Evaluation of safe performance secondary school driver education curriculum demonstration project

Science.gov (United States)

1983-06-01

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...

Curriculum theory in physical education

Science.gov (United States)

Jewett, Ann E.

1989-03-01

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.

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

Science.gov (United States)

Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Smith, P. Sean; Arias, Anna Maria; Kademian, Sylvie M.

2017-01-01

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…

Enquiring Minds: A "Radical" Curriculum Project?

Science.gov (United States)

Morgan, John

2011-01-01

This article focuses on Enquiring Minds, a three-year curriculum development project funded by Microsoft as part of its Partners in Learning programme and run by Futurelab. The article suggests that the project is best understood as an example of a new type of "curriculum entrepreneurialism" that is impatient with the traditional…

From Religious Education to Secular Education in the Official Curriculum of Primary Education in Mexico (1821-1917

Directory of Open Access Journals (Sweden)

Adelina Arredondo

2017-07-01

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.

Challenges of Globalization: Morocco and Tunisia. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2001 (Morocco and Tunisia).

Science.gov (United States)

2002

This publication contains a collection of curriculum projects developed by educators who were participants in the 2001 Fulbright-Hays Summer Seminars Abroad Program in Morocco and Tunisia. The 13 curriculum projects in the publication are entitled: "Women in Morocco, Artists and Artisans" (Virginia da Costa); "Cultures of…

Scaling up Sexuality Education in Senegal: Integrating Family Life Education into the National Curriculum

Science.gov (United States)

Chau, Katie; Traoré Seck, Aminata; Chandra-Mouli, Venkatraman; Svanemyr, Joar

2016-01-01

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…

Cascade-sea : Computer Assisted Curriculum Analysis, Design & Evaluation for Science Education in Africa.

NARCIS (Netherlands)

McKenney, Susan; van den Akker, Jan; Maribe, Robert; Gustafson, Kent; Nieveen, Nienke; Plomp, Tjeerd

1999-01-01

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

Project-Based Learning in Post-WWII Japanese School Curriculum: An Analysis via Curriculum Orientations

Science.gov (United States)

Nomura, Kazuyuki

2017-01-01

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…

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

Directory of Open Access Journals (Sweden)

Shintia Revina

2018-02-01

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.

From cases to projects in problem-based medical education

Directory of Open Access Journals (Sweden)

Diana Stentoft

2014-06-01

Full Text Available Problem-based learning (PBL based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers. Consequently, there is a need to develop PBL approaches further allowing students to work with more ill-defined problems and alternative learning structures. In this paper, we argue that this can be realised by introducing project-PBL into the medical curriculum, as in the medical education at Aalborg University, Denmark. We outline organisations of case- and project- PBL in the medical curriculum and present an explorative study of 116 first and second year students’ experiences working in the two settings of PBL. Results reveal that students generally rate their PBL experiences positively however, project-PBL is rated more positively than case-PBL on all parameters studied. These results invite further consideration of the differences in working with cases and projects. Two central differences are discussed; the nature of the problem as the trigger of learning and students' possibilities for directing their own learning processes. The study demonstrates that introducing project-PBL may contribute significantly in problem-based medical education. However, the need for extensive research into advantages and limitations of the combined use of case- and project-PBL is also emphasised.

China: Tradition and Transformation. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (China).

Science.gov (United States)

National Committee on United States-China Relations, New York, NY.

This collection of 15 curriculum projects is the result of a summer seminar in China for teachers and scholars. Projects in the collection are: (1) "Perspectives on Modern Political/Social Issues in China" (Sandy Conlon); (2) "Ancient History X Projects/China" (Michael Corey); (3) "Education and Development: China, a Case…

A model curriculum of health care informatics for Dutch higher professional education.

Science.gov (United States)

Aarts, J.

1995-01-01

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

The Rise and Fall of the Social Science Curriculum Project in Iceland, 1974-1984: Reflections on Reason and Power in Educational Progress.

Science.gov (United States)

Edelstein, Wolfgang

1987-01-01

Examines the demise of the Icelandic Social Science Curriculum Project (SSCP) as an example of progressive educational reform thwarted by neofundamentalist ideologies. States that the paper goes beyond Jerome Bruner's 1984 account of the rise and fall of "Man: A Course of Study" to provide a deeper analysis of the politics of…

Ka Hana `Imi Na`auao: A Science Curriculum Project

Science.gov (United States)

Napeahi, K.; Roberts, K. D.; Galloway, L. M.; Stodden, R. A.; Akuna, J.; Bruno, B.

2005-12-01

In antiquity, the first people to step foot on what are now known as the Hawaiian islands skillfully traversed the Pacific Ocean using celestial navigation and learned observations of scientific phenomena. Long before the Western world ventured beyond the horizon, Hawaiians had invented the chronometer, built aqueduct systems (awai) that continue to amaze modern engineers, and had preventive health systems as well as a comprehensive knowledge of medicinal plants (including antivirals) which only now are working their way through trials for use in modern pharmacopia. Yet, today, Native Hawaiians are severely underrepresented in science-related fields, reflecting (in part) a failure of the Western educational system to nurture the potential of these resourceful students, particularly the many "at-risk" students who are presently over-represented in special education. A curriculum which draws from and incorporates traditional Hawaiian values and knowledge is needed to reinforce links to the inquiry process which nurtured creative thinking during the renaissance of Polynesian history. The primary goal of the Ka Hana `Imi Na`auao Project (translation: `science` or `work in which you seek enlightenment, knowledge or wisdom`) is to increase the number of Native Hawaiian adults in science-related postsecondary education and employment fields. Working closely with Native Hawaiian cultural experts and our high school partners, we will develop and implement a culturally responsive 11th and 12th grade high school science curriculum, infused with math, literacy and technology readiness skills. Software and assistive technology will be used to adapt instruction to individual learners` reading levels, specific disabilities and learning styles. To ease the transition from secondary to post-secondary education, selected grade 12 students will participate in planned project activities that link high school experiences with college science-related programs of study. Ka Hana `Imi Na

Interprofessional health education in Australia: three research projects informing curriculum renewal and development.

Science.gov (United States)

Steketee, Carole; Forman, Dawn; Dunston, Roger; Yassine, Tagrid; Matthews, Lynda R; Saunders, Rosemary; Nicol, Pam; Alliex, Selma

2014-05-01

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.

Changing the Curriculum to Problem-Based and Project-Based Learning

DEFF Research Database (Denmark)

Kolmos, Anette

2012-01-01

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...

Higher education and curriculum innovation: results of an institutional network research

Directory of Open Access Journals (Sweden)

Martha Maria Prata-Linhares

2013-06-01

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.

Successfully Integrating Climate Change Education into School System Curriculum

Science.gov (United States)

Scallion, M.

2017-12-01

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

Continuing education in physical education at school: principals and challenges for a critical education project

Directory of Open Access Journals (Sweden)

Marina Ferreira de Souza Antunes

2017-06-01

Full Text Available The theme of teacher's formation has gained a spotlight in academic research, especially in the context of the researches conducted in the perspective of the "researcher professor", and in the consolidation of the partnerships between universities and educational systems by promoting programs of continuing education. The Laboratory of Studies about School, Curriculum and Physical Education of the Faculty of Physical Education at the Federal University of Uberlândia (LECEF/FAEFI/UFU is constituted as a unifying space for teachers and students whose aim is the further study on issues related to school, teaching and curriculum planning for physical education as a curriculum component as well as providing space for continuing education to promote qualitative changes in teaching practice. This article presents a model of educational planning held on the curricular component of physical education, developed in a collective planning context, under an extension project offered by LECEF. We underline the principles and assumptions leading the planning process adopted. We emphasize that the collective work gives us dialogue, exchange of experience, inclination to listen, overcoming the difficulties of individualism and isolation presents in the organization and realization of pedagogical work routine.

Dismantling the Curriculum in Higher Education

Directory of Open Access Journals (Sweden)

Richard Hall

2016-04-01

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.

Speaking Back to Manifest Destinies: A Land Education-Based Approach to Critical Curriculum Inquiry

Science.gov (United States)

Calderon, Dolores

2014-01-01

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…

ENVIRONMENTAL EDUCATION: The development of a curriculum ...

African Journals Online (AJOL)

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.

Projets de developpement de curriculum niveau secondaire (Secondary Level Curriculum Development Projects).

Science.gov (United States)

Martin, Anne L.

Two Australian language curriculum development projects are discussed: the Australian Language Levels (ALL) Project and the National Assessment Framework for Languages at Senior Secondary Level (NAFLSSL). While distinct, both projects are closely linked. Each project was launched in 1985 in a favorable climate and in response to cost, enrollment,…

Developing the sociology of health in nurse education: towards a more critical curriculum--part I: andragogy and sociology in Project 2000.

Science.gov (United States)

Balsamo, D; Martin, I S

1995-12-01

This paper examines the potential for developing a more critical and reflexive curriculum around the sociology of health in nurse education. In Part One a review of the literature on Project 2000 to date suggests that insufficient attention has been paid to the scope for linking methodological and epistemological issues. it is argued that the status of 'andragogy' as a strategy of teaching and learning is ill-defined and that the nature of sociological theory in nurse education remains too crude and dichotomous to produce the 'knowledgeable doer', a qualitatively different kind of professional nurse practitioner.

Mathematics Curriculum in Ireland: The Influence of PISA on the Development of Project Maths

Directory of Open Access Journals (Sweden)

Liz KIRWAN

2015-12-01

Full Text Available This article interrogates the extent to which the Organization for Economic Cooperation and Development (OECD through its Programme for International Student Assessment (PISA influenced the development of Project Maths, a new second-level mathematics education policy in Ireland. It argues that the Irish government, in its revision of mathematics education policy, was strongly influenced by PISA and that concern with the country’s ‘average’ placement in the international assessment was instrumental in defining the direction of the revision. It traces the genetic imprint of PISA on the development of curriculum policy, the new mathematics syllabus, its content and assessment. It argues that Project Maths sets out to follow closely the PISA conceptual framework. However, the analysis finds that Project Maths is not a mini-PISA but that the programme is comprised of two distinct approaches, on the one hand retaining the abstract, symbolic mathematics of sections of the pre-existing curriculum, while on the other emphasizing a PISA-like approach to pedagogy and to real-life problem solving.

Homeless Education Project 1996-97. Scope of Program.

Science.gov (United States)

West Contra Costa Unified School District, CA.

The documents in this collection relate to the Homeless Education Project conducted in the elementary and secondary schools of the West Contra Costa Unified School District (California). The first document is a chart describing the project and its main goals: (1) an accelerated curriculum in reading and mathematics; (2) effective procedures for…

Transportation Consumer Education Curriculum Guide.

Science.gov (United States)

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…

Curriculum Trends in Medical Education in Mauritius

Directory of Open Access Journals (Sweden)

Aprajita Panwar

2017-08-01

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

Crowdsourced Curriculum Development for Online Medical Education.

Science.gov (United States)

Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-12-08

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.

Evaluation of Career Education Projects, 1976-1977. Report #7829.

Science.gov (United States)

Chern, Hermine J.; And Others

Evaluations of thirty career education projects in the school district of Philadelphia, Pennsylvania are contained in this report. Fifteen of the projects concern classroom or shop instruction, six concern development and/or field testing of curriculum materials, and the remainder involve staff development, installation of shop equipment, job…

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

Science.gov (United States)

Berry, Ayora

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

Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks

Science.gov (United States)

Cogger, Steven D.; Miley, Daniel H.

2012-01-01

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…

Curriculum changes and moral issues in nursing education.

Science.gov (United States)

Karseth, Berit

2004-11-01

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.

Adolescent Sexual Education: Designing Curriculum That Works

Science.gov (United States)

Quincy, Michael L.

2009-01-01

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…

Mathematics curriculum in Ireland: The ınfluence of PISA on the development of project maths

Directory of Open Access Journals (Sweden)

Liz Kirwan

2015-12-01

Full Text Available This article interrogates the extent to which the Organization for Economic Cooperation and Development (OECD through its Programme for International Student Assessment (PISA influenced the development of Project Maths, a new second-level mathematics education policy in Ireland. It argues that the Irish government, in its revision of mathematics education policy, was strongly influenced by PISA and that concern with the country’s ‘average’ placement in the international assessment was instrumental in defining the direction of the revision. It traces the genetic imprint of PISA on the development of curriculum policy, the new mathematics syllabus, its content and assessment. It argues that Project Maths sets out to follow closely the PISA conceptual framework. However, the analysis finds that Project Maths is not a mini-PISA but that the programme is comprised of two distinct approaches, on the one hand retaining the abstract, symbolic mathematics of sections of the pre-existing curriculum, while on the other emphasizing a PISA-like approach to pedagogy and to real-life problem solving.

EDUCATION POLICY AND EFL CURRICULUM IN INDONESIA: BETWEEN THE COMMITMENT TO COMPETENCE AND THE QUEST FOR HIGHER TEST SCORES

Directory of Open Access Journals (Sweden)

Anita Lie

2007-01-01

Full Text Available Education policies and curricula provide the context and specific expectations that drive student learning and achievement towards a sustainable future. The underlying policies and practices in the EFL classrooms do not always match consistently. There is an emerging need to counterbalance the power of policymakers in ensuring that balanced, pedagogically sound education policies and EFL curriculum are produced, carried out, and monitored. As one of civil society organizations, TEFLIN is well positioned to serve that mission. TEFLIN may take the initiative to engage in the EFL curriculum review project, EFL curriculum design, and reform in EFL teacher education and certification.

Ethics curriculum for emergency medicine graduate medical education.

Science.gov (United States)

Marco, Catherine A; Lu, Dave W; Stettner, Edward; Sokolove, Peter E; Ufberg, Jacob W; Noeller, Thomas P

2011-05-01

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.

Energy: options for the future. Curriculum development project for high school teachers. Final report. [Packet

Energy Technology Data Exchange (ETDEWEB)

Carroll, T.O.

1978-04-01

Recent state and regional energy crises demonstrate the delicate balance between energy systems, the environment, and the economy. Indeed, the interaction between these three elements of society is very complex. This project develops curriculum materials that would better provide students with an understanding and awareness of fundamental principles of energy supply, conversion processes, and utilization now and in the future. The project had two specific objectives: to transfer knowledge of energy systems, analysis techniques, and advanced technologies from the energy analyst community to the teacher participants; and to involve teachers in the preparation of modular case studies on energy issues for use within the classroom. These curriculum modules are intended to enhance the teacher's ability to provide energy-related education to students within his or her own academic setting. The project is organized as a three-week summer program, as noted in the flyer (Appendix A). Mornings are spent in seminars with energy and environmental specialists (their handout lecture notes are included as Appendix B); afternoons are devoted to high school curriculum development based on the seminar discussions. The curriculum development is limited to five areas: conservation, electricity demand scheduling, energy in the food system, new technologies (solar, wind, biomass), and environment. Appendix C consists of one-day lession plans in these areas.

Sex (Education) in the City: Singapore's Sexuality Education Curriculum

Science.gov (United States)

Liew, Warren Mark

2014-01-01

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…

Ethics education in research involving human beings in undergraduate medicine curriculum in Brazil.

Science.gov (United States)

Novaes, Maria Rita Garbi; Guilhem, Dirce; Barragan, Elena; Mennin, Stewart

2013-12-01

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

Innovating Science Teaching by Participatory Action Research – Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change

Directory of Open Access Journals (Sweden)

Timo Feierabend

2011-01-01

Full Text Available This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics. The teaching itself explicitly aimed at general educational objectives, i.e., fostering students’ communication and evaluation abilities as essential components for preparing young people for active participation in society. Participatory Action Research has been used as a collaborative strategy of cyclical curriculum innovation and research. Using past experiences and selected results from accompanying research, this project and its methodology will be reflected upon from the viewpoint of the chemistry group taking part in the project. Core issues reflected upon include how the project contributed to the creation of feasible curriculum materials, how it led to innovative structures in practice, and whether it supported experienced teachers’ ongoing professional development. General considerations for the process of curriculum innovation will also be derived.

What Is Technology Education? A Review of the "Official Curriculum"

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Brown, Ryan A.; Brown, Joshua W.

2010-01-01

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…

English Language Teacher Education: Rewriting S-1 National Curriculum

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M. Soenardi Djiwandono

1999-01-01

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.

Curriculum Consonance and Dissonance in Technology Education Classrooms

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Brown, Ryan A.

2009-01-01

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…

Designing a Curriculum for Teacher Educators

NARCIS (Netherlands)

Lunenberg, Mieke

2002-01-01

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

Designing a Curriculum for Teacher Educators

NARCIS (Netherlands)

Lunenberg, Mieke; Elt, Introduction

2013-01-01

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

Standardised Curriculum and Hermeneutics: The Case of Australian Vocational Educators

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Hodge, Steven

2018-01-01

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…

The "Invisible" Drama/Theatre in Education Curriculum in Kenya

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Joseph, Christopher Odhiambo

2016-01-01

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…

Bringing about Curriculum Innovations. OECD Education Working Papers, No. 82

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Karkkainen, Kiira

2012-01-01

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…

Designing Research in Environmental Education Curriculum Policy ...

African Journals Online (AJOL)

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 ...

Competences of an engineer : projects and competences in education

NARCIS (Netherlands)

Ir. Peter van Kollenburg; Dr.Ir. Hay Geraedts; Ir. Dick van Schenk Brill; Ir. K. Kater

2000-01-01

The curriculum of the Electrical and Electronic Department has been changed enormously in the past decade. Fewer lessons and many more projects were introduced. Meanwhile it has become a topic at Dutch educational institutes to feel not only responsible for improvement of theoretical and practical

Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.

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Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie

2018-04-01

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.

Family health nurse project--an education program of the World Health Organization: the University of Stirling experience.

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Murray, Ian

2008-11-01

This article outlines the delivery of the Family Health Nurse Education Programme of the World Health Organization (WHO) at the University of Stirling, Scotland, from 2001 to 2005. The program was part of the WHO European Family Health Nurse pilot project. The curriculum outlined by the WHO Curriculum Planning Group detailed the broad thrust of the Family Health Nurse Education Programme and was modified to be responsive to the context in which it was delivered, while staying faithful to general principles and precepts. The Family Health Nurse Education Programme is described in its evolving format over the two phases of the project; the remote and rural context occurred from 2001 to 2003, and the modification of the program for the urban phase of the project occurred during 2004 and 2005. The conceptual framework that was foundational to the development of the curriculum to prepare family health nurses will be described.

Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers

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Yang Chao

2015-01-01

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.

Undergraduate radiology education in the era of dynamism in medical curriculum: An educational perspective

Energy Technology Data Exchange (ETDEWEB)

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: shih-chang.wang@sydney.edu.au [University of Sydney Discipline of Imaging, University of Sydney, Department of Radiology, Westmead Hospital, Hawkesbury Road, Westmead, NSW 2145 (Australia); Vujnovic, Sasa, E-mail: svujnovic@yahoo.com [Department of Radiology, Clinical Center Banja Luka, Zdrave Korda 1, 51000 Banja Luka (Bosnia and Herzegowina)

2011-06-15

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.

Undergraduate radiology education in the era of dynamism in medical curriculum: An educational perspective

International Nuclear Information System (INIS)

Pascual, Thomas N.B.; Chhem, Rethy; Wang, Shih-Chang; Vujnovic, Sasa

2011-01-01

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.

'Cascading participation' and the role of teachers in a collaborative HIV and Aids curriculum development project

Directory of Open Access Journals (Sweden)

Duncan Scott

2014-06-01

Full Text Available This paper presents findings of four Grade 6 teachers' involvement as facilitators of a participatory action research (PAR project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV and Acquired Immunodeficiency Syndrome (AIDS from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project's 'cascading participation' research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers' ability to facilitate social and educational change.

Community Inquiry and Curriculum Development: A Relevant Education for Teachers about the Vietnam War

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Dentith, Audrey M.; McCarry, David S.

2003-01-01

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…

Improvement of Vocational Education Curriculum Implementation through Instructional Materials Production and Utilization in Upper Basic Education in Nigeria

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Owoh, Titus M.

2016-01-01

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…

Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

Science.gov (United States)

Gajek, Elzbieta

2018-01-01

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches…

Curriculum at the Interface

DEFF Research Database (Denmark)

This Symposium presents curriculum design and content issues in a Scandinavian business school at its Centenary. The aim is an exploration of an educational institution at the interface of the European Higher Education Area (EHEA) within the historical trends of the European Union. We hope...... of interdisciplinarity, use of text production as a tool in support of project and thesis writing, and the use of plurilingual content based teaching in a cooperative learning model for European studies. The history of one curriculum model initiated to educate better citizens, combining interdisciplinary methods...

Development of a British Road Safety Education Support Materials Curriculum.

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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…

Putting culture in the curriculum

DEFF Research Database (Denmark)

Sairanen, Raija; Richardson, Eileen; Kelly, Hélène

2013-01-01

The purpose of this paper is to describe the rationale for and the method of designing a framework for a European curriculum to promote intercultural competence in health care students. The background relating to the migration of people into and across Europe is cited as the factor driving the need...... for such a project. The project group emerged from the European organisation known as COHEHRE (Consortium of Higher Education Institutes in Health and Rehabilitation in Europe). Composed of a group of nurse educators from 5 European countries it charts the process which led them to create a curriculum framework...

Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception

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Geerdink, Gerda; Bergen, Theo; Dekkers, Hetty

2011-01-01

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…

An appraisal of undergraduate curriculum of technical education in ...

African Journals Online (AJOL)

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 ...

Curriculum Analysis and Education for Sustainable Development in Iceland

Science.gov (United States)

Johannesson, Ingolfur Asgeir; Norodahl, Kristin; Oskarsdottir, Gunnhildur; Palsdottir, Auour; Petursdottir, Bjorg

2011-01-01

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…

Leading curriculum renewal in a faculty of education: A story from ...

African Journals Online (AJOL)

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 ...

Curriculum-Making in Pre-Vocational Education in the Lower Secondary School: A Regional Comparative Analysis within Europe

Science.gov (United States)

Berger, Susanne; Canning, Roy; Dolan, Michael; Kurek, Slawomir; Pilz, Matthias; Rachwal, Tomasz

2012-01-01

This paper presents a pilot comparative research project on pre-vocational education in lower secondary schools (ISCED level 2) within regions in three European countries. The primary aim of the study was to better understand how the pre-vocational education curriculum is constructed and taught within schools. A case study methodology was selected…

Listening in the General Education Curriculum

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Wolvin, Andrew D.

2012-01-01

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.)

Examining Student Work for Evidence of Teacher Uptake of Educative Curriculum Materials

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Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2015-01-01

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…

Private Sector/Educator Collaboration: Project Improves Financial, Economic Literacy of America's Youth

Science.gov (United States)

Haynes, Deborah C.; Chinadle, Nicole

2007-01-01

The Family Economics and Financial Education Project (FEFE) began in 2001 at Montana State University with an annual grant from Take Charge America, Inc., a credit counseling and debt management company headquartered in Phoenix, Arizona. FEFE's mission is to provide educators with curriculum materials and training to be effective teachers of…

Formal education of curriculum and instructional designers

NARCIS (Netherlands)

McKenney, Susan; Visscher-Voerman, Irene

2013-01-01

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

Curriculum design in transformation: consideration about educational institutions and beyond them

Directory of Open Access Journals (Sweden)

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.

Mexican Muralists: Rivera, Siqueiros, and Orozco. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico).

Science.gov (United States)

Walter, Kim

Murals created by Diego Rivera, Jose Clemente Orozco, and David Alfaro Siqueiros embody a time of change in Mexico. The murals they created were intended to educate an illiterate population. Today these murals embody national pride. The goal of this curriculum project is rooted in learning about the history, culture, and art of Mexico. The project…

Moving Beyond Accidental Leadership: A Graduate Medical Education Leadership Curriculum Needs Assessment.

Science.gov (United States)

Hartzell, Joshua D; Yu, Clifton E; Cohee, Brian M; Nelson, Michael R; Wilson, Ramey L

2017-07-01

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

Bioethics education of nursing curriculum in Korea: a national study.

Science.gov (United States)

Choe, Kwisoon; Kang, Youngmi; Lee, Woon-Yong

2013-06-01

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.

AIAA Educator Academy - Mars Rover Curriculum: A 6 week multidisciplinary space science based curriculum

Science.gov (United States)

Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.

2013-12-01

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

Incorporating nuclear chemistry as an education tool in the undergraduate chemistry curriculum. A description of the curriculum project

International Nuclear Information System (INIS)

Kleppinger, E.W.; Robertson, J.D.

1997-01-01

Although many areas of major national need depend critically on professionals trained in nuclear and radiochemistry, educational opportunities and student interest in this area have declined steadily for the last twenty years. One major contributing factor to the lack of student interest is that most students in science and chemistry courses are never introduced to these topics. This deficiency in sciences curricula, coupled with the negative public perception towards all things 'nuclear', has resulted in a serious shortage of individuals with a background in this area. We propose to address this problem by 'educating the educators' - providing faculty from two- and four-year colleges and high school science teachers with the curriculum materials, training, and motivation to incorporate these topics on a continuing basis in their curricula. Two advantages of this approach are; it will generate scientists with a basic understanding of this field and as teachers incorporate nuclear topics, many students will have the opportunity to reflect on the role of science in a technological society. (author)

Building a Competency-Based Curriculum in Social Work Education

Science.gov (United States)

Bracy, Wanda

2018-01-01

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…

A project-based geoscience curriculum: select examples

Science.gov (United States)

Brown, L. M.; Kelso, P. R.; White, R. J.; Rexroad, C. B.

2007-12-01

Principles of constructivist educational philosophy serve as a foundation for the recently completed National Science Foundation sponsored undergraduate curricular revision undertaken by the Geology Department of Lake Superior State University. We integrate lecture and laboratory sessions utilizing active learning strategies that focus on real-world geoscience experiences and problems. In this presentation, we discuss details of three research-like projects that require students to access original data, process and model the data using appropriate geological software, interpret and defend results, and disseminate results in reports, posters, and class presentations. The projects are from three upper division courses, Carbonate Systems, Sequence Stratigraphy, and Geophysical Systems, where teams of two to four students are presented with defined problems of durations ranging from a few weeks to an entire semester. Project goals and location, some background information, and specified dates and expectations for interim and final written and oral reports are provided to students. Some projects require the entire class to work on one data set, some require each team to be initially responsible for a portion of the project with teams ultimately merging data for interpretation and to arrive at final conclusions. Some projects require students to utilize data from appropriate geological web sites such as state geological surveys. Others require students to design surveys and utilize appropriate instruments of their choice for field data collection. Students learn usage and applications of appropriate geological software in compiling, processing, modeling, and interpreting data and preparing formal reports and presentations. Students uniformly report heightened interest and motivation when engaged in these projects. Our new curriculum has resulted in an increase in students" quantitative and interpretive skills along with dramatic improvement in communication and

Assessing Baccalaureate Advertising Education Outcome Utilizing Marketing Education Curriculum Development Strategies.

Science.gov (United States)

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…

Curriculum of broaden education and theory of teaching activity in school Physical Education

Directory of Open Access Journals (Sweden)

Sirléia Silvano

2016-05-01

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.

Applying Project Management Strategies in a Large Curriculum Conversion Project in Higher Education

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Gardner, Joel; Bennett, Patrick A.; Hyatt, Niccole; Stoker, Kevin

2017-01-01

Higher education is undergoing great changes that require universities to adapt quickly, and making these changes can be difficult. One discipline that can aid in executing change is project management, which has developed a set of clear processes and strategies for completing initiatives quickly and effectively. Several authors have identified…

Curriculum Mapping with Academic Analytics in Medical and Healthcare Education.

Science.gov (United States)

Komenda, Martin; Víta, Martin; Vaitsis, Christos; Schwarz, Daniel; Pokorná, Andrea; Zary, Nabil; Dušek, Ladislav

2015-01-01

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

Using Sport Education to Teach an Autonomy-Supportive Fitness Curriculum

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Sluder, J. Brandon; Buchanan, Alice M.; Sinelnikov, Oleg A.

2009-01-01

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…

Healthy--That's Me: A Health Education Curriculum for Health Start.

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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…

Minneapolis Multi-Ethnic Curriculum Project--Migration Unit.

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Minneapolis Public Schools, Minn. Dept. of Intergroup Education.

The student booklet presents short chapters illustrating the migration unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Sixteen brief chapters describe migration, immigration, and emigration in the United States. The first six chapters offer first person accounts of immigrants from Norway, Korea, Egypt, Hitler's…

The Reformulation of National Identity in the New Taiwanese Citizenship Curriculum through the Lens of Curriculum Reformers

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Hung, Cheng-Yu

2017-01-01

The national curriculum reformers, regarded as members of the social elites and intellectuals, projected their vision of identity onto the curriculum which they constructed and influenced the next generation's national consciousness. In the tangled relationship between politics and education, the selection of the reformers in a sense dictates the…

The Discourse of a Preschool Education Curriculum

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Lidija Miškeljin

2016-02-01

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.

Analysis of the national common curriculum basis and physical education in focus

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Laine Rocha Moreira

2016-09-01

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.

Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students

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Spittle, Michael; Spittle, Sharna

2016-01-01

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,…

Marketing and Distributive Education. Food Marketing Curriculum Guide

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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…

Basic Education Curriculum Reform in Rural China: Achievements, Problems, and Solutions

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Wang, Jiayi; Zhao, Zhichun

2011-01-01

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…

Designing Web-Based Educative Curriculum Materials for the Social Studies

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Callahan, Cory; Saye, John; Brush, Thomas

2013-01-01

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…

still in an environmental education curriculum research story

African Journals Online (AJOL)

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.

Montana Curriculum Guidelines for Distributive Education. Revised.

Science.gov (United States)

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…

Project BASIC: Building Art Systems into Curriculum.

Science.gov (United States)

Benson, Cal; Doane, Mitzi

1982-01-01

Describes Duluth, Minnesota's interdisciplinary program, Project BASIC, which incorporates five major art forms into the elementary curriculum. Schools employ artists-in-residence and in-service training to expand teacher use of arts in the classroom. Results of a research study to measure gains in self-concept and creativity are included. (AM)

Analyzing the Watershed Dynamics project as an example of successful science and education partnerships

Science.gov (United States)

Buzby, C. K.; Jona, K.

2009-12-01

The Watershed Dynamics project is a partnership between Northwestern University, the Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI), and the GLOBE Program (Global Learning and Observations to Benefit the Environment). The goal of the project is to develop inquiry-based educational materials that use authentic scientific data and analysis techniques to teach students about the watershed. The relationship between Northwestern, CUAHSI, and GLOBE allows each partner to contribute to the development of the project in the area of their expertise. Science researchers from CUAHSI share science content knowledge and data access through the development of their Hydrologic Information System (HIS). Curriculum developers at Northwestern write inquiry-based curriculum using GIS technology to access and analyze live data. The GLOBE Program is a worldwide hands-on, primary and secondary school-based science education program that provides teacher training opportunities to a network of teachers around the world. This partnership allows each partner to bring their area of expertise to the project and make the best use of one another's resources. The Watershed Dynamics project can serve as a model for future partnerships between the science and education communities. The Office of Science, Technology, Engineering, and Math Education Partnerships (OSEP) at Northwestern is a service organization that supports Northwestern researchers in developing proposals and implementing research projects that incorporate K-12 educational components, particularly in the fields of science, technology, engineering and mathematics (STEM). OSEP assists faculty with the development of sound plans for education and outreach that reflect current research on learning and educational reform and provides expertise in STEM education materials development, learning technologies, and professional development for K-12 teachers and facilitators in informal education institutions

The project for an energy-enriched curriculum: Final report

Energy Technology Data Exchange (ETDEWEB)

1984-01-01

The Project for an Energy-Enriched Curriculum (PEEC) reported was a long-running effort at infusing energy/environment/economics (E/E/E) themes into the K-12 curriculum. While it was conducted as a single integrated effort by the National Science Teachers Association (NSTA), it is supported by a series of contracts and grants, during the period 1976 to 1984, from the Energy Research and Development Administration (ERDA) and the US Department of Energy (DOE).

Integrating numerical computation into the undergraduate education physics curriculum using spreadsheet excel

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Fauzi, Ahmad

2017-11-01

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.

Media Literacy Education: No Longer a Curriculum Option

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Martinson, David L.

2004-01-01

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…

Curriculum Reform in Higher Education: A Contested Space

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Shay, Suellen

2015-01-01

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…

Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum.

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Chiu, Michelle; Posner, Glenn; Humphrey-Murto, Susan

2017-01-27

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.

Sexuality and Relationship Education for Young People with Autistic Spectrum Disorder: Curriculum Change and Staff Support

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Hatton, Sue; Tector, Angie

2010-01-01

Finding suitable curriculum materials for Sexuality and Relationship Education for young people with autistic spectrum disorder can be a challenge for teaching staff. In this article, Sue Hatton and Angie Tector who both formerly worked at Coddington Court School discuss findings from their research project asking pupils with autistic spectrum…

Curriculum: The Contradictions in Theatre Education in Brazil

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Pompeo Nogueira, Marcia; de Medeiros Pereira, Diego

2016-01-01

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…

Dewey, "Democracy and Education," and the School Curriculum

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Hopkins, Neil

2018-01-01

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…

Becoming a Place-Responsive Practitioner: Exploration of an Alternative Conception of "Friluftsliv" in the Swedish Physical Education and Health Curriculum

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Mikaels, Jonas

2018-01-01

This study explores the educational potential of a place-responsive pedagogy to teaching and learning in "friluftsliv" within the Swedish physical education and health (PEH) curriculum. The study draws on qualitative empirical materials from a yearlong research project, together with a group of high school PEH teachers working in seventh…

Extending the theoretical framework for curriculum integration in pre-clinical medical education

DEFF Research Database (Denmark)

Vergel, John; Stentoft, Diana; Montoya, Juny

2017-01-01

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...

ASER core curriculum illustration project: aortic intramural hematoma (IMH).

Science.gov (United States)

Perez-Girbes, Alexandre; Dunham, Gregor M; Linnau, Ken F

2017-04-01

This is the 23rd installment of a series that will highlight one case per publication issue from the bank of cases available online as part of the American Society of Emergency Radiology (ASER) educational resources. Our goal is to generate more interest in and use of our online materials. To view more cases online, please visit the ASER Core Curriculum and Recommendations for Study online at http://www.aseronline.org/curriculum/toc.htm .

Adopting digital skills in an international project in teacher education

Directory of Open Access Journals (Sweden)

Hugo Nordseth

2012-11-01

Full Text Available  The aim of the CoTech project was to develop a concept of using ICT tools for international cooperation in teacher education, and the output result was to develop and test a pilot project for an online course. Our pilot shows that it is possible to implement an integrated curriculum using a variety of ICT tools for the development and deployment of video-based learning resources, as well as collaboration between international groups of students in teacher education without these students meeting physically or using coeducation. At each location, it is important to provide training in the appropriate ICT tools to be used.

Teaching Management and Implementation of Pedagogical Classroom Projects in Basic Education

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Waldemar Antonio Guerrero Matos

2006-11-01

Full Text Available The present article diffuses the results of the oriented study to determine the relationship between the administration of the educational one and the execution of the pedagogic projects of classroom in Basic Education. Theoretically it was based on the constructivismo and the contributions of the National Basic Curriculum. The investigation type was descriptive. The results allowed to corroborate in the teachers, weaknesses in the execution of the Pedagogic Projects of Classroom, evidencing difficulties to the moment to apply the pedagogic abilities. Therefore it is recommended to carry out courses of upgrade to manage with effectiveness this strategy of planning constructivist.

Motorcycle Safety Education. A Curriculum Guide.

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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…

Student Project and Curriculum Based on Light at Night Data Collection

Science.gov (United States)

Craine, Erin M.; DeBenedetti, Jennifer C.

2012-05-01

There is a growing movement in the educational field to promote science, technology, engineering and math studies, stemming from a concern about waning understanding and interest among K-12 students in these topics. STEM Laboratory, Inc. (STEM) has developed a Sky Brightness Meter (SBM) that can be used with ease yet produces complex information relating to light at night monitoring. STEM sees the SBM and its corresponding data archive as a means to involve students in projects that relate to scientific method exploration, makes science more accessible, and encourages a life long appreciation and understanding of scientific endeavors. In this paper we present an example of a project template that could be used by students studying effects of artificial light on sky brightness. STEM has developed several outreach lessons aligned with the National Common Core Curriculum, Systems Thinking concepts and local standards to be implemented in classrooms or independent youth organizations.

Planning Curriculum in International Education.

Science.gov (United States)

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…

Innovating Science Teaching by Participatory Action Research--Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change

Science.gov (United States)

Feierabend, Timo; Eilks, Ingo

2011-01-01

This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics). The teaching itself explicitly aimed at general educational objectives,…

Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

Energy Technology Data Exchange (ETDEWEB)

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)

2015-03-01

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

Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

International Nuclear Information System (INIS)

Kwan, Jennifer Y.Y.; Nyhof-Young, Joyce; Catton, Pamela; Giuliani, Meredith E.

2015-01-01

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

PLACE-BASED EDUCATION APPROACH AS AN INNOVATION OF AN INTEGRATED CURRICULUM

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fidyati sulaiman

2015-05-01

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.

Curriculum of Initial Teacher Education in Portugal: New Contexts, Old Problems

Science.gov (United States)

Flores, Maria Assuncao

2011-01-01

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…

The Role and Place of Outdoor Education in the Australian National Curriculum

Science.gov (United States)

Gray, Tonia; Martin, Peter

2012-01-01

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…

Medical Education and Curriculum Reform: Putting Reform Proposals in Context

Directory of Open Access Journals (Sweden)

Daniel Kam Yin Chan, MD, MB.BS, MHA

2004-01-01

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.

Innovative Approaches To Educating Medical Students for Practice in a Changing Health Care Environment: The National UME-21 Project.

Science.gov (United States)

Rabinowitz, Howard K.; Babbott, David; Bastacky, Stanford; Pascoe, John M.; Patel, Kavita K.; Pye, Karen L.; Rodak, John, Jr.; Veit, Kenneth J.; Wood, Douglas L.

2001-01-01

Describes the major curriculum changes that have been implemented through Undergraduate Medical Education for the 21st Century (UME-21), a 3-year national demonstration project to encourage innovation in medical education. Discusses challenges that occurred in carrying out those changes, and outlines the strategies for evaluating the project. (EV)

A Formalized Three-Year Emergency Medicine Residency Ultrasound Education Curriculum

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Andrew King

2016-09-01

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

Sex Education, A Way Forward towards Biology Curriculum Delivery ...

African Journals Online (AJOL)

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.

Integrating Curriculum: A Case Study of Teaching Global Education

Science.gov (United States)

Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne

2018-01-01

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…

Challenges for Curriculum Leadership in Contemporary Teacher Education

Science.gov (United States)

Parkes, Robert J.

2013-01-01

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…

Motorcycle Education Curriculum Specifications. Final Report.

Science.gov (United States)

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…

Finance and Credit. Curriculum Guide. Marketing and Distributive Education.

Science.gov (United States)

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…

Curriculum

Directory of Open Access Journals (Sweden)

Robi Kroflič

1997-12-01

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.

Problems and the present status of radiation educational curriculum

International Nuclear Information System (INIS)

Hiroi, Tadashi; Muraishi, Yukimasa; Mikado, Shogo; Watanabe, Tomohiro

1999-01-01

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)

The tessitura curriculum and its implications for the daily life of schools in full time education

Directory of Open Access Journals (Sweden)

Rafael Marques Gonçalves

2012-01-01

Full Text Available In 2006, began the program Education Schools Fulltime municipal schools in Juiz de Fora. Concurrent with the Program began a project to research and extension “Times at school,” a partnership between the Federal University of Juiz de Fora, Education Department and schools for full-time municipal network. In 2010, the group’s actions focused on the Program Evaluation Schools Education Full-Time, whose research methodology was to work with focus groups composed by members of various segments of the school: students, teachers, administrative staff (principals, vice-directors and coordinators, general services staff and mothers of students. In this paper, we prioritize the discussion about the texture and its implications for curriculum/ daily-school full-time education, discussed and problematized by focus groups. To give tone to the debate, we have made use of the discussion that underlies our ways of thinking / living / experiencing the world, given the current moment of crisis andstress paradigm, which will go some way influence the multiple ways in which we create everyday knowledge and weave it into the curriculum networks in/for/withdail.

Technical and Sociological Approaches for Curriculum Innovation on Clothing Education Department

Science.gov (United States)

Tristantie, N.

2018-02-01

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.

Theorizing Educational Leadership Studies, Curriculum, and "Didaktik": Nonaffirmative Education Theory in Bridging Disparate Fields

Science.gov (United States)

Ylimaki, Rose M.; Uljens, Michael

2017-01-01

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…

[Project EXCEL: Curriculum for Just Desserts, Inc.: Modules 1-6.

Science.gov (United States)

Career Resources Development Center, Inc., San Francisco, CA.

Six curriculum modules for Just Desserts, a San Francisco wholesale bakery company, are presented. Just Desserts was one of four small businesses involved in Project EXCEL, a workplace literacy project that focused on literacy and basic skills training for limited-English-proficient (LEP) workers. The modules are as follows: (1) Bakery Vocabulary…

Taking Chances: A New Librarian and Curriculum Redesign.

Science.gov (United States)

Kovar-Gough, Iris

2017-01-01

As technology becomes ubiquitous in designing and delivering medical school curricula, health sciences librarians can embrace emerging opportunities for participation in curriculum design. A new medical librarian at Michigan State University Libraries engaged her user base outside of established duties, learned new skills, and challenged preconceived notions about librarians' roles. In the process, she became a partner in copyright education, amended license agreements for enhanced curricular multimedia use, and facilitated curriculum mapping through taxonomy building. These projects helped create the informational foundation for a novel hybrid medical education curriculum and introduced new curricular roles for the librarian.

A review of midwifery education curriculum documents in Jordan.

Science.gov (United States)

Shaban, Insaf; Leap, Nicky

2012-12-01

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.

A Historical Review of Curriculum in American Higher Education: 1636-1900.

Science.gov (United States)

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…

Changes in nurse education: delivering the curriculum.

Science.gov (United States)

Carr, Graham

2008-01-01

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.

Population education in the school curriculum: a comparative analysis of the American and Asian models.

Science.gov (United States)

Okobiah, O S

1981-02-01

The content, strategies, and objectives of population education curriculum materials developed for use in school systems in a developed country (US) and in a developing country (Thailand) were compared. It was assumed that the objectives and strategies of population education developed in a specific country would reflect the way in which population matters were viewed by that country's policy makers and planners. In developed countries, population education is primarily an outgrowth of environmental concerns. In less developed countries population education is pursued mainly because of concerns about rapid population growth. The specific curriculum materials which were analyzed were the Population, Environmental-Ecological Education Project developed by the Missouri State Department of Education and the Population and Family Education Project developed in Bangkok. A conceptual framework for analyzing the content of the materials was developed. The framework included 5 major parameters. These parameters were 1) a description of the human population, 2) basic population concepts and processes, 3) population dynamics, 4) the causes and consequences of population change, and 5) population issues. Content analysis of the materials revealed that the content focus was similar for both of the curriculum materials. 74% of the Asian curricula and 73% of the US curricula focused on population issues and on the causes and consequences of population growth; however, the US materials emphasized environmental consequences and policies while the Asian materials emphasized family planning policies and the effects of population growth on family, community, sociocultural, and personal factors. Marked differences were revealed when the instructional strategies and course objectives of the materials were judged in reference to established educational standards of objectivity. All of the sampled instructional strategies in the US materials were judged as suitable for use in the formal

A case study of translating ACGME practice-based learning and improvement requirements into reality: systems quality improvement projects as the key component to a comprehensive curriculum.

Science.gov (United States)

Tomolo, A M; Lawrence, R H; Aron, D C

2009-10-01

In 2002, the Accreditation Council for Graduate Medical Education (ACGME) introduced a new requirement: residents must demonstrate competency in Practice-Based Learning and Improvement (PBLI). Training in this domain is still not consistently integrated into programmes, with few, if any, adequately going beyond knowledge of basic content and addressing all components of the requirement. To summarise the implementation of a PBLI curriculum designed to address all components of the requirement and to evaluate the impact on the practice system. A case-study approach was used for identifying and evaluating the steps for delivering the curriculum, along with the Model for Improvement's successive Plan-Do-Study-Act (PDSA) cycles (July 2004-May 2006). Notes from curriculum development meetings, notes and presentation slides made by teams about their projects, resident curriculum exit evaluations curriculum and interviews. Residents reported high levels of comfort by applying PBLI-related knowledge and skills and that the curriculum improved their ability to do various PBLI tasks. The involvement of multiple stakeholders increased. Twelve of the 15 teams' suggestions with practical systems-relevant outcomes were implemented and sustained beyond residents' project periods. While using the traditional PDSA cycles was helpful, there were limitations. A PBLI curriculum that is centred around practice-based quality improvement projects can fulfil the objectives of this ACGME competency while accomplishing sustained outcomes in quality improvement. A comprehensive curriculum is an investment but offers organisational rewards. We propose a more realistic and informative representation of rapid PDSA cycle changes.

Manufacturing technology education development project. Project accomplishment summary for 91-Y12P-050-A1

Energy Technology Data Exchange (ETDEWEB)

Douglass, S. [Lockheed Martin Energy Systems, Inc., Oak Ridge, TN (United States); Smith, R. [Tennessee Dept. of Education, Nashville, TN (United States)

1996-09-25

The purpose of the project was to provide a set of supplemental instructional equipment and materials to Tennessee high school students to raise their level of knowledge about manufacturing technologies with the hope that some of the best and brightest would choose manufacturing as a career path. The role of the Y-12 Plant was primarily technical: renovate the portable classroom; select and purchase appropriate equipment; install and test the equipment; assist in the development of the curriculum; train the initial group of teachers; and provide technical assistance where needed after the laboratory was deployed. The role of the Department of Education was to provide the mobile facility; assist in the design of the laboratory; lead the development of the curriculum; deploy the trailer; and develop the structure for administering the selection of schools, training teachers, and movement of the laboratory. The Department of Education as subcontracted with Middle Tennessee State University to handle the details of laboratory deployment.

Education for Sustainable Development in Technology Education in Irish Schools: A Curriculum Analysis

Science.gov (United States)

McGarr, Oliver

2010-01-01

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…

Clinical and Educational Outcomes of an Integrated Inpatient Quality Improvement Curriculum for Internal Medicine Residents.

Science.gov (United States)

Ogrinc, Greg; Cohen, Emily S; van Aalst, Robertus; Harwood, Beth; Ercolano, Ellyn; Baum, Karyn D; Pattison, Adam J; Jones, Anne C; Davies, Louise; West, Al

2016-10-01

Integrating teaching and hands-on experience in quality improvement (QI) may increase the learning and the impact of resident QI work. We sought to determine the clinical and educational impact of an integrated QI curriculum. This clustered, randomized trial with early and late intervention groups used mixed methods evaluation. For almost 2 years, internal medicine residents from Dartmouth-Hitchcock Medical Center on the inpatient teams at the White River Junction VA participated in the QI curriculum. QI project effectiveness was assessed using statistical process control. Learning outcomes were assessed with the Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) and through self-efficacy, interprofessional care attitudes, and satisfaction of learners. Free text responses by residents and a focus group of nurses who worked with the residents provided information about the acceptability of the intervention. The QI projects improved many clinical processes and outcomes, but not all led to improvements. Educational outcome response rates were 65% (68 of 105) at baseline, 50% (18 of 36) for the early intervention group at midpoint, 67% (24 of 36) for the control group at midpoint, and 53% (42 of 80) for the late intervention group. Composite QIKAT-R scores (range, 0-27) increased from 13.3 at baseline to 15.3 at end point ( P  < .01), as did the self-efficacy composite score ( P  < .05). Satisfaction with the curriculum was rated highly by all participants. Learning and participating in hands-on QI can be integrated into the usual inpatient work of resident physicians.

An Analysis of the New 9-Year Basic Education Mathematics Curriculum in Nigeria

Science.gov (United States)

Awofala, Adeneye O. A.

2012-01-01

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 Perils of Repressive Tolerance in Music Education Curriculum

Science.gov (United States)

Perrine, William M.

2017-01-01

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…

Taking Business Intelligence to Business Education Curriculum: Graduate Students’ Concerns

Directory of Open Access Journals (Sweden)

Philip Kissi

2017-06-01

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.

Curriculum Orientations and Educational Philosophies of High School Arabic Teachers

Science.gov (United States)

Alsalem, Abeer Saleh

2018-01-01

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…

Neoliberalism and Curriculum in Higher Education: A Post-Colonial Analyses

Science.gov (United States)

Gyamera, Gifty Oforiwaa; Burke, Penny Jane

2018-01-01

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…

Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration

Science.gov (United States)

Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

2017-12-01

"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

Mapping the Curriculum-Making Landscape of Religion Education ...

African Journals Online (AJOL)

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.

Research-Informed Curriculum Design for a Master's-Level Program in Project Management

Science.gov (United States)

Bentley, Yongmei; Richardson, Diane; Duan, Yanqing; Philpott, Elly; Ong, Vincent; Owen, David

2013-01-01

This article reports on the application of Research-Informed Curriculum Design (RICD) for the development and implementation of an MSc Program in Project Management. The research focused on contemporary issues in project management and provided an analysis of project management approaches, tools, and techniques currently used in organizations.…

The Curriculum of Climate Change Education: A Case for Singapore

Science.gov (United States)

Chang, Chew-Hung; Pascua, Liberty

2017-01-01

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…

A Physical Education Curriculum Enriched With Indigenous Zulu ...

African Journals Online (AJOL)

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.

Shifts in funding for science curriculum design and their (unintended) consequences

NARCIS (Netherlands)

Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan

2016-01-01

Federal agencies in the Unites States invest heavily in the development of science curriculum materials, which can significantly facilitate science education reform. The current study describes the characteristics of K-12 science curriculum materials produced by federally funded projects between

The scenario of citizenship education curriculum at the basic education level in the next decade (during 2012 – 2022

Directory of Open Access Journals (Sweden)

Niramol Tuchinda

2016-01-01

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

Research on Implementation of the Teaching Process in Higher Vocational Curriculum

OpenAIRE

Songjie Gong

2013-01-01

The implementation of the teaching process is the main channel to carry out good education. The aim of the implementation of the teaching process is to place emphasis on cultivating students’ innovation ability and take innovation education as the point to deepen higher vocational teaching reformation. The reform of project curriculum has become the main trend of course reform in higher vocational education. The traditional curriculum teaching process has shown some disadvantages in the teach...

Mind the Gap: An Initial Analysis of the Transition of a Second Level Curriculum Reform to Higher Education

Science.gov (United States)

Prendergast, Mark; Faulkner, Fiona; Breen, Cormac; Carr, Michael

2017-01-01

This article details an initial analysis of the transition of a second level curriculum reform to higher education in Ireland. The reform entitled 'Project Maths' involved changes to what second level students learn in mathematics, how they learn it, and how they are assessed. Changes were rolled out nationally on a phased basis in September 2010.…

Teaching Arabic to Native Speakers Educational Games in a New Curriculum

DEFF Research Database (Denmark)

Alshikhabobakr, Hanan; Papadopoulos, Pantelis M.; Ibrahim, Zeinab

2016-01-01

This paper presents nine educational games and activities for learning the Arabic language developed for Arabiyyatii project, a three-year endeavor that involves re-conceptualization of the standard Arabic language learning curriculum as a first language for kindergarten students. The applications...... presented in this paper are developed for tabletop surface computers, which support a collaborative and interactive learning environment. These applications focus on speaking, word production, and sentence recognition of the Modern Standard Arabic to young native speakers. This work employs...... an interdisciplinary research framework, exploiting best practices used from related disciplines. Namely: computer-supported collaborative learning, language learning, teaching and learning pedagogy, instructional design and scaffolding....

Associate in science degree education programs: organization, structure, and curriculum.

Science.gov (United States)

Galvin, William F

2005-09-01

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

[A comparison on general education curriculum of 4-year and 3-year nursing schools in Korea].

Science.gov (United States)

Kim, Sook-Young; Joung, Sun-Ei; Hwang, Chung-Il

2011-02-01

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.

Education for sustainable development in technology education in Irish schools: a curriculum analysis

OpenAIRE

McGarr, Oliver

2010-01-01

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...

The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

Curriculum Evaluation and Employers Opinions: the case study of Educational Technology Program in Bachelor Degree (Continuing Program

Directory of Open Access Journals (Sweden)

Nakhon Lalognam

2016-09-01

uncertain level, process aspect was at the high level and product aspect was at the high level. 2. The opinions of employers to the ideal characteristics were at the highest level and actual characteristics were at the high level. 3. The opinions to the requirements of the Educational Technology Program in Bachelor Degree (Continuing Program and knowledge implementation in work of graduate were: 3.1 The opinions of graduates, the curriculum committee and instructors to the Educational Technology Program in Bachelor Degree (Continuing Program were at the highest level. 3.2 The opinions of graduates to knowledge implementation in work at the high level. 4. The suggestions and guidelines for improving of the Educational Technology Program in Bachelor Degree (Continuing Program were as follows: 4.1 Context Evaluation Aspect: The results indicated that should improve philosophy, course outline, course description and course content of the curriculum appropriate to the current economic, social and technological and meet with requirements of learners and graduate – employers and specific psychomotor aspect which are used for existing of life in society. 4.2 Input Evaluation Aspect: Instructor should have knowledge which are the curriculum, specific specialization in subject, continually developing of new task and should make academic position for subjects which they teach that is promoting of strength of the curriculum. Department of Educational Technology manage training or seminar about techniques of pedagogy and learning process, the enhanced project about development of knowledge, attitude and basic psychomotor for learners, allocate budget and provide textbooks, hardware and software media and set up laboratory be adequate and appropriate for learner. 4.3 Process Evaluation Aspect: Instructional management requires both of theory and practice that instructors should explicitly determine and must use a variety of measurement, should get evaluation for every 4 years according

Importance of emotional competence in designing an antidrug education curriculum for junior secondary school students in Hong Kong.

Science.gov (United States)

Law, Ben M F; Lee, Tak Yan

2011-01-01

Adolescent substance abuse is a serious problem in Hong Kong. Antidrug education campaigns should aim at enhancing students' understanding of the effects of illegal drugs to themselves. Moreover, life skill training is important in helping adolescents face life's challenges without attempting to do drugs. A major component of life skill training is the promotion of emotional competence. The present study outlines the importance of emotional competence and adolescent development. For an antidrug education campaign to be effective, adolescents should be able to identify their emotions and understand their own emotion regulation mechanism. Likewise, they should be made aware of the consequences of their emotions and emotion-driven behaviors. Finally, the use of an inspirational story with a strong message against substance abuse to trigger emotions is recommended for designing an antidrug education curriculum. All these components are integrated in the newly developed curriculum of the P.A.T.H.S. Project in Hong Kong.

Marine Education in a Land-Based Curriculum.

Science.gov (United States)

Madrazo, Gerry M., Jr.; Hounshell, Paul B.

1980-01-01

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…

Gender and the Curriculum of Adult Education.

Science.gov (United States)

Blundell, Sue

1992-01-01

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…

Primary teachers go beyond the Slovak civic education curriculum

Directory of Open Access Journals (Sweden)

Danišková Zuzana

2017-12-01

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.

The curriculum success of business administration education programs

NARCIS (Netherlands)

Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els

2012-01-01

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.

The African Renaissance and the Transformation of the Higher Education Curriculum in South Africa

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Higgs, Philip

2016-01-01

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…

CHALLENGES OF CURRICULUM DEVELOPMENT FOR INDIGENOUS EDUCATION: THOUGHTS AND ALTERNATIVES OF THE KARAJÁ XAMBIOÁ AND GUARANI PEOPLES

Directory of Open Access Journals (Sweden)

André Marques do Nascimento

2013-06-01

Full Text Available Pedagogical and epistemological experiences developed in the undergraduate course of Licenciatura Intercultural at Universidade Federal de Goiás have contributed to the unveiling of important aspects concerning indigenous school education inserted in contemporary intercultural relations in which Brazilian Indigenous people interact and increasingly become their protagonists. However, many are still the challenges faced in achieving the so acclaimed especific, differentiated and consistent with the Indigenous peoples’ life projects and sustainability school education, a constitutionally guaranteed right in Brazil. Concerning specifically to the pedagogical management, curriculum development and implementation certainly is one of the main dimensions of these challenges. Thus, this paper proposes a presentation of the foundations for the construction of curriculum matrices form the experiences developed during Karajá Xambioá and Guarani’s teacher trainning, highlighting the contextual dimension of local knowledge form an intercultural and transdisciplinary perspective.

Wind-energy Science, Technology and Research (WindSTAR) Consortium: Curriculum, Workforce Development, and Education Plan Final Report

Energy Technology Data Exchange (ETDEWEB)

Manwell, James [Univ. of Massachusetts, Amherst, MA (United States)

2013-03-19

The purpose of the project is to modify and expand the current wind energy curriculum at the University of Massachusetts Amherst and to develop plans to expand the graduate program to a national scale. The expansion plans include the foundational steps to establish the American Academy of Wind Energy (AAWE). The AAWE is intended to be a cooperative organization of wind energy research, development, and deployment institutes and universities across North America, whose mission will be to develop and execute joint RD&D projects and to organize high-level science and education in wind energy

Special Education and General Education--Coordinated or Separated? A Study of Curriculum Planning for Pupils with Special Educational Needs

Science.gov (United States)

Nilsen, Sven

2017-01-01

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…

Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. Critical Social Thought

Science.gov (United States)

Au, Wayne

2011-01-01

"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…

Using Games to Creatively Enhance the Counselor Education Curriculum

Science.gov (United States)

Swank, Jacqueline M.

2012-01-01

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…

Using Collaboration for Curriculum Change in Accounting Higher Education

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Pickering, Beth Marie

2013-01-01

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…

A Preliminary Study on the Curriculum Overlap and Gap between LIS Education and Intelligence Education

Science.gov (United States)

Wu, Yejun

2013-01-01

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…

Marketing and Distributive Education Curriculum Planning Guide.

Science.gov (United States)

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.…

Distributive Education. Economics of Marketing. Instructor's Curriculum.

Science.gov (United States)

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…

Pediatrics Residents' Confidence and Performance Following a Longitudinal Quality Improvement Curriculum.

Science.gov (United States)

Courtlandt, Cheryl; Noonan, Laura; Koricke, Maureen Walsh; Zeskind, Philip Sanford; Mabus, Sarah; Feld, Leonard

2016-02-01

Quality improvement (QI) training is an integral part of residents' education. Understanding the educational value of a QI curriculum facilitates understanding of its impact. The purpose of this study was to evaluate the effects of a longitudinal QI curriculum on pediatrics residents' confidence and competence in the acquisition and application of QI knowledge and skills. Three successive cohorts of pediatrics residents (N = 36) participated in a longitudinal curriculum designed to increase resident confidence in QI knowledge and skills. Key components were a succession of progressive experiential projects, QI coaching, and resident team membership culminating in leadership of the project. Residents completed precurricular and postcurricular surveys and demonstrated QI competence by performance on the pediatric QI assessment scenario. Residents participating in the Center for Advancing Pediatric Excellence QI curriculum showed significant increases in pre-post measures of confidence in QI knowledge and skills. Coaching and team leadership were ranked by resident participants as having the most educational value among curriculum components. A pediatric QI assessment scenario, which correlated with resident-perceived confidence in acquisition of QI skills but not QI knowledge, is a tool available to test pediatrics residents' QI knowledge. A 3-year longitudinal, multimodal, experiential QI curriculum increased pediatrics residents' confidence in QI knowledge and skills, was feasible with faculty support, and was well-accepted by residents.

Taiwanese Science and Life Technology Curriculum Standards and Earth Systems Education

Science.gov (United States)

Chang, Chun-Yen

2005-01-01

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…

Sustainability Curriculum in Higher Education: A Call to Action

Science.gov (United States)

Association for the Advancement of Sustainability in Higher Education, 2010

2010-01-01

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…

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

Science.gov (United States)

Dienstag, Jules L

2011-01-01

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

Classroom Environment in the Implementation of an Innovative Curriculum Project in Science Education.

Science.gov (United States)

Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores

1998-01-01

Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)

Gender relations and sexual orientation in Religious Education curriculum in state and municipal schools in Recife

OpenAIRE

Aurenéa Maria de Oliveira

2015-01-01

This research conducted in state and municipal public schools of Recife in Pernambuco through research project that had the support of UFPE and CNPq aimed to analyze the Religious Education curriculum (ER), the place that women, especially with marginalized sexual orientation as lesbian, bisexual and transgender occupy. To this end, we work with the methodology of Discourse Analysis and the Theory of Speech, looking first identify the main ideologies surrounding and involving the theme, then ...

Introducing Tax Education in Non-Accounting Curriculum in Higher Education: Survey Evidence

OpenAIRE

Anis Barieyah Mat Bahari; Lai Ming Ling

2009-01-01

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 ...

Theme: The Role of Science in the Agricultural Education Curriculum.

Science.gov (United States)

Agricultural Education Magazine, 2002

2002-01-01

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)

Kansas Vocational Agriculture Education. Basic Core Curriculum Project, Horticulture III.

Science.gov (United States)

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)…

Definition of curriculum and approach: study of a training course for teachers of non-formal education in NGOs

Directory of Open Access Journals (Sweden)

Deivis Perez

2014-06-01

Full Text Available This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations(NGOs. We opted for a qualitative approach and case study of Teacher Training Course for NGOs, developed by Ong São Paulo-SP. The research instruments were: analysis of documents of the course, interviews with trainers and coordinator and literature review. In this course, curriculum is defined as a path to be followed by students and instructors and the coordinator of the subjects studied. We adopted the so-called Integrated Curriculum, in which teaching occurs by the study of problem situations and integrators of learning projects. At the end, we suggest improving the course and following that information, it is hoped, one will support the production of further comparative research.

Developing Public Mind Curriculum for Lower Secondary School Classes Using Contemplative Education Methods

Science.gov (United States)

Srijumnong, Sirithorn; Sri-ampai, Pissamai; Chano, Jiraporn

2015-01-01

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…

From the School Health Education Study to the National Health Education Standards: Concepts Endure

Science.gov (United States)

Nobiling, Brandye D.; Lyde, Adrian R.

2015-01-01

Background: The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), "Health Education: A Conceptual Approach to Curriculum Design," fosters…

Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities

Science.gov (United States)

Ballard, Sarah L.; Dymond, Stacy K.

2017-01-01

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…

Stakeholders and Tourism Education. Curriculum Planning Using a Quality Management Framework.

Science.gov (United States)

Cooper, Chris; Westlake, John

1998-01-01

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)

The perception of the hidden curriculum on medical education: an exploratory study

Directory of Open Access Journals (Sweden)

Murakami Manabu

2009-12-01

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

34 CFR 412.1 - What is the National Network for Curriculum Coordination in Vocational and Technical Education?

Science.gov (United States)

2010-07-01

... 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...

[Design and implementation of a competency-based curriculum for medical education].

Science.gov (United States)

Risco de Domínguez, Graciela

2014-01-01

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.

Educating Business Marketers: A Lack of Common Ground in the Curriculum?

DEFF Research Database (Denmark)

Brennan, Ross; Skaates, Maria Anne

2001-01-01

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....

Educational Curriculum Leadership as "Currere" and Praxis

Science.gov (United States)

Bogotch, Ira; Schoorman, Dilys; Reyes-Guerra, Daniel

2017-01-01

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…

Nuclear Waste Education Project

International Nuclear Information System (INIS)

1989-01-01

In summary, both the Atlanta and Albuquerque pilot seminars achieved the Nuclear Waste Education Project's goal of informing citizens on both the substance and the process of nuclear waste policy so that they can better participate in future nuclear waste decisions. Nuclear waste issues are controversial, and the seminars exposed the nature of the controversy, and utilized the policy debates to create lively and provocative sessions. The format and content of any citizen education curriculum must be made to fit the particular goal that has been chosen. If the Department of Energy and the LWVEF decide to continue to foster an informed dialogue among presenters and participants, the principles of controversial issues education would serve this goal well. If, however, the Department of Energy and/or the LWVEF decide to go beyond imparting information and promoting a lively discussion of the issues, towards some kind of consensus-building process, it would be appropriate to integrate more interactive sessions into the format. As one evaluator wrote, ''In-depth participation in finding solutions or establishing policy -- small group discussion'' would have been preferable to the plenary sessions that mostly were in the form of lectures and expert panel discussion. The evaluator continued by saying, ''Since these [small group discussions] would require more time commitment, they might be part of follow-up workshops focused on particular topics.''

Developing sustainability curriculum using the PBL method in a Chinese context

DEFF Research Database (Denmark)

Du, Xiangyun; Su, Liya; Liu, Jingling

2013-01-01

traditional, lecture-based pedagogy. This paper reports an educational initiative and research project based on collaboration between Beijing Normal University, China and Aalborg University, Denmark: developing a sustainability curriculum using the methodology of Problem and Project Based Learning (PBL...... generation is based on multiple collection methods, such as survey of students’ feedbacks, interviews with students, and analysis of students’ project reports and reflection essays. This paper summarizes that a sustainability curriculum as proposed in this research can attract students’ interests in not only......Sustainability is receiving increasing amounts of attention in higher education in terms of how it can best be integrated with university curricula. Sustainability is closely related to complexity, innovation, and interdisciplinarity; therefore, it requires alternative approaches rather than...

An overview of conceptual understanding in science education curriculum in Indonesia

Science.gov (United States)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

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.

A critical review of the core medical training curriculum in the UK: A medical education perspective.

Science.gov (United States)

Laskaratos, Faidon-Marios; Gkotsi, Despoina; Panteliou, Eleftheria

2014-01-01

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.

Education and Yucca Mountain

International Nuclear Information System (INIS)

Lamont, M.A.

1995-01-01

This paper outlines a middle school social studies curriculum taught in Nevada. The curriculum was designed to educate students about issues related to the Yucca Mountain project. The paper focuses on the activities used in the curriculum

Teaching Art a Greener Path: Integrating Sustainability Concepts of Interior Design Curriculum into the Art Education Curriculum

Science.gov (United States)

Hasio, Cindy; Crane, Tommy J.

2014-01-01

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…

Sustainability and LCA in Engineering Education - A Course Curriculum

DEFF Research Database (Denmark)

Olsen, Stig Irving; Fantke, Peter; Laurent, Alexis

2018-01-01

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....

Postgraduate Education in Quality Improvement Methods: Initial Results of the Fellows' Applied Quality Training (FAQT) Curriculum.

Science.gov (United States)

Winchester, David E; Burkart, Thomas A; Choi, Calvin Y; McKillop, Matthew S; Beyth, Rebecca J; Dahm, Phillipp

2016-06-01

Training in quality improvement (QI) is a pillar of the next accreditation system of the Accreditation Committee on Graduate Medical Education and a growing expectation of physicians for maintenance of certification. Despite this, many postgraduate medical trainees are not receiving training in QI methods. We created the Fellows Applied Quality Training (FAQT) curriculum for cardiology fellows using both didactic and applied components with the goal of increasing confidence to participate in future QI projects. Fellows completed didactic training from the Institute for Healthcare Improvement's Open School and then designed and completed a project to improve quality of care or patient safety. Self-assessments were completed by the fellows before, during, and after the first year of the curriculum. The primary outcome for our curriculum was the median score reported by the fellows regarding their self-confidence to complete QI activities. Self-assessments were completed by 23 fellows. The majority of fellows (15 of 23, 65.2%) reported no prior formal QI training. Median score on baseline self-assessment was 3.0 (range, 1.85-4), which was significantly increased to 3.27 (range, 2.23-4; P = 0.004) on the final assessment. The distribution of scores reported by the fellows indicates that 30% were slightly confident at conducting QI activities on their own, which was reduced to 5% after completing the FAQT curriculum. An interim assessment was conducted after the fellows completed didactic training only; median scores were not different from the baseline (mean, 3.0; P = 0.51). After completion of the FAQT, cardiology fellows reported higher self-confidence to complete QI activities. The increase in self-confidence seemed to be limited to the applied component of the curriculum, with no significant change after the didactic component.

NativeView: A Geospatial Curriculum for Native Nation Building

Science.gov (United States)

Rattling Leaf, J.

2007-12-01

In the spirit of collaboration and reciprocity, James Rattling Leaf of Sinte Gleska University on the Rosebud Reservation of South Dakota will present recent developments, experiences, insights and a vision for education in Indian Country. As a thirty-year young institution, Sinte Gleska University is founded by a strong vision of ancestral leadership and the values of the Lakota Way of Life. Sinte Gleska University (SGU) has initiated the development of a Geospatial Education Curriculum project. NativeView: A Geospatial Curriculum for Native Nation Building is a two-year project that entails a disciplined approach towards the development of a relevant Geospatial academic curriculum. This project is designed to meet the educational and land management needs of the Rosebud Lakota Tribe through the utilization of Geographic Information Systems (GIS), Remote Sensing (RS) and Global Positioning Systems (GPS). In conjunction with the strategy and progress of this academic project, a formal presentation and demonstration of the SGU based Geospatial software RezMapper software will exemplify an innovative example of state of the art information technology. RezMapper is an interactive CD software package focused toward the 21 Lakota communities on the Rosebud Reservation that utilizes an ingenious concept of multimedia mapping and state of the art data compression and presentation. This ongoing development utilizes geographic data, imagery from space, historical aerial photography and cultural features such as historic Lakota documents, language, song, video and historical photographs in a multimedia fashion. As a tangible product, RezMapper will be a project deliverable tool for use in the classroom and to a broad range of learners.

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools

Science.gov (United States)

Kaur, Berinderjeet; Tay, Eng Guan; Toh, Tin Lam; Leong, Yew Hoong; Lee, Ngan Hoe

2018-03-01

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of "Mathematics pedagogy in Singapore secondary schools" that is evidence based.

Educational strategies for architectural design management : the design of a new curriculum

NARCIS (Netherlands)

Prins, M.; Halman, J.I.M.

1996-01-01

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

Early Childhood Educators' Perspectives of the Swedish National Curriculum for Preschool and Quality Work

Science.gov (United States)

Brodin, Jane; Renblad, Karin

2015-01-01

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…

Teachers’ Opinions about the Values in Primary Education Social Studies Curriculum and Values Education

OpenAIRE

Tuğba YANPAR YELKEN; F. Ayşe BALCI

2013-01-01

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...

Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process

Science.gov (United States)

Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Arias, Anna Maria; Bismack, Amber Schultz; Marulis, Loren M.; Iwashyna, Stefanie K.

2014-01-01

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…

Perception and Needs in Health Education Curriculum among School Nurses as Health Teachers in Korea

Science.gov (United States)

Lee, Gyu Young; Ham, Ok Kyung

2013-01-01

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…

The Waldorf Curriculum as a Framework for Moral Education: One Dimension of a Fourfold System.

Science.gov (United States)

Armon, Joan

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…

The Involvement of Career and Technical Education Advisory Committees in Modularizing Curriculum

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Malosh, Ann M.

2012-01-01

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…

China: Tradition and Transformation Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2000.

Science.gov (United States)

2000

This collection of curriculum projects considers the change and modernization of China. The following 15 projects are in the collection: "Globalization in China" (Allan Cooper); "Religion and Identity in Contemporary China" (Wade H. Dazey); "China and the West: A Global Context for Chinese Immigration to the United…

"Content without Context Is Noise": Looking for Curriculum Harmony in Primary Arts Education in Western Australia

Science.gov (United States)

Chapman, Sian; Wright, Peter; Pascoe, Robin

2018-01-01

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…

Integrated Pest Management: A Curriculum for Early Care and Education Programs

Science.gov (United States)

California Childcare Health Program, 2011

2011-01-01

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…

Using EarthLabs to Enhance Earth Science Curriculum in Texas

Science.gov (United States)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by

The national curriculum guidelines of early childhood education: In search of a job to educational quality

Directory of Open Access Journals (Sweden)

Alessandra de Carvalho Faria

2014-08-01

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.

Curriculum Provisions for Children with Special Educational Needs ...

African Journals Online (AJOL)

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 ...

Advertising Services. A Suggested Curriculum Guide. Marketing and Distributive Education.

Science.gov (United States)

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…

A Study of Curriculum Development: Wing Squadron Officer Course

National Research Council Canada - National Science Library

Brown, Kerk

2001-01-01

.... The purpose of this research project is to determine the appropriate curriculum to best address the gap currently existing within the Air Force officer Continuum of Education between the Aerospace Basic Course (ABC...

Volunteer educators bring their own ideas about effective teaching to a 4-H curriculum

Directory of Open Access Journals (Sweden)

Steven Worker

2017-06-01

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.

Schools Together: Enhancing the Citizenship Curriculum through a Non-Formal Education Programme

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O'Connor, Una

2012-01-01

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…

Exploring Variation in Nurse Educators' Perceptions of the Inclusive Curriculum

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Carey, Philip

2012-01-01

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…

Curriculum Guide in Sex Education for the TMR.

Science.gov (United States)

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).…

PLA-Based Curriculum: Humanistic Model of Higher Education

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Popova-Gonci, Viktoria; Tobol, Amy Ruth

2011-01-01

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…

The Quest for Quality Education: The Case of Curriculum Innovations in Kenya

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Bunyi, Grace W.

2013-01-01

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…

Computer Science (CS) in the Compulsory Education Curriculum: Implications for Future Research

Science.gov (United States)

Passey, Don

2017-01-01

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…

Paving the road for a European postgraduate training curriculum.

Science.gov (United States)

van der Aa, Jessica E; Goverde, Angelique J; Teunissen, Pim W; Scheele, Fedde

2016-08-01

The 'Project for Achieving Consensus in Training' has been initiated by the European Board & College of Obstetrics and Gynaecology to harmonise training in Obstetrics and Gynaecology throughout Europe. In this project called the EBCOG-PACT, a state of the art pan-European training curriculum will be developed. Implementation of a pan-European curriculum will enhance harmonisation of both quality standards of women's healthcare practice and standards of postgraduate training. Secondly, it will assure equal quality of training of gynaecologists, promoting mobility throughout Europe. Thirdly, it will enhance cooperation and exchange of best practices between medical specialists and hospitals within Europe. The project is expecting to deliver (1) a description of the core and electives of the curriculum based on previously defined standards of care, (2) a societally responsive competency framework based on input from societal stakeholders and (3) strategies for education and assessment based on the current literature. Also, the project focuses on implementation and sustainability of the curriculum by delivering (4) a SWOT-analysis for the implementation based on insights into transcultural differences, (5) recommendations for implementation, change management and sustainability based on the SWOT analysis (6) and finally a handbook for other specialties initiating European curriculum development. The development and the implementation of this modern pan-European curriculum in Obstetrics and Gynaecology aims to serve as an example for the harmonisation of postgraduate training in Europe. Copyright © 2016. Published by Elsevier Ireland Ltd.

ICT security curriculum or how to respond to current global challenges

Directory of Open Access Journals (Sweden)

Marian Silviu Poboroniuc

2017-01-01

Full Text Available The paper presents some results obtained through the implementation of the Erasmus LLP “SALEIE” (Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions. The aim of the project was to bring together experts from European universities to enhance the competitiveness of Electrical and Information Engineering (EIE education within Europe, especially in relation to modern global technical challenges and to provide higher education models in a few EIE fields in accordance with these challenges. One of the outcomes of the project was a new ICT (Information and Computer Technology Security curriculum for bachelor and master levels. The research methodology comprised such stages as: identifying the most important current global challenges, conducting a survey related to existing EIE programs in order to establish the top-level criteria for an EIE curriculum, analyzing the results of the survey, obtaining the industry feedback related to technical and non-technical skills required for the specific field, and proposing a new curriculum for ICT Security programmes to respond to the modern technical challenges and to meet the needs of the industry, students, academics and graduates. As future work we will focus on stakeholder assessment in the EIE field and, based on the resulting feedback, on improving the ICT Security curriculum.

Globalisation, Geography Education and the Curriculum: What Are the Challenges for Curriculum Makers in Geography?

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Butt, Graham

2011-01-01

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…

Special Project Examination in Integrated Science - Ordinary Level.

Science.gov (United States)

Wimpenny, David

A science achievement test for the General Certificate of Education (GCE, England) was developed for students enrolled in the curriculum of the Schools Council Integrated Science Project. This document contains discussions of the testing program and a copy of the 1973 test. After an overview of the curriculum project and issues related to…

Is Social Justice Found in Japanese Education? The Yutori Curriculum and After

Science.gov (United States)

Hosokawa, Mitsue

2016-01-01

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…

Undergraduate otolaryngology education at the University of Toronto: a review using a curriculum mapping system.

Science.gov (United States)

Oyewumi, Modupe; Isaac, Kathryn; Schreiber, Martin; Campisi, Paolo

2012-02-01

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.

Opening the Curriculum through Open Educational Practices: International experience

Directory of Open Access Journals (Sweden)

Laura Ritchie

2018-04-01

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.

Curriculum Development through YTS Modular Credit Accumulation.

Science.gov (United States)

Further Education Unit, London (England).

This document reports the evaluation of the collaborately developed Modular Training Framework (MainFrame), a British curriculum development project, built around a commitment to a competency-based, modular credit accumulation program. The collaborators were three local education authorities (LEAs), those of Bedfordshire, Haringey, and Sheffield,…

Engineering the curriculum: Towards an adaptive curriculum

Science.gov (United States)

Johns-Boast, Lynette Frances

The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

Science.gov (United States)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

Concepts of art education curriculum, tendencies and challenges

Directory of Open Access Journals (Sweden)

Vojislav L. Ilić

2018-02-01

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

Formulating an effective higher education curriculum for the Australian waste management sector

International Nuclear Information System (INIS)

Davis, G.

2008-01-01

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

Nutrition educator adoption and implementation of an experiential foods curriculum.

Science.gov (United States)

Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

2013-01-01

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.

Sustainability Design in Higher Education: Curriculum, Teaching Methods, and Program Integration

Science.gov (United States)

Sydow, Brooke C.

2012-01-01

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…

On track for success: an innovative behavioral science curriculum model.

Science.gov (United States)

Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

2013-01-01

This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

Alternative Evaluation Designs for Data-Centered Technology-Based Geoscience Education Projects

Science.gov (United States)

Zalles, D. R.

2012-12-01

This paper will present different strategies for how to evaluate contrasting K-12 geoscience classroom-based interventions with different goals, leveraging the first author's experiences as principal investigator of four NSF and NASA-funded geoscience education projects. Results will also be reported. Each project had its own distinctive features but all had in common the broad goal of bringing to high school classrooms uses of real place-based geospatial data to study the relationships of Earth system phenomena to climate change and sustainability. The first project's goal was to produce templates and exemplars for curriculum and assessment designs around studying contrasting geoscience topics with different data sets and forms of data representation. The project produced a near transfer performance assessment task in which students who studied climate trends in Phoenix turned their attention to climate in Chicago. The evaluation looked at the technical quality of the assessment instrument as measured by inter-rater reliability. It then analyzed the assessment results against student responses to the instructional tasks about Phoenix. The evaluation proved useful in pinpointing areas of student strength and weakness on different inquiry tasks, from simple map interpretation to analysis of contrasting claims about what the data indicate. The goal of the second project was to produce an exemplar curriculum unit that bridges Western science and traditional American Indian ecological knowledge for student learning and skill building about local environmental sustainability issues. The evaluation looked at the extent to which Western and traditional perspectives were incorporated into the design of the curriculum. The curriculum was not constructed with a separate assessment, yet evidence centered design was utilized to extrapolate from the exemplar unit templates for future instructional and assessment tasks around other places, other sustainability problems, and

Not left to chance: introducing an undergraduate interprofessional education curriculum.

Science.gov (United States)

Pardue, Karen T

2013-01-01

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.

The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment

Science.gov (United States)

Ali, Liaqat

2018-01-01

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…

Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development

Science.gov (United States)

Meyer, M. H.; Bushney, M. J.

2008-01-01

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,…

Hegemony and Accommodation in the History Curriculum in Colonial Botswana

Science.gov (United States)

Mafela, Lily

2014-01-01

A reanalysis of colonial education is necessary in order to highlight its multifaceted and hybrid nature in specific colonial contexts. Although in general, colonial education served the socio-political needs of the colonial machinery, the colonial government's hegemonic authority over the school curriculum did not operate as a totalising project.…

Zanzibar's Curriculum Reform: Implications for Children's Educational Rights

Science.gov (United States)

Babaci-Wilhite, Zehlia

2015-01-01

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…

Institutionalizing culture of peace in basic education through appropriate curriculum implementation

Directory of Open Access Journals (Sweden)

Lilian-Rita I. Akudolu

2016-05-01

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.

Impact of online toxicology training on health professionals: the Global Educational Toxicology Uniting Project (GETUP).

Science.gov (United States)

Wong, Anselm; Vohra, Rais; Dawson, Andrew H; Stolbach, Andrew

2017-11-01

The Global Educational Toxicology Uniting Project (GETUP), supported by the American College of Medical Toxicology, links countries with and without toxicology services via distance education with the aim to improve education. Due to the lack of toxicology services in some countries there is a knowledge gap in the management of poisonings. We describe our experience with the worldwide delivery of an online introductory toxicology curriculum to emergency doctors and other health professionals treating poisoned patients. We delivered a 15-module introductory Internet-based toxicology curriculum to emergency doctors and health professionals, conducted from August to December 2016. This Internet-based curriculum was adapted from one used to teach emergency residents toxicology in the United States. Modules covered themes such as pharmaceutical (n = 8), toxidromes (n = 2) and agrochemicals (n = 5) poisoning. Participants completed pre-test and post-test multiple choice questions (MCQs) before and after completing the online module, respectively, throughout the course. We collected information on participant demographics, education and training, and perception of relevance of the curriculum. Participants gave feedback on the course and how it affected their practice. One hundred and thirty-six health professionals from 33 countries participated in the course: 98 emergency doctors/medical officers, 25 physicians, eight pharmacists/poisons information specialists, two toxicologists, two medical students and one nurse. Median age of participants was 34 years. Median number of years postgraduate was seven. Ninety (65%) had access to either a poisons information centre over the phone or toxicologist and 48 (35%) did not. All participants expected the course to help improve their knowledge. Overall median pre-module MCQ scores were 56% (95%CI: 38, 75%) compared to post-module MCQ scores median 89% (95% CI: 67, 100%) (p education to health professionals treating

The Implementation of Entrepreneurship Education through Curriculum Reform in Finnish Comprehensive Schools

Science.gov (United States)

Seikkula-Leino, Jaana

2011-01-01

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…

Multicultura Perpectives in Indonesian Social Studies Education Curriculum

Directory of Open Access Journals (Sweden)

Fattah Hanurawan

2016-02-01

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

A Resource Curriculum in Driver and Traffic Safety Education.

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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…

Professional development as a strategy for curriculum implementation in multidisciplinary science education

NARCIS (Netherlands)

Visser, Talitha Christine

2012-01-01

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

Curriculum-based neurosurgery digital library.

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Langevin, Jean-Philippe; Dang, Thai; Kon, David; Sapo, Monica; Batzdorf, Ulrich; Martin, Neil

2010-11-01

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.

Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.

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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…

Engineering in Elementary STEM Education: Curriculum Design, Instruction, Learning, and Assessment

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Cunningham, Christine M.

2018-01-01

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…

Investigating the role of educative curriculum materials in supporting teacher enactment of a field-based urban ecology investigation

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Houle, Meredith

2008-10-01

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

A Comparative Analysis of the Colour Subject between Canada Saskatchewan State and Visual Arts Education Curriculum in Turkey

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Dabancal, Meral Per

2015-01-01

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…

Sustainability Infused Curriculum

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Ibarra, D. L.

2015-12-01

The Independent Schools Foundation Academy (ISF) in Hong Kong established a sustainability policy in 2015, which explicitly states, "an experimentally integrated, environmentally and ethically sustainable system of science education and conservation practices based on the 2012 Jeju Declaration of the World Conservation Congress will be implemented through the school". ISF Academy is a private Chinese bilingual school in Hong Kong serving over 1500 students K-12, following the framework and curriculum of the International Baccalaureate Organization (IBO). The strategy behind the implementation of this policy includes: development of a scientific sustainable curriculum that is age appropriate; establish a culture of sustainability within the ISF community and beyond to the wider HK community; install sustainable infrastructure that allows students to learn; and learn first hand sustainable living practices. It is well understood that solutions to the environmental challenges facing Hong Kong and our planet will require multiple disciplines. The current sustainability programs at ISF include: a) a whole school aerobic food waste composting system and organic farming, b) energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment that will correlate with the AQHI data collected by the Hong Kong government, d) a Renewable Energy Education Center (REEC) that will teach students about RE and also produce solar energy for classroom consumption, and e) student lead environmental group that manages the paper and used cooking oil recycling on campus. The Shuyuan Science and Sustainability faculty work closely with classroom teachers to ensure that the above mentioned projects are incorporated into the curriculum throughout the school. Interdisciplinary units (IDU) of study are being developed that encourage faculty and students to work across subject areas. Projects include Personal Projects, Extended Essays

Environmental education curriculum evaluation questionnaire: A reliability and validity study

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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

COMPUTATIONAL SCIENCE IN IN THE EDUCATIONAL CURRICULUM

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José Manuel Cabrera Delgado

2017-06-01

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?

Student Material for Competency-Based Education Curriculum for Welding.

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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…

Mainstreaming Climate Change Into Geosciences Curriculum of Tertiary Educational Systems in Ghana

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Nyarko, B. K.

2015-12-01

The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana and also juxtapose with the WASCAL graduate school curriculum. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognize that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Institutions and Educator should be encouraged to undertake co-curricula activities and finding ways to make Climate Change education practical.

The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia

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Krnjaja, Živka

2015-01-01

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…

Readings in Wildlife and Fish Conservation, High School Conservation Curriculum Project.

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Ensminger, Jack

This publication is a tentative edition of readings on Wildlife and Fish Conservation in Louisiana, and as such it forms part of one of the four units of study designed for an experimental high school course, the "High School Conservation Curriculum Project." The other three units are concerned with Forest Conervation, Soil and Water…

Raising awareness of the hidden curriculum in veterinary medical education: a review and call for research.

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Whitcomb, Tiffany L

2014-01-01

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.

Curriculum: Integrating Health and Safety Into Engineering Curricula.

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Talty, John T.

1985-01-01

National Institute for Occupational Safety and Health instituted a project in 1980 to encourage engineering educators to focus on occupational safety and health issues in engineering curricula. Progress to date is outlined, considering specific results in curriculum development, engineering society interaction, and formation of a teaching…

… To be hidden does not mean to be merely revealed – Part 1 Artistic research on hidden curriculum

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Annette Krause

2015-09-01

Full Text Available This text revisits the long-term project Hidden Curriculum, initiated by Annette Krauss. The project addresses unquestioned routines, hierarchies of knowledge (part 1, and the role of the body in learning processes (part 2 from the perspective of secondary/high school education (in the research on a hidden curriculum. A deeper analysis of educational studies on the phenomenon of ‘hidden curriculum’ in relation to the feminist and critical pedagogies of bell hooks, Paulo Freire, and Jacques Rancière brings forward important insights generated through the artistic research within hidden curriculum. The aim of this text is to address academic canons, corporeality, and investigate everyday norms through revisiting the framework, results, and processes of the collaborative research into hidden curriculum with secondary high school students.

Using Moodle in Secondary Education: A Case Study of the Course "Research Project" in Greece

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Stasinakis, Panagiotis; Kalogiannakis, Michail

2015-01-01

"Research Project" is a new addition to the Greek educational system established in the 1st and 2nd year of high school, as a distinct course of the Curriculum. In this paper we study the use of the platform Moodle, in order to organize and implement this course. This use took place in the 2nd four-month period of the academic year…

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews.

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Watmough, Simon; O'Sullivan, Helen; Taylor, David

2009-10-26

In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors enjoying their undergraduate education but then saying that they

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews

Directory of Open Access Journals (Sweden)

Taylor David

2009-10-01

Full Text Available Abstract Background In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. Methods From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. Results The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. Conclusion These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors

Shared Canadian Curriculum in Family Medicine (SHARC-FM): Creating a national consensus on relevant and practical training for medical students.

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Keegan, David A; Scott, Ian; Sylvester, Michael; Tan, Amy; Horrey, Kathleen; Weston, W Wayne

2017-04-01

In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship. The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum ( www.sharcfm.ca ). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing. The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula. Copyright© the College of Family Physicians of Canada.

The effects of Project ALERT one year past curriculum completion.

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Ringwalt, Chris L; Clark, Heddy Kovach; Hanley, Sean; Shamblen, Stephen R; Flewelling, Robert L

2010-06-01

School-based drug prevention curricula constitute the nation's most prevalent strategy to prevent adolescent drug use. We evaluated the effects of one such curriculum, Project ALERT, on adolescent substance use. In particular, we sought to determine if a single effect on 30-day alcohol use, noted shortly following the completion of the 2-year program, could be detected 1 year later. We also looked for delayed effects on other outcomes of interest, namely lifetime alcohol use, and 30-day and lifetime use of cigarettes, marijuana, and inhalants. We employed a randomized controlled trial that used school as the unit of assignment. Thirty-four schools with grades 6-8 from 11 states completed the study. Seventy-one Project ALERT instructors taught 11 core lessons to sixth graders and 3 booster lessons to seventh graders. Students were assessed prior to the onset of the intervention, as sixth graders, after the completion of the 2-year curriculum, as seventh graders, and again 1 year later as eighth graders. This paper examines data from the pretest and final posttest. Using hierarchical nonlinear modeling, we found that our earlier effect on 30-day alcohol use did not persist. Further, we continued to find no effects for lifetime alcohol use and both the lifetime and 30-day use of cigarettes, marijuana, and inhalants. Our findings do not support the long-term effectiveness of Project ALERT, when delivered to sixth graders.

A Multidisciplinary Process Curriculum in Environmental Education, Grade 2.

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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,…

Effects of Various Physical Education Curriculum on Motor Skills in Students of Final Grades in Primary School

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Milovan Ljubojević

2016-02-01

Full Text Available Results of many researches conducted in field of physical education show that the physical education curriculum is not on the appropriate and satisfactory level. The goal of this study is to determine effects of standard and experimental education curriculum on motor skills. This study lasted for one school year, and it was conducted on the sample consisting of 113 boys, divided into control (physical education and experimental group (basketball. In order to asses motor space, following variables of Eurofit battery of tests were monitored: flamingo, hand tapping, seated forward bend (modified functional reach test, long jump, dynamo-metrics of dominant hand, lay – sit for 30'', pull-up endurance, and pin running on 10x5m. Analysis of the results during the final measurement showed that students of control group had better results in final measurement in comparison to the initial one in six out of eight variables. Students of the experimental group had improved results in 7 out of 8 variables. Experimental education curriculum with emphasize on basketball contributed to development of motor skills of students, but not at the level that would imply superiority over the control – standard education curriculum.

Outdoor Education and School Curriculum Distinctiveness: More than Content, More than Process

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Quay, John

2016-01-01

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…

Debates on the Basic Education Curriculum Reform and Teachers' Challenges in China: The Case of Mathematics

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Li, Qiong; Ni, Yu-jing

2012-01-01

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…

A Guide to Curriculum Planning in Social Studies Education.

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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…

Engineering an Associate Degree-Level STEM Workforce Education Curriculum

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Selwitz, Jason L.; Ahring, Birgitte; Garcia-Perez, Manuel; Morrison, Judith

2018-01-01

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…

Advocacy and Awareness: Integrating LGBTQ Health Education Into the Prelicensure Curriculum.

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McNiel, Paula L; Elertson, Kathleen M

2018-05-01

An identified gap in the curriculum related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) health needs prompted nursing faculty to implement a collaborative educational offering. LGBTQ individuals experience significant health disparities, compared with heterosexual counterparts. Enhancing established LGBTQ population-specific training to highlight health disparities and awareness of special health care needs was piloted with two clinical groups of senior baccalaureate nursing students (N = 16). Didactic, simulated, and panel discussion related to LGBTQ terminology, current health standards of care, and the importance of advocacy was provided by campus advocates, experienced health care providers, and a student panel identifying as LGBTQ. Health specific learning outcomes were established and evaluated. Posteducation, anonymous surveys, and journaling were completed. Survey respondents (n = 13) reported increased awareness and understanding of health disparities specific to the LGBTQ population. LGBTQ-specific health education has been implemented as a permanent curriculum change. [J Nurs Educ. 2018;57(5):312-314.]. Copyright 2018, SLACK Incorporated.

Design Principles Guide Educators in Choosing and Using Curriculum Materials. Research Review

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Foster, Elizabeth

2018-01-01

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…

Aligning the Hidden Curriculum of Management Education with PRME: An Inquiry-Based Framework

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Blasco, Maribel

2012-01-01

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'…

Combining clinical microsystems and an experiential quality improvement curriculum to improve residency education in internal medicine.

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Tess, Anjala V; Yang, Julius J; Smith, C Christopher; Fawcett, Caitlin M; Bates, Carol K; Reynolds, Eileen E

2009-03-01

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.

The difference in cultural curriculum: for a lesser (Physical Education

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Hugo César Bueno Nunes

2017-05-01

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

Spaceship Earth: A partnership in curriculum writing

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Lindstrom, Marilyn M.

1993-01-01

As the Apollo astronauts left Earth to venture onto the surface of another planetary body, they saw their home planet in a new global perspective. Unmanned NASA missions have given us a closer look at all the other planets in our solar system and emphasized the uniqueness of Earth as the only place in our solar system that can sustain life as we know it. Spaceship Earth is a new science curriculum which was developed to help students and teachers to explore the Earth, to see it in the global perspective, and to understand the relationships among life, the planet, and the sun. Astronaut photographs, especially shuttle pictures, are used as groundbased studies to help students to understand global Earth Science and integrate various aspects of physical, life, and social science. The Spaceship Earth curriculum was developed at by a team of JSC scientists working in collaboration with teachers from local school districts. This project was done under the auspices of Partner-In-Space, a local non-profit organization dedicated to improving science education and our general knowledge of space. The team met once a month for a year then assembled the curriculum during the summer. The project is now in the testing stage as the teachers try it out in their classrooms. It was supported by the Texas Education Agency and will be offered by the State of Texas as a supplemental curriculum for statewide use. Because the curriculum was developed by teachers, it is self contained and the lessons are easy to implement and give students concrete experiences. The three sub-units follow in a logical order, but may be used independently. If they are used separately, they may be tied together by the teacher returning to the basic theme of the global Earth as each unit is completed.

The Significance of Context for Curriculum Development in Engineering Education: A Case Study across Three African Countries

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Case, Jennifer M.; Fraser, Duncan M.; Kumar, Anil; Itika, Ambrose

2016-01-01

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…

Music Education Curriculum and Social Change: A Study of Popular Music in Secondary Schools in Beijing, China

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Ho, Wai-Chung

2014-01-01

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…

Development of a death education curriculum model for the general public using DACUM method.

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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

2016-05-18

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.

Digital Curriculum Resources in Mathematics Education: Foundations for Change

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Pepin, Birgit; Choppin, Jeffrey; Ruthven, Kenneth; Sinclair, Nathalie

2017-01-01

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…

Curriculum Guide for Marketing and Distributive Education (Second Year).

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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…

Sustainability of Curriculum Development for Enterprise Education: Observations on Cases from Wales

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Roffe, Ian

2010-01-01

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…

The Dangers of Minimalism: Health and Physical Education in the Draft New Zealand Curriculum

Science.gov (United States)

Fitzpatrick, Katie

2006-01-01

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…

Education and training of physicians for radiation emergency management

International Nuclear Information System (INIS)

Reiners, Christoph; Schneider, Rita

2012-01-01

The project orders implied the development, testing, and evaluation of a curriculum for educating and training physicians in prehospital radiation accident management and the development of a master curriculum. Objectives were to develop, preserve, and enlarge medical competence concerning prehospital care of radiation accident patients. The project is expected to contribute to qualify emergency physicians challenged by scenarios related to radiological and nuclear hazards. The development and the content of the curriculum for educating and training physicians in prehospital radiation accident management are being described. The conduction and evaluation of two pilot training courses with a total of 40 participating physicians are being presented. Successful testing of the pilot courses proves the value of the curriculum developed. Self-contained courses can be performed according to the master curriculum and the respective master presentations. Moreover, single modules can be integrated in existing education and training programmes. Suggestions for the implementation and accreditation of the curriculum are being made. (orig.)

Automotive Mechanics Curriculum Outline for Secondary Schools. Vocational Education Curriculum Guide.

Science.gov (United States)

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…

How to Align the Hidden Curriculum of RM Education?

DEFF Research Database (Denmark)

Blasco, Maribel

2015-01-01

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...

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

International Nuclear Information System (INIS)

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent; James, Ralph B.; Blackburn, Noel D.; Glenn, Chance M.

2015-01-01

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

Energy Technology Data Exchange (ETDEWEB)

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent [Nuclear Engineering and Radiological Science Center, Alabama A and M University, Huntsville, AL (United States); James, Ralph B.; Blackburn, Noel D. [Nonproliferation and National Security Department, Brookhaven National Laboratory, Upton, NY (United States); Glenn, Chance M. [College of Engineering, Technology and Physical Sciences, Alabama A and M University, Huntsville, AL (United States)

2015-07-01

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and

Utilizing Civil Engineering Senior Design Capstone Projects to Evaluate Students' Sustainability Education across Engineering Curriculum

Science.gov (United States)

Dancz, Claire L. A.; Ketchman, Kevin J.; Burke, Rebekah D.; Hottle, Troy A.; Parrish, Kristen; Bilec, Melissa M.; Landis, Amy E.

2017-01-01

While many institutions express interest in integrating sustainability into their civil engineering curriculum, the engineering community lacks consensus on established methods for infusing sustainability into curriculum and verified approaches to assess engineers' sustainability knowledge. This paper presents the development of a sustainability…

Investigating stakeholders' perceptions of the link between high STD rates and the current Baltimore City Public Schools' sex education curriculum

Science.gov (United States)

Bolden, Shenell L. T.

The purpose of this exploratory study was to examine key stakeholders' perceptions of the current Baltimore City Public Schools' (BCPS) sex education curriculum and to gain insight into how they believe the curriculum could be modified to be more effective. A mixed methods approach using qualitative and quantitative data collection consisting of a survey, focus group interview, and individual interviews was conducted to gather information on stakeholders' perceptions. The stakeholders included: (1) former students who received their sex education courses in the Baltimore City Public School system (BCPS); (2) teachers in BCPS who were affiliated with the sex education curriculum; (3) health care professionals who screened and/or treated East Baltimore City residents for a sexually transmitted disease (STD) and; (4) one policy maker who was responsible for creating sex education curriculum at the national level. Analysis of the quantitative data from former Baltimore City Public School students revealed a general satisfaction with the current sex education curriculum. However, qualitative data from the same group of stakeholders revealed several changes they thought should be implemented into the program in an effort to improve the current curriculum. Findings from the other groups after qualitative analysis of the interviews suggest three major themes in support of curriculum change: (1) a blended curriculum that integrates both the cognitive and affective learning domains; (2) knowledge of prevention of STD's and pregnancy; and (3) authentic teaching and learning. Results from this study strongly suggest that the Baltimore City Public School system is apathetic to the sexual health needs of students and, therefore, is inadvertently contributing to the high rate of sexually transmitted diseases among young people. Keywords: Abstinence, Affective domain, Indoctrination, Behavior Modification, Cognitive domain, Sex education curriculum, Sexually Transmitted Diseases.

Tales of sociology and the nursing curriculum: revisiting the debates.

Science.gov (United States)

Aranda, Kay; Law, Kate

2007-08-01

The relationship between nursing and sociology has been extensively debated for more than two decades [Cox, C.A., 1979. Who cares? Nursing and sociology: the development of a symbiotic relationship. Journal of Advanced Nursing 4, 237-252; Cooke, H., 1993. Why teach sociology? Nurse Education Today 13, (3) 210-216; Sharpe, K., 1994. Sociology and the nursing curriculum: a note of caution. Journal of Advanced Nursing 20, (2) 391-395; Sharpe, K., 1995. Why indeed should we teach sociology? A response to Hannah Cooke. Nurse Education Today 15, (1) 52-55; Sharpe, K., 1996. Feedback - sociology and the nursing curriculum: a reply to Sam Porter. Journal of Advanced Nursing 23, (7) 1275-1278; Balsamo, D., Martin, S.I., 1995a. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 1. Andragogy and sociology in Project 2000. Nurse Education Today 15, 427-432; Balsamo, D., Martin, S.I., 1995b. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 2. Linking methodology and epistemology. Nurse Education Today 15, 427-432; Porter, S., 1995. Sociology and the nursing curriculum: a defence. Journal of Advanced Nursing 21, (6) 1130-1135; Porter, S., 1996. Why teach sociology? A contribution to the debate. Nurse Education Today, 16, 170-174; Porter, S., 1997. Sociology and the nursing curriculum: a further comment. Journal of Advanced Nursing 26, (1) 214-218; Porter, S., 1998. Social Theory and Nursing Practice. Macmillan, Basingstoke; Corlett, J., 2000. The perceptions of nurse teacher, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today 20, 499-505; Allen, D., 2001. Review article: nursing and sociology: an uneasy marriage?. Sociology of Health and Illness 23, (3) 386-396; Pinikahana, J., 2003. Role of sociology within the nursing enterprise: some reflections on the unfinished debate. Nursing and health Sciences 5, (2) 175-180; Holland, K., 2004

Developing the New Columbia Core Curriculum: A Case Study in Managing Radical Curriculum Change

Science.gov (United States)

Galea, Sandro; Fried, Linda P.; Walker, Julia R.; Rudenstine, Sasha; Glover, Jim W.

2015-01-01

Curricular change is essential for maintaining vibrant, timely, and relevant educational programming. However, major renewal of a long-standing curriculum at an established university presents many challenges for leaders, faculty, staff, and students. We present a case study of a dramatic curriculum renewal of one of the nation’s largest Master of Public Health degree programs: Columbia University’s Mailman School of Public Health. We discuss context, motivation for change, the administrative structure established to support the process, data sources to inform our steps, the project timeline, methods for engaging the school community, and the extensive planning that was devoted to evaluation and communication efforts. We highlight key features that we believe are essential for successful curricular change. PMID:25706010

Environmentalization of the Physical Education Curriculum in Brazilian Universities: Culturally Comparative Lessons from Critical Outdoor Education in Australia

Science.gov (United States)

Rodrigues, Cae; Payne, Phillip G.

2017-01-01

'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…

Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

Science.gov (United States)

Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

2009-01-01

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…

Music Education in the Curriculum of Ohio Charter Schools

Science.gov (United States)

Hedgecoth, David M.

2017-01-01

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…

Curriculum, Curriculum Development, Curriculum Studies? Problematising Theoretical Ambiguities in Doctoral Theses in the Education Field

Science.gov (United States)

du Preez, Petro; Simmonds, Shan

2014-01-01

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…

High educational impact of a national simulation-based urological curriculum including technical and non-technical skills.

Science.gov (United States)

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

2017-02-01

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

Shared Curriculum Model: A Promising Practice for Education Transformation.

Science.gov (United States)

Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

2015-12-01

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.

Development of an ESL curriculum to educate Chinese immigrants about physical activity.

Science.gov (United States)

Taylor, Victoria M; Cripe, Swee May; Acorda, Elizabeth; Teh, Chong; Coronado, Gloria; Do, Hoai; Woodall, Erica; Hislop, T Gregory

2008-08-01

Regular physical activity reduces the risk of many chronic conditions. Multiple studies have shown that Asians in North America engage in less physical activity than the general population. One area for strategic development in the area of health education is the design and evaluation of English as a second language (ESL) curricula. The PRECEDE model and findings from focus groups were used to develop a physical activity ESL curriculum for Chinese immigrants. In general, focus group participants recognized that physical activity contributes to physical and mental wellbeing. However, the benefits of physical activity were most commonly described in terms of improved blood circulation, immune responses, digestion, and reflexes. The importance of peer pressure and the encouragement of friends in adhering to regular physical activity regimens were mentioned frequently. Reported barriers to regular physical activity included lack of time, weather conditions, and financial costs. The ESL curriculum aims to both promote physical activity and improve knowledge, and includes seven different ESL exercises. Our curriculum development methods could be replicated for other health education topics and in other limited English-speaking populations.

All projects related to | Page 674 | IDRC - International Development ...

International Development Research Centre (IDRC) Digital Library (Canada)

Topic: COMPUTERS, INFORMATION TECHNOLOGY, TEACHING AIDS, SCHOOLS, PRIMARY EDUCATION, CURRICULUM DEVELOPMENT. Region: Senegal, North of Sahara, South of Sahara. Total Funding: CA$ 449,240.00. Integration of ICTs into the Basic Curriculum in Primary Schools in Sénégal - Phase II. Project.

Explore the World with a Global Education Curriculum

Directory of Open Access Journals (Sweden)

Julie Tritz

2012-12-01

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.

Teachers’ Opinions Regarding the use of Technology in Education: Fatih Project Example

Directory of Open Access Journals (Sweden)

Esra KELEŞ

2013-12-01

Full Text Available Nowadays, projects were carried out in order to take basic steps which were necessary to meet the requirements of the information society. One of the projects is “Fatih Project” in Turkey. So, this study aims to present implications of the Fatih project in schools via teachers’ views. For this purpose case study was used and data were collected via semi structured interviews. Interview questions include; the use of related technologies, questioning the contribution of these technologies to the learning process and suggestions for the implementations of the project. By visiting Fatih project’s pilot schools 11 volunteer teachers who were active participant of the project were selected to participate in the study. Data gathered from the interviews were subjected to content analysis. As a result of the study, teachers have positive thoughts towards Fatih Project, especially for using interactive board. Beside teachers have negative thoughts and concerns towards the project in terms of in-service teacher education for using these technologies and providing content appropriate to the curriculum

Moderating Influence of Curriculum, Pedagogy, and Assessment Practices on Learning Outcomes in Indonesian Secondary Education

Directory of Open Access Journals (Sweden)

Ida Umami

2018-03-01

Full Text Available 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 education department. Out of a total of 200 questionnaires distributed in three secondary schools of Papua and Bandung and the headquarters of Indonesian Education Department at Jakarta, only 170 respondents retuned the questionnaire. For the purpose of quantitative analysis, percentage, mean and standard deviation were calculated while content analysis method was utilized for qualitative data. The questions dealt with curriculum, pedagogy and assessment and their combined role in the achievement of learning outcomes of secondary education in Indonesia. Evidence collected from teacher’s questionnaire show that most participants held a good knowledge of curriculum, pedagogy and assessment practices gained through long experience in the education sector. The implications of this study have wide perspectives as its findings would be beneficial for policy making. Recommendations of the study focus on the implementation of good practices.

Education Quality and the Kenyan 8-4-4 Curriculum: Secondary School Learners' Experiences

Science.gov (United States)

Milligan, Lizzi O.

2017-01-01

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…

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Science.gov (United States)

Watagodakumbura, Chandana

2017-01-01

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…

INTRODUCTION TO SCIENCE: A CURRICULUM APPROACH

OpenAIRE

Bianco, André A. G.; Biochemistry Departament, Chemistry Institute, Sao Paulo University, Sao Paulo.; Torres, Bayardo B.; Biochemistry Departament, Chemistry Institute, Sao Paulo University, Sao Paulo.

2007-01-01

International and national institutions concerned with higher education recommendthe inclusion in curriculum of strategies to promote development of aditional skills thentraditionals memorazing habilities and contents reproduction. Between this, specialattention is given to stimulating the critical capacitie. To develop this skills, was given aproject, included into the Biochemistry discipline, with freshmen students in the Nutritioncourse of the Saúde Pública College of USP. The project cons...

[Development and Current Status of the Health Education Curriculum of the German Pension Insurance].

Science.gov (United States)

Worringen, Ulrike; Meng, Karin; Bitzer, Eva-Maria; Brandes, Iris; Faller, Hermann

2017-08-01

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.

A Rights-Based Sexuality Education Curriculum for Adolescents: 1-Year Outcomes From a Cluster-Randomized Trial.

Science.gov (United States)

Rohrbach, Louise A; Berglas, Nancy F; Jerman, Petra; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Constantine, Norman A

2015-10-01

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.

Go Ask Alice: Uncovering the Role of a University Partner in an Informal Science Curriculum Support Network

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Baker-Doyle, Kira J.

2013-01-01

This article describes a study from the Linking Instructors Networks of Knowledge in Science Education project, which aims to examine the informal science curriculum support networks of teachers in a school-university curriculum reform partnership. We used social network analysis and qualitative methods to reveal characteristics of the informal…

Game-centric pedagogy and curriculums in higher education

DEFF Research Database (Denmark)

Nørgård, Rikke Toft; Murray, John; Morgan, James

2017-01-01

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...

Lights, Camera, Project-Based Learning!

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Cox, Dannon G.; Meaney, Karen S.

2018-01-01

A physical education instructor incorporates a teaching method known as project-based learning (PBL) in his physical education curriculum. Utilizing video-production equipment to imitate the production of a televisions show, sixth-grade students attending a charter school invited college students to share their stories about physical activity and…

Skills Development, Habits of Mind, and the Spiral Curriculum: A Dialectical Approach to Undergraduate General Education Curriculum Mapping

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Murray, Jeffrey W.

2016-01-01

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…

Multidisciplinary Graduate Curriculum in Support of the Biobased Products Industry

Energy Technology Data Exchange (ETDEWEB)

John R. Dorgan

2005-07-31

The project had a dominant education component. The project involved revising curriculum to educate traditional engineering students in the emerging field of industrial biotechnology. New classes were developed and offered. As a result, the curriculum of the Colorado School of Mines was expanded to include new content. Roughly 100 undergraduates and about 10 graduate students each year benefit from this curricular expansion. The research associated with this project consisted of developing new materials and energy sources from renewable resources. Several significant advances were made, most importantly the heat distortion temperature of polylactide (PLA) was increased through the addition of cellulosic nanowhiskers. The resulting ecobionanocomposites have superior properties which enable the use of renewable resource based plastics in a variety of new applications. Significant amounts of petroleum are thereby saved and considerable environmental benefits also result. Effectiveness and economic feasibility of the project proved excellent. The educational activities are continuing in a sustainable fashion, now being supported by tuition revenues and the normal budgeting of the University. The PI will be teaching one of the newly developed classes will next Fall (Fall 2006), after the close of the DOE grant, and again repeatedly into the future. Now established, the curriculum in biobased products and energy will grow and evolve through regular teaching and revision. On the research side, the new plastic materials appear economically feasible and a new collaboration between the PI’s group and Sealed Air, a major food-packaging manufacturer, has been established to bring the new green plastics to market. Public benefits of the project are noteworthy in many respects. These include the development of a better educated workforce and citizenry capable of providing technological innovation as a means of growing the economy and providing jobs. In particular, the

Curriculum Guidelines for a Distance Education Course in Urban Agriculture Based on an Eclectic Model.

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Gaum, Wilma G.; van Rooyen, Hugo G.

1997-01-01

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…

Change and innovation in secondary education: «Integrated Projects» to build a shared understanding

Directory of Open Access Journals (Sweden)

Elena HERNÁNDEZ DE LA TORRE

2011-04-01

Full Text Available «Integrated Projects» are a new optional subject following the Decree 231/2007 of July 31th, establishing management and lessons for compulsory secondary education in Andalusia (boja, n.º 156, August 8th 2007, Orden of August 10th (boja n.º 171, August 30th 2007. These Integrated Projects are based on the idea that students will attend an elective practical and related to the maturity and personal development of students. In this work, we present a proposal to design and plan integrated projects to learn the necessary skills to carry out planning for this area where students have to use a practical knowledge of different subjects taught in their curriculum such as physics, mathematics, economics, language, etc. Students with this subject should be taught to different content courses taken to date to develop new knowledge. To give an adequate response to the students in the construction of new knowledge, we facilitate these connections through Projects to link the foreground and encourage their practical functionality. Teachers must plan for student learning, using teaching and organizational strategies to develop content in a practical way, regardless of knowledge tight plots and promote the development of interdisciplinary knowledge from their level of competence curriculum.

Interacting with a Suite of Educative Features: Elementary Science Teachers' Use of Educative Curriculum Materials

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Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2016-01-01

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…

EPTS Curriculum Model in the Education of Gifted Students

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Ugur Sak

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.

Martial Arts and Critical Thinking in the Gifted Education Curriculum.

Science.gov (United States)

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…

Small Business Management Volume III: Curriculum. An Adult Education Program.

Science.gov (United States)

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…

Students' Response to Curriculum Review of Undergraduate Religion/Education Programme

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Eluu, Patrick E.

2015-01-01

This paper examines the imperative and students' response to curriculum review of undergraduate Religion/Education programme in Ebonyi State University, Abakaliki, Nigeria. The study was a survey type and a fifteen (15) item questionnaire was designed to elicit response from the respondents. The population of the study comprised all the second…

Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K-12 Educational Makerspaces

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Harron, Jason R.; Hughes, Joan E.

2018-01-01

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…

Digital Culture and Physical Education: questioning the inclusion of Exergames in the curriculum

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César Augusto Otero Vaghetti

2016-04-01

Full Text Available Games are known to be used in education, as teaching tools, because they can facilitate cognitive learning. Several areas such as Mathematics, Geography, History, Chemistry and Biology use this technology in reason of its illustrative potential on the content to be worked, something that many games make possible. Moreover, one of the most important aspects to be considered is the communication established between educator and learner, in which pleasure and entertainment are inherent features of the game, thus pleasing the student and enabling learning. Currently, a new class of games is taking the attention of children, young people and adults: the Exergames or Exertion Interfaces, which mix game and physical exercise. Not only as new educational tools that become available but also some attention concerning physiological and educational aspects for the human development begin to be demanded from areas like Health Sciences, especially Physical Education. This research aimed at discussing, in a critical way, issues related to the Exergames and the possibility for them to be included in the curriculum of Physical Education, both at school and in the undergraduate and graduate courses. Keywords: Exergame, Physical Education, Curriculum.

LifeChanger: A Pilot Study of a Game-Based Curriculum for Sexuality Education.

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Gilliam, Melissa; Jagoda, Patrick; Heathcock, Stephen; Orzalli, Sarah; Saper, Carolyn; Dudley, Jessyca; Wilson, Claire

2016-04-01

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.

Leading change: curriculum reform in graduate education in the biomedical sciences.

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Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

2015-01-01

The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.

Addressing Sexual Minority Issues in Social Work Education: A Curriculum Framework

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Lindsay Gezinski

2009-03-01

Full Text Available This paper will explore a curriculum framework that explicitly addresses the reduction of heterosexism as a means to produce students that are culturally competent of the lesbian, gay, bisexual, transgender, and queer (LGBTQ community. Van Den Bergh and Crisp (2004 place great importance on addressing beliefs/attitudes, knowledge, and skills when broaching culturally competent practice with the LGBTQ population. Beliefs/attitudes, knowledge, and skills in an educational approach will be advocated in this paper. Specifically, the creation of a constructivist environment will be endorsed as a means for students to critically assess their own beliefs/attitudes, knowledge, and skills. A curriculum framework that utilizes classroom activities related to heterosexual privilege, policy, and practice role plays will be discussed. This curriculum framework is intended to prepare social work students to work with LGBTQ clients.

An advocacy project for multicultural education: The case of the Shiyeyi language in Botswana

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Nyati-Saleshando, Lydia

2011-12-01

Multicultural education respects cultural differences and affirms pluralism which students, their communities and teachers bring to the learning process. It is founded on the belief that a school curriculum which promotes the ideals of freedom, justice, equality, equity and human dignity is most likely to result in high academic achievement and quality education. In Botswana, English is the official language and medium of instruction and Setswana is the national lingua franca which is used for formal occasions in the villages and other informal settings. Any other languages spoken by unrecognised tribes are banned from use in schools or the media, including minority languages taught before independence in 1966, This paper describes the Shiyeyi Language Project, initiated by the Wayeyi tribe, which advocates for a multicultural model of education where children learn in their mother tongue and about their local culture at an early stage, then add the national language, and eventually an international language as medium of instruction. The project operates within an unfriendly political and legal context, but has achieved some results. Continued efforts, especially as supported by similar language projects, have the potential to change the situation in Botswana.

Race and Culture in the Secondary School Health and Physical Education Curriculum in Ontario, Canada: A Critical Reading

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Petherick, LeAnne

2018-01-01

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…

Co-Creating Curriculum in Higher Education: Promoting Democratic Values and a Multidimensional View on Learning

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Bergmark, Ulrika; Westman, Susanne

2016-01-01

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,…

Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials

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Eisenmann, Tammy

2011-01-01

Curriculum materials' developers typically assume the existence of certain general social-educational classroom practices and norms. Conversely, the current study addresses the effects of context on curriculum enactment, focusing on the interrelations between teacher, class and curriculum materials. Each of the two case studies presented herein…

Co-operative learning and adaptive instruction in a mathematics curriculum

NARCIS (Netherlands)

Terwel, J.; Herfs, P.G.P.; Mertens, E.H.M.; Perrenet, J.Chr.

1994-01-01

The AGO 12 to 16 Project (the acronym AGO stands for the Dutch equivalent of 'Adaptive Instruction and Co-operative Learning') seeks to develop and evaluate a mathematics curriculum which is suitable for mixed-ability groups in secondary education. The research questions we will address here are,

Between Ideology and Institution: The Curriculum of Upper-Secondary Education

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Trohler, Daniel

2009-01-01

This study examines apparently similar historical phenomena in 19th-century Prussia and Switzerland: the establishment of modern foreign languages in the curriculum of upper-secondary education. Through the course of the 19th century, there appear to have been great transnational European affinities with regard to both the differentiation of the…

Learning of social studies in elementary school as a medium to strengthen multicultural education in the curriculum era 2013

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Nora Yulfia

2018-01-01

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.

Gender relations and sexual orientation in Religious Education curriculum in state and municipal schools in Recife

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Aurenéa Maria de Oliveira

2015-10-01

Full Text Available This research conducted in state and municipal public schools of Recife in Pernambuco through research project that had the support of UFPE and CNPq aimed to analyze the Religious Education curriculum (ER, the place that women, especially with marginalized sexual orientation as lesbian, bisexual and transgender occupy. To this end, we work with the methodology of Discourse Analysis and the Theory of Speech, looking first identify the main ideologies surrounding and involving the theme, then locate the hegemonic discourse or hegemonic discourses that claimed around him . Thus, it reached the conclusion that approaches religion, gender and sexual diversity, which are expressed in the daily life of the classrooms are not, however, raised the disciplinary component examined in the absence of a curriculum that can assist teachers by through proposals and pragmatic content activities that encourage the emergence of points to be considered, negotiated and correlated to the themes in question. Thus, the difficulties in dialogue about sexual orientation and homosexuality in general, and specifically in the female case, are great in ER discipline in the schools surveyed. 

PROJECT - RESOURCE MANAGEMENT OF INNOVATIONS IN EDUCATION: ANTHROPOLOGICAL PROJECTION

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Galina Aleksandrovna Ignat’eva

2015-08-01

Full Text Available The purpose of the research was to denote a way to solve the problem of education mana-gement ΄s insufficient efficiency considered from the point of view of education opportunities to influence on the formation of mechanisms for sustainable development of society as a whole and its educational component. The concept «project-resource management of innovation in education» regarded on the basis of the anthropological project-transforming paradigm. Conceptually-categorical context presented by conceptual cluster composed of coordinated concepts «project», «resource», «educational reality», «organizational-resource potential», «project commonality». In the theoretical part of the study on the basis of analysis of the normative and exploratory approaches to educational innovations organization and management it was established the search approach ΄s leading role in the methodological substantiation of project-resource management. The study have indicated that in the presence of variable models of innovation management in education, corresponding to various predictive models of continuing education post-industrial society, project-resource management is an universal mechanism for the transition from separate innovation΄s precedents to the an authentic reality of innovative education. In the technological part of the study the main concern was to submit the project-resource management by the management goal’s system, each of which includes the specific management actions, projected results and the organizational forms. The project-resource management ΄s professional – activity context of the study showed evolution of managerial positions: an effective performer – an effective leader – strategist, implemented during the transition from directly directive management to the project management and further to the project-resource management. Based on the findings identified the key factors of initiatively-problem projects

THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

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Yevgeny Gayev

2017-11-01

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.

The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

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Bonner, Portia Selene

2001-07-01

Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development).

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Dickersin, K; Braun, L; Mead, M; Millikan, R; Wu, A M; Pietenpol, J; Troyan, S; Anderson, B; Visco, F

2001-12-01

To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. The Project LEAD curriculum has developed over 5 years to include lectures, problem-based study groups, case studies, interactive critical appraisal sessions, a seminar by an 'expert' scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course.

Tensions related to implementation of postgraduate degree projects in specialist nursing education.

Science.gov (United States)

German Millberg, Lena; Berg, Linda; Lindström, Irma; Petzäll, Kerstin; Öhlén, Joakim

2011-04-01

In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

The "Curriculum for Excellence": A Major Change for Scottish Science Education

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Brown, Sally

2014-01-01

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…

Introducing information technologies into medical education: activities of the AAMC.

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Salas, A A; Anderson, M B

1997-03-01

Previous articles in this column have discussed how new information technologies are revolutionizing medical education. In this article, two staff members from the Association of American Medical College's Division of Medical Education discuss how the Association (the AAMC) is working both to support the introduction of new technologies into medical education and to facilitate dialogue on information technology and curriculum issues among AAMC constituents and staff. The authors describe six AAMC initiatives related to computing in medical education: the Medical School Objectives Project, the National Curriculum Database Project, the Information Technology and Medical Education Project, a professional development program for chief information officers, the AAMC ACCESS Data Collection and Dissemination System, and the internal Staff Interest Group on Medical Informatics and Medical Education.

Sustainability Policy and Sustainability in Higher Education Curricula: The Educational Developer Perspective

Science.gov (United States)

Baughan, Patrick

2015-01-01

Various studies have investigated the views of higher education staff and students about sustainability, yet educational developer perspectives are under-represented in the research. This project gathered educational developer perspectives about sustainability in the curriculum. It sought to capture their views about a national sustainability…

What are the educational and curriculum needs for emergency medical technicians in Taiwan? A scoping review

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Chang YT

2017-09-01

Full Text Available Yu-Tung Chang,1,2 Kuang-Chau Tsai,2 Brett Williams1 1Department of Community Emergency Health and Paramedic Practice, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia; 2Emergency Medicine Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan Purpose: The development of emergency medical services (EMS training in Taiwan is in a transitional phase because of increasing demand for, and advancements in, clinical skill sets. The aim of this study is to review the current literature to compare the key factors of EMS training and education development in different countries in order to provide a new curricula blueprint for the Taiwanese EMS training system.Method: The method follows Arksey and O’Malley’s six stages of scoping review.Results: Five databases were searched for relevant articles: MEDLINE, EMBASE, Allied and Complementary Medicine Database; Education Resources Information Center, and Google Scholar. The initial search of five databases produced 1,230 articles, of which title and abstract screening excluded 1,156 articles. The 74 remaining articles underwent a full-text screening process, which further reduced the number of articles to 22. Researching references and citations produced an additional 23 articles, national curriculum standards produced a further six documents, and one article derived from emergency medical technician (EMT regulation in Taiwan. In total, 52 articles were included in the study, categorized by competency and standards, EMT education and learning environment, curriculum design, and teaching and learning method.Conclusion: This study reviewed international EMS training and education literature and documents to summarize the essential elements for developing an EMS education system: for example, core competencies and standards, education environment, curriculum design, and teaching and learning method. By

A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education.

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Curran, Vernon R; Sharpe, Dennis; Flynn, Kate; Button, Pam

2010-01-01

There has been limited research on the effect of interprofessional education (IPE) over time on the attitudes of undergraduate health and human service professional students. Previous research in this area has suggested that students from different professions report differing attitudes towards IPE and interprofessional teamwork, and such attitudes may also be influenced by other background characteristics of the students themselves (e.g., gender, age). The purpose of this study was to evaluate the longitudinal effect of the introduction of an IPE curriculum on students' attitudes towards IPE and teamwork. A time series study design was conducted to assess the attitudes of undergraduate health and human service professional students towards IPE and teamwork, and students were also asked to complete satisfaction surveys after IPE curriculum activities. Significant differences in the attitudes of students from different professions and their satisfaction with participation in IPE were reported over the duration of the study. Overall, student satisfaction with IPE participation was relatively positive; however the introduction of IPE curriculum during their undergraduate education did not appear to have a significant longitudinal effect on attitudes towards IPE or interprofessional teamwork. The findings have implications for the design and integration of IPE curriculum within existing uni-professional curriculum.

Daisaku Ikeda's Curriculum of Soka Education: Creating Value through Dialogue, Global Citizenship, and "Human Education" in the Mentor-Disciple Relationship

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Goulah, Jason; Ito, Takao

2012-01-01

This essay review focuses on Daisaku Ikeda (b. 1928) and his curriculum of Soka, or value-creating, education present in two works: "Choose Life: A Dialogue" (Toynbee & Ikeda, 1976) and "Thoughts on Education for Global Citizenship" (Ikeda, 1996b). In reviewing these works, the authors trace the biographical roots of Ikeda's educational philosophy…

The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

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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…

Humane Education Projects Handbook.

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Junior League of Ogden, UT.

This handbook was developed to promote interest in humane education and to encourage the adoption of humane education projects. Although specifically designed to assist Junior Leagues in developing such projects, the content should prove valuable to animal welfare organizations, zoos, aquariums, nature centers, and other project-oriented groups…

Clinical skill center: a review of present situation and importance in medical education curriculum

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Haleh Talaei

2002-07-01

Full Text Available Clinical skill centers were designed in 1960, offers innovative, more effective clinical health care and treatment curriculum. Clinical skill center (CSC can provide a special facility for clinical and communication skills practice in a setting outside hospital wards in order to train students with enough confidence of confronting real patients. Learning clinical skills in these centers are not patient-dependent and by practicing on manikins and simulated models errors in real patients can be prevented. Moreover, possible feedback of this method can be used for evaluation and can improve quality and quantity of the education. This review intends to determine the purpose, undertaking, and structure of CSC. The study emphasizes the importance of integrating the clinical skill centers into the teaching curriculum of medical universities. Apparently, organizing clinical skill centers can play an important role for improving the quality and quantity of the educational system and consequently post-graduate performance. The authors recommend this program can be a solution for having both the knowledge and skill of diagnosis and treatment seasonal and rare diseases. Key words clinical skill center, medical education, curriculum

Evaluation of an innovative hands-on anatomy-centered ultrasound curriculum to supplement graduate gross anatomy education.

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Royer, Danielle F; Kessler, Ross; Stowell, Jeffrey R

2017-07-01

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non-medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non-medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy-centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre- and post-course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post-course, students reported significantly higher (P education and to students' future careers remained positive after the course. End-of-semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy-centered ultrasound curriculum significantly increased confidence with and knowledge of US among non-medical anatomy students with limited prior training. Non-medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348-362. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

A problem-based learning curriculum for occupational therapy education.

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Royeen, C B

1995-04-01

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.

Educational experiences in Chemistry with Adult and Youth: incursions at science, work and ideology and its curriculums implications

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Alceu Júnior Paz da Silva

2015-11-01

Full Text Available The contemporary setting of huge unemployment and precarization of work has brought to Adult and Youth Education courses an imaginary that secondary education is fundamental for professional qualification and achievement of (better jobs. The objective of this work is to problematize the Chemistry curriculum according to young and adults interests in order to qualify them to the world of work. For that purpose, we adopted some contributions of Gramsci’s Marxist social theory as methodological and theoretical tools to investigate hegemonic aspects in which the curriculum is immersed. By analyzing the curriculum as a space of struggle for social hegemony, we conclude that is promising to explore the historical approach of the chemical knowledge as a mediator element of counter-hegemonic educational practices.

Competence-Based Teacher Education: A Change from "Didaktik" to Curriculum Culture?

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Pantic, Natasa; Wubbels, Theo

2012-01-01

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…

Retailing I: A Foundation for Marketing and Distributive Education Curriculum Development.

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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…

Lebanon's 2011 ICT Education Reform Strategy and Action Plan: Curriculum Success or Abeyance

Science.gov (United States)

Awada, Ghada; Diab, Hassan

2016-01-01

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…

Universal Design in the Technology Education Curriculum: Experiences from Norway

OpenAIRE

Sandnes, Frode Eika; Eika, Evelyn

2017-01-01

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...

Internationalizing Medical Education: The Special Track Curriculum 'Global Health' at Justus Liebig University Giessen

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Knipper, Michael

2015-11-01

Full Text Available Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meaning of “internationalizing” medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: , short: at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum. The report of the structure, content, didactic principles and participants’ evaluations of the SPC is embedded into a larger discussion of the pedagogic value of a broad and interdisciplinary perspective on “global health” in medical education, that explicitly includes attention for health inequities, social determinants of health and the cultural dimensions of medicine and health abroad and “at home” (e.g. in relation to migration. We conclude that if properly defined, the emerging field of “global health” represents a didactically meaningful approach for adding value to medical education through internationalizing the curriculum, especially in regard to themes that despite of their uncontested value are often rather weak within medical education. The concrete curricular structures, however, have always to be developed locally. The “SPC” at Giessen University Medical School is only one possible way of addressing these globally relevant issues in one particular local academic setting.

Internationalizing Medical Education: The Special Track Curriculum 'Global Health' at Justus Liebig University Giessen.

Science.gov (United States)

Knipper, Michael; Baumann, Adrian; Hofstetter, Christine; Korte, Rolf; Krawinkel, Michael

2015-01-01

Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meaning of "internationalizing" medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: Schwerpunktcurriculum Global Health, short: SPC) at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum. The report of the structure, content, didactic principles and participants' evaluations of the SPC is embedded into a larger discussion of the pedagogic value of a broad and interdisciplinary perspective on "global health" in medical education, that explicitly includes attention for health inequities, social determinants of health and the cultural dimensions of medicine and health abroad and "at home" (e.g. in relation to migration). We conclude that if properly defined, the emerging field of "global health" represents a didactically meaningful approach for adding value to medical education through internationalizing the curriculum, especially in regard to themes that despite of their uncontested value are often rather weak within medical education. The concrete curricular structures, however, have always to be developed locally. The "SPC" at Giessen University Medical School is only one possible way of addressing these globally relevant issues in one particular local academic setting.

From the school health education study to the national health education standards: concepts endure.

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Nobiling, Brandye D; Lyde, Adrian R

2015-05-01

The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), Health Education: A Conceptual Approach to Curriculum Design, fosters a student's understanding of information that develops with experience. Data were collected through content analysis of the SHES CF and the National Health Education Standards: Achieving Excellence (NHES), 2nd edition. Similarity of essential framework elements was established. Inter-rater reliability was established. Alignment of the SHES components with the NHES reveals parallel conceptual structures around which to develop curriculum. The conceptual approach to curriculum planning has enduring value. It provides a foundation for teaching and learning that is adaptable, flexible, and can maintain permanence in conjunction with emerging scientific evidence and cultural and political influences on health behavior. © 2015, American School Health Association.

Implementation of "social and communicative competencies" in medical education. The importance of curriculum, organisational and human resource development.

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Pruskil, Susanne; Deis, Nicole; Druener, Susanne; Kiessling, Claudia; Philipp, Swetlana; Rockenbauch, Katrin

2015-01-01

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

Sociology of Hidden Curriculum

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Alireza Moradi

2017-06-01

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.

Perceptions of Private College Teachers of Karachi about the Curriculum Prescribed by Sindh Bureau of Curriculum (BOC)

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Syeda, Talat Jehan

2015-01-01

Curriculum at the college level is prescribed at provincial level to ensure a standardized education throughout. A prescribed curriculum aligns educational standards and maintains them to ensure teaching standards. In Pakistan the curriculum for intermediate students at both private and government colleges is designed and proposed by Sindh Bureau…

Rethinking the mathematics curriculum

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Hoyles, Celia; Woodhouse, Geoffrey

1998-01-01

At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

Meanings about bioethics that emerged in a medical curriculum

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Villegas-Múnera, Elsa María

2016-07-01

Full Text Available This study was carried out in a medical curriculum in Medellín, Colombia. Its goal was to correlate the meanings about bioethics that emerged in the educational guidance with those produced among students and professors. A methodological triangulation was used, namely: analysis of the curriculum foundation documents; a representative survey to students, and interviews and focal groups. Results revealed that the main problem of bioethics in the curriculum is the dissociation between the discursive emphasis ascribed to the training in that field, and its development in the curricular practice. The triad patient –student – professor, projected to the family and the community, emerged as the foundation of the curriculum inasmuch as they are the protagonic agents of their lives. It is then possible to overcome the marginality of patients and the community when they are considered only as objects of study.

The educational environment of the undergraduate medical curriculum at Kuwait University

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Karim J

2015-04-01

Full Text Available Jumanah Karim,1 Becher Al-Halabi,2 Yousef Marwan,3 Hussain Sadeq,4 Ahmed Dawas,5 Dalia Al-Abdulrazzaq5 1Department of Pediatrics, Al-Amiri Hospital, Kuwait City, Kuwait; 2Department of Surgery, Mubarak Al-Kabeer Hospital, Kuwait City, Kuwait; 3Department of Orthopaedic Surgery, Al-Razi Orthopaedic Hospital, Kuwait City, Kuwait; 4Department of Pediatrics, Al-Adan Hospital, Kuwait City, Kuwait; 5Department of Pediatrics, Faculty of Medicine, Health Sciences Center, Kuwait University, Kuwait City, Kuwait Background: Educational environment of an institution affects the quality of learning. We aim to assess the educational environment of the undergraduate curriculum of Faculty of Medicine, Kuwait University (FOMKU. Methods: A cross-sectional study was carried out during April 2014. The validated Dundee Ready Education Environment Measure (DREEM questionnaire was e-mailed to 607 students. Mean scores of the main domains of the questionnaire, and for each item, were calculated, and their association with the students’ background information was measured using Student’s t-test (P-value of ≤0.05 was considered as the cut-off level of significance. Results: Of 607 students, 117 (19.3% completed the questionnaire. The total mean score for DREEM was 108.7/200 (54.3%. The mean score for students’ perception of teaching, perception of teachers, academic self-perception, perception of atmosphere, and social self-perception were 25.2/48 (52.5%, 24.6/44 (55.9%, 18.4/32 (57.5%, 26.2/48 (54.5%, and 14.3/28 (51.0%, respectively. The highest mean score for an item of DREEM questionnaire was for “my accommodation is pleasant” (3.48±0.75, while the lowest was for “there is a good support system for students who get stressed” (0.88±0.86. The total mean score was not significantly different between the two phases of the curriculum, or among males and females; however, few significant differences among the main domains and items were noted. Conclusion

An Evaluation of the Agriculture Science Project in Mauritius. African Studies in Curriculum Development & Evaluation No. 102.

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Jeeroburkhan, M. Fazal

This study evaluated the Agricultural Curriculum Project which is being implemented in 16 secondary schools in Mauritius. Specific areas examined included: (1) the relevance, appropriateness, and practicability of the project's general objectives; (2) the relevance, balance, and organization of the course content; (3) the effectiveness and…

Collaborating to Plan and Implement a Sex Education Curriculum for Individuals with Disabilities

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Sinclair, James; Kahn, Laurie G.; Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara A.; Knowles, Christen

2017-01-01

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…

A media literacy nutrition education curriculum for head start parents about the effects of television advertising on their children's food requests.

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Hindin, Toby J; Contento, Isobel R; Gussow, Joan Dye

2004-02-01

To evaluate whether a media literacy nutrition education curriculum about the effects of television advertising on children's food choices influenced the behavior, attitudes, and knowledge of Head Start parents. Participants were a convenience sample of 35 parents from Head Start programs. This study used a pretest-posttest, comparison condition-intervention condition design. The 35 parents participated in both a four-week food safety curriculum (to serve as an educational placebo, comparison condition) that was followed immediately by a four-week media literacy nutrition education curriculum (intervention condition). Evaluation measures included parents' understanding of the persuasive techniques of commercials; ability to distinguish between truths and claims in advertising; and outcome expectations, values, self-efficacy, and behaviors in relation to talking about television advertisements with children while co-viewing or in response to purchase requests in the grocery store. Paired t tests, analysis of covariance, and chi(2) analyses were used. The media literacy nutrition education intervention curriculum had significant effects in terms of Head Start parents' understanding television advertising (Padvertisements (PTV mediation behaviors (P<.001), and understanding of, and ability to read, food labels (P<.001). Results suggest that a media literacy nutrition education curriculum can be easily conducted by dietitians. Dietitians can modify the curriculum to teach parents how to critically analyze many other forms of media (supermarket magazines, brochures, newspapers, Web sites) that sell nutrition misinformation to the public.

Curriculum Alignment with a Mission of Social Change in Higher Education

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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.

2016-01-01

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…

Technology-Enabled Curriculum for Transnational Education in Art History and Theory

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Clarke, Angela; Sharp, Kristen; Tai, Mikala

2017-01-01

The landscape of tertiary education has significantly changed in recent years with increasing pressure on universities to "globalize" and expand their reach internationally. In this context, there are a range of pedagogical and cultural issues to consider when designing curriculum to address the needs of students taking courses in…

University of Chicago School Mathematics Project 6-12 Curriculum. What Works Clearinghouse Intervention Report

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What Works Clearinghouse, 2011

2011-01-01

The "University of Chicago School Mathematics Project ("UCSMP") 6-12 Curriculum" is a series of yearlong courses--(1) Transition Mathematics; (2) Algebra; (3) Geometry; (4) Advanced Algebra; (5) Functions, Statistics, and Trigonometry; and (6) Precalculus and Discrete Mathematics--emphasizing problem solving, real-world applications, and the use…

It’s The Curriculum, Stupid!

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Grayling, Ian

2012-01-01

Full Text Available In this paper we, firstly, explore the importance and positioning of ‘thinking skills’ within the Further Education (FE curriculum in hard times - for society generally and education in particular. Secondly, we argue that ‘thinking skills’ have been lost from the curriculum over recent years and are now in urgent need of rehabilitation; not as a bolt-on, but at the heart of the curriculum. We then invite readers to consider the Learning and Skills Improvement Service’s (LSIS endorsed framework for ‘Spiritual, Moral, Social and Cultural’ education as a powerful means of re-embedding ‘thinking’ within the vocational curriculum in support of both the ‘skills’ and the ‘social cohesion’ agendas. Finally, we consider the implications of this for the development of vocational pedagogy and for teacher education.

Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

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Gough, Noel

2017-12-01

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.

How do medical educators design a curriculum that facilitates student learning about professionalism?

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Mason, Glenn; Wang, Shaoyu

2016-01-01

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

Enhancing the Relevance and Value of Marketing Curriculum Outcomes to a Liberal Arts Education

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Petkus, Ed, Jr.

2007-01-01

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…

Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking

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Aytan, Talat

2016-01-01

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…

Good practices for educational software engineering projects

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van der Duim, Louwarnoud; Andersson, Jesper; Sinnema, Marco

2007-01-01

Recent publications indicate the importance of software engineering in the computer science curriculum. In this paper, we present the final part of software engineering education at University of Groningen in the Netherlands and Vaxjo University in Sweden, where student teams perform an industrial

Sustaining Environmental Pedagogy in Times of Educational Conservatism: A Case Study of Integrated Curriculum Programs

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Sharpe, Erin; Breunig, Mary

2009-01-01

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…

Two Approaches to Curriculum Development for Educating for Sustainability and CSR

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Stubbs, Wendy; Schapper, Jan

2011-01-01

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…

Digital curriculum resources in mathematics education: foundations for change

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Pepin, B.; Choppin, J.; Ruthven, K.; Sinclair, N.

2017-01-01

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...

Curriculum Development in Geomorphology.

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Gregory, Kenneth J.

1988-01-01

Examines the context of present curriculum development in geomorphology and the way in which it has developed in recent years. Discusses the content of the geomorphology curriculum in higher education and the consequences of curriculum development together with a consideration of future trends and their implications. (GEA)

Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial.

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Constantine, Norman A; Jerman, Petra; Berglas, Nancy F; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Rohrbach, Louise A

2015-03-26

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.

Project-Based Learning in Scottish Prisons

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Sams, Kirsten

2014-01-01

The article describes the development of a project-based approach to learning in seven Scottish prisons. It argues that the project-based approach is ideally suited to prison education due to its flexibility and ability to enrich the relatively narrow prison curriculum and create meaningful links with wider society, reducing the isolation of…

New Zealand Curriculum Innovation in Historical and Political Context: The Freyberg Integrated Studies Project and Parallel Projects of the 1940s.

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McKinnon, David H.; And Others

1991-01-01

Describes curricular and pedagogical experimentation in humanities and social studies instruction conducted in New Zealand immediately after World War II. Compares such developments with the Freyberg Integrated Studies Project, a later three-year curriculum development and research program. Concludes that the Freyberg model provides support for…

The use of hidden curriculum in the interpretation of climate change on infographics in higher education students

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Abner Colón Ortiz

2016-12-01

Full Text Available The importance of environmental issues is evident deemed climate change to educate students. The main purpose of this study was to explore the interpretation of climate change on infographics in higher education students using the hidden curriculum. To achieve the purpose, a content analysis was performed to analyze the infographics that present students before (diagnostic and after (formative to use a hidden curriculum concepts of climate change in a course of General Biology. The study was conducted was a qualitative content analysis approach. The sample consisted of undergraduate students of an institution of higher education in Puerto Rico who took a course in General Biology.The results of the content analysis reflected that 81% of students had some misconceptions of climate change at the beginning of the course. Then offer the course General Biology and integrate concepts of climate change with a hidden curriculum, students downplayed their erroneous concepts to 9%. Therefore, we conclude that concepts should be integrated in climate change science courses for better environmental education. This explains why there is a need to educate students on climate change as recommended by the state and international agencies. So states to consider the potential of universities to develop environmental education and close collaboration between institutions of higher education as well as established the United Nations Educational, Scientific and Cultural Organization. 

Family curriculum: an alternative pedagogical tool for education

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Andrés José Salazar

2017-01-01

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.

Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches.

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Redwood-Campbell, Lynda; Pakes, Barry; Rouleau, Katherine; MacDonald, Colla J; Arya, Neil; Purkey, Eva; Schultz, Karen; Dhatt, Reena; Wilson, Briana; Hadi, Abdullahel; Pottie, Kevin

2011-07-22

Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied

Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches

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Wilson Briana

2011-07-01

Full Text Available Abstract Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the

Character education in schools implementing national curriculum and international baccalaureate

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Hotmaulina Sihotang

2018-03-01

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.

Technology in Education: Technology Integration into the School's Curriculum

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Culver, Bobby L., Jr.

2017-01-01

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…

Critical Thinking for 21st-Century Education: A Cyber-Tooth Curriculum?

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Higgins, Steve

2014-01-01

It is often assumed that the advent of digital technologies requires fundamental change to the curriculum and to the teaching and learning approaches used in schools around the world to educate this generation of "digital natives" or the "net generation". This article analyses the concepts of 21st-century skills and critical…

Turkish Chemistry Teachers' Views about Secondary School Chemistry Curriculum: A Perspective from Environmental Education

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Icoz, Omer Faruk

2015-01-01

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…

Social and Economic Influences in Curriculum Change in Japan: Case History of Environmental Education.

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Shimazu, Yasuo

1981-01-01

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…

Women Education and Economic Development in Kenya: Implications for Curriculum Development and Implementation Processes

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Syomwene, Anne; Kindiki, Jonah Nyaga

2015-01-01

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.…

Globalisation and science education: the case of Sustainability by the Bay

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Carter, Lyn; Dediwalage, Ranjith

2010-06-01

It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561-580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation's pedagogies of choice.