forward four criteria with which to gauge the adequacy medical curriculum reform. These criteria enable us to question the extent to which new curricula incorporate methods and approaches for ensuring that its substance: overcomes the traditional opposition between clinical and resource dimensions of care; emphasizes that the clinical work needs to be systematized in so far as that it feasible; promotes multi-disciplinary team work, and balances clinical autonomy with accountability to non-clinical stakeholders.
Owoh, Titus M.
This article describes the development of curriculum as it relates to vocational education in Nigeria Upper Basic Education Curriculum. The definition of Curriculum development was highlighted to reflect contemporary concepts of curriculum integration. Curriculum development was stressed to include the rudiments necessary in its stages of…
Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els
Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2011, 8 September). The curriculum success of business administration education programs. Presentation for the visit of KU Leuven, Open Universiteit, Heerlen, The Netherlands.
A Physical Education Curriculum Enriched With Indigenous Zulu Games For Improved Social Development ... Therefore, it was necessary to assess these indigenous Zulu games' potential in obtaining overt ... AJOL African Journals Online.
Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie
The degree of exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology and pediatrics. Nevertheless, these programs are responsible for training residents and providing opportunities within their programs to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by creating and systematically updating the Short Curriculum. This curriculum outlines specific learning objectives that are central to PAG education and lists essential resources for learners' reference. This updated curriculum replaces the previous 2014 publication with added content, resources, and updated references. Additionally, attention to the needs of learners in pediatrics and adolescent medicine is given greater emphasis in this revised North American Society for Pediatric and Adolescent Gynecology Short Curriculum 2.0. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.
Spittle, Michael; Spittle, Sharna
This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…
Full Text Available As a result of social change over the past 20 years, there has been an economy-induced population movement in Turkey from eastern locales and rural areas to western regions and city centres. The effects of this domestic migration exemplify the problems of “integration faced by a migrating population”. In Turkey the role of Public Education Centres is primarily to provide pre-vocational training to adult learners. The aim of this research is focused upon the following five research questions: a What are the motivating factors for adults attending courses? b Are the syllabi consistent with contemporary adult education theories? c Which media are being used in the courses? d Are adult learners being taken on excursions outside of the classroom to workshops and factories? e What methods exist for measuring learning outcomes? The researchers developed a questionnaire to collect data. The questionnaire was composed within a framework of questions to provide insight to the following: i Characteristics of adult learners, ii The constructivism principles used in adult education, iii Teaching techniques suitable for adults, and iv Motivations behind course enrollment of adult learners. The content validity of the questionnaire was provided by expert opinions. Students attending Turkey-Mersin Public Education Centres between 2007-2008 were chosen as the subject population, with the questionnaires being distributed to 60 adult learners in this research. The findings can be summarized by the following: In the study it was found that students within the same course possessed educational backgrounds ranging from university graduates to those who had never attended a day of school in their lives. The motives behind course attendendance exhibits a diversity of viewpoints among the adult learners. Most of the learners stated that they were learning the subject material for the first time.
Background: The establishment of a credible, defensible and acceptable “formal competency based ophthalmology training curriculum for undergraduate medical and dental students” is fundamental to program recognition, monitoring and evaluation. The University of Zimbabwe College of Health Sciences (UZ-CHS) has ...
Furuya, Okitsugu; Bright, Olga; Saika, Takashi
The educational goal of the Faculty of Global Engineering (FGE) of the Kogakuin University is to prepare the graduates to be global engineers. The requirements for the global engineer are multifold; having the basic and advanced engineering knowledge together with the international communication skills and experiences. The curriculum at the Kogakuin University has been designed and developed over the last ten years. Among others, “Communication Skills for Global Engineers (CSGE) ” and “Engineering Clinic Program (ECP) ” play essential roles, the former providing the students with the communication skills and the latter engineering design skills. An impact on the students studying together with foreign students is so strong and immeasurable. The English they learned in Japan does not work as well as they thought it would, and the attitude of the foreign students toward studying they observe is a kind of “shocking” . The student who joined ECP abroad/CSGE abroad come back to Japan as a very inspired and different person, the first step becoming a global engineer. In this paper, various aspects of the program will be discussed with the problem areas to be further improved being identified.
Putter - Smits, de L.G.A.
The intended new context-based curriculum for four science subjects (AS-MaT1, biology, chemistry, and physics) in senior general secondary education and pre-university education has been the subject of numerous research and teacher professionalisation efforts in the Netherlands for the last seven
Perrine, William M.
In recent years, philosophers of music education have called for a greater degree of political engagement by music education practitioners. Using Marcuse's discussion of "repressive tolerance" as a conceptual framework, I argue that a politicized curriculum in music education works against the liberal ideas of free speech and a free…
Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skillful and morally obliged practitioner.
Russell, Joshua A.
Since--and even before--the National Standards for Music Education were published, music educators have tried to balance the expectations associated with the traditional performance curriculum and contemporary models of music education. The Standards-based curriculum challenges directors to consider how student experiences and learning can be…
Glicken, Anita Duhl; Merenstein, Gerald B
Several authors agree that student observations of behaviors are a far greater influence than prescriptions for behavior offered in the classroom. While these authors stress the importance of modeling of professional relationships with patients and colleagues, at times they have fallen short of acknowledging the importance of the values inherent in the role of the professional educator. This includes relationships and concomitant behaviors that stem from the responsibilities of being an educator based on expectations of institutional and societal culture. While medical professionals share standards of medical practice in exercising medical knowledge, few have obtained formal training in the knowledge, skills and attitudes requisite for teaching excellence. Attention needs to be paid to the professionalization of medical educators as teachers, a professionalization process that parallels and often intersects the values and behaviors of medical practice but remains a distinct and important body of knowledge and skills unto itself. Enhancing educator professionalism is a critical issue in educational reform, increasing accountability for meeting student needs. Assumptions regarding educator professionalism are subject to personal and cultural interpretation, warranting additional dialogue and research as we work to expand definitions and guidelines that assess and reward educator performance.
Uçus, Sükran; Dedeoglu, Hakan
Children's rights education is to enable children to gain the necessary social behaviors and essential knowledge for creating a democratic society that is based on respecting human rights. The purpose of this study was to investigate the preparation, application and assessment of a curriculum for teaching children's rights in elementary education.…
Leonard, Simon N.; Fitzgerald, Robert N.; Riordan, Geoffrey
This paper argues for the use of "developmental" evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little…
World T.E.A.M. Sports, Charlotte, NC.
This document presents a description of the Face of America Classroom Program, a character education program based on a mission to bridge and build communities through sports. Three language arts lesson plans are provided on three themes: achievement, stereotypes (especially of people with disabilities), and strategies for healthy minds and…
P. H. Kusumawathie; Norhisham Mohamad; Ferdous Azam
Purpose: The purpose of this study is to explore the conceptual awareness of curriculum policy makers on curriculum development process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collecte...
Together with other scholars, Roux, a scholar-activist, has played a seminal role in conceptualising religion in the curriculum as religion in education (RiE) and more recently, religion and education (RaE). In disrupting the boundaries of religion, she has also made human rights the departure point for engagement with RaE.
Swank, Jacqueline M.
Utilizing games within the classroom may assist counselor educators with enhancing learning. Counselor educators may integrate games within the curriculum to assist students in learning and developing self-awareness and to assess knowledge and skills. This article describes the utilization of games within experiential-learning theory and presents…
Parkes, Robert J.
This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical ("hierarchical" or "academic rationalist") and horizontal…
Illinois State Univ., Normal. Dept. of Business Education.
This publication is a curriculum guide designed to assist local educators in planning and implementing instructional programs for Office of Education Code 04.01, Advertising Services, a subcluster within the marketing and distribution cluster. The curricular guide is divided into two major sections. The first section contains information for the…
Pickering, Beth Marie
This qualitative, descriptive case study researched the collaborative curriculum development process in accounting higher education. This study was needed because accounting education, as a professional program, needs to be continually reviewed and updated in order to keep abreast of changes in the business field. This content is developed through…
Association for the Advancement of Sustainability in Higher Education, 2010
This report is a culmination of the ideas presented during AASHE's Summit on Sustainability in the Curriculum to address how higher education institutions can further infuse sustainability topics into college and university curricula. Recognizing the scale of the challenges faced by higher education and the urgency with which changes must be…
Muratore, Sydne; Kim, Michael; Olasky, Jaisa; Campbell, Andre; Acton, Robert
The ACS/ASE Medical Student Simulation-Based Skills Curriculum was developed to standardize medical student training. This study aims to evaluate the feasibility and validity of implementing the basic airway curriculum. This single-center, prospective study of medical students participating in the basic airway module from 12/2014-3/2016 consisted of didactics, small-group practice, and testing in a simulated clinical scenario. Proficiency was determined by a checklist of skills (1-15), global score (1-5), and letter grade (NR-needs review, PS-proficient in simulation scenario, CP-proficient in clinical scenario). A proportion of students completed pre/post-test surveys regarding experience, satisfaction, comfort, and self-perceived proficiency. Over 16 months, 240 students were enrolled with 98% deemed proficient in a simulated or clinical scenario. Pre/post-test surveys (n = 126) indicated improvement in self-perceived proficiency by 99% of learners. All students felt moderately to very comfortable performing basic airway skills and 94% had moderate to considerable satisfaction after completing the module. The ACS/ASE Surgical Skills Curriculum is a feasible and effective way to teach medical students basic airway skills using simulation. Copyright © 2016 Elsevier Inc. All rights reserved.
The forces of globalisation affect the lives of everybody on the planet--but defining the concept of globalisation, and its appropriate place within the school curriculum, still proves problematic. This article engages with three key issues: our understanding and conceptualisation of globalisation; the impacts of globalisation on education; and…
Eldredge, J D
This case study describes library education programs that serve the University of New Mexico School of Medicine, known for its innovative problem-based learning (PBL) curricular track. The paper outlines the specific library instruction techniques that are integrated into the curriculum. The adaptation of library instruction to a PBL mode of medical education, including the use of case studies, is discussed in detail. Also addressed are the planning processes for the new PBL curriculum schedu...
Kourdioukova, Elena V.; Verstraete, Koenraad L.; Valcke, Martin
Objective: The aim of this research was to explore the perceived value of clinical clerkships in the radiology curriculum as well as the impact of radiology clerkship on students' beliefs about the profession of radiology as a whole and as a career. Methods: This study is a sequel to a previous survey in which student perceptions about radiology curriculum components were investigated. The present study focuses on a further analysis of a subsection in this study, based on 14 statements about radiology clerkship and two statements about radiology as a career. Results: Perceived usefulness of the aspects of radiology clerkship as 'radiology examination', 'skills development' and 'diagnosis focus' were awarded the highest scores. The predict value of the subscale 'radiology examination' on the level of performance was very high (adjusted R 2 = 0.19, p < .001). Conclusion: Students expressed highly favorable evaluation of clerkship as a learning environment to learn to order and to interpret imaging studies as well as an unique possibility to attend various radiological examinations and to access to specific radiology software systems, as well as to get a better view on radiology and to improve image interpretation skills. This positive attitude towards clerkship is closely tied to students' beliefs about the profession of radiology as a whole. These aspects of dedicated radiology clerkship are crucial for effective and high-quality education as well as for the choice of radiology as a career.
Giddens, Jean Foret; Wright, Mary; Gray, Irene
In response to a transformational movement in nursing education, faculty across the country are considering changes to curricula and approaches to teaching. As a result, an emerging trend in many nursing programs is the adoption of a concept-based curriculum. As part of the curriculum development process, the selection of concepts, competencies, and exemplars on which to build courses and base content is needed. This article presents a benchmark approach used to validate and finalize concept selection among educators developing a concept-based curriculum for a statewide nursing consortium. These findings are intended to inform other nurse educators who are currently involved with or are considering this curriculum approach. Copyright 2012, SLACK Incorporated.
Dentith, Audrey M.; McCarry, David S.
In this article, the authors describe an innovative university-based project that connected graduate-level, preservice, and beginning teachers enrolled in a curriculum class for secondary and elementary teaching certification with a community-based war museum memorial and educational center. The course required these teachers to construct units on…
Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities--between a mass and a universal higher education system. Major findings from the APA…
Klebansky, Anna; Fraser, Sharon P.
This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically,…
Eldredge, J D
This case study describes library education programs that serve the University of New Mexico School of Medicine, known for its innovative problem-based learning (PBL) curricular track. The paper outlines the specific library instruction techniques that are integrated into the curriculum. The adaptation of library instruction to a PBL mode of medical education, including the use of case studies, is discussed in detail. Also addressed are the planning processes for the new PBL curriculum scheduled for implementation in 1993, including the activities of library faculty and staff and the probable new role of the library in the new curriculum.
Bygholm, Ann; Buus, Lillian
/or but rather both/and. In this paper we describe an approach to design and delivery of online courses in computer science which on the one hand is based on a specified curriculum and on the other hand gives room for different learning strategies, problem based learning being one of them. We discuss......Traditionally there has been a clear distinction between curriculum based and problem based approaches to accomplish learning. Preferred approaches depend of course on conviction, culture, traditions and also on the specific learning situation. We will argue that it is not a question of either...
Priska J.R. Siagian
Full Text Available Indonesia is affected by global crisis. Increasing the number of entrepreneurs is one of many solutions to increase the economic growth in Indonesia. The number of entrepreneurs in Indonesia to leverage the economic growth is still limited. Entrepreneurs can be prepared through an Entrepreneurship Study Program. Entrepreneurship Study Program attempts to create qualified entrepreneurs who have relevant competences. In order to create a qualified entrepreneurs, the Entrepreneurial Studies Program requires a competency-based curriculum that will support the educational process and provide all the necessary to become future entrepreneurs who can survive through a global challenge. This research aims to design a competence-based curriculum for entrepreneurial study and uses Quality Function Deployment (QFD as the major tool to design the competence-based curriculum. From the QFD process, this research finds core and elective courses for the Entrepreneurship Study Program. The result shows the competences covered by the courses and sequence, credits, and teaching methods for each course. The competences prepared the potential entrepreneurs can be achieved through specific courses which can be acquired within 8 semesters.
Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda
Describe changes in Nutrition Educator (NE) and Extension Agent (EA) motivation, self-efficacy, and behavioral capability over time after experiential food tasting curriculum training. Identify promoters of curriculum adoption, implementation, and future use. Mixed methods design including surveys, lesson implementation reports, and interviews. New Mexico limited-resource schools. Convenience sample of New Mexico Extension NE (n = 42) and their EA supervisors (n = 21). Three-hour curriculum training employing Social Cognitive Theory and Diffusion of Innovations. Perceived change in motivation, self-efficacy, and behavioral capability from post-training through 8-month post-training; promoters and challenges to curriculum adoption, implementation, and future use. Repeated-measures ANOVA analyzed perceived behavior change over time. Significance was set at P ≤ .05. Qualitative responses were categorized by theme. Gains in NE motivation, self-efficacy, and behavioral capability were sustained at 8 months post-training. High adoption/implementation rates (79%) were attributed to strong implementation expectations, observational learning, experiential training elements, and perceived curriculum compatibility. Environmental factors including time constraints, personnel turnover, and scheduling conflicts proved challenging. Maximizing curriculum simplicity and compatibility and incorporating behavioral capability, observational learning, and expectations into training support adoption and use. Adaptations and techniques to problem-solve challenges should be provided to new curricula implementers. Published by Elsevier Inc.
Novaes, Maria Rita Garbi; Guilhem, Dirce; Barragan, Elena; Mennin, Stewart
The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective historical and descriptive exploratory cohort study. Thirty one medical schools were excluded from the study because of incomplete information or a refusal to participate. Active research for information from institutional sites and documents was guided by terms based on 69 DeCS/MeSH descriptors. Curriculum information was correlated with educational models of learning such as active learning methodologies, tutorial discussions with integrated curriculum into core modules, and traditional lecture learning methodologies for large classes organized by disciplines and reviewed by occurrence frequency of ethical themes and average hourly load per semester. Ninety-five medical schools used traditional learning methodologies. The ten most frequent ethical themes were: 1--ethics in research (26); 2--ethical procedures and advanced technology (46); 3--ethic-professional conduct (413). Over 80% of schools using active learning methodologies had between 50 and 100 hours of scheduled curriculum time devoted to ethical themes whereas more than 60% of traditional learning methodology schools devoted less than 50 hours in curriculum time to ethical themes. The data indicates that medical schools that employ more active learning methodologies provide more attention and time to ethical themes than schools with traditional discipline-based methodologies. Given the importance of ethical issues in contemporary medical
Hamam, H.; Loucif, S.
Educational institutions pay careful attention to the design of program curricula, which represent a framework to meet institutional goals and missions. Of course, the success of any institution depends highly on the quality of its program curriculum. The development of such a curriculum and, more importantly, the evaluation of its quality are…
Mason, Glenn; Wang, Shaoyu
Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777
Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan
The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the…
Putter - Smits, de L.G.A.; Taconis, R.; Driel, van J.H.; Jochems, W.M.G.
The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation
Rodis, Omar MM; Barroga, Edward; Barron, J Patrick; Hobbs, James; Jayawardena, Jayanetti A; Kageyama, Ikuo; Kalubi, Bukasa; Langham, Clive; Matsuka, Yoshizo; Miyake, Yoichiro; Seki, Naoko; Oka, Hiroko; Peters, Martin; Shibata, Yo; Stegaroiu, Roxana
Background Globalization of the professions has become a necessity among schools and universities across the world. It has affected the medical and dental professions in terms of curriculum design and student and patient needs. In Japan, where medicine and dentistry are taught mainly in the Japanese language, profession-based courses in English, known as Medical English and Dental English, have been integrated into the existing curriculum among its 83 medical and 29 dental schools. Unfortunat...
Choo, Lay Hiok; Jewell, Paul D.
This paper examines similarities between the goals of Aikido, a martial art, and critical thinking and argues that Aikido promotes the development of thinking in its training and practice. It applies these ideas to the gifted education curriculum. First the paper introduces characteristics of Aikido, Aikido movement and techniques. It equates…
Persons, Edgar A.; Swanson, Gordon I.
The small business management adult education program outlined in this curriculum guide is designed to help small business entrepreneurs solve their business management problems and attain the goals they have established for their businesses and their families. (An instructor's manual and practice problems are in separate volumes.) The 3-year…
Sandnes, Frode Eika; Eika, Evelyn
In recent decades the engineering and technology education curriculum has changed from being purely technical oriented towards being more socially aware. In addition, to adequately master technologies and subsequent technical problem solving, engineers need to be alert to potential social impacts of their work and reflect upon their decisions accordingly . Most engineering studies have included elements...
Pepin, Birgit; Choppin, Jeffrey; Ruthven, Kenneth; Sinclair, Nathalie
In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review…
The study sought to examine curriculum provisions for children with special educational needs in mainstream schools in Bulawayo Metropolitan. Data were collected using the Likert scale questionnaire design. A total of ten teachers and ten school heads participated in the study. Major findings show that teachers in the ...
Steward, Kathy L.
Presented is a sex education curriculum guide for teachers of trainable retarded students ages 12 to 21 years. The guide is divided into six units: body parts, gender identification, and restroom signs; living things; reproduction; growth; adolescence, menstruation, and street language; and maturity (including sexual feelings and birth control).…
Hartoonian, H. Michael
Designed to provide social studies educators with specific information for the development of local school district K-12 curriculum, this guide is organized into eight sections. Following an introduction, section 1 provides a rationale, goals, and major themes for the social studies and social sciences. Section 2 presents a scope and sequence…
South Carolina State Dept. of Education, Columbia. Office of Vocational Education.
This curriculum guide consists of materials for use in teaching the second year of a two-year course in marketing and distributive education. Included in the guide are field review information, an introduction, a course outline, a series of unit outlines, a bibliography, and a list of audiovisual materials. The following topics are addressed in…
Automotive Safety Foundation, Washington, DC.
Secondary school driver education courses should provide the student with cognitive and affective learning experiences as well as psychomotor skills. Developed through the cooperation of an advisory committee, workshop group, and other consultants, this curriculum guide is intended to help teachers, supervisors, program administrators and teacher…
Hedgecoth, David M.
The purpose of the current investigation is to examine the extent to which music education is present in the curriculum of Ohio charter schools. These community schools, as they are identified within the state, enroll over 120,000 students across Ohio. While the mission and focus of these schools are easily found in promotional literature and…
Bowman Peterson, Jill M; Duffy, Briar; Duran, Alisa; Gladding, Sophia P
Current health care costs are unsustainable, with a large percentage of waste attributed to doctor practices. Medical educators are developing curricula to address value-based care (VBC) in education. There is, however, a paucity of curricula and assessments addressing levels higher than 'knows' at the base of Miller's pyramid of assessment. Our objective was to: (1) teach residents the principles of VBC using active learning strategies; and (2) develop and pilot a tool to assess residents' ability to apply principles of VBC at the higher level of 'knows how' on Miller's pyramid. Residents in medicine, medicine-paediatrics and medicine-dermatology participated in a 5-week VBC morning report curriculum using active learning techniques. Early sessions targeted knowledge and later sessions emphasised the application of VBC principles. Medical educators are developing curricula to address value-based care in education RESULTS: Thirty residents attended at least one session and completed both pre- and post-intervention tests, using a newly developed case-based assessment tool featuring a 'waste score' balanced with 'standard of care'. Residents, on average, reduced their waste score from pre-intervention to post-intervention [mean 8.8 (SD 6.3) versus mean 4.7 (SD 4.6), p = 0.001]. For those who reduced their waste score, most maintained or improved their standard of care. Our results suggest that residents may be able to decrease health care waste, with the majority maintaining or improving their management of care in a case-based assessment after participation in the curriculum. We are working to further incorporate VBC principles into more morning reports, and to develop further interventions and assessments to evaluate our residents at higher levels on Miller's pyramid of assessment. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Chapman, Sian; Wright, Peter; Pascoe, Robin
Arts education in Western Australian primary schools consist of learning opportunities outlined by mandated curriculum. However, assumptions underlying this curriculum involving access, resources and support impact schools' capacity to implement the curriculum without them being adequately addressed by the written curriculum. Drawing on the policy…
Full Text Available A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.
Contento, Isobel R.; And Others
"Changing the Course," a 15-16 session, behaviorally oriented, activity-based nutrition education curriculum for elementary students was assessed for feasibility of program implementation. The test involved 16 teachers and 702 students in the Northeast. Results showed high teacher satisfaction; student posttests revealed high achievement…
Delta Vocational Technical School, Marked Tree, AR.
This solar energy curriculum guide is designed to assist teachers in infusing energy concepts into vocational education programs. It consists of 31 competency-based instructional units organized into 10 sections. Covered in the sections are the following topics: related instructions (history and development; human relations; general safety;…
The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for…
Smith, Kathryn Scruggs
Designed to serve as a foundation for competency-based marketing and distributive education curriculum development, this package consists of task lists, performance objectives, and performance guides for use in planning an introductory level retailing course. Job descriptions are given for receiving clerks, stock clerks, and salespersons/sales…
Atwater, Mary M.
This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".
Semper, José Víctor Orón; Blasco, Maribel
by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers of education (Dewey, Kohlberg, Whitehead, Peters and Knowles) to propose that HC can be made explicit...
Minner, Daphne Diane
The intention of this research project was to bridge the gap between social science research and application to the environmental domain through the development of a theoretically derived instrument designed to give educators a template by which to evaluate environmental education curricula. The theoretical base for instrument development was provided by several developmental theories such as Piaget's theory of cognitive development, Developmental Systems Theory, Life-span Perspective, as well as curriculum research within the area of environmental education. This theoretical base fueled the generation of a list of components which were then translated into a questionnaire with specific questions relevant to the environmental education domain. The specific research question for this project is: Can a valid assessment instrument based largely on human development and education theory be developed that reliably discriminates high, moderate, and low quality in environmental education curricula? The types of analyses conducted to answer this question were interrater reliability (percent agreement, Cohen's Kappa coefficient, Pearson's Product-Moment correlation coefficient), test-retest reliability (percent agreement, correlation), and criterion-related validity (correlation). Face validity and content validity were also assessed through thorough reviews. Overall results indicate that 29% of the questions on the questionnaire demonstrated a high level of interrater reliability and 43% of the questions demonstrated a moderate level of interrater reliability. Seventy-one percent of the questions demonstrated a high test-retest reliability and 5% a moderate level. Fifty-five percent of the questions on the questionnaire were reliable (high or moderate) both across time and raters. Only eight questions (8%) did not show either interrater or test-retest reliability. The global overall rating of high, medium, or low quality was reliable across both coders and time, indicating
Nandiwada, Deepa Rani; Kohli, Amar; McNamara, Megan; Smith, Kenneth J; Zimmer, Shanta; McNeil, Melissa; Spagnoletti, Carla; Rubio, Doris; Berlacher, Kathryn
In an era when value-based care is paramount, teaching trainees to explicitly communicate the evidence behind recommendations fosters high-value care (HVC) in the consultation process. To implement an HVC consult curriculum highlighting the need for clear consult questions, evidence-based recommendations to improve consult teaching, clinical decision-making, and the educational value of consults. A pilot curriculum was implemented for residents on cardiology consult electives utilizing faculty and fellows as evidence-based medicine (EBM) coaches. The curriculum included an online module, an EBM teaching point template, EBM presentations on rounds, and "coach" feedback on notes. A total of 15 residents and 4 fellows on cardiology consults participated, and 87% (13 of 15) of residents on consults felt the curriculum was educationally valuable. A total of 80% (72 of 90) of residents on general medicine rotations responded to the survey, and 25 of 72 residents (35%) had a consult with the EBM template. General medicine teams felt the EBM teaching points affected clinical decision-making (48%, 12 of 25) and favored dissemination of the curriculum (90%, 72 of 80). Checklist-guided chart review showed a 22% improvement in evidence-based summaries behind recommendations (7 of 36 precurriculum to 70 of 146 charts postcurriculum, P = .015). The HVC consult curriculum during a cardiology elective was perceived by residents to influence clinical decision-making and evidence-based recommendations, and was found to be educationally valuable on both parties in the consult process.
Ylimaki, Rose M.; Uljens, Michael
Recent neoliberal policies and societal trends point toward new and perennial tensions for nation-state education, including curriculum/Didaktik and leadership thereof. These challenges affect governance/leadership and curriculum with changes in aims and values together in ways that demand coherence, yet the traditionally disparate fields of…
This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in…
Alessandra de Carvalho Faria
childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.
Problem based and project based learning (PBL) models are implemented all over the world in various versions at curriculum or course level. Due to this development, the conceptual understanding of PBL has become more diverse and sometimes confusing. This chapter summarizes the conceptual work done...... by the UNESCO Chair in PBL in engineering education in order to define PBL as a set of core learning principles that can be applied in practice. The PBL learning principles are formulated within three aspects: learning, social, and content of study. Furthermore, the chapter contains a PBL curriculum model......, which can be used for analysis and development of the curriculum or single courses. Seven elements are identified as important for the planning and implementation of PBL learning principles, and for each of the elements there are several choices to be made. Finally, the chapter presents concrete advice...
Leung, Fok-Han; Martin, Dawn; Batty, Helen
Residents requiring remediation are often deficient in communication skills, namely clinical interviewing skills. Residents have to digest large amounts of knowledge, and then apply it in a clinical interview. The patient-centered approach, as demonstrated in the Calgary-Cambridge model and Martin's Map, can be difficult to teach. Before implementing a remediation curriculum, the theoretical educational underpinnings must be sound; curriculum evaluation is often expensive. Before establishing metrics for curriculum evaluation, a starting point is to perform a mental experiment to test theoretical adherence. This article describes an experiential remedial curriculum for communication skills. Educational theories of Kolb, Knowles, Bandura, and Bloom are used to design the curriculum into theory-based design components. Kolb's experiential cycle models the natural sequence of experiencing, teaching, and learning interviewing skills. A curriculum structured around this cycle has multiple intercalations with the above educational theories. The design is strengthened by appropriately timed use of education strategies such as learning contracts, taped interviews, simulations, structured reflection, and teacher role modeling. Importantly, it also models the form of the clinical interview format desired. Through understanding and application of contemporary educational theories, a program to remediate interviewing skills can increase its potential for success.
Full Text Available Business intelligence systems are widely employed in industries. However, students concerns about Business Intelligence course are largely missed in the business education curriculum. To take a proper decision on Business intelligence integration in business education, it is important to understand students’ concerns. This study employed a survey questionnaire to investigate 142 graduate students concerns about integrating business intelligence into business education curriculum. The survey questionnaire was adopted from previous studies to measure students’ concerns on a Business Intelligence job opportunity, interest and relevance in the Business intelligence education. The survey items have a reliability scales of Cronbach’s alpha (α = 0.818, factor loading > 0.5, and Average Variance Extracted (AVE ≥ 0.5, and Composite Reliability (CR ≥ 0.6. Descriptive statistics and Independent sample t-test and Analysis of Variance (ANOVA test were performed on the survey data. Students revealed that Business intelligence knowledge is relevant (mean = 4.29, SD = 0.710, has several job opportunities (mean = 4.16, SD = 0.675, and should be integrated into business education curriculum (mean = 3.95.08, SD = 0.79. In addition, there was no statistically significant difference (t (140 = –0.027, p > 0.05 between the concerns of students with Business Intelligence lecture experience and those without. Further, perceived importance and job opportunity significantly, F = 24.601 and p = .000(< .05 relates to the Business intelligence integration in Business Education. The findings draw implications for university management and business institutions in updating curriculum so as to equip business students with the essential Business Intelligence knowledge and skills for the betterment of the business organizations.
Every educational theory has behind it a particular image of human beings and their development that supports a particular view of the learning process. This paper examines the image of children underlying Waldorf education. The paper identifies the individual and unique Self as the "third factor," that together with heredity and…
Rahimi, Muhammad; Zhang, Lawrence Jun; Esfahani, Nasim Nasr
This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers' cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also…
This article investigates the process of curriculum renewal in a faculty of education. I report on my own experiences as the initiator of the change to the Bachelor of Education curriculum. When colleges of education were incorporated into higher education institutions, some faculties of education were relocated to these ...
The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers…
M. Soenardi Djiwandono
Full Text Available As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to be a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM, comprising English teaching professionalls from Universitas Negeri Malang, GAJAHMADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and profesionalls in the field of ELT. By the 3 rd year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practise the Intensive Course (IC Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English. This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.
Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D.
"Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures"…
Full Text Available Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors Analysis Method, this study make an thorough analysis on the prominent questions of the curriculum resources informationization level, curriculum structure, curriculum practicability, curriculum management and curriculum evaluation mechanism of the primary and secondary school teachers continuing education curriculums construction. Study found that the curriculum construction should also increase the intensity of curriculum resources informatization, develop diversified curriculum resources, complete six modules, carry out a standardized and scientific management and diversified curriculum evaluation mechanism. Research data and conclusions both enrich the theory of the con-struction of the teachers continuing education curriculum, and also provide a practical reference for the admin-istrative department of education and teacher training institutions to formulate measures.
programmes have been.Conclusion: Veterinarians have identified a need for greater inclusion of business skills in the veterinary curriculum, however successfully integrating business skills into the curriculum will mean that students learn business principles in non-traditional, non-lecture-style environments with materials inter-twining with clinical teaching. This will mean a significant shift from traditional classroom based delivery of business lectures to an integrated approach. This can only be achieved if business and clinical teaching staff work together in delivering business education to the next generation of veterinarians. That said, the evidence regarding the importance of business within the veterinary medical curriculum, coupled with increasing competition in the market for first-opinion veterinary services, means that changes in the approach to teaching business may be easier to achieve than ever before.Application: The results of this research are applicable to practicing veterinarians in both academic and private practice. It is clear that business management needs to be integrated throughout the veterinary curriculum and thus ‘owned’ by academics with both clinical and non-clinical roles. Veterinarians in private practice also have a critical role to play as these people are the gatekeepers to the real-world experience that placement students encounter.
Surjanti, J.; Nugrohoseno, D.; Budiono; Musfidah, H.
College and university are educational institutions and they should be able to design entrepreneurship program in order to strengthen creativity and innovation. Potential grown-up citizens potential is the main problem of national development solved through the role of universities by reconstructing the curriculum based on 2016 Indonesian National Curriculum Framework. The interest of building entrepreneurship becomes the work of all elements which one of them is a university. Reconstructing interest-based entrepreneurship curriculum is the first step to construct characterized economic. Economics lecturers have a responsibility to develop the curriculum. This study aimed to explore the interest in entrepreneurship used to develop the contextual learning using problem-based learning (PBL) method that refers to Universitas Negeri Surabaya’s motto “Growing with character” and integrated into 2016 Indonesian National Curriculum Framework. This study was qualitative explorative. The subjects of the study are 86 students in their first semester. The objective of the study was curriculum development interest-based entrepreneurship in the theory of economics course. The results of the study showed that the interest-based entrepreneurship curriculum was able to reach the targeted learning outcome as well as to create a product in the culinary and services project in Wonorejo mangrove forest according to students’ interests.
Shaban, Insaf; Leap, Nicky
There is worldwide recognition that midwives are specialists in normal pregnancy, labour and birth and the postnatal period and that they should be educated to be primary providers of maternity care. In Jordan midwives currently have limited opportunities to fulfil this role. Since the mid-1980s, two public community colleges have offered three-year diploma midwifery education programmes in two major cities in Jordan. In 2002 the first and only four-year bachelor of midwifery education programme was established in one public university. A review to describe the design and content of midwifery education programmes in Jordan and address the question: Does the design of midwifery education programmes in Jordan encourage confidence that graduates will be competent to practise to the full capacity of the internationally defined role and scope of practice of the midwife and undertake the role of primary maternity care providers for women with low-risk pregnancies? A review of Jordanian midwifery education curriculum documents was undertaken using information and documents provided by midwifery programme coordinators. Programme coordinators in all institutions in Jordan providing midwifery education programmes. The curriculum documents reflected a medical model, with an emphasis on illness and intervention rather than preparation for the internationally defined full role and scope of practice of the midwife. This study provides a profile of midwifery education curriculum documents in Jordan with recommendations for changes that would position midwives as potential primary maternity care providers for women in Jordan who have uncomplicated pregnancies. Copyright © 2011 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
Valle, Victor M.
There is an increasing awareness of the importance of curricular issues in the educational undertaking. The curriculum, which in all its definitions contains as a common denominator the organization of educational opportunities that schools provide for their pupils, demands and needs some specific type of professional educators. Such professionals…
The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study
Hugo César Bueno Nunes
Full Text Available The current time is contingent, plural, decentralized, free of old identities and permeated by the noise of voices that have never been heard. Inserted in such context, the school tries to overcome traces of the past and face the struggles of the present. Regarding physical education, the cultural curriculum seems to contribute with the new era mentality by questioning the hegemony of body practices and meanings of the privileged groups to promote the pedagogy of difference. This study analyzed the most important works on this proposal, identifying teaching principles and procedures that characterize it and submitted them to the confrontation with the notion of pure difference by Gilles Deleuze. The results indicate that the cultural curriculum takes the features of a lesser (physical education when it listens what the „different ones‟ have to say and pays attention to the cultural body repertoire that students can access
Pardue, Karen T
Teaching diverse health profession students to work in teams, communicate, understand each other's roles and responsibilities, and effectively collaborate is imperative for creating a practice-ready workforce. This short report introduces an innovative undergraduate interprofessional curriculum for students enrolled in the baccalaureate majors of applied exercise science, athletic training, dental hygiene, nursing and pre-occupational therapy. The process of designing this program of study, guided by the method of appreciative inquiry, is highlighted. The format and learning activities created for this novel curriculum are described. Congruence for this endeavor is explored through alignment with the recent national Interprofessional Education Collaborative expert panel report. Preparing graduates to fulfill the dual identity of discipline-specific clinician and interprofessional team member is an essential curricular consideration for contemporary health profession education.
Kim, Yong-Ha; Ahn, Sang-Yoon; Lee, Chong-Hyung; Lee, Moo-Sik; Kim, Moon-Joon; Arma, Park; Hwang, Hye-Jeong; Song, Hyeon-Dong; Shim, Moon-Sook; Kim, Kwang-Hwan
In order to analyze tasks of the death education curriculum for the public, DACUM method was used. A committee for DACUM was gathered and a survey was conducted on professors of health care, humanities and social sciences for an interdisciplinary study. In the survey used to verify the model for death education for the public, a compilation based on difficulty and importance factor shows that the 27 tasks including the psychological changes in terminally ill or suicidal patients, healing of stress, acceptance and understanding of death and suicide prevention were identified as needing to be included in the curriculum. The data thus concluded will have to be reviewed when they are applied to actual education to revise the education program to make it more appropriate.
Worringen, Ulrike; Meng, Karin; Bitzer, Eva-Maria; Brandes, Iris; Faller, Hermann
The health education curriculum of the German pension insurance comprises 27 patient education programs that are mostly indication-based. The curriculum aims to support the implementation of patient-oriented patient education in German rehabilitation centers. The effectiveness of several of the educational programs was evaluated in controlled trials with heterogeneous results. Overall, the dissemination of the evaluated programs in rehabilitation practice can be recommended. They constitute an essential part of the overall treatment concept, but are often modified in clinical practice. In particular, the physician led modules are frequently conducted in larger group settings. It is currently considered how these routine working conditions might be reflected in the quality assurance system of the German pension insurance and a cross-organizational conceptual framework. © Georg Thieme Verlag KG Stuttgart · New York.
Yevgeny Gayev; Vadim Kalmikov
Objective: To make students familiar with the famous Traveling Salesman Problem (TSP) and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the proces...
Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.
In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studi...
Burns, Mary Dooley; And Others
This curriculum guide was developed to help vocational teachers and family educators to design and deliver employer-sponsored seminars for employees as well as community-based adult education programs. The curriculum is intended to help working parents improve their ability to meet their personal wants and needs as well as the demands of their…
Hartzell, Joshua D; Yu, Clifton E; Cohee, Brian M; Nelson, Michael R; Wilson, Ramey L
Despite calls for greater physician leadership, few medical schools, and graduate medical education programs provide explicit training on the knowledge, skills, and attitudes necessary to be an effective physician leader. Rather, most leaders develop through what has been labeled "accidental leadership." A survey was conducted at Walter Reed to define the current status of leadership development and determine what learners and faculty perceived as key components of a leadership curriculum. A branching survey was developed for residents and faculty to assess the perceived need for a graduate medical education leadership curriculum. The questionnaire was designed using survey best practices and established validity through subject matter expert reviews and cognitive interviewing. The survey instrument assessed the presence of a current leadership curriculum being conducted by each department, the perceived need for a leadership curriculum for physician leaders, the topics that needed to be included, and the format and timing of the curriculum. Administered using an online/web-based survey format, all 2,041 house staff and educators at Walter Reed were invited to participate in the survey. Descriptive statistics were conducted using SPSS (version 22). The survey response rate was 20.6% (421/2,041). Only 17% (63/266) of respondents stated that their program had a formal leadership curriculum. Trainees ranked their current leadership abilities as slightly better than moderately effective (3.22 on a 5-point effectiveness scale). Trainee and faculty availability were ranked as the most likely barrier to implementation. Topics considered significantly important (on a 5-point effectiveness scale) were conflict resolution (4.1), how to motivate a subordinate (4.0), and how to implement change (4.0). Respondents ranked the following strategies highest in perceived effectiveness on a 5-point scale (with 3 representing moderate effectiveness): leadership case studies (3.3) and
Topeka Public Schools, KS.
Water is one of the most polluted resources in our environment. Since everyone has the same basic need for pure water, it follows that all people should have a basic knowledge of the causes, results and solutions to the water pollution problem. This unit is designed for use with Level II and III educable mentally retarded students to present…
Research has demonstrated that the online counseling field is a growing industry. It has now become a viable career choice for beginning counselors entering the field, yet it remains to be covered in traditional counselor education programs. Current instructional modalities are explored and recommendations are made on how these can be incorporated…
Friedrich Froebel, an early advocate of the use of play in kindergarten teaching, argued that the ultimate goal of education was developing the creative person. According to Froebel, teachers could promote creativity through play by using gifts, occupations, and mother play songs. By contrast, Johann Herbart called for a subject centered…
Green, Heather L.
Obesity among children and teens continues to be a major public health concern in the United States. Approximately 16.9% of children and adolescents age 2-19 years are obese. To address this epidemic, schools have been encouraged to develop a coordinated school health program, which includes an interdisciplinary approach to nutrition education.…
Chakraborty, Arpita; Singh, Manvendra Pratap; Roy, Mousumi
With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the…
In this article I (re)think sustainability education in view of a (re)turn to realisms because existing philosophies have failed to adequately respond to an impending ecological disaster and the fast pace of new technologies. This historical moment has made geologists posit a new epoch, the Anthropocene. I argue that ...
Ganahl, Dennis J.; Ganahl, Richard J., III
The purpose of this paper is to compare and contrast the mission and scope of professional/baccalaureate advertising education with Marketing Education curriculum and instruction strategies to enhance advertising students' outcome. Sixty-five colleges and universities with advertising education departments, sequences, or areas of emphasis…
This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology…
This paper presents a research design to evaluate Problem Based Learning (PBL) curriculum potentialities and constrains for future changes. PBL literature lacks examples of how to evaluate and analyse established PBL learning environments to address new challenges posed. The research design......) in the curriculum and a mean to choose cases for further case study (third phase)....
Reddy, Sarasvathie; McKenna, Sioux
Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as "Guinea pigs" at the mercy of a curriculum experiment. This article interrogates and problematises the "Guinea pig" identity ascribed to and assumed by the first cohort of…
This descriptive study examines the current status of online education in massage therapy with respect to the development of web based curriculums. Participants are drawn from the public listing of the National Certification Board for Therapeutic Massage and Bodywork (NCBTMB). The Online Curriculum Survey in Massage Therapy is used as an…
Stewart, Richard Lee
A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…
Full Text Available Objective: To make students familiar with the famous Traveling Salesman Problem (TSP and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the process of optimal route search with an option to decelerate or accelerate the demonstration. The program is guessed to be useful both for learning the TSP as one of fundamental logistics problems and as an intriguing programming curriculum excersize. Several sub-programs according to key stone Computer Science Curriculum have also been suggested. This lies in line with recent “discovery based” learning methodology. Discussion: we explain how to create this program for visual discrete optimization, suggest required subprograms belonging to key stone programming algorithms including rather modern graphical user interface (GUI, how to use this MATLAB TSP-program for demonstration the drastical grows of solution time required. Conclusions: easy programming being realized in MATLAB makes dificult curriculum problems attractive to students; it focuses them to main problem’ features, laws and algorithms implementing the “discovery based” methodology in such a way.
Manuel Ignacio González Bernal
Full Text Available A través de la presente investigación se evalúa la implementación de la reforma curricular de la Facultad de Comunicación Social y Periodismo de la Universidad de La Sabana, a través del análisis de diferentes variables en el área de Comunicación Pública. El trabajo se enmarca dentro del diseño conocido como investigación evaluativo, y el enfoque aplicado es el modelo de enfoque dominante, donde se privilegió el corte cualitativo y de tipo descriptivo. El proyecto comenzó en agosto del 2005, y el trabajo de campo con profesores y alumnos se adelantó en febrero del 2006. La investigación evidencia información de interés para los educadores, acerca de temas relacionados con el currículo, la conceptualización de competencias, las estrategias de enseñanza, las ayudas didácticas y las estrategias de evaluación que se muestran en esta entrega parcial del trabajo.We have evaluated through this investigation how to implement the Curricular Reform into the Faculty of Social Communications and Journalism at La Sabana University. Several variables in Public Communications Area were analyzed. This work follows the "Evaluative Research" design and it uses the Dominant Focus Model, selecting the quality and descriptive type issue. The project began on August 2005, and the outside work with teachers and students was made on February 2006. This research produced interesting information for educators regarding issues such these: curriculum, competences conceptualization, teaching strategies, didactic tools and evaluation strategies; all of them are showed in this part of the whole work.
Wessels, Quenton; Vorster, Willie; Jacobson, Christian
The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed…
peer-reviewed This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology relat...
Galvin, William F
After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is
Full Text Available Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.
Full Text Available Multicultural education can be defined as educational policies and practies that recognize, accept and affirm human differences and similarities related to gender, race, handicap and class. Multicultural perspectives in Indonesian social studies may be become a powerful element in the school curriculum to help create cultural harmony in Indonesian multicultural society. There are attitudes and strategies that teachers may display or use to promote multicultural perspectives in Indonesian social studies curricula, i.e. the integrity of all cultures, the selection of cultural heroes, and the inclusion of children's cultural values
Graduates are reputedly still leaving business school with poor morals, despite considerable focus on responsible management education? The ‘hidden curriculum’ (HC) directs the attention to the idea that what is taught in educational institutions is not necessarily what is actually learned. The HC...... operates through many areas of business schools, most notably in i) formal curriculum; ii) interaction; and iii) school governance. This means recognizing that changing curricula alone is not enough to bring about transformation in students’ moral attitudes because signals about appropriate conduct...
In this article, the author discusses her experiences with developing an English-language science curriculum for students at the experimental Hai Bin Lu Primary School in China. She uses Schwab's (1973) four common denominators (or essential factors) of curricula--teacher, student, subject matter, and milieu--and Genette's (1980) three…
Richardson, Roger L.
Describes the Career Education Center's (Florida State University) development of the "Automotive Mechanics Catalog" (a job inventory noting performance objectives for specific occupational programs), using the Vocational-Technical Education Consortium of States (V-TECS) model. Also describes the development of curriculum materials using…
Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.
Robertson, J.D.; Missouri University, Columbia, MO; Kleppinger, E.W.
Given the mismatch between supply of and demand for nuclear scientists, education in nuclear and radiochemistry has become a serious concern. The Nuclear and Radiochemistry in Chemistry Education (NRIChEd) Curriculum Project was undertaken to reintroduce the topics normally covered in a one-semester radiochemistry course into the traditional courses of a four-year chemistry major: general chemistry, organic chemistry, quantitative and instrumental analysis, and physical chemistry. NRIChEd uses a three-pronged approach that incorporates radiochemistry topics when related topics in the basic courses are covered, presents special topics of general interest as a vehicle for teaching nuclear and radiochemistry alongside traditional chemistry, and incorporates the use of non-licensed amounts of radioactive substances in demonstrations and student laboratory experiments. This approach seeks not only to reestablish nuclear science in the chemistry curriculum, but to use it as a tool for elucidating fundamental and applied aspects of chemistry as well. Moreover, because of its relevance in many academic areas, nuclear science enriches the chemistry curriculum by encouraging interdisciplinary thinking and problem solving. (author)
Pascual, Thomas N.B., E-mail: T.Pascual@iaea.org [Section of Nuclear Medicine and Diagnostic Imaging, Division of Human Health, International Atomic Energy Agency (I.A.E.A.), Vienna International Centre, PO Box 100, Vienna (Austria); Chhem, Rethy, E-mail: R.Chhem@iaea.org [Division of Human Health, International Atomic Energy Agency, International Atomic Energy Agency (I.A.E.A.), Vienna International Centre, PO Box 100, Vienna (Austria); Wang, Shih-Chang, E-mail: email@example.com [University of Sydney Discipline of Imaging, University of Sydney, Department of Radiology, Westmead Hospital, Hawkesbury Road, Westmead, NSW 2145 (Australia); Vujnovic, Sasa, E-mail: firstname.lastname@example.org [Department of Radiology, Clinical Center Banja Luka, Zdrave Korda 1, 51000 Banja Luka (Bosnia and Herzegowina)
Radiology undergraduate curriculum has undergone a tremendous transformation in the decades reflecting a change in the structure, content and delivery of instruction. These changes are not unique to the discipline, but rather a response in the cycle of the re-engineering process in the medical curriculum in order to ensure its proper role into the ever-changing context. Radiology education is now more integrated across the curriculum than ever. The diversity of how radiology is being taught within the medical undergraduate curriculum is extensive and promising with the expanding role of the radiologist in the spectrum within the medical curriculum. A strong interface between the medical student and the clinicians must always be integrated in the learning process in order to convey the essential and practical use of the different aspects of radiology essential to the student's career as a future clinician. With the recent advancement in educational and technological innovations, radiology education is mobilized in the most pioneering ways, stimulating a rekindled interest in the field of medical imaging. This paper describes the increasing interest in current role of undergraduate radiology education in the context of constant medical curriculum innovations and in the digital age.
Pascual, Thomas N.B.; Chhem, Rethy; Wang, Shih-Chang; Vujnovic, Sasa
Radiology undergraduate curriculum has undergone a tremendous transformation in the decades reflecting a change in the structure, content and delivery of instruction. These changes are not unique to the discipline, but rather a response in the cycle of the re-engineering process in the medical curriculum in order to ensure its proper role into the ever-changing context. Radiology education is now more integrated across the curriculum than ever. The diversity of how radiology is being taught within the medical undergraduate curriculum is extensive and promising with the expanding role of the radiologist in the spectrum within the medical curriculum. A strong interface between the medical student and the clinicians must always be integrated in the learning process in order to convey the essential and practical use of the different aspects of radiology essential to the student's career as a future clinician. With the recent advancement in educational and technological innovations, radiology education is mobilized in the most pioneering ways, stimulating a rekindled interest in the field of medical imaging. This paper describes the increasing interest in current role of undergraduate radiology education in the context of constant medical curriculum innovations and in the digital age.
Steketee, Carole; Forman, Dawn; Dunston, Roger; Yassine, Tagrid; Matthews, Lynda R; Saunders, Rosemary; Nicol, Pam; Alliex, Selma
This paper reports on three interrelated Australian studies that provide a nationally coherent and evidence-informed approach to interprofessional education (IPE). Based on findings from previous studies that IPE tends to be marginalized in mainstream health curriculum, the three studies aspired to produce a range of resources that would guide the sustainable implementation of IPE across the Australian higher education sector. Nine national universities, two peak industry bodies and a non-government organization constituted the study team. Data were gathered via a mixture of stakeholder consultations, surveys and interviews and analyzed using quantitative and qualitative methods. An important outcome was a curriculum renewal framework which has been used to explore the implications of the study's findings on Australian nursing. While the findings are pertinent to all health professions, nursing is well placed to take a leading role in establishing IPE as a central element of health professional education. Copyright © 2014 Elsevier Inc. All rights reserved.
Full Text Available The purpose of the study was to evaluate the implementation of the character education program of Junior and Senior High School Victory Plus School using the national curriculum and International Baccalaureate. The research method used is mix method. The result of data analysis showed that the average self-concept score was 2.65 (less good; self-management is 2.73 (good; and social services is 2.73 (good in the implementation of courageous, honest, active, mindful, innovative, open minded, and nobel (champion value. The value of champion is relevant to the value of the national curriculum character but the value of hard work, religion, democracy, the spirit of nationality, and the love of the homeland have not yet appeared. The balanced and reflective values in the learner profile are not yet visible.
Aljarallah, Badr; Hassan, Mohammad Saleh
The vast majority of PBL experience is in basic science courses. Application of classic Problem based learning in clerkship phase is challenging. Although the clinical case is considered a problem, yet solving this problem following the burrow's law has faced hurdles. The difficulties are facing the learner, the teacher and curricula. We implement innovative curriculum for the clerkship year in internal medicine course. We surveyed the student just before coming to an internal medicine course to ask them about continuing PBL or other types of learning in clinical years. A committee was created to study the possible ways to integrate PBL in the course. After multiple brainstorming meeting, an innovated curriculum was implemented. Student surveyed again after they completed their course. The survey is asking them about what is the effect of the implemented curriculum in their skills, attitude, and knowledge. 70% of Students, who finished their basic science in PBL, preferred not to have classical PBL, but more a clinical oriented case based curriculum in the clinical years. After this innovated curriculum, 50-60 % of students who completed it showed a positive response in all aspects of effects including skill, attitude, and knowledge. The Innovated curriculum includes daily morning report, 3 bedside teaching, investigation session, and clinical reasoning weekly, and Lectures up to twice a week. We suggest implementing a curriculum with PBL and case-based criteria in clinical phase are feasible, we are providing a framework with this innovated curriculum.
Full Text Available This paper focuses on the conception of curriculum with broaden character in Physical Education and Davidov and Leontiev’s learning theory as possibility of focusing on human education in the omnilateral perspective. We endorse the necessity that the curriculum dynamics – dealing with knowledge, school systematization and standardization of school practices – becomes effective in a curriculum of broaden character. We consider that dealing with knowledge involves the necessity to create conditions that promote the transmission and assimilation of school knowledge. We refer therefore to a scientific direction of the teaching process, in other words, that the teacher leads the student to enter into study activity; from abstract knowledge rising to concrete theoretical knowledge, which is brought about by curriculum organization from a broaden conception.
Westbury, Ian; Sivesind, Kirsten
The paper identifies three tools that support the administrative instrument of a state-based curriculum commission: compartmentalization, licensing, and segmentation. These tools channel the state's curriculum-making towards forms of symbolic rather than regulatory action. The state curriculum becomes a framework for the ideological governance of…
Li, Qiong; Ni, Yu-jing
Focusing on the case of mathematics, this paper reviews debates on China's new Basic Education Curriculum Reform program, including the status of knowledge within the reformed curriculum, the arrangement of the curriculum system, and the push toward real-life applicability and hands-on participation. It discusses the related challenges that…
Srijumnong, Sirithorn; Sri-ampai, Pissamai; Chano, Jiraporn
The purposes of this study were to develop a public mind curriculum with Contemplative Education and to study the effect of using the curriculum to enhance public minds. The study was carried out using the research and development process, consisting of three phases: investigating fundamental data, developing a curriculum, and evaluating the…
"Critical Curriculum Studies" offers a novel framework for thinking about how curriculum relates to students' understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative…
Tuğba YANPAR YELKEN; F. Ayşe BALCI
The purpose of this study is to determine the opinions of teachers concerning the values in social studies curriculum and values education. The research was conducted with the participation of 152 social studies and classroom teachers from 24 schools in 2006-2007 instruction year in Mersin. Teachers were asked to state their views about the significance of the values included in social studies curriculum, effectiveness of the methods followed during value teaching, relevant courses for values...
Tyler, Ingrid V; Hau, Monica; Buxton, Jane A; Elliott, Lawrence J; Harvey, Bart J; Hockin, James C; Mowat, David L
To understand the perceptions and attitudes of Canadian medical students toward their undergraduate medical public health curriculum and to identify student suggestions and priorities for curriculum change. Five focus groups of 11 or 12 medical students from all years of medical school were recruited at McMaster University Faculty of Health Sciences, Université de Sherbrooke Faculty of Medicine and Health Sciences, University of Toronto Faculty of Medicine, University of Manitoba Faculty of Medicine, and University of British Columbia Faculty of Medicine between February and April 2006. A professional facilitator was hired to conduct the focus groups using a unique, computer-based facilitation system. Questions in both the focus group and an accompanying survey sought to determine medical students' understanding and exposure to public health and how this impacted their attitudes and choices toward careers in the public health medical specialty of community medicine. The transcripts were independently reviewed and analyzed by each of the authors to identify themes. Four major themes related to students' desired curriculum change were identified: (1) poor educational experiences in public health courses, (2) lack of positive role models, especially exposure to community medicine specialists, (3) emphasis on statistics and epidemiology, and (4) negative attitudes toward public health topics. Students are disillusioned, disengaged, and disappointed with the public health curriculum currently being provided at the Canadian medical schools studied. Many medical students would prefer a public health curriculum that is more challenging and has more applied field experience and exposure to public health physician role models.
Full Text Available Youth programs implemented during out-of-school time often rely on volunteers. These volunteers are responsible for selecting and adapting curriculum and facilitating activities, so their pedagogical practices become primary contributors to program quality, and ultimately, youth outcomes. To describe volunteers' pedagogical practices, I conducted a qualitative case study at three sites where volunteer educators were implementing a design-based 4-H curriculum. The curriculum advanced youth scientific literacy by supporting scientific inquiry in conjunction with planning, designing and making shareable artifacts. Through detailed observations, videos and focus groups, I identified six common pedagogical practices, though educators differed widely in which ones they used. Pragmatic and structural constraints shaped their choices, as did their professional identification as engineers, or not, and their relative comfort with engineering. To support volunteer educators in implementing a learner-centered educational program, curricula designers might be more specific in recommending and explaining pedagogical practices, and program managers might better train volunteer educators in those preferred practices.
Gray, Tonia; Martin, Peter
As Australia heads into a new era of implementing a National Curriculum, the place of Outdoor Education in Australian schools is under question. In the initial drafts of the National Curriculum, Outdoor Education has been marginalised. The authors propose that Outdoor Education should maintain a strong role, especially as processes of experiential…
Wang, Jiayi; Zhao, Zhichun
The latest wave of basic education curriculum reform, carried out over the past ten years, has achieved significant results and promoted the development of rural education. There are still some problems in the reform of basic education in rural areas, however, such as a serious shortage of funds for rural school curriculum reform, the continuing…
Awofala, Adeneye O. A.
The intention of this paper is to describe and reflect on the changes in the new 9-year basic education mathematics curriculum in Nigeria. The paper is divided into four major themes: history of curriculum development in mathematics education at the basic education level in Nigeria, the motivations for the revision of the primary and junior…
The curriculum is a critical element in the transformation of higher education, and as a result, I argue for the inclusion of what I refer to as an African epistemic in higher education curricula in South Africa. In so doing, attention is directed at the decolonisation of the curriculum in higher education in South Africa, which aims to give…
Thompson, Sara E.; Couto, Richard A.
This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.
Ballard, Sarah L.; Dymond, Stacy K.
This systematic literature review examined research on stakeholders' beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then…
Jurak, Gregor; Strel, Janko; Leskošek, Bojan; Kovač, Marjeta
This study was designed as a cluster-randomised quasi-experiment to assess the effect of the implementation of school-based kinesiological intervention, through which some schools in Slovenia offer an enhanced physical education curriculum, on children's physical fitness in the first four years of schooling. A total of 328 children from nine Slovenian primary schools were assigned to kinesiological intervention (n=157) and control groups (n=171). Data from the SLOFIT database was used to comp...
Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean
The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.
Full Text Available In this article, the author reviews the EPTS Model (Education Programs for Talented Students and discuss how it was developed through multiple stages, the ways it is used to develop programs for gifted students, and then presents research carried out on the effectiveness of this model in the education of gifted students. The EPTS Model has two dimensions: ability and content. The ability dimension has a hierarchical structure composed of three levels of cognitive skills. The content dimension is the extension of the regular curriculum but organized at four levels: data, concept, generalization and theory. Included in the article also is a brief critics of the current state of curricular programs in gifted education.
Nørgård, Rikke Toft; Murray, John; Morgan, James
This paper examines some recent trends in game-centric education for STEAM (science, technology,engineering, art and mathematics) fields, especially those that explore and promote collaborationamong multiple disciplines. We discuss various multimodal design research activities that draw uponthe...... applications and usage of popular technical hackathons and game design jams in educationalenvironments. The intent of this work is to guide and inform new approaches to the corecomponents of STEAM curriculums.Game-centric methods appear to be well-suited to a variety of education and trainingcircumstances...... a valuable vehicle for enhancing general education andlong-term life skills.We conclude by describing some opportunities to undertake qualitative and quantitative research on teams of participants in popular game development events, such as the multinational Global GameJam (GGJ) series. This process involves...
Barsuk, Jeffrey H; Cohen, Elaine R; Wayne, Diane B; Siddall, Viva J; McGaghie, William C
Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.
Widiyatmoko, A.; Shimizu, K.
The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.
Matthews, Kristie; Wright, Caroline; Osborne, Catherine
Advanced practice for radiation therapists has been a part of the international landscape for several years; however formal implementation into the Australian health care system is yet to happen. Despite this, three short course radiation therapy advanced practitioner programs have been established by an Australian tertiary institution in response to clinical service needs at several organisations. This paper describes the rationale for curriculum design and development of the program materials, the small-scale implementation of the programs at pilot sites, and the evolution of the curriculum to be available to registered radiation therapists nationally. Each program has been designed around a specific clinical role, where flexibility of delivery to busy practitioners was central to the decision to offer them via distance education. The curriculum comprises theoretical units of study which run in parallel to and underpin clinical practice units, where advanced competence in the specific area of practice is overseen by an experienced radiation oncologist mentor. Given the nature of the disparate clinical services requiring an advanced radiation therapy practitioner, the workplace learning component of the course is individually negotiated at a local level. Outcomes suggest that the flexible clinically based training underpinned by a distance education academic curriculum is able to support the development of advanced radiation therapy practitioners responsive to local service need, and ultimately may improve the patient experience
Full Text Available The purpose of this study was to provide training curriculum model in improving community-based geological hazard mitigation competency. The goal was achieved through research and development method, is divided into three main stages. First, applied need analysis as the introduction. Second, developed the curriculum model. Third, tested the curriculum model in order to explore the curriculum effectiveness in improving the competency for mitigation measurement related to geological hazard. This study showed that the training curriculum model, which is developed based on the result of need analysis, is effective to improve the participant’s competency. The result of pre-post test shows that the improvement of the participant’s cognitive aspect. The significant improvement is identified in the training competency showing the effectiveness of Test II in improving the participant’s practical competency to carry out the training. Some factors that support the training curriculum model development related to community-based Landslides management are: (a the public servant’s competency for geological hazard mitigation; (b the motivation of the community who becomes the volunteer; and (c support from the decision maker. On the other hand, the inhibitors are the lack of competency for training related to geological field, the lack of educational background and knowledge of geology and landslides, and the lack of time.
Hilton, Jason; Canciello, Joseph
This article reports on original research into student perceptions of the implementation of an iPad-based English curriculum within a public secondary education setting. Building upon a theoretical foundation grounded in digital literacy and technology self-efficacy, this study captures the perceptions of male and female students who shed…
Tintle, Nathan; VanderStoep, Jill; Holmes, Vicki-Lynn; Quisenberry, Brooke; Swanson, Todd
The algebra-based introductory statistics course is the most popular undergraduate course in statistics. While there is a general consensus for the content of the curriculum, the recent Guidelines for Assessment and Instruction in Statistics Education (GAISE) have challenged the pedagogy of this course. Additionally, some arguments have been made…
Haruyama, S.; Kim, S.K.; Beiter, K.A.; Dijkema, G.P.J.; De Weck, O.L.
We developed a new education curriculum called "ALPS" (Active Learning Project Sequence) at Keio University that emphasizes team project-based learning and design thinking with systems engineering techniques. ALPS is a 6 month course, in which students work as a team and design and propose
This paper explores the relationship between society and school from the point of view of chaos theory with the purpose to understand the deficiencies in teacher education programs and to offer suggestions for their improvement. Based on the ideas of the postmodern curriculum theorist William Doll, it examines the paradigm shifts of world views…
Hasio, Cindy; Crane, Tommy J.
Interior design is seldom integrated within the general art education curriculum because the subject matter is generally segregated as a commercial art. However, the importance of interior design concepts of sustainability in art education can really help a student understand the scale and proportion of space and mass, and how sustainability is…
McCloy, Robert J.
This publication is a curriculum and teaching guide for preparing real estate agents in the state of West Virginia. The guide contains 30 units, or lessons. Each lesson is designed to cover three to five hours of instruction time. Competencies provided for each lesson are stated in terms of what the student should be able to do as a result of the…
Arkansas State Dept. of Education, Little Rock. Div. of Vocational, Technical and Adult Education.
This guide contains the essential parts of a total curriculum for a one-year typewriting course at the secondary school level. Addressed in the individual units of the guide are the following topics: alphabetic keyboarding, numeric keyboarding, basic symbol keyboarding, skill development, problem typewriting, ten-key numeric pads, production…
Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.
Lilian-Rita I. Akudolu
Full Text Available This paper reports a study that was aimed at revealing the extent to which teachers implement Peace Education curriculum in Nigeria. The study was a survey and covered junior secondary schools in Enugu North and South Local Government Education Authorities in Enugu State, Nigeria. The sample constituted randomly selected 200 junior secondary school teachers. Questions that guided the study were based on how frequently teachers engaged in peace-prone instructional activities involving Interactive Instruction, Cooperative Learning, Conflict Resolution and Empathy. Data was analyzed using mean and standard deviation. The major findings showed that a good number of the respondents did not adopt peace-prone instructional strategies in curriculum implementation.
Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.
This curriculum outline for secondary automotive mechanics is structured around Louisiana's Vocational-Technical Automotive Mechanics Curriculum. The curriculum is composed of 16 units of instruction, covering the following topics: benchwork, fundamentals of automotive engines, preventive maintenance, automotive brakes, steering and front…
Andrés José Salazar
Full Text Available The research that here is presented is centered in the process of generation of knowledge and truths through the curriculum family, as tool pedagogical alternative for weaving encounters with it lived. In the work is taken as samples representative to three groups family of the State Sucre, specifically of the peninsula of Araya: the corner, family Ortiz; Manicuare, Pereda family; Araya, Salazar family. Through this curriculum is achieved to know its history and shows its behavior in various aspects of his live daily; among those who can point out: the preservation of the values, customs, beliefs and traditions of his native lar. Similarly, the role of the family education beyond school spaces are taken into account, and get know these living testimonies of their wisdom, warmth and authenticity; legacies left during the course of its existence, as a contribution of live or have lived. These personal aspects, each family in particular, were important for the researcher to set its position on the conceptualization of the “family resume”. The study is purely empirical and is part of the qualitative approach by applying two methodological variants: Phenomenology and the life stories; in an ethnographic study that combines observation participant and interview in depth biographical type. At work is made clear how develop perceptions of breeding, training, education, work and other categories of analysis of importance of families involved in the study, linked with the conditions and experiences of its transit through life.
Vojislav L. Ilić
Full Text Available Discussing the different concepts of teaching Art, one should start from the competences we want to transfer to students. Through different ideas about competences, we can see the wishes of individual countries about what is expected of visual arts education. In this review, we have focused on the thinking of the European countries. All European countries have some variants of learning art in curricula and outcomes that determine what is meant to be achieved by these subjects. Depending on whether these curricula are structured as an integrated whole or as a set of specific subjects, objectives/outcomes are defined more concretely for visual arts, music, theater, dance, media arts or crafts. Learning objectives differ from country to country: in some cases, they are more globally expressed, and in others, it is more specific. The goals to be achieved or the skills to be mastered are defined for each year of learning or schooling periods.There are increasing pressures on the art education to fulfill a number of goals, in addition to learning about art. Educational systems increasingly recognize the importance of developing children’s creativity and contributing to cultural education. Almost all European countries have similar goals for the curriculum of teaching Art, among them: the development of artistic skills, knowledge, and understanding, engagement with various art forms; increasing cultural understanding; exchange of experiences. But in addition to these artistic results, the curriculum includes personal and social/cultural outcomes (such as self-confidence and self-esteem, the individuality of expression, teamwork, intercultural understanding and cultural participation. The focus on creativity (often in relation to its importance in innovation and cultural education (in relation to individual identity and the promotion of intercultural understanding is present in these goals.Various studies have recognized the pressure to include in the
Fuchs, L S; Fuchs, D; Stecker, P M
This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.
Sluder, J. Brandon; Buchanan, Alice M.; Sinelnikov, Oleg A.
This article describes a fitness curriculum grounded in the sport education model. The curriculum consists of 18 lessons that were taught to fifth-grade students at a rural school in the South. All features of sport education--team affiliation, season, formal competition, culminating events, record keeping, and festivity--were preserved. The…
Brodin, Jane; Renblad, Karin
There is today an increasing global interest in early childhood education, especially with regard to curriculum and quality work. The aim of this article is to study preschool teachers' and child care workers' views on the revised national curriculum for preschool in Sweden (Lpfö 98, rev. 2010), and if the educators perceive that they can conduct…
Lee, Gyu Young; Ham, Ok Kyung
The study investigated perceived effectiveness and perceived barriers to health education curriculum targeting school nurses as health teachers in Korea. A total of 741 health teachers participated. The questionnaire included perceived effectiveness and perceived barriers to health education curriculum, future roles of health teachers, and needs…
Harrison, Dorothy D.
This booklet describes in detail a health education curriculum designed for preschool children. Large numbers of reference books and literature for adults and children, movies, pictures, posters, records, toys and teaching aids are recommended. The basic philosophy of the curriculum is that health education permits the child to learn more about…
This paper examines moral education as a holistic structure that evolves from the interplay between the educational applications of anthroposophy, students' developmental needs, the curriculum, as indicated by Rudolf Steiner, and teachers' roles in fashioning the curriculum. The methodology draws upon the qualitative research paradigm of…
Flores, Maria Assuncao
Initial teacher education (ITE) has attracted the attention of many researchers worldwide aiming at discussing its curriculum and rationale, but essentially its impact on the education and professional socialisation of pre-service teachers. This paper looks at the major trends in the recent ITE curriculum in the Portuguese context, as a…
Nguyen, Kim A; de Villiers, Anniza; Fourie, Jean M; Bourne, Lesley T; Hendricks, Michael K
To explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools. Combined quantitative and qualitative methods. We report on the quantitative component. Twelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands. Educators (n 256) participated in the self-completed questionnaire survey. Educators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9-13 years old). Important barriers to implementing FBDG in the curriculum were educators' workload (61%), insufficient time (46%), learners' disadvantaged background (43%) and educators' lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners' lifestyle was significantly worse (P school assembly were the best means to teach pupils about FBDG (P school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.
Job requirements compared to dental school education: impact of a case-based learning curriculum [Integratives fallbezogenes Lernen aus Sicht zahnmedizinischer Absolventen in Bezug auf spätere Berufsanforderungen
Keeve, Philip L.
Full Text Available [english] Introduction: Case-based learning (CBL is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL-based curriculum as regards to key competencies required at their professional activity.Methods: 407 graduates from a patient-oriented, case-based learning (CBL dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus. Spearman’s rank correlation coefficient was calculated to reveal statistical significance (statistical significance p[german] Einführung: Das fallbezogene und patientenorientierte Studium nimmt eine Schlüsselstellung in der Ausbildung von Human- und Zahnmedizinern ein. Ziel dieser Studie war es zu prüfen, ob Studierende durch ein integratives fallbezogenes Curriculum in bestimmten Schlüsselkompetenzen den späteren Berufsanforderungen entsprechend vorbereitet werden.Methodik: Von 407 Absolventen eines integrativen Zahnmedizinstudiums mit fallbezogenen Lerninhalten, die ihre Ausbildung erfolgreich zwischen 1990 und 2006 abschlossen, wurden 404 Absolventen zwischen 2007 und 2008 anhand eines standardisierten Fragebogens zu neun Schlüsselkompetenzen befragt. Die Schlüsselkompetenzen wurden auf einer 6
Visser, Talitha Christine
Schoolteachers must deal with curriculum innovations during their teaching careers. In 2005, the Dutch Ministry of Education, Culture and Science introduced committees to develop and redesign the curricula for chemistry, biology, physics, and mathematics in secondary education. The purpose of
Cooper, Chris; Westlake, John
Stakeholder analysis provides insights useful in the educational process for tourism and hospitality education. Stakeholders can influence (1) strategic direction through curriculum planning and (2) measurement of performance through quality management. (SK)
Sydney Freeman Jr.
Full Text Available Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to
Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.
This document proposes a detailed foundation for curriculum planning in grades 1, 2, and 3 in the Argentine elementary schools. The book covers such topics as curriculum objectives, contents and activities, personalization and individualization, socialization and regionalization, quality, organization, and suggestions for subject matter and…
Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan
New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited…
Hams, J. E.; Uttal, L.; Hunter-Thomson, K.; Nachbar, S.
This presentation highlights the implementation of the NOAA VOICES OF THE BAY education curriculum at a two-year college. The VOICES OF THE BAY curriculum provides students with an understanding of the marine ecology, economy, and culture of fisheries through three interdisciplinary modules that use hands-on activities while meeting a wide range of science, math, social science, and communications standards. In the BALANCE IN THE BAY module, students use critical-thinking skills and apply principles of ecosystem-based management to analyze data, debate and discuss their findings, and make decisions that recognize the complex dynamics associated with maintaining a balance in fisheries. Through role-playing, teamwork, and a little fate, the FROM OCEAN TO TABLE module provides students with an opportunity to get an insider’s view of what it takes to be an active stakeholder in a commercial fishery. In the CAPTURING THE VOICES OF THE BAY module, students research, plan, and conduct personal interviews with citizens of the local fishing community and explore the multiple dimensions of fisheries and how they inter-connect through the lives of those who live and work in the region. The VOICES OF THE BAY modules were introduced into the curriculum at Los Angeles Valley College during the Fall 2009 semester and are currently being used in the introductory Oceanography lecture, introductory Oceanography laboratory, and Environmental Science laboratory courses. Examples of curriculum materials being used (power point presentations, module worksheets and simulated fishing activities) will be presented. In addition, samples of completed student worksheets for the three interdisciplinary modules are provided. Students commented that their overall awareness and knowledge of the issues involved in sustainable fishing and managing fishery resources increased following completion of the VOICES OF THE BAY education curriculum. Students enrolled in the laboratory sections commented
Browne, Christi L.
The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to
Cecchini Marie A
Full Text Available Abstract Background An estimated 13 million youths aged 12 to 17 become involved with alcohol, tobacco and other drugs annually. The number of 12- to 17-year olds abusing controlled prescription drugs increased an alarming 212 percent between 1992 and 2003. For many youths, substance abuse precedes academic and health problems including lower grades, higher truancy, drop out decisions, delayed or damaged physical, cognitive, and emotional development, or a variety of other costly consequences. For thirty years the Narconon program has worked with schools and community groups providing single educational modules aimed at supplementing existing classroom-based prevention activities. In 2004, Narconon International developed a multi-module, universal prevention curriculum for high school ages based on drug abuse etiology, program quality management data, prevention theory and best practices. We review the curriculum and its rationale and test its ability to change drug use behavior, perceptions of risk/benefits, and general knowledge. Methods After informed parental consent, approximately 1000 Oklahoma and Hawai'i high school students completed a modified Center for Substance Abuse Prevention (CSAP Participant Outcome Measures for Discretionary Programs survey at three testing points: baseline, one month later, and six month follow-up. Schools assigned to experimental conditions scheduled the Narconon curriculum between the baseline and one-month follow-up test; schools in control conditions received drug education after the six-month follow-up. Student responses were analyzed controlling for baseline differences using analysis of covariance. Results At six month follow-up, youths who received the Narconon drug education curriculum showed reduced drug use compared with controls across all drug categories tested. The strongest effects were seen in all tobacco products and cigarette frequency followed by marijuana. There were also significant
Clark, Melinda; Quinonez, Rocio; Bowser, Jonathan; Silk, Hugh
Oral diseases are very prevalent across the lifespan and impact overall health, yet are largely preventable. The Smiles for Life (SFL) curriculum was created to educate healthcare providers about oral disease and support integration of oral health and primary care. This study examines SFL's influence on clinical practice and education. Surveys were sent to registered users of SFL. Users who self-identified as direct care providers (DCPs), or educators, were included in the analysis. Survey response rate was 18 percent, with 87 percent identifying as DCPs and 13 percent as educators. Across professions, 85 percent of DCPs reported SFL influencing their practice to some degree, with variance among profession type and experience. DCPs most commonly reported that SFL led them to improve how they conduct oral health activities, with 60 percent performing the activity more skillfully following completion of SFL. Fluoride varnish application was the most common practice behavior initiated, and caries risk assessments was the oral health activity affected to the greatest degree. A majority of educators (94 percent) reported that SFL led them to incorporate or enhance oral health in their teaching. SFL helped educators emphasize the importance of oral health, improved their ability to teach content, raised motivation, and reduced barriers to teaching oral health. Data supports that SFL is positively influencing oral health practice across professions, especially in areas of caries risk assessment and fluoride varnish application. SFL improves the frequency and quality with which DCPs and educators participate in oral health activities, and facilitates oral health inclusion in primary care. © 2017 American Association of Public Health Dentistry.
Andrew P. Wilper
Full Text Available Background : The Accreditation Council for Graduate Medical Education (ACGME requires that training programs integrate system-based practice (SBP and practice-based learning and improvement (PBLI into internal medicine residency curricula. Context and setting : We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies. Methods : Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility. Outcomes : We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects’ feasibility, impact, and appropriateness. The ‘Curriculum of Inquiry’ generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work. Conclusions : A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and
Murray, Jeffrey W.
This essay seeks to contribute to growing discussion concerning the need for more intentional inclusion of habits of mind in curriculum development, particularly in undergraduate general education, and to fuel an examination of the "dialectical" relationship between skills development and the development of habits of mind. The essay…
Vergel, John; Stentoft, Diana; Montoya, Juny
students' knowledge integration. Therefore, we aimed to uncover how curriculum integration is manifested through context. METHODS: We collected data from the official curriculum and interviewed ten participants (including curriculum designers, facilitators, and students) in the bachelor's medical program......INTRODUCTION: Curriculum integration is widely discussed in medical education but remains ill defined. Although there is plenty of information on logistical aspects of curriculum integration, little attention has been paid to the contextual issues that emerge from its practice and may complicate...... at Aalborg University. We observed various learning activities focused on pre-clinical education. Inspired by grounded theory, we analyzed the information we gathered. RESULTS: The following theoretical constructs emerged after the inductive analysis: 1) curriculum integration complexity is embedded...
Hassel, Elissa Anne
A content-based curriculum in English as a Second Language (ESL) focusing on prenatal self-care is presented. The course was designed as a solution to the problem of inadequate prenatal care for limited-English-proficient Mexican immigrant women. The first three sections offer background information on and discussion of (1) content-based ESL…
Goldsmith, David W.
For the past 5 years I have been teaching my introductory geology class using a case-based method that promotes student engagement and inquiry. This article presents an explanation of how a case-based curriculum differs from a more traditional approach to the material. It also presents a statistical analysis of several years' worth of student…
This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these
Full Text Available This paper reviews the concept of hidden curriculum in the sociological theories and wants to explain sociological aspects of formation of hidden curriculum. The main question concentrates on the theoretical approaches in which hidden curriculum is explained sociologically.For this purpose it was applied qualitative research methodology. The relevant data include various sociological concepts and theories of hidden curriculum collected by the documentary method. The study showed a set of rules, procedures, relationships and social structure of education have decisive role in the formation of hidden curriculum. A hidden curriculum reinforces by existed inequalities among learners (based on their social classes or statues. There is, in fact, a balance between the learner's "knowledge receptions" with their "inequality proportion".The hidden curriculum studies from different major sociological theories such as Functionalism, Marxism and critical theory, Symbolic internationalism and Feminism. According to the functionalist perspective a hidden curriculum has a social function because it transmits social values. Marxists and critical thinkers correlate between hidden curriculum and the totality of social structure. They depicts that curriculum prepares learners for the exploitation in the work markets. Symbolic internationalism rejects absolute hegemony of hidden curriculum on education and looks to the socialization as a result of interaction between learner and instructor. Feminism theory also considers hidden curriculum as a vehicle which legitimates gender stereotypes.
Skaarup, Anne Marie; Ringsted, Charlotte Vibeke; Henriksen, Ann-Helen
The aim of this study was to trial a person-task-context model in designing a curriculum and in-training assessment programme that embraces trainee level of professional development and the work-based context of postgraduate medical education. The model was applied to the design of a programme...... for Senior House Officers in internal medicine....
Full Text Available The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.
Brunckhorst, Oliver; Shahid, Shahab; Aydin, Abdullatif; McIlhenny, Craig; Khan, Shahid; Raza, Syed Johar; Sahai, Arun; Brewin, James; Bello, Fernando; Kneebone, Roger; Khan, Muhammad Shamim; Dasgupta, Prokar; Ahmed, Kamran
Current training modalities within ureteroscopy have been extensively validated and must now be integrated within a comprehensive curriculum. Additionally, non-technical skills often cause surgical error and little research has been conducted to combine this with technical skills teaching. This study therefore aimed to develop and validate a curriculum for semi-rigid ureteroscopy, integrating both technical and non-technical skills teaching within the programme. Delphi methodology was utilised for curriculum development and content validation, with a randomised trial then conducted (n = 32) for curriculum evaluation. The developed curriculum consisted of four modules; initially developing basic technical skills and subsequently integrating non-technical skills teaching. Sixteen participants underwent the simulation-based curriculum and were subsequently assessed, together with the control cohort (n = 16) within a full immersion environment. Both technical (Time to completion, OSATS and a task specific checklist) and non-technical (NOTSS) outcome measures were recorded with parametric and non-parametric analyses used depending on the distribution of our data as evaluated by a Shapiro-Wilk test. Improvements within the intervention cohort demonstrated educational value across all technical and non-technical parameters recorded, including time to completion (p technical and non-technical skills teaching is both educationally valuable and feasible. Additionally, the curriculum offers a validated simulation-based training modality within ureteroscopy and a framework for the development of other simulation-based programmes.
Krzyzaniak, Sara M; Cherney, Alan; Messman, Anne; Natesan, Sreeja; Overbeck, Michael; Schnapp, Benjamin; Boysen-Osborn, Megan
The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions. The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers. Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.
Ambrose, Adrian Jacques H; Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G
In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai'i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service.
Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G
In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai‘i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service. PMID:25157325
Full Text Available The aim of the research is to study the Scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022 by the Ethnographic Delphi futures research, The study was as follows: The scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022 (The draft. The curriculum’s philosophy were focus education of quality, develop moral personal, intercultural skills into peacefulness of the asean-world citizen. The good character of students were efficiency person to respect voice, freedom, communication, information and media literacy, honesty and public mind, critical thinking of many information to decide for the sustainable development. The aim of the curriculum were citizenship into democracy culture public mind of school and community, critical thinking, cross-cultural understanding into together peacefulness. The civic education into collaboration, teamwork and leadership and problem solving activities. The learning areas for The grade 1-3 was know-self, family, community, basic knowledge of global, civic character, self-reliant, and to assist in moral principle. The grade 4-6 was responsible for family, school community, to take lesson neighborhood intercultural skill, local political, cross culture understanding and human rights. The grade 7-9 was understand right, duties in constitution, citizenship, to be responsible for themselves family community, cultural different Thailand, neighborhood country and intercultural asia. The grade 10-12 was knowledge law in rights, duties and freedom, responsible citizen, neighborhood citizenship, critical thinking, and problem solving to access organizational learning. The learning activities for grade 1-12 was at the providing as project based learning .The learners developing activities for the grade 1-12 was public mind in action learning, resource in community. The teaching material was focus news
Numerical computation has many pedagogical advantages: it develops analytical skills and problem-solving skills, helps to learn through visualization, and enhances physics education. Unfortunately, numerical computation is not taught to undergraduate education physics students in Indonesia. Incorporate numerical computation into the undergraduate education physics curriculum presents many challenges. The main challenges are the dense curriculum that makes difficult to put new numerical computation course and most students have no programming experience. In this research, we used case study to review how to integrate numerical computation into undergraduate education physics curriculum. The participants of this research were 54 students of the fourth semester of physics education department. As a result, we concluded that numerical computation could be integrated into undergraduate education physics curriculum using spreadsheet excel combined with another course. The results of this research become complements of the study on how to integrate numerical computation in learning physics using spreadsheet excel.
Martha Maria Prata-Linhares
Full Text Available In this article we share the paths of an investigation carried out by a group of researchers from different Brazilian universities (FORPEC, which, based on the results of the investigation, built a network of information and research involving various education institutions. While describing this group’s pathway, the text presents innovating experiences of curriculums in higher education which provided important and significant pedagogic changes in their projects. During the period of investigation, 6 (six projects of university courses with innovation proposals were brought up and analyzed. This analysis allowed for the elaboration of innovation concepts for Higher Education, identify active innovating methodologies, create and implant innovative projects in Higher Education, as well as give the start off to investigation concerning the development of the docents integrating the innovating curricular projects. The groups’ pathway in itself may be considered an innovative research project.
Full Text Available Background: In fact, there is no doubt that medical education should be to prepare students for those clinical problems that they may encounter in their future performance. But according to the findings of previous studies in this area, one of the important priority and basic needs in education is training health workers, including physicians. Methods: In this qualitative study focuses on the content analysis of typical (conventional content analysis was performed. The aim of this study was to determine the needs and skills required to train neonatal subspecialists in the ability to manage vulnerable neonates problems and their families specialized in the field of comprehensive health care have driven. Based on purposive sampling, the research participants, staff and alumni of the second year and above the five-year sub-specialty in neonatology, formed by the association of neonatal diseases were chosen. Saturation as a termination criterion was applied to the collected data. Method of data collection was semi-structured interviews and focus group discussions. Reliability means the adequacy and accuracy that was measured by four methodological criteria: credibility, confirmability, transferability and dependability. All phases of study were recorded elaborately and the researchers reported all findings in the same speech research participants. Results: Respondents consider themselves some week points in neonatal medicine education; they expressed their opinions in three categories with four subcategories as follow: "competent person knowledgeable", "weakness of the curriculum", "educational challenges", "need to review the curriculum", "the need to reform medical education system in the country", and "effective strategies for teaching". Conclusion: Editing curriculum to teach coherent and comprehensive clinical skills in one hand, social support and health care for vulnerable children and families in other hand will improve care for vulnerable
Full Text Available Tara J Schapmire,1,2 Barbara A Head,1,2 Whitney A Nash,3 Pamela A Yankeelov,2,4 Christian D Furman,1,4,5 R Brent Wright,5 Rangaraj Gopalraj,5 Barbara Gordon,6 Karen P Black,3 Carol Jones,1 Madri Hall-Faul,6 Anna C Faul2,4,7 1Division of General Internal Medicine, Palliative Care and Medical Education, University of Louisville School of Medicine, 2Kent School of Social Work, 3School of Nursing, 4The Institute for Sustainable Health & Optimal Aging, University of Louisville, 5Division of Geriatric Medicine, University of Louisville School of Medicine, 6Kentuckiana Regional Planning & Development Agency, Louisville, KY, USA; 7Department of Social Work, University of the Free State, Bloemfontein, South Africa Abstract: A fragmented workforce consisting of multiple disciplines with varying levels of training and limited ability to work as a team often provides care to older adults. Interprofessional education (IPE is essential for preparing practitioners for the effective teamwork required for community-based, holistic, person-centered care of the older adults. Despite numerous programs and offerings to advance education and interdisciplinary patient care, there is an unmet need for geriatric IPE, especially as it relates to community-dwelling older adults and caregivers in medically underserved areas. A core group of university faculty from multiple disciplines received funding from the Health Resources and Services Administration Geriatric Workforce Enhancement Program to collaborate with community-based providers from several Area Agencies on Aging in the creation and implementation of the Interprofessional Curriculum for the Care of Older Adults (iCCOA. This geriatric curriculum is interprofessional, comprehensive, and community-based. Learners include third-year nursing students, nurse practitioner students, third-year medical students, internal medicine and family medicine residents, master’s level social work students, third-year pharmacy
De Oliveira, Daniel Fernandes Mello; Simas, Breno C C; Guimarães Caldeira, Adrian Lucca; Medeiros, Augusto De Galvão E Brito; Freitas, Marise Reis; Diniz, José; Diniz, Rosiane
The Medical School of the Federal University of Rio Grande do Norte (UFRN) is one of the biggest public medical schools in Northeast Brazil. In the last decade, significant investment in faculty development, innovative learning methodologies and student engagement has been key milestones in educational improvement at this medical school, harnessed to recent political changes that strengthened community-based and emergency education. This study describes how curriculum changes in UFRN Medical School have been responsible for major improvements in medical education locally and which impacts such transformations may have on the educational community. A group of students and teachers revised the new curriculum and established the key changes over the past years that have been responsible for the local enhancement of medical education. This information was compared and contrasted to further educational evidences in order to define patterns that can be reproduced in other institutions. Improvements in faculty development have been fairly observed in the institution, exemplified by the participation of a growing number of faculty members in programs for professional development and also by the creation of a local masters degree in health education. Alongside, strong student engagement in curriculum matters enhanced the teaching-learning process. Due to a deeper involvement of students and teachers in medical education, it has been possible to implement innovative teaching-learning and assessment strategies over the last ten years and place UFRN Medical School at a privileged position in relation to undergraduate training, educational research and professional development of faculty staff.
Bunyi, Grace W.
Purpose: The paper sets out to analyse the quality education curriculum innovations that have been implemented in Kenya since independence in 1963. The purpose of the analysis is to assess the success and or failure of the innovations and determine the lessons learned that can inform future design and implementation of curriculum innovations…
In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Student's deep learning is critical and it is the responsibility of the curriculum developer to make sure that synergy…
Malosh, Ann M.
The emergence of modularized curriculum in community college career and technical education (CTE) programs has received substantial attention over the last decade, with researchers suggesting that this type of curriculum redesign may assist with student retention and success. The purpose of this study was to describe advisory committee member…
Prins, M.; Halman, J.I.M.
This paper is about the design of a new curriculum on Architectural Design Management Systems. This curriculum is embedded in the Stan Ackermans lnstitute(SAI). The SAI is a school for continuing post graduate education on technological design. First some recent developments in the building industry
Bergmark, Ulrika; Westman, Susanne
This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable,…
In order to analyse physical education (PE) curriculum policy in England, Penney and Harris (2004) compared it with that in New Zealand. Their aim was to distinguish between policy as a source of either "stability and inequity in schools" or "resistance and change." While acknowledging that all curriculum policy documents are…
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has implemented various curriculums, so-called the Course of Study, over the past few decades. The Yutori curriculum, which was introduced in the 1990's, aimed to improve flexible thinking by reducing the amount of study materials. After finding lowered scores on the PISA…
The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both…
Gyamera, Gifty Oforiwaa; Burke, Penny Jane
In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments' higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a…
In the past several years, curriculum reform has received increasing attention from educators in many countries around the world. Recently, Taiwan has developed new Science and Life Technology Curriculum Standards (SaLTS) for grades 1-9. SaLTS features a systematic way for developing students' understanding and appreciation of…
Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Smith, P. Sean; Arias, Anna Maria; Kademian, Sylvie M.
The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale…
Laine Rocha Moreira
Full Text Available This article analyzes the manuscript of the National Common Curriculum Basis and it comprehends the conception of Physical Education. It identifies the concept attributed to physical education by the National Common Curriculum Basis. Methodologically, it uses a bibliographic and documentary analysis (National Common Curriculum Basis, the dialectic as method and applying content analysis to process data. It verifies that the National Common Curriculum Basis identifies the physical education in the language field and it affiliates to an eclecticism regarding to their conception and specific body of knowledge, generating inconsistency in content and the formative processes of this knowledge field. It concludes that the manuscript materializes an alliance between education and capital, defending the central hierarchical groups’ interests, transforming the right to education in marketing service.
Full Text Available Abstract:. This study is based on various issues of Curriculum 2013, both in terms of teacher readiness to accept the Curriculum 2013, an understanding of the idea of Curriculum 2013, as well as in the implementation of teaching and learning. In the curriculum development theory, curriculum ideas are an important component that the curriculum development team needs to understand, so that the development of curriculum documents composed reflects continuity with curriculum ideas. The purpose of this study is to describe and explore the understanding of principals and teachers about the idea of Curriculum 2013 and its consistency on developing Education Unit Level Curriculum (KTSP at elementary school in Sukalarang sub-district, Sukabumi regency. The research method applied is qualitative research with descriptive exploratory approach. The conclusions of the study are: (1 the understanding of principals and teachers about the idea of the Curriculum 2013 at the know stage, the understanding that curriculum ideas have consistency in the development of the Education Unit Level Curriculum (KTSP document is not yet owned; (2 the development of KTSP document shows no consistency between the idea of Curriculum 2013 with the documents of Book I KTSP, Book II KTSP, and Book III KTSP; (3 the problems faced by school principals and teachers in relation to the Curriculum 2013 is assessment of learning, both with regard to the techniques and types of assessment and techniques of administering the results of the assessment.Recommendations are proposed to policy makers that training strategies need to be changed from "theory oriented" to "practice oriented" and need to be varied in implementation at the Kecamatan or Cluster levels and enhanced effectiveness of curriculum counseling 2013. For principals and teachers expected to disseminate the 2013 Curriculum should be supported by presenting expert resources during the workshop, Principal Working Group (K3S and
Anis Barieyah Mat Bahari; Lai Ming Ling
This study aims i) to assess the quest for tax education among working adults that pursuing off-campus non-accounting program, ii) to analyze the level of tax knowledge among the working adults, iii) to elicit the relevant tax topics to be taught should tax education be integrated into non-accounting curriculum in higher education. We surveyed 450 working adults pursuing off-campus non-accounting program in one Malaysian public university. 190 usable responses were received. The survey found ...
Designed to meet individual needs and learning levels of high school and postsecondary students enrolled in vocational training for occupations in clothing services and production sewing, this competency-based curriculum teaches skills in alterations, dressmaking, and power sewing machine operations. Skills are organized into 13 units: Awareness…
Dockrell, Julie E.; Connelly, Vincent; Walter, Kirsty; Critten, Sarah
The assessment of children's writing raises technical and practical challenges. In this paper we examine the potential use of a curriculum based measure for writing (CBM-W) to assess the written texts of pupils in Key Stage 2 (M age 107 months, range 88 to 125). Two hundred and thirty six Year three, five and six pupils completed a standardized…
Pfenninger, Peggy; Stodden, Robert
This guide is designed to assist districts in developing and implementing Curriculum-Based Vocational Assessment (CBVA) as an integral part of the career/vocational program for students with disabilities. The document begins with a User's Guide that describes each part of the guide and makes suggestions for its use. Part 1 explains what CBVA is…
Brennan, Ross; Skaates, Maria Anne
The paper is concerned with the issue of curriculum development in the field of business to business marketing. While there is no single right way to teach business marketing, many students, educators and practitioners prefer a curriculum composed of a single, widely accepted body of knowledge....... By analysing textbooks (in French, German, English and Swedish) and course designs (from five countries) it is established that there is no single accepted business marketing curriculum, and that there are implicit controversies in the curriculum. The purpose of the paper is to make explicit those implicit...... controversies, and to promote debate on the transmission of business marketing knowledge through the undergraduate and postgraduate curricula....
... Coordination in Vocational and Technical Education? 412.1 Section 412.1 Education Regulations of the Offices of... EDUCATION NATIONAL NETWORK FOR CURRICULUM COORDINATION IN VOCATIONAL AND TECHNICAL EDUCATION General § 412.1 What is the National Network for Curriculum Coordination in Vocational and Technical Education? The...
Deptula, Peter; Chun, Maria B J
While it is evident that a surgeon must master medical knowledge and technical skill, there are other "soft skills" that are essential to a successful surgeon. One of these skills is professionalism. The challenge in surgical education lies in developing an effective professionalism curriculum and a related method of evaluation. Our review updates the literature and provides recommendations for improving instruction and evaluation of professionalism. A literature review was conducted using PubMed, Google Scholar, and Web of Knowledge. We restricted our search to documents published from 2009 to 2012 that address methods of teaching and tools for assessing professionalism in surgical education. Sixty-three documents were reviewed, with 14 fitting our search criteria for professionalism in surgical education completely. Other articles focused on the topics of professionalism in surgery, medical professionalism, and professionalism education in medical specialties other than surgery. Development of a professionalism curriculum for surgical residents might begin with defining professionalism in terms of tangible behaviors. The program might also include a precurriculum preparatory course and simulation-based training. Residency programs must also maintain professionalism among its faculty. Assessment in the form of multisource feedback that is consistent with observable behavioral definitions of professionalism should also be considered in evaluating resident professionalism. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Hosp, John L.; Ford, Jeremy W.; Huddle, Sally M.; Hensley, Kiersten K.
Replication is a foundation of the development of a knowledge base in an evidence-based field such as education. This study includes two direct replications of Hosp, Hensley, Huddle, and Ford which found evidence of criterion-related validity of curriculum-based measurement (CBM) for reading and mathematics with postsecondary students with…
The paper addresses Serbian preschool education Curriculum Framework as one of dimensions of the preschool education quality. The first part of paper deals with the importance of preschool education worldwide as a social responsibility and its accountability in education policy. The second part provides the evaluation of the preschool education…
In divided societies education for diversity, often introduced via the combined approaches of civic education, citizenship education and community-relations activity, is advocated as a core element of the school curriculum. Its delivery, through formal and non-formal educational approaches, has been routinely recognised as an opportunity for…
Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.
This study provides a complete review of discussion and development leading up to the current trends in Deaf Studies curriculum development, and also analyzes existing known curriculum (or curriculum-like) materials to help inform development of an ideal standards-based Deaf Studies curriculum. The common shared arguments identified in this…
Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.
"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of
Full Text Available Aim: With the resolution from April 28, 2014, the Bavarian state government in Germany decided to found a new medical school at Augsburg University, thereby requiring the development of a competency-based medical curriculum.Methods: Two interdisciplinary groups developed a spiral curriculum (following Harden employing the model of Thumser-Dauth & Öchsner. The curriculum focuses on specifically defined competencies: medical expertise, independent scientific reasoning, argumentation and scholarship, as well as communication skills.Results: The spiral curriculum was developed as a hybrid curriculum. Its modular structure incorporates the mandatory subjects required by the German regulations for medical licensure (Approbationsordnung into organ- and system-centered blocks which are integrated both horizontally and vertically. Basic preclinical sciences are covered in the blocks “Movement,” “Balance” and “Contact.” The clinical sciences are organized according to six pillars (conservative medicine, surgical medicine, men’s-women’s-children’s medicine, the senses, the nervous system and the mind, and general medicine which students revisit three times each over the course of the program. A longitudinal clinical course incorporates interdisciplinary education. A particular focus is on scientific education encompassing a longitudinal course in the sciences (including interdisciplinary classes with other university departments, block practicums, and two scientific projects.Conclusion: It is not only the degree of integration und intensity of the Augsburg University undergraduate medical degree program, but also its targeted advancement of academic, social and communication skills that have not yet been realized to such an extent elsewhere in Germany. On July 8, 2016, the German Council of Science and Humanities unanimously gave this concept a positive evaluation. Future research will examine and evaluate the Augsburg medical curriculum
Gwede, Clement K; Ashley, Atalie A; McGinnis, Kara; Montiel-Ishino, F Alejandro; Standifer, Maisha; Baldwin, Julie; Williams, Coni; Sneed, Kevin B; Wathington, Deanna; Dash-Pitts, Lolita; Green, B Lee
Racial and ethnic minorities have disproportionately higher cancer incidence and mortality than their White counterparts. In response to this inequity in cancer prevention and care, community-based lay health advisors (LHAs) may be suited to deliver effective, culturally relevant, quality cancer education, prevention/screening, and early detection services for underserved populations. APPROACH AND STRATEGIES: Consistent with key tenets of community-based participatory research (CBPR), this project engaged community partners to develop and implement a unique LHA training curriculum to address cancer health disparities among medically underserved communities in a tricounty area. Seven phases of curriculum development went into designing a final seven-module LHA curriculum. In keeping with principles of CBPR and community engagement, academic-community partners and LHAs themselves were involved at all phases to ensure the needs of academic and community partners were mutually addressed in development and implementation of the LHA program. Community-based LHA programs for outreach, education, and promotion of cancer screening and early detection, are ideal for addressing cancer health disparities in access and quality care. When community-based LHAs are appropriately recruited, trained, and located in communities, they provide unique opportunities to link, bridge, and facilitate quality cancer education, services, and research.
Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM at four medical faculties. Part I: Conducive resources and structures
Full Text Available Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [, retrieved on 22.03.2016], the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process.Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews
Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.
Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf
Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and
Amimo, Catherine Adhiambo
This study investigated management of change in teacher education curriculum in Private universities in Kenya. The study employed a concurrent mixed methods design that is based on the use of both quantitative and qualitative approaches. A multi-stage sampling process which included purposive, convenience, cluster, and snowball sampling methods…
Larkin, Brian; Pannwitt, Barbara
This issue examines the trend of citizenship education in the public schools. Four basic approaches are described. The content approach is based on the belief that knowledge gained from certain courses will aid students in rational decision making and in being responsible citizens. It emphasizes law-related education, political science, and…
FELDMANN, Marina Graziela; MASETTO, Marcos Tarciso
Full Text Available This article looks for calling to the attention of our readers some thoughts about the need to rethink the curriculum designs in our educational institutions, most of which still remain with a curriculum of traditional organization called features. Currently, both the authors who write about the significance of education in our society, such as curriculum experts warn of the need to review our curricula. It’s a compulsory agenda in many conferences and educational events. In the course of these concerns, we bring our collaboration nowadays. For the case of transformation of a curriculum design it´s is necessary to agree on a conception of curriculum, its historical contextualization, the redefinition and reorganization of the elements that compose it and the current demands that a curriculum should respond. In this article, we will discuss two aspects that appear to contain special relevance to our theme: the first concerns the design of curriculum and its developments; and the second, the teaching staff and their training in curriculum redesign.
and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC research...... combined with transformative learning and communities of practice theory, the article offers an inquiry-based framework for PRME implementation that takes these moral learning and socialization processes into account. It provides suggestions for how to address the hidden curriculum both in the diagnostic...... phase of assessing a school’s PRME needs and in the implementation phase where PRME is integrated into business school learning environments. The concept of meta-messages is introduced to account for how students apprehend the HC at business schools....
Stodden, Robert A.; Ianacone, Robert N.
This handbook is for persons, especially teachers, who collect, evaluate, and apply vocational assessment information for handicapped students in the Department of Defense Dependents Schools (DoDDS). The approach used is a developmental curriculum-based assessment process which responds to the career/vocational programming sequence through the…
McNeill, Katherine L.; Pimentel, Diane Silva; Strauss, Eric G.
Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices,…
Fermin Mignone, Emilio; And Others
This curriculum guide for intermediate schools in Argentina begins with a discussion of the historical development of such schools and of their place in the overall educational scheme. The section on the curriculum provides detailed information on objectives, content, and activities; philosophical, political, sociological, methodological, and…
Taylor, Victoria M; Coronado, Gloria; Acorda, Elizabeth; Teh, Chong; Tu, Shin-Ping; Yasui, Yutaka; Bastani, Roshan; Hislop, T Gregory
Chinese immigrants to North America have substantially higher rates of chronic hepatitis B infection than the general population. One area for strategic development in the field of health education is the design and evaluation of English-as-a-Second language (ESL) curricula. The theoretical perspective of the Health Behavior Framework, results from a community-based survey of Chinese Canadian immigrants with limited English proficiency, and findings from focus groups of ESL instructors as well as Chinese ESL students were used to develop a hepatitis B ESL educational module. This research was conducted in Vancouver, BC. Survey data showed that less than three-fifths of the respondents had been tested for hepatitis B, and documented some important hepatitis B knowledge deficits. Further, only about one-quarter had ever received a physician recommendation for hepatitis B serologic testing. The ESL curriculum aims to both promote hepatitis B testing and improve knowledge, and includes seven different ESL exercises: Warm-up, vocabulary cards, information-gap, video, jigsaw, guided discussion, and problem/advice cards. Our quantitative and qualitative methods for curriculum development could be replicated for other health education topics and in other limited English speaking populations.
Teodorescu, Raluca Elena
This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish
Cené, Crystal W; Haymore, Laura Beth; Ellis, Danny; Whitaker, Shaketa; Henderson, Stacey; Lin, Feng-Chang; Corbie-Smith, Giselle
The purpose of this study was to describe the feasibility of using a community-based participatory research (CBPR) approach to implement the Power to Prevent (P2P) diabetes prevention education curriculum in rural African American (AA) settings. Trained community health workers facilitated the 12-session P2P curriculum across 3 community settings. Quantitative (based on the pre- and post-curriculum questionnaires and changes in blood glucose, blood pressure [BP], and weight at baseline and 6 months) and qualitative data (based on semi-structured interviews with facilitators) were collected. Indicators of feasibility included: demand, acceptability, implementation fidelity, and limited efficacy testing. Across 3 counties, 104 AA participants were recruited; 43% completed ≥ 75% of the sessions. There was great demand for the program. Fifteen community health ambassadors (CHAs) were trained, and 4 served as curriculum facilitators. Content and structure of the intervention was acceptable to facilitators but there were challenges to implementing the program as designed. Improvements were seen in diabetes knowledge and the impact of healthy eating and physical activity on diabetes prevention, but there were no significant changes in blood glucose, BP, or weight. While it is feasible to use a CBPR approach to recruit participants and implement the P2P curriculum in AA community settings, there are significant challenges that must be overcome.
Full Text Available A successful international learning initiative focusing on student agency began with a link facilitating OE-enhanced teaching between a UK university and a US high school class. It became an international trip organised and funded by five UK students and their teacher who travelled to California, teaching and performing music across formal and informal learning settings. The project is now a credit-bearing class, retaining the original initiative’s openness within the university curriculum where final-year students collaborate with the teacher, self-organising to design and plan curricular details from travel logistics to musical interactions. Students engage in heutagogy, demonstrating the highest levels of autonomous, personal learning in this co-learning environment. Their assessment, a reflective journal, encourages engage with deeper learning processes. The original trip was documented as an eBook including 10,000 student-authored words telling their collaborative learning journey. The book was published without DRM an accessible model for other students and educators.
Vaca, Federico E
Full Text Available Injury is the leading cause of death and disability among the U.S. population aged 1 to 44 years. In 2006 more than 179,000 fatalities were attributed to injury. Despite increasing awareness of the global epidemic of injury and violence, a considerable gap remains between advances in injury-prevention research and prevention knowledge that is taught to medical students. This article discusses the growing need for U.S medical schools to train future physicians in the fundamentals of injury prevention and control. Teaching medical students to implement injury prevention in their future practice should help reduce injury morbidity and mortality. Deliberate efforts should be made to integrate injury-prevention education into existing curriculum. Key resources are available to do this. Emergency physicians can be essential advocates in establishing injury prevention training because of their clinical expertise in treating injury. Increasing the number of physicians with injury- and violence- prevention knowledge and skills is ultimately an important strategy to reduce the national and global burden of injury. [West J Emerg Med. 2010; 11(1:40-43].
Lefurgy, Scott T; Mundorff, Emily C
Here, we present a 13-week research-based biochemistry laboratory curriculum designed to provide the students with the experience of engaging in original research while introducing foundational biochemistry laboratory techniques. The laboratory experience has been developed around the directed evolution of an enzyme chosen by the instructor, with mutations designed by the students. Ideal enzymes for this curriculum are able to be structurally modeled, solubly expressed, and monitored for activity by UV/Vis spectroscopy, and an example curriculum for haloalkane dehalogenase is given. Unique to this curriculum is a successful implementation of saturation mutagenesis and high-throughput screening of enzyme function, along with bioinformatics analysis, homology modeling, structural analysis, protein expression and purification, polyacrylamide gel electrophoresis, UV/Vis spectroscopy, and enzyme kinetics. Each of these techniques is carried out using a novel student-designed mutant library or enzyme variant unique to the lab team and, importantly, not described previously in the literature. Use of a well-established set of protocols promotes student data quality. Publication may result from the original student-generated hypotheses and data, either from the class as a whole or individual students that continue their independent projects upon course completion. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):437-448, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.
Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan
Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.
Natker, Elana; Baker, Susan S.; Auld, Garry; McGirr, Kathryn; Sutherland, Barbara; Cason, Katherine L.
The project reported here served to assess a curriculum for EFNEP to ensure theory compliance and content validity. Adherence to Adult Learning Theory and Social Cognitive Theory tenets was determined. A curriculum assessment tool was developed and used by five reviewers to assess initial and revised versions of the curriculum. T-tests for…
Mølstad, Christina Elde
This article investigates how state authorities in Norway and Finland design national curriculum to provide different policy conditions for local curriculum work in municipalities and schools. The topic is explored by comparing how national authorities in Norway and Finland create a scope for local curriculum. The data consist of interviews with…
How has entrepreneurship education been implemented in Finnish comprehensive schools. A two-part survey was undertaken in 43 municipalities with different educational and socio-economic backgrounds. The first part, in 2005, dealt with the local curriculum reform with a focus on the development of entrepreneurship education. The second part, in…
For many years now, those of us engaged with outdoor education curriculum work in Australia have been debating questions which orbit around the issue of defining outdoor education. We claim to be doing so in order to clarify what we are pursuing educationally, our purpose, not only for ourselves but for others, so that we can legitimately stake…
California Childcare Health Program, 2011
This "Integrated Pest Management Toolkit for Early Care and Education Programs" presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early…
Sharpe, Erin; Breunig, Mary
Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher-driven integrated…
Harron, Jason R.; Hughes, Joan E.
This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K-12 education and how makerspaces support school curriculum. Using interviews with twelve K-12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders…
Milligan, Lizzi O.
This article explores the implementation of Kenyan secondary education in rural Western Kenya, focusing on learners' experiences. One of the key challenges to educational quality is shown to be the size and breadth of the secondary education curriculum. Learners are in school 12 hours a day with those approaching their final exams working three to…
Based on the current preschool education music curriculum as the research object, the characteristics and function of music education in preschool education as the clue, to discuss the setting of music curriculum of preschool education major.%本文以当前学前教育专业音乐课程的设置为研究对象，以学前教育中音乐教育的特点和作用为线索，探讨在学前教育专业中音乐课程的设置问题。
Kwan, Jennifer Y.Y. [School of Medicine, Faculty of Health Sciences, Queen' s University, Kingston, Ontario (Canada); Nyhof-Young, Joyce [Department of Family and Community Medicine, University of Toronto, Toronto, Ontario (Canada); Catton, Pamela [Department of Radiation Oncology, Princess Margaret Cancer Centre, Toronto, Ontario (Canada); Giuliani, Meredith E., E-mail: Meredith.Giuliani@rmp.uhn.on.ca [Department of Radiation Oncology, Princess Margaret Cancer Centre, Toronto, Ontario (Canada)
Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database. Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health
Full Text Available By adopting the Bologna Process as the frame of reference this article discusses the ongoing policy of curriculum restructuring in higher education.The analysis is based on policy documents produced on the European scene and documents which describe the restructuring process in the highereducation system of Norway. The article shows how the new discourse presented by the Bologna Process challenges the traditional curriculum discourses in higher education. The credit accumulation and transfer discourse asks for a curricular framework which enhances mobility,employability and competitiveness. Although the rhetoric calls attention to institutional autonomy the curriculum restructuring represents a standardisation of higher education whereby the management of credit transfer and accumulation becomes the salient task. The aim is to develop a highly reliable space of higher education which is manageable and predictable. Although a flexible curriculum approach together with a studentcentred pedagogy are advocated, the Bologna Process can be read as a rational programme that tends to create a discourse for the governing of the student (the self in light of the objectives already set.Tras adoptar el proceso de Bolonia como punto de referencia, este artículo se encarga de analizar la corriente política de reestructuración de currículos en educación superior. El análisis se basa en documentos producidos en el ámbito europeo, algunos dedicados al estudio del proceso de reestructuración de la educación superior en Noruega. El artículo muestra cómo el nuevo discurso presentado por el proceso de Bolonia, pone en entredicho los discursos tradicionales en educación superior en referencia al currículo. La acumulación y transferencia de créditos necesitan moverse en un marco más actual, que realce la movilidad, empleabilidad y competitividad. Aunque la retórica pueda ser importante en términos de autonomía institucional, la reestructuraci
Kwan, Jennifer Y.Y.; Nyhof-Young, Joyce; Catton, Pamela; Giuliani, Meredith E.
Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database. Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health
San-Martín, Montserrat; Delgado-Bolton, Roberto; Vivanco, Luis
Background: Empathy in the context of patient care is defined as a predominantly cognitive attribute that involves an understanding of the patient's experiences, concerns, and perspectives, combined with a capacity to communicate this understanding and an intention to help. In medical education, it is recognized that empathy can be improved by interventional approaches. In this sense, a semiotic-based curriculum could be an important didactic tool for improving medical empathy. The main purpose of this study was to determine if in medical schools where a semiotic-based curriculum is offered, the empathetic orientation of medical students improves as a consequence of the acquisition and development of students' communication skills that are required in clinician-patient encounters. Design: This quasi-experimental study was conducted in three medical schools of the Dominican Republic that offer three different medical curricula: (i) a theoretical and practical semiotic-based curriculum; (ii) a theoretical semiotic-based curriculum; and (iii) a curriculum without semiotic courses. The Jefferson scale of empathy was administered in two different moments to students enrolled in pre-clinical cycles of those institutions. Data was subjected to comparative statistical analysis and logistic regression analysis. Results: The study included 165 students (55 male and 110 female). Comparison analysis showed statistically significant differences in the development of empathy among groups ( p semiotic-based curriculum contributed toward the enhancement of empathy. Conclusion: These findings demonstrate the importance of medical semiotics as a didactic teaching method for improving beginners' empathetic orientation in patients' care.
Marulcu, Ismail; Barnett, Michael
Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students' science content learning.
Education in the context of social and technical development is defined as the main factor in the learning process which is implied into curriculum. It needs to be anticipated responsively how the goals of Clothing Education Department should be achieved. The sociological and technological through curriculum innovation at Clothing Education Department aims to gain good profile of the professional graduates in the future. By using the literature study, it is found out that sociological development and technological approach are the main foundation for sustainability of Clothing Education Department.
Chavez, Gene T.
This 10-lesson curriculum unit provides teachers with some basic tools to help Latino students improve their communication skills. Primary goals are to help students analyze how a person's belief system affects the communication process, and to develop and improve decision-making and communication skills. The following key components are included…
The format for this curriculum guide, written for nurse practitioner faculty, consists of learning objectives, content outline, teaching methodology suggestions, references and recommended readings. Part 1 of the guide, Recognition of Early and Chronic Alcoholism, deals with features of alcoholism such as epidemiological data and theories,…
A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.
To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.
Evgeniou, Evgenios; Loizou, Peter
The reduction in time for training at the workplace has created a challenge for the traditional apprenticeship model of training. Simulation offers the opportunity for repeated practice in a safe and controlled environment, focusing on trainees and tailored to their needs. Recent technological advances have led to the development of various simulators, which have already been introduced in surgical training. The complexity and fidelity of the available simulators vary, therefore depending on our recourses we should select the appropriate simulator for the task or skill we want to teach. Educational theory informs us about the importance of context in professional learning. Simulation should therefore recreate the clinical environment and its complexity. Contemporary approaches to simulation have introduced novel ideas for teaching teamwork, communication skills and professionalism. In order for simulation-based training to be successful, simulators have to be validated appropriately and integrated in a training curriculum. Within a surgical curriculum, trainees should have protected time for simulation-based training, under appropriate supervision. Simulation-based surgical education should allow the appropriate practice of technical skills without ignoring the clinical context and must strike an adequate balance between the simulation environment and simulators. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.
: Based on the learners’ perspectives, the educational environment of FOMKU, was suboptimal. Medical educators in Kuwait should improve this environment in order to advance the quality of the delivered curriculum. Keywords: medical education, undergraduate, medical students, environment, learning, teaching
Oyewumi, Modupe; Isaac, Kathryn; Schreiber, Martin; Campisi, Paolo
The aim of Canadian medical school curricula is to provide educational experiences that satisfy the specific objectives set out by the Medical Council of Canada. However, for specialties such as otolaryngology, there is considerable variability in student exposure to didactic and clinical teaching across Canadian medical schools, making it unclear whether students receive sufficient teaching of core otolaryngology content and clinical skills. The goal of this review was to assess the exposure to otolaryngology instruction in the undergraduate medical curriculum at the University of Toronto. Otolaryngology objectives were derived from objectives created by the Medical Council of Canada and the University of Toronto. The University of Toronto's recently developed Curriculum Mapping System (CMap) was used to perform a keyword search of otolaryngology objectives to establish when and to what extent essential topics were being taught. All (10 of 10) major topics and skills identified were covered in the undergraduate medical curriculum. Although no major gaps were identified, an uneven distribution of teaching time exists. The majority (> 90%) of otolaryngology education occurs during year 1 of clerkship. The amount of preclerkship education was extremely limited. Essential otolaryngology topics and skills are taught within the University of Toronto curriculum. The CMap was an effective tool to assess the otolaryngology curriculum and was able to identify gaps in otolaryngology education during the preclerkship years of medical school. As a result, modifications to the undergraduate curriculum have been implemented to provide additional teaching during the preclerkship years.
Full Text Available Among Hispanic immigrants in the United States (US, learning English is considered necessary for economic and social achievement. Asa consequence, there is a high demand for English as a Second Language (ESL classes. Despite the recognized benefits of ESL programs,both at the individual and social levels, more research is needed to identify education strategies that effectively promote all aspects of learningEnglish as a second language. This article describes an ESL curriculum that incorporates a theory-based pedagogical approach specificallydesigned for immigrant Hispanic adults on the US-Mexico border region. The article also describes the implementation of the curriculum aswell as the results of the evaluation, which was conducted using both quantitative and qualitative methods. Quantitative results indicate thatthe participants significantly improved their English proficiency (L2. Qualitative results suggest that participants were positively impactedby both the content and pedagogical approaches used by the curriculum. Their experience with the ESL class was positive in general. It canbe concluded that the curriculum achieved its objective. This approach could serve as a model for second language teaching for adults
This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also
Willness, Chelsea; Bruni-Bossio, Vince
Integrating literature on entrepreneurial business models and community-based experiential learning, we propose a new framework to advance the practice of curriculum innovation. Grounded in principles of design thinking, the curriculum innovation canvas provides a human-centered, collaborative, and holistic platform for instructors, curriculum…
Hidayat, Muhammad; Musa, Chalid Imran; Haerani, Siti; Sudirman, Indrianti
This research is intended to develop curriculum based on entrepreneurship through balanced scorecard approach at the School of Business or "Sekolah Tinggi Ilmu Ekonomi" (STIE) Nobel Indonesia. In order to develop the curriculum, a need analysis in terms of curriculum development that involves all stakeholders at STIE Nobel in Indonesia…
Lambert, Julie; Ariza, Eileen N. Whelan
This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end…
Dabancal, Meral Per
A deeper analysis of the art education curriculums applied in developed countries and treating specific subjects within these curriculums holds vital importance in allowing the production of alternative solution methods by providing the educators multiple perspectives in the face of problems concerning art education. In present paper colour…
An integrated entrepreneurship education program at the University of Limerick, Ireland, promotes awareness of business ownership as a career option. Based on a process model of entrepreneurship, the program includes an entrepreneurship minor option and a required core module for all in the business studies program. (SK)
Elsie, Kiguli-Malwadde; Gonzaga, Mubuuke A.; Francis, Businge; Rebecca, Nakatudde; Stephen, Bule
Introduction: The College of Health Sciences (CHS), Makerere University has been training health professionals since 1924. Six years ago, there was a curriculum change to Problem Based Learning/Community based Education and Service (PBL/COBES). A SPICES model (Student centered, problem based, integrated, community based, electives, systematic) was adopted and defined to suit the CHS environment. The radiography program is 3 years in length which involves Ultrasound as an important part of the training. It was a challenge to adopt the new PBL method of learning after having a lecture-based pedagogical method for over 80 years. Objective: To implement the training of ultrasound in the PBL radiography curriculum as well as evaluate the opinions of the staff and students about Ultrasound training in the new curriculum. Methodology: A participatory approach was used. Workshops were conducted and objectives for ultrasound courses refined. Scenarios were written for use in the PBL sessions. A retrospective review of student performance in the ultrasound courses was carried out. A cross-sectional survey involving teachers and current radiography students was also carried out to evaluate learning of ultrasound using the PBL approach. Results: Students have consistently excelled in ultrasound courses using the PBL approach of learning. Both teachers and students rated the teaching of ultrasound to radiography students as being highly important and supported the new approach to training. Conclusion: Ultrasound training using PBL has been successfully implemented. However, this is still an ongoing process and will require the total commitment of both students and teachers.
Elliott, Stephen N.; Fuchs, Lynn S.
Curriculum-based measurement and performance assessments can provide valuable data for making special-education eligibility decisions. Reviews applied research on these assessment approaches and discusses the practical context of treatment validation and decisions about instructional services for students with diverse academic needs. (Author/JDM)
Pham, Thuong T. M.
This dissertation investigates L2 student language production, task-based instruction, and teachers' scaffolding strategies in two special EFL classes in a Vietnamese university. Two English teachers and 73 students were studied as they participated in a nationwide educational project known as the Advanced Curriculum (AC), an initiative launched…
McKenney, Susan; Reeves, Thomas
McKenney, S., & Reeves, T. (2013, 27 April-1 May). The application of design-based research in the context of curriculum materials development in sub-Saharan Africa. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, US.
Fuchs, Lynn S.; And Others
Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…
Cogger, Steven D.; Miley, Daniel H.
This paper proposes that project-based active learning is a key part of engineering education at the middle school level. One project from a comprehensive middle school engineering curriculum developed by the authors is described to show how active learning and state frameworks can coexist. The theoretical basis for learning and assessment in a…
Christ, Theodore J.; Desjardins, Christopher David
Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR's lack of validity and reliability, and…
This study aims to show the features of American progressive kindergarten in the early 20th century, through analyzing the curriculum and contents of Henry and Dorothy Castle Memorial Kindergarten and Nursery School in Hawaii. This kindergarten was established by Mary Castle at Honolulu in 1899 and influenced from John Dewey. And in 1927, the nursery school was established because educating younger children was important. Children could select the subject matter based on their own interest. A...
Schneider, Rebecca M.
For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific
Whitcomb, Tiffany L
The hidden curriculum is characterized by information that is tacitly conveyed to and among students about the cultural and moral environment in which they find themselves. Although the hidden curriculum is often defined as a distinct entity, tacit information is conveyed to students throughout all aspects of formal and informal curricula. This unconsciously communicated knowledge has been identified across a wide spectrum of educational environments and is known to have lasting and powerful impacts, both positive and negative. Recently, medical education research on the hidden curriculum of becoming a doctor has come to the forefront as institutions struggle with inconsistencies between formal and hidden curricula that hinder the practice of patient-centered medicine. Similarly, the complex ethical questions that arise during the practice and teaching of veterinary medicine have the potential to cause disagreement between what the institution sets out to teach and what is actually learned. However, the hidden curriculum remains largely unexplored for this field. Because the hidden curriculum is retained effectively by students, elucidating its underlying messages can be a key component of program refinement. A review of recent literature about the hidden curriculum in a variety of fields, including medical education, will be used to explore potential hidden curricula in veterinary medicine and draw attention to the need for further investigation.
Sydow, Brooke C.
Due to the growing problems of an unsustainable world, this qualitative, phenomenological study was designed to investigate the process of developing and integrating sustainability curriculum into general education requirements in higher education. The researcher interviewed six participants from different parts of the world who had first-hand…
Cunningham, Christine M.
Bolstered by new standards and new initiatives to promote STEM education, engineering is making its way into the school curriculum. This comprehensive introduction will help elementary educators integrate engineering into their classroom, school, or district in age-appropriate, inclusive, and engaging ways. Building on the work of a Museum of…
Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…
Miller, Linda Wise; Winn, Richard
This document contains Idaho's marketing education (ME) core curriculum. Presented first are a list of 22 ME strategies that are aligned with the Idaho State Division of Vocational-Technical Education's strategic plan and a chart detailing the career pathways of ME in Idaho (arts and communication, business and management, health services, human…
Surveys social, economic and environmental characteristics of Japan in the 1960s and 1970s and describes their influence on curriculum changes in secondary science education. Discusses Japanese attitudes towards nature as a foundation for environmental education, the impact of western culture on this attitude, and the future of environmental…
Petkus, Ed, Jr.
Could marketing coursework be part of the general education requirements for all college students? This article describes the ways in which the professional school marketing curriculum model (Schibrowsky, Peltier, & Boyt, 2002) can complement and enhance liberal arts education outcomes. First, the general relationship between liberal arts…
Alabama State Dept. of Education, Montgomery.
This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…
Examines the recent influences on and development of upper-secondary Australian education. These influences include youth unemployment, rapid technological and social change, immigration, increasing federal role, and limited entry to tertiary education. Changes include broader curriculum planning to include all students, and improvement of the…
Awada, Ghada; Diab, Hassan
The purpose of the present study was to investigate the effectiveness of Lebanon's Education Reform Strategy and Action Plan (LERSAP) set in 2011 as a form of the educational reform the curriculum underwent through focusing on promoting and employing the information communication technology (ICT) tools. The LERSAP was launched to equip teachers…
Sinclair, James; Kahn, Laurie G.; Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara A.; Knowles, Christen
Sex education is not only a necessary component of public school curriculum, but it is also an important opportunity for students with and without disabilities to learn about their own development as emerging adults. Although comprehensive sex education is not federally mandated, many states and districts choose to offer some form of sex education…
Nazari, Hossein; Jafari, Ebrahim Mirshah; Nasr, Ahmad Reza; Marandi, Seyed Mohammad
This study aimed to evaluate the current physical education curriculum of elementary schools (first and second grades) in Iran. This is an applied study conducted using grounded theory and the research method is qualitative. The research population consisted of all professors in Iran in the field of physical education, of whom, 15 people were…
Icoz, Omer Faruk
Teachers' views about environmental education (EE) have been regarded as one of the most important concerns in education for sustainability. In secondary school chemistry curriculum, there are several subjects about EE embedded in the chemistry subjects in Turkey. This study explores three chemistry teachers' views about to what extent the…
Mainardes, Jefferson; Gandin, Luis Armando
This article aims at showcasing the main contributions of Stephen J. Ball to educational research in Brazil, particularly to the study of educational and curriculum policies. We also highlight some of the limitations in the incorporation of Ball's ideas in Brazil as well as some of the challenges that these author's ideas pose to Brazilian…
Purpose: This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors. Design/methodology/approach: This investigation adopted a case…
Engaging with materials can shape the teaching experience, teachers' practices and mindsets, and, ultimately, students' learning experiences. This issue of "Learning Professional" looks at an area of emerging interest: curriculum materials and the role they play in the daily work of educators and leaders. Educators, researchers, and…
This study, "A Critical Examination of the Process of Modifying the Curriculum of Alternative Secondary Educational Programs," was done with the use of action research to study (a) whether students currently participating in a continuation school believe their educational and career needs are presently being met; (b) the types of career…
Mochere, Joyce M.
This paper is an evaluation of the parameters of the concept of music curriculum that examines principles underlying the teaching and learning of music. The paper also discusses the practical nature of music education and the need for experiential learning. Music educators worldwide advocate for methods that allow for discovery learning and hence…
Syomwene, Anne; Kindiki, Jonah Nyaga
This paper is a discussion of the relationship between women education and sustainable economic development in Kenya and its implications for curriculum development and implementation processes. The argument advanced in this paper is that the solution to the development problems in Kenya and other developing nations lies on women education.…
With the purpose of facilitating the promotion of peace, development, disarmament and human rights education in the context of intense competition for curriculum time, including from other new `educations', some tentative definitions are offered. Clarification of the basic concepts and their implications leads to a discussion of the inter-relationships amongst them. Hence, a conceptual approach is suggested which is based on the Peace — Human Rights — Development dialectic, defended as crucial with regards to education which must go beyond the transmission of knowledge to the involvement of the participants in their own social reality so that they become subjects rather than objects of their own history. Models are developed to illustrate the pedagogical implications of the dialectical relations among the concepts, aimed at (1) enabling coverage of the topics and their inter-relationships in traditional courses, and (2) suggesting themes for specialized courses which would allow more in-depth analysis. Finally, practical issues with examples for secondary-and tertiary-level teaching are discussed. Rather than giving in to some utopian ideal, educators should realistically draw on the ideas currently being worked out in peace, development, disarmament and human rights education.
Tess, Anjala V; Yang, Julius J; Smith, C Christopher; Fawcett, Caitlin M; Bates, Carol K; Reynolds, Eileen E
Beth Israel Deaconess Medical Center's internal medicine residency program was admitted to the new Education Innovation Project accreditation pathway of the Accreditation Council of Graduate Medical Education to begin in July 2006. The authors restructured the inpatient medical service to create clinical microsystems in which residents practice throughout residency. Program leadership then mandated an active curriculum in quality improvement based in those microsystems. To provide the experience to every graduating resident, a core faculty in patient safety was trained in the basics of quality improvement. The authors hypothesized that such changes would increase the number of residents participating in quality improvement projects, improve house officer engagement in quality improvement work, enhance the culture of safety the residents perceive in their training environment, improve work flow on the general medicine ward rotations, and improve the overall educational experience for the residents on ward rotations.The authors describe the first 18 months of the intervention (July 2006 to January 2008). The authors assessed attitudes and the educational experience with surveys and evaluation forms. After the intervention, the authors documented residents' participation in projects that overlapped with hospital priorities. More residents reported roles in designing and implementing quality improvement changes. Residents also noted greater satisfaction with the quality of care they deliver. Fewer residents agreed or strongly agreed that the new admitting system interfered with communication. Ongoing residency program assessment showed an improved perception of workload, and educational ratings of rotations improved. The changes required few resources and can be transported to other settings.
Gonzalez, Jose L; Gilmer, Loise
Obesity is a highly burdensome public health issue associated with premature death, multiple comorbid disabilities and staggering healthcare costs. Between 1980-2000, the prevalence of obesity among children and adolescents nearly tripled. Obesity subjects youth to social stigmatization and discrimination. These economic and personal burdens mandate targeted prevention and detection educational programs for all individuals at risk. The most cost-effective method of approaching this obesity epidemic is through education of health professionals. As part of an "Obesity Prevention in Pediatrics" curriculum, postgraduate-year (PGY)-2 residents first observed and then participated in the dietary evaluation and counseling of pediatric patients and their families. Attitudinal questionnaires, multiple-choice knowledge examinations and a pre-established checklist of desired skills and behaviors provided evaluation of the curriculum's effect on the participants' ability and willingness to manage actually obese or at-risk pediatric patients and their families. Attitudinal survey and knowledge test scores from control PGY-3 residents generally confirmed that their knowledge and counseling skills on obesity prevention and management were well below expectation. Following participation in the curriculum, study residents' knowledge tended to improve, as did their level of comfort in counseling obese and at-risk children, adolescents and their parents. Implementation of an "Obesity Prevention in Pediatrics" curriculum appears to improve participants' knowledge base as well as their skills and level of personal comfort in the recognition, evaluation and management, including counseling, of both obese and at-risk pediatric patients and their families.
Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.
Chuzaimah D. Diem
Full Text Available Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2 there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3 there was a significant correlation between teachers’ certification status and their (i KTSP preparation, (ii teaching experience, and (iii involvement in dissemination program activities.
Full Text Available Audience and type of curriculum: The Ohio State University Wexner Medical Center Emergency Medicine Residency Program Ultrasound Education Curriculum is a three-year curriculum for PGY-1 to PGY-3 learners. Introduction/Background: Each year of the three-year The Ohio State University Wexner Medical Center Emergency Medicine Ultrasound Curriculum focuses on different aspects of emergency ultrasonography, thereby promoting progressive understanding and utilization of point-of-care ultrasound in medical decision-making during residency training. Ultrasound is an invaluable bedside tool for emergency physicians; this skill must be mastered by resident learners during residency training, and ultrasound competency is a required ACGME milestone.1 The American College of Emergency Physicians (ACEP currently recommends that 11 applications of emergency ultrasound be part of the core skills of an emergency physician.2 This curriculum acknowledges the standards developed by ACEP and the ACGME. Objectives: Learners will 1 know the indications for each the 11 ACEP point-of-care ultrasound (POCUS applications; 2 perform each of the 11 ACEP POCUS applications; 3 integrate POCUS into medical decision-making. Methods: The educational strategies used in this curriculum include: independent, self-directed learning (textbook and literature reading, brief didactic sessions describing indications and technique for each examination, hands-on ultrasound scanning under the direct supervision of ultrasound faculty with real-time feedback, and quality assurance review of ultrasound images. Residents are expected to perform a minimum of 150 ultrasound examinations with associated quality assurance during the course of their residency training. The time requirements, reading material, and ultrasound techniques taught vary depending on the year of training. Length of curriculum: The entirety of the curriculum is three years; however, each year of residency training has
William L. Anderson
Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.
Rodrigues, Cae; Payne, Phillip G.
'Environmentalizing' curriculum in Brazil is a worthy goal of global educational reform for sustainability but is challenging given the limits to rational change thesis already argued in critical social science and post-structural deconstructionism. The federal government mandate to environmentalize undergraduate physical education programs poses…
Albracht, James, Ed.
This secondary horticulture curriculum guide is one of a set of three designated as the basic core of instruction for horticulture programs in Kansas. Units of instruction are presented in eight sections: (1) Human Relations, (2) Business Operations, (3) Greenhouse, (4) Retail Flowershop Operation, (5) Landscape Nursery, (6) Lawn Maintenance, (7)…
Roberts, Scott D.; Rains, Russell E.; Perry, Gregory E.
The authors, representing three key digital media business disciplines, present a case for how business curriculum could be updated to include a strong digital element without recreating the entire business school enterprise or spending millions on new faculty and technology. The three key disciplines are technology, law, and marketing.
Cho, Juyun; Couraud, Jason
A wide variety of software tools is currently available to businesses when building e-commerce solutions. Businesses are in need of employees with the appropriate skills to support and implement their e-commerce solutions. Students transitioning from school into the workforce need a well-designed curriculum that can prepare them with the skills…
Imansari, Nurulita; Sutadji, Eddy
This evaluation is a conceptual framework that has been analyzed in the hope that can help research related an evaluation of the curriculum. The Model of evaluation used was CIPPO model. CIPPO Model consists of "context," "input," "process," "product," and "outcomes." On the dimension of the…
King County Parks Div., Redmond, WA.
This curriculum guide was designed to give teachers, students, and society a better understanding of wetlands in the hope that they learn why wetlands should be valued and preserved. It explores what is meant by wetlands, functions and values of wetlands, wetland activities, and wetland offerings which benefit animal and plant life, recreation,…
This curriculum guide is designed to provide advisors with ways to manage technology student activities within their American Industrial Arts Student Association/Technology Student Association (AIASA/TSA) program. Section 1 focuses on how to organize a local AIASA/TSA chapter. It covers organizing procedures organizational meetings, chapter…
Overby, Alexandra; Jones, Brian L.
What could video games bring to a K-12 visual arts curriculum? Overby and Jones were skeptical about incorporating gaming and virtual worlds into the classroom, but watching their own children engaging in the video game Minecraft changed their perception. As they started researching the game and how these kids were operating within the space, they…
Within the past three decades, the United Nations organized World Conferences on Women in Mexico City (in 1975), Copenhagen (in 1980), Nairobi (in 1985) and Beijing, China (in 1995). These moves have been complemented by calls to promote gender sensitivity in the school curriculum. This study therefore attempts to ...
Using the example of a course in service learning (SL), the authors discuss their reflection on a curriculum that failed to help the students convert declarative knowledge to procedures of pedagogy, or to internalise this knowledge to become part of their disposition as teachers. The students' theoretical work had remained in ...
Clement, Neville D.; Lovat, Terence
The burgeoning knowledge of the human brain generated by the proliferation of new brain imaging technology from in recent decades has posed questions about the potential for this new knowledge of neural processing to be translated into "usable knowledge" that teachers can employ in their practical curriculum work. The application of the findings…
Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.
In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in
Thellesen, Line; Hedegaard, Morten; Bergholt, Thomas
OBJECTIVE: To define learning objectives for a national cardiotocography (CTG) education program based on expert consensus. DESIGN: A three-round Delphi survey. POPULATION AND SETTING: One midwife and one obstetrician from each maternity unit in Denmark were appointed based on CTG teaching......-point relevance scale. Consensus was predefined as objectives with a mean rating value of ≥3. MAIN OUTCOME MEASURES: A prioritized list of CTG learning objectives. RESULTS: A total of 42 midwives and obstetricians from 21 maternity units were invited to participate of whom 26 completed all three Delphi rounds...
Full Text Available This article analyzes the principles of flexibility in education and discusses their implications in the quality of teaching and learning in distance education (DE. The categories of space, time and curriculum are analyzed as founding elements of flexibility, which are based on the virtualization of human activities promoted by the emergence of cyber-culture. Firstly, we carried out a theoretical study on educational flexibility by conceptualizing terms and by characterizing their constitutive elements, In this way, we were able to highlight their importance to improve research and learning. Secondly, as part of the field work, we mapped out the theme based on two educational sources of publications: 1,540 doctoral theses and 3,988 scientific articles (journals. As a result, the qualitative-quantitative analysis showed that there was a lack of research on flexibility in DE. However, it was observed that the structure of pedagogical models, which was more appropriate to our current needs, requires extensive knowledge of pedagogical flexibility, including factors such as: where (the virtual space; how (curricular organization it occurs; and how teaching and learning are involved in cyber-culture.
Bettinelli, Andrea; Cacchiani, Valentina; Roberti, Roberto
In 2007, the Second International Timetabling Competition (ITC-2007) has been organized and a formal definition of the Curriculum-Based Course Timetabling (CB-CTT) problem has been given, by taking into account several real-world constraints and objectives while keeping the problem general. CB......-CTT consists of finding the best weekly assignment of university course lectures to rooms and time periods. A feasible schedule must satisfy a set of hard constraints and must also take into account a set of soft constraints, whose violation produces penalty terms to be minimized in the objective function...
Graziose, Matthew M; Koch, Pamela A; Wang, Y Claire; Lee Gray, Heewon; Contento, Isobel R
To estimate the long-term cost-effectiveness of an obesity prevention nutrition education curriculum (Food, Health, & Choices) as delivered to all New York City fifth-grade public school students over 1 year. This study is a standard cost-effectiveness analysis from a societal perspective, with a 3% discount rate and a no-intervention comparator, as recommended by the US Panel on Cost-effectiveness in Health and Medicine. Costs of implementation, administration, and future obesity-related medical costs were included. Effectiveness was based on a cluster-randomized, controlled trial in 20 public schools during the 2012-2013 school year and linked to published estimates of childhood-to-adulthood body mass index trajectories using a decision analytic model. The Food, Health, & Choices intervention was estimated to cost $8,537,900 and result in 289 fewer males and 350 fewer females becoming obese (0.8% of New York City fifth-grade public school students), saving 1,599 quality-adjusted life-years (QALYs) and $8,098,600 in direct medical costs. Food, Health, & Choices is predicted to be cost-effective at $275/QALY (95% confidence interval, -$2,576/QALY to $2,084/QALY) with estimates up to $6,029/QALY in sensitivity analyses. This cost-effectiveness model suggests that a nutrition education curriculum in public schools is effective and cost-effective in reducing childhood obesity, consistent with the authors' hypothesis and previous literature. Future research should assess the feasibility and sustainability of scale-up. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Richard M. Satava
Conclusion: The FRS use a new process (full life-cycle curriculum development with proficiency-based progression which can be used in order to develop any quantitative procedural curriculum, through generic templates that have been developed. Such an approach will dramatically decrease the cost, time and effort to develop a new specific curriculum, while producing uniformity in approach, inter-operability among different curricula and consistency in objective assessment. This process is currently online, open source and freely available, to encourage the adoption of a scholarly and rigorous approach to curriculum development which is flexible enough to be adopted and adapted to most technical skills curriculum needs.
In an analysis of Curriculum 2005 and the National Curriculum Statement, value and belief systems ... directives for teachers about the identification of values within the ... Parks (Fowler et al., 1992:106) makes a distinction between religion,.
Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.
This curriculum guide for business mathematics was developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program. Following an overview of the secondary school mathematics curriculum, eight goals for the business mathematics course are listed. A pacing chart with suggested time periods for each major…
Weisman, Hannah L.; Kia-Keating, Maryam; Lippincott, Ann; Taylor, Zachary; Zheng, Jimmy
Background: Researchers have emphasized the importance of integrating mental health education with academic curriculum. The focus of the current studies was "Mental Health Matters" (MHM), a mental health curriculum that is integrated with English language arts. It is taught by trained community member volunteers and aims to increase…
This paper reviews and discusses the current literature relating to the drivers and barriers for a successful waste management curriculum at higher education level. The intention is to use this review to advise educational standards within the tertiary education sector so as to meet industry requirements. The paper presents a review of the UK's system for education and training within the waste management sector over the past decade, and discusses in what ways this approach could be successfully applied to the Australian sector. The paper concludes with a rationale for current research being undertaken within Australia, which seeks to identify which curriculum and pedagogic approaches are best suited for developing the skills of effective waste management practitioners both within the industry and for those graduating from higher education. The case made is that there is an absence of clear standards, educational provisions and certification for this growing industry within Australia, which inhibits the development of an effective waste management sector
Owen L WOODMAN; Agnes E DODDS; Albert G FRAUMAN; Mosepele MOSEPELE
The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.
Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin
With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. In the context of a multi-stage developmental process, a recommendation on CD for "Communicative and social competencies" was developed. The basis for it was made during two workshops of the GMA-committee "Communicative and social competencies" and supplemented by the available literature and the experience of communication experts. The "Undeloher Recommendation" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the "Undeloher recommendation" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. The "Undeloher recommendation" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human
The primary objective of this Project was to determine the crash reduction potential of a quality, competency-based driver training program known as the Safe Performance Curriculum (SPC). The experimental design called for the random assignment of 18...
In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.
Bagger, Niels-Christian Fink; Kristiansen, Simon; Sørensen, Matias
lower bound on one data instance in the benchmark data set from the second international timetabling competition. Regarding upper bounds, the formulation based on the minimum cost flow problem performs better on average than other mixed integer programming approaches for the CTT.......In this paper we present two mixed-integer programming formulations for the Curriculum based Course Timetabling Problem (CTT). We show that the formulations contain underlying network structures by dividing the CTT into two separate models and then connect the two models using flow formulation...... techniques. The first mixed-integer programming formulation is based on an underlying minimum cost flow problem, which decreases the number of integer variables significantly and improves the performance compared to an intuitive mixed-integer programming formulation. The second formulation is based...
The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the…
Purpose: The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach: Using Ontario's secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens…
Case, Jennifer M.; Fraser, Duncan M.; Kumar, Anil; Itika, Ambrose
Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical…
In Chinese society over the last two decades, modernisation and globalisation, together with the transition to a market economy, have created new imperatives and challenges for the school music curriculum. As a result, the 2011 reform of the Curriculum Standards for Primary Education and Junior Secondary Education marks the first time that the…
Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph
Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…
Bernabó, Jorge G; Buraschi, Jorge; Olcese, Juan; Buraschi, María; Duro, Eduardo
The strategy of curriculum planning in the majority of the Schools of Medicine has shifted, in the past years, from curriculum models based in contents to outcome oriented curricula. Coincidently the interest in defining and evaluating the clinical competences that a graduate must have has grown. In our country, and particularly in the Associated Hospitals belonging to the Unidad Regional de Enseñanza IV of the UBA School of Medicine, evidence has been gathered showing that the acquisition of clinical competences during the grade is in general insufficient. The foundations and characteristics of PREM (Programa de Requisitos Esenciales Mínimos) are described. PREM is a tool to promote the apprenticeship of abilities and necessary skills for the practice of medicine. The objective of the program is to promote the apprenticeship of a well defined list of core competences considered indispensable for a general practitioner. An outcome oriented curriculum with a clear definition of the expected knowledge, skills and attitudes of a graduate of the programme, the promotion of learning experiences centered in the practice and evaluation tools based in direct observation of the student's performance should contribute to close the gap between what the Medicine Schools traditionally teach and evaluate, and what the doctor needs to know and needs to do to perform correctly its profession.
Wittert, Gary A; Nelson, Adam J
Contemporary medical education must train skilled and compassionate health care professionals who are rigorous in their approach to patient care and their pursuit of knowledge and solutions. Problem-based learning has been widely introduced, but there is no evidence that it leads to better outcomes than more traditional programs, and fundamental gaps in conceptual knowledge may result. Recently, emphasis has been placed on a solid grounding in underlying concepts combined with a systems-based approach, and ability to transfer information and solve problems. Integrating traditional scientific and clinical disciplines with progressive and continuous assessment, may be a better means of achieving the combined aims of clinically relevant curriculum design, vertical integration of medical knowledge, and facilitation of the continuum of training. Being adaptable and flexible, cognisant of costs, and driven by evidence are key features of delivering medical education and contemporary medical practice. Educational research should lead to continuous improvement, but innovation without evaluation and attention to costs may create as many, or more, problems as are solved.
Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.
Standardized course titles and core contents for seven marketing and cooperative vocational education courses in Mississippi are provided: (1) marketing education, part one; (2) marketing education, part two; (3) fashion merchandising; (4) marketing cooperative education, part one; (5) marketing cooperative education, part two; (6) diversified…
Lee, Yew-Jin; Chue, Shien
School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory stage of evaluation before determining overall programme value. We demonstrate how such a process could be applied by science educators using data from a secondary school in Singapore that had devised a new curriculum to promote interest, investigative processes, and knowledge in science. Results showed that there were ambivalent student responses to this programme, while there were high levels of science process skill instruction and close alignment with the intended lesson design. The implementation of this programme appeared to have a satisfactory overall level of FOI, but we also detected tensions between programme intent and everyday classroom teaching. If we want to advance science education, then our argument is that applying FOI criteria is necessary when evaluating all curricular innovations, not just those that originate from schools.
Berman, Barbara A.; Guthmann, Debra S.; Crespi, Catherine M.; Liu, Weiqing
Although school-based programming is an important element of the effort to curb tobacco use among young people, a comprehensive tailored curriculum has not been available for deaf and hard of hearing youth. The authors describe the drafting of such a program by expert educators, and findings from a test of the curriculum using a quasi-experimental non-equivalent control group design involving four schools for the deaf in three states. Two schools received the curriculum and two served as non-curriculum controls. Survey data were collected from students in grades 7–12 at baseline and at the start and end of three school years, from 511 to 616 students at each time point, to assess tobacco use, exposure to tobacco education, and tobacco-related knowledge, attitudes and practices. Changes within each school were assessed as the difference between the baseline survey and the average of the last four follow-up surveys. Current (past month) smoking declined significantly at one intervention school (22.7% baseline to 7.9% follow-up, p=.007) and current smokeless tobacco use at the other (7.5% baseline to 2.5% follow-up, p=.03). Exposure to tobacco prevention education, and anti-tobacco attitudes and knowledge each increased significantly at one or both schools. One control school experienced a significant decline in tobacco education exposure (pdeaf and hard of hearing youth. PMID:21449256
Pascual, T.N.; Santiago, J.F.; Leus, M.
changes and updates in the curriculum are properly and efficiently implemented, then proper education, instructional methods and training of the residents ensues. Education and training in the new era of PET imaging has been dynamic ever since. With its rapidly growing aspects, different instructional methodologies, employing learning dynamics and technology, are used to make sure that the goals and properly written learning objectives in learning PET imaging are achieved. The paradigm shift is that learning is focused on the learner, with strong emphasis on self directed learning. These methods may include direct and indirect instructional methodologies, processes-oriented methods, self-contained educational module use and even innovative learning structures such as peer-collaboration, problem-based learning and benchmarking techniques in between institutions. Information Technology has played a major role in PET imaging education and training. The use of PACS systems has been used for its efficiency in networking and comparative imaging capability. The internet has been used as a vital tool to gather relevant information through on-line journals and peer/groups forums dedicated on PET imaging and education among others. Video-conferencing of informative and difficult cases between hospitals are future directions in our context and with this technology, distance between learning partners is no longer an issue. PET imaging and molecular nuclear imaging have entered its horizon in this modern era. Educational tools and the role of technology are emphasized and serve as a guide to attain the goals and learning objectives, which aim to ensure proper education and training in the area of PET imaging and molecular nuclear medicine. (author)
Lubin, Ian A.
Information and communication technologies (ICT) are being utilized extensively in education and have become an essential aspect of both formal and informal learning worldwide. Related to their widespread availability and use in education, it is suggested that ICT hold tremendous promise for society at large, and in particular, in shaping social…
Full Text Available Abstract Background Major curriculum reform of undergraduate medical education occurred during the past decades in the United Kingdom (UK; however, the effects of the hidden curriculum, which influence the choice of primary care as a career, have not been sufficiently recognized. While Japan, where traditionally few institutions systematically foster primary care physicians and very few have truly embraced family medicine as their guiding discipline, has also experienced meaningful curriculum reform, the effect of the hidden curriculum is not well known. The aim of this study is to identify themes pertaining to the students' perceptions of the hidden curriculum affecting undergraduate medical education in bedside learning in Japan. Methods Semi-structured interviews with thematic content analysis were implemented. Undergraduate year-5 students from a Japanese medical school at a Japanese teaching hospital were recruited. Interview were planned to last between 30 to 60 minutes each, over an 8-month period in 2007. The interviewees' perceptions concerning the quality of teaching in their bedside learning and related experiences were collected and analysed thematically. Results Twenty five medical students (18 males and 7 females, mean age 25 years old consented to participate in the interviews, and seven main themes emerged: "the perception of education as having a low priority," "the prevalence of positive/negative role models," "the persistence of hierarchy and exclusivity," "the existence of gender issues," "an overburdened medical knowledge," "human relationships with colleagues and medical team members," and "first experience from the practical wards and their patients." Conclusions Both similarities and differences were found when comparing the results to those of previous studies in the UK. Some effects of the hidden curriculum in medical education likely exist in common between the UK and Japan, despite the differences in their demographic
Becker, Tracy M.; Runyon, Cassandra; Cynthia, Hall; Britt, Daniel; Tracy Becker
Through NASA’s Solar System Exploration Research Virtual Institute (SSERVI), the Center for Lunar and Asteroid Surface Science (CLASS) and the SSERVI Evolution and Environment of Exploration Destinations (SEEED) nodes have developed an interdisciplinary formal and informal hands-on curriculum to bring the excitement of space exploration directly to the students.With a focus on exploring asteroids, this 5-year effort has infused art with traditional STEM practices (creating STEAM) and provides teachers with learning materials to incorporate art, social studies, English language arts, and other courses into the lesson plans. The formal curricula being developed follows Next Generation Standards and incorporates effective and engaging pedagogical strategies, such as problem-based learning (PBL), design thinking, and document based questions, using authentic data and articles, some of which are produced by the SSERVI scientists. From the materials developed for the formal education component, we have built up a collection of informal activities of varying lengths (minutes to weeks-long programs) to be used by museums, girl and boy scouts, science camps, etc.The curricula are being developed by formal and informal educators, artists, storytellers, and scientists. The continual feedback between the educators, artists, and scientists enables the program to evolve and mature such that the material will be accessible to the students without losing scientific merit. Online components will allow students to interact with SSERVI scientists and will ultimately infuse ongoing, exciting research into the student’s lessons.Our Education & Public Engagement (EPE) program makes a strong effort to make educational material accessible to all learners, including those with visual or hearing impairments. Specific activities have been included or independently developed to give all students an opportunity to experience the excitement of the universe.
Taylor, Victoria M; Teh, Chong; Lam, Wendy; Acorda, Elizabeth; Li, Lin; Coronado, Gloria; Yasui, Yutaka; Bajdik, Christopher; Hislop, Gregory
According to recent census data, 1,216,600 Canadians are of Chinese descent, and over 80% of Chinese Canadians are foreign born. Approximately 10% of Chinese immigrants are chronic carriers of hepatitis B, compared with less than 0.5% of the general population. English as a second language (ESL) classes provide ready access for individuals with limited English proficiency who are not reached by English language health education materials and media campaigns. We conducted a group-randomized trial to evaluate the effectiveness of a hepatitis B ESL educational curriculum for Chinese immigrants. Five community-based organizations that provide ESL education in the greater Vancouver area participated in the study. Forty-one ESL classes (which included 325 Chinese students) were randomly assigned to experimental or control status. A follow-up survey, conducted six months after randomization, assessed knowledge about hepatitis B. Generalized estimating equations were used to analyze the data. Follow-up surveys were completed by 298 (92%) of the students. At follow-up, experimental group students were significantly (p ESL curricula can have a positive impact on health knowledge among Chinese immigrants with limited English. Future research should evaluate the effectiveness of ESL curricula for other immigrant groups, as well as other health topics.
Bagger, Niels-Christian F.; Sørensen, Matias; Stidsen, Thomas R.
feasibility. We compared our algorithm with other approaches from the literature for a total of 32 data instances. We obtained a lower bound on 23 of the instances, which were at least as good as the lower bounds obtained by the state-of-the-art, and on eight of these, our lower bounds were higher. On two......In this paper we applied Benders’ decomposition to the Curriculum-Based Course Timetabling (CBCT) problem. The objective of the CBCT problem is to assign a set of lectures to time slots and rooms. Our approach was based on segmenting the problem into time scheduling and room allocation problems...... of the instances, our lower bound was an improvement of the currently best-known. Lastly, we compared our decomposition to the model without the decomposition on an additional six instances, which are much larger than the other 32. To our knowledge, this was the first time that lower bounds were calculated...
Purpose: This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach: An action research approach guided by…
The purpose of this research was to examine the current situation and problems faced by Indonesian schools in curriculum, pedagogy, and assessment practices despite government's several legal initiatives. A questionnaire comprising both open and closed-ended questions was sent to the teachers and public education officers of the Indonesian…
Huang, Tzu-Hua; Liu, Yuan-Chen
This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…
Clapham, Emily Dean; Sullivan, Eileen C.; Ciccomascolo, Lori E.
The purpose of this study was to examine the effects of a physical education supportive curriculum and technological devices, heart rate monitor (HRM) and pedometer (PED), on physical activity. A single-subject ABAB research design was used to examine amount and level of participation in physical activity among 106 suburban fourth and fifth…
Stubbs, Wendy; Schapper, Jan
Purpose: The purpose of this paper is to report on efforts to develop two stand-alone subjects on sustainability and corporate social responsibility (CSR) in a mainstream business curriculum at Monash University, Australia. Design/methodology/approach: This paper presents details on the educational rationale and design of the two subjects in…
Geerdink, Gerda; Bergen, Theo; Dekkers, Hetty
In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the…
Yob, Iris M.; Danver, Steven L.; Kristensen, Sheryl; Schulz, William; Simmons, Kathy; Brashen, Henry M.; Sidler Krysiak, Rebecca; Kiltz, Linda; Gatlin, Linda; Wesson, Suzanne; Penland, Diane R.
Institutions of higher education frequently acknowledge their role in contributing to the common good through their mission statements. The current literature suggests that in order to be effective mission statements must be clearly articulated and reflected in all the activities of the institution including its curriculum. Faculty members at…
Hastie, Peter Andrew
The purpose of this article is to describe the outcomes of a parallel curriculum project between life sciences and physical education. Throughout a 6-week period, students in grades two through five became members of teams that represented different animal species and biomes, and concurrently participated in a season of gymnastics skills and…
Culver, Bobby L., Jr.
Integrating technology into the school's curriculum is a very contentious issue. However, it is an important issue that schools need to consider and assess. The purpose of this study was to examine the relationship between K-5th grade teachers' perceptions of proficiency of technology equipment, experience with technology in education, and…
Blom, Robin; Davenport, Lucinda D.
To carry out their mission of preparing students to be successful journalism professionals, educators make important decisions on the core curriculum: the common courses that all journalism students must take to graduate, no matter their area of emphasis or academic constraints. This national study of U.S. journalism program directors shows they…
American Vocational Association, Washington, DC. Agricultural Education Div.
To provide teachers of vocational agriculture, agricultural supervisors, and agricultural teacher educators with information on current curriculum materials available to them, this annotated bibliography presents 207 references classified according to the AGDEX filing system. Topics are: (1) Field Crops, (2) Horticulture, (3) Forestry, (4) Animal…