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Zeitschriftenartikel zum Thema „Curriculum framework“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Gutu, Vladimir. "Conceptual framework of current school curriculum monitoring." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(175) (October 2024): 3–9. https://doi.org/10.59295/sum5(175)2024_01.

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The issue of monitoring the school curriculum according to the curriculum taught/curriculum learned is part of the issue of educational curriculum management. As a rule, this issue is addressed alongside the issues of conceptualization, design and implementation of the school curriculum. In other words, monitoring occurs at all stages of designing and implementing the school curriculum. In the given article, a concept of monitoring the school curriculum is proposed from the perspective of curricular/scientific research, but also from the perspective of continuity in the development of school c

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Yuden, Yuden, Sonam Chuki, and Tshewang Dorji. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." European Journal of Educational Technology 4, no. 1 (2021): 14–30. http://dx.doi.org/10.46303/ejetech.2021.2.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by

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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by

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Pataray-Ching, Jann, and Mary Roberson. "Misconceptions about a Curriculum-as-Inquiry Framework." Language Arts 79, no. 6 (2002): 498–505. http://dx.doi.org/10.58680/la2002269.

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Attempts to strengthen the connection between theory and practice in the inquiry discussion. Presents three curricular perspectives prevalent today and situates inquiry curriculum among these perspectives. Addresses several critiques of inquiry curriculum. Provides scenarios and identifies the beliefs underlying these opposing perspectives in an attempt to articulate the connection between practice and theory.

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Cupper, Robert. "A revised curriculum framework." ACM Computing Surveys 28, no. 4es (1996): 94. http://dx.doi.org/10.1145/242224.242347.

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Silversides, A. "Aboriginal curriculum framework developed." Canadian Medical Association Journal 178, no. 13 (2008): 1650. http://dx.doi.org/10.1503/cmaj.080803.

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Jain, Charu. "National Curriculum Framework 2005 and the English Curriculum." Motifs : An International Journal of English Studies 4, no. 1and2 (2018): 5. http://dx.doi.org/10.5958/2454-1753.2018.00002.8.

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Esad Kurejšepi. "Misalignment of Cross-Curricular Areas in Primary Education in Kosovo." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2506–16. https://doi.org/10.52783/cana.v32.4556.

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Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus

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Cook, Neal F., Donna Brown, Deirdre O’Donnell, et al. "The Person-centred Curriculum Framework: a universal curriculum framework for person-centred healthcare practitioner education." International Practice Development Journal 12, Suppl (2022): 1–11. http://dx.doi.org/10.19043/12suppl.004.

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Background: Globally, humanising healthcare is a strategic response to a distinct need for person-centred approaches to practice. This movement has largely focused on the artefacts of healthcare practice, with an emergent focus on the role of healthcare education in instilling and espousing the core principles of person-centredness. It is increasingly recognised that how healthcare professionals are educated is fundamental to creating learning cultures where person-centred philosophies can be lived out and aligned with workforce and healthcare policy strategies. In 2019, six European countries

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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategi

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Steketee, Carole, Moran Monica, Margo Brewer, and Gary Rogers. "The four-dimensional curriculum framework: 10 years on." Focus on Health Professional Education: A Multi-Professional Journal 25, no. 2 (2024): 98–109. http://dx.doi.org/10.11157/fohpe.v25i2.722.

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The Four-Dimensional Curriculum Framework (4DF) was first published in Focus on Health Professional Education in 2013. It was created in response to a gap in the literature for a curriculum development tool for interprofessional health that could navigate the challenges associated with conceptualising shared educational opportunities across siloed health professional programs. Its four interconnecting dimensions emphasise the dynamic interplay between curricular elements, highlighting the fact that curriculum design is rarely linear. As a theoretical curriculum framing tool, it facilitates the

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McGregor, Heather E. "Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit." Articles 47, no. 3 (2013): 285–302. http://dx.doi.org/10.7202/1014860ar.

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Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles

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Kurniawan, Redite, M. Yunus Abu Bakar, and Nur Kholis. "Integrating Quranic Framework for Digital Literacy Curriculum in Madrasa." Al-Tadzkiyyah: Jurnal Pendidikan Islam 15, no. 1 (2024): 87. http://dx.doi.org/10.24042/002024151642200.

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The growing prevalence of teenagers engaging with the internet poses a multifaceted challenge, demanding a concerted response. With issues ranging from exposure to illicit content to the potential risks of online behavior, adolescents necessitate guidance to navigate the digital realm safely and ethically. The need for a Quranic-based digital literacy curriculum arises from the imperative to provide teenagers with a comprehensive framework for navigating the internet that goes beyond mere technical skills. By framing digital literacy within a Quranic context, students can learn to utilize the

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Marques, Aline Rabelo. "Curriculum development in the framework of the common curricular base (1988-2013)." Caderno Pedagógico 21, no. 2 (2024): e2749. http://dx.doi.org/10.54033/cadpedv21n2-054.

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Here are organized discussions about official curricular documents for Brazilian basic education, published with the seal of the Common Curricular Base, in the time frame from 1988 to 2013. Through the organization and publication of documents such as: National Curricular Parameters (1997, 1998), National Curriculum Referential for Child Education (1998) and National Curricular Guidelines for Basic Education (2010, 2013), put in place the perspective of the Common Curriculum Base, curricular development puts in course the notion of Common Curricular Base, when the purpose was to bring to exist

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Muzata, Kenneth Kapalu. "An eye into the 2023 Zambia education curriculum framework: What is there for special and inclusive education in Zambia." Journal of General Education and Humanities 4, no. 2 (2025): 381–400. https://doi.org/10.58421/gehu.v4i2.403.

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The Curriculum Development Centre (CDC) in Zambia, a Directorate under the Ministry of Education, has rolled out the 2023 Education Curriculum Framework to guide education in Zambia, replacing the 2013 framework. Emanating from the 2023 Zambia Education Curriculum Framework, this paper critically analyses special and inclusive education for learners with disabilities in the reviewed curriculum. The paper compares the 2013 curriculum framework to the 2023 one and analyses whether Zambia is progressing in providing special and inclusive education to learners with special education needs. With th

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Roure, Bastien, Chirjiv Anand, Véronique Bisaillon, and Ben Amor. "Systematic curriculum integration of sustainable development using life cycle approaches." International Journal of Sustainability in Higher Education 19, no. 3 (2018): 589–607. http://dx.doi.org/10.1108/ijshe-07-2017-0111.

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Purpose The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success. Design/methodology/approach This paper thus proposes a framework for the systematic integration of SD through the lenses of life cycle approach and associated tools to attain effective curriculum integration. The proposed framework suggests the following five steps: mapping

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Toh, Tin Lam. "School calculus curriculum and the Singapore mathematics curriculum framework." ZDM – Mathematics Education 53, no. 3 (2021): 535–47. http://dx.doi.org/10.1007/s11858-021-01225-6.

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Kimpston, Richard D., and Karen B. Rogers. "A Framework for Curriculum Research." Curriculum Inquiry 16, no. 4 (1986): 463. http://dx.doi.org/10.2307/1179432.

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Webber, Pamela Bayliss. "A Curriculum Framework for Nursing." Journal of Nursing Education 41, no. 1 (2002): 15–24. http://dx.doi.org/10.3928/0148-4834-20020101-05.

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Kimpston, Richard D., and Karen B. Rogers. "A Framework for Curriculum Research." Curriculum Inquiry 16, no. 4 (1986): 463–74. http://dx.doi.org/10.1080/03626784.1986.11076018.

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Akalamkam, Kalyani. "A Framework for Curriculum Sequencing." International Journal of Learning: Annual Review 18, no. 12 (2013): 35–48. http://dx.doi.org/10.18848/1447-9494/cgp/v18i12/47840.

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Brown, Gavin T. L. "Conceptions of curriculum: A framework for understanding New Zealand’s curriculum framework and teachers’ opinions." Curriculum Matters 2 (June 1, 2006): 164–81. http://dx.doi.org/10.18296/cm.0080.

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Au, Wayne. "The Long March toward Revitalization: Developing Standpoint in Curriculum Studies." Teachers College Record: The Voice of Scholarship in Education 114, no. 5 (2012): 1–30. http://dx.doi.org/10.1177/016146811211400508.

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Background/Context There historically exists significant epistemological and political tension within the field of curriculum studies. Further, although there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is undertheorized at best and, in many cases, misapplied or misunderstood. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to offer a potential resolution to the epistemological and political tension within the field of curriculum studies through the development o

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Zhou, Lili, Jane-Jane Lo, and Jinqing Liu. "The Journey Continues: Mathematics Curriculum Analysis from the Official Curriculum to the Intended Curriculum." Journal of Curriculum Studies Research 5, no. 3 (2023): 80–95. http://dx.doi.org/10.46303/jcsr.2023.32.

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In this paper, we share major lessons we have learned in our curriculum analysis explorations and provide suggestions for future mathematics curriculum research. Specifically, we will discuss the successes and challenges of using comparative methods and developing analytical frameworks. Using an old Chinese saying, follow the vine to get the melon (顺藤摸瓜), our journey starts with getting a holistic picture of standards and moves to identifying a specific topic in the textbooks. We first conducted a study to compare the geometry standards of the Common Core State Standards for Mathematics (CCSSM

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Thandlam Sudhindra, Shravya, and Lucienne T. M. Blessing. "A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT." Proceedings of the Design Society 1 (July 27, 2021): 91–100. http://dx.doi.org/10.1017/pds.2021.10.

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AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or reco

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Yueh, Mei-Chun Michelle, and Miles Barker. "Framework Thinking, Subject Thinking and “Taiwan-ness” in Environmental Education." Australian Journal of Environmental Education 27, no. 1 (2011): 134–48. http://dx.doi.org/10.1017/s0814062600000136.

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AbstractIn the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated education

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Yue, Yanfeng. "Reforming English as a Second Language into English Information Literacy Curriculum (Case of China Universities)." Integration of Education 29, no. 1 (2025): 171–85. https://doi.org/10.15507/1991-9468.029.202501.171-185.

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Introduction. The curriculum of General English in universities in China have been designed and conducted as a foreign language. However, the unsatisfactory learning outcomes urge a thorough examination of the curricular nature and an innovative curricular design. The nature of General English is evaluated with an innovative framework of assessment. This article aims to demonstrate the necessity of converting General English course for undergraduates in China into English Information Literacy Curriculum. Materials and Methods. The conventional General English course is evaluated in accordance

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SHAHZADI, Dr ASMA, and Dr FAHAD HAMEED KHAN. "DESIGNING THEORETICAL AND CONCEPTUAL FRAMEWORK FOR EVALUATION OF EDUCATION CURRICULUM (XI-XII) USING CIPP MODEL IN PAKISTAN." International Journal of Research in Education Humanities and Commerce 05, no. 06 (2024): 34–46. http://dx.doi.org/10.37602/ijrehc.2024.5604.

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At the heart of any significant research endeavor lies the theoretical and conceptual framework, which serves as the guiding structure that shapes the study's objectives, methodology, and overall approach. By connecting research data back to the concepts and relationships outlined in the framework, researcher can derive meaningful insights and draw informed conclusions. The purpose of the curriculum evaluation is to assess the strengths and shortcomings of an existing curriculum so that improvements in curriculum design or content can be made. This, however, has not been the case in the Pakist

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Puddin, Azli, and Badaruddin Ibrahim. "‘SILAT OLAHRAGA’ MODULE FRAMEWORK FOR PRIMARY SCHOOL TOWARD STUDENTS COMPETENCY IN SILAT." Humanities & Social Sciences Reviews 7, no. 3 (2019): 405–11. http://dx.doi.org/10.18510/hssr.2019.7359.

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Purpose of Study: Silat is one of the primary school co-curricular activities. This co-curricular activity is informal in nature and learned outside school hours. Normally these silat activities are taught by the association of silat which is within the confines of the community. In this regard, the syllabus taught is non-standard because it could not assess the level of competency of students for their psychomotor, cognitive and affective domain. Methodology: This study is to establish a curriculum module silatolahraga in primary school by using development curriculum (DACUM) approach&#

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Kline, Madeleine C., Julia R. Malits, Natalie Baker, et al. "Climate Change, Environment, and Health: The implementation and initial evaluation of a longitudinal, integrated curricular theme and novel competency framework at Harvard Medical School." PLOS Climate 3, no. 5 (2024): e0000412. http://dx.doi.org/10.1371/journal.pclm.0000412.

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Climate change, air pollution, and ecological degradation impact health through numerous, complex mechanisms. To train future physicians to understand these impacts, medical schools can deliver longitudinal climate curricula in undergraduate medical education, but the field remains nascent. This report describes the development, implementation, and evaluation of the longitudinal, integrated Climate Change, Environment, and Health curricular theme and novel competency framework at Harvard Medical School (HMS). A group of HMS students collaborated with faculty to integrate climate content into t

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Dr. H M Naveen. "UGC Curriculum and Credit Framework for PG Programmes, 2024." International Journal of Scientific Research in Science, Engineering and Technology 11, no. 3 (2024): 406–14. http://dx.doi.org/10.32628/ijsrset24113147.

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The NEP 2020 strongly emphasises on multidisciplinary and holistic education. In response to this, the UGC has developed the Curriculum and Credit Framework for Post-graduate Programmes while considering the restructured degree programmes, entry and exit procedures, etc. the framework, which has no discipline-specific entry requirements and shows the credit structure and curriculum contents for both one-and two-year PG programmes, also offers an exit option at the end of the first year in two-year PG programmes. The framework is a testament to student empowerment, giving them freedom, flexibil

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Bintz, William P., and Sara Delano Moore. "Using an Interdisciplinary Curricular Framework to Support Literacy Across the Curriculum." International Journal of Learning: Annual Review 13, no. 9 (2007): 71–80. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45060.

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Narsico, Lalaine O., and Peter G. Narsico. "Technical Curriculum Implementation and Evaluation Framework." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 12 (2023): 4168–81. http://dx.doi.org/10.11594/ijmaber.04.12.02.

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This study was a response to unemployment, a pervading social problem. One of the solutions to the problem was the training of a workforce that makes them employable. To implement this solution, efforts from all sectors of society need to align. This study takes off from the vantage point of vocational training centers. Specifically, this was about the formulation and application of a technical curriculum implementation and evaluation framework. It identified curriculum implementation components and their subsequent details from actual curriculum-related practices of a group of vocational trai

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Shively, Kate, and Jennifer Palilonis. "Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework." Journal of Education 198, no. 3 (2018): 202–14. http://dx.doi.org/10.1177/0022057418811128.

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This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strateg

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Maliqi, Muhabere, and Agim Hyseni. "The Effect of Competency-Based Curricula on the Promotion of Social Values and Civic Education in the Pre-University Education: Case of Kosovo." Journal of Educational and Social Research 12, no. 2 (2022): 334. http://dx.doi.org/10.36941/jesr-2022-0056.

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This study investigates teachers’ understanding of the competency-based curriculum framework. In addition, it investigates teachers’ opinions on the promotion of civic education and social values through the curricular framework, and what impediments teachers face in implementing the curriculum on the civic education subject. A questionnaire, including structured and open-ended questions, was developed and distributed to 318 teachers. Findings of this study indicated that the majority of teachers understand the curricular framework including core and subject curricula, related to civic educati

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Mkhonta, Portia P. "No One Right Approach; A Review of 21st Century Skills Pedagogy in Eswatini Curriculum." International Journal of Philosophy 3, no. 5 (2024): 1–20. http://dx.doi.org/10.47941/ijp.2376.

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Purpose: The 21st century skills curriculum is adjusted in different ways to meet each country’s education needs. This study is a review of how the 21st century skills curriculum is adapted in the Eswatini General Certificate of Secondary Education (EGCSE) curriculum. Its objectives were; to ascertain the vision of the 21st century skills curriculum as embraced by the EGCSE curriculum; to explore the interpretation of the 21st century skills pedagogy in the EGCSE curriculum and to examine other legal documents that embrace the notion of 21st century skills in Eswatini. Methodology: It adopted

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Christmals, Christmal Dela, and Susan J. Armstrong. "Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study." BMJ Open 10, no. 6 (2020): e035580. http://dx.doi.org/10.1136/bmjopen-2019-035580.

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ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order

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Tao, Tian, Zou Nengfeng, Jiang Jiyu, and Xu Xiaochun. "Application of Practical Curriculum for College Specialty of Economic Management under TPACK Framework – Taking “Enterprise Operation and Decision Simulation System” Curriculum as an Example." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (2017): 124. http://dx.doi.org/10.3991/ijet.v12i07.7223.

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As a new type of educational knowledge integration framework under the appeal for informatization, Technological Pedagogical and Content Knowledge (TPACK) has become a prerequisite for teachers to integrate technologies into their teaching effectively. A comprehensive analysis of the current challenges faced by practical curriculums on economic management is presented in this paper. A curriculum design model was constructed based on the TPACK theoretic framework and the constructivism learning theory. The curriculum “Enterprise Operation and Decision Simulation System” was taken as an example,

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Heto, Prince Paa-Kwesi, Masumi H. Odari, and Wyse Sunu. "Kenya’s 2017 Basic Education Curriculum Framework." Journal of Interdisciplinary Studies in Education 9, SI (2020): 192–210. http://dx.doi.org/10.32674/jise.v9isi.1853.

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Kenya’s 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effectiv

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박재현. "Curriculum Framework for Empathic communication Competence." 작문연구 ll, no. 37 (2018): 7–34. http://dx.doi.org/10.31565/korrow.2018..37.001.

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Maddock, Bronwyn, Arunaz Kumar, and Fiona Kent. "Creating a Collaborative Care Curriculum Framework." Clinical Teacher 16, no. 2 (2018): 120–24. http://dx.doi.org/10.1111/tct.12796.

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Majdalawieh, Munir, Adam Marks, and Stefan Weidner. "Enterprise Computing Curriculum: A Reference Framework." Journal of Social Sciences Research, no. 512 (December 2, 2019): 1671–80. http://dx.doi.org/10.32861/jssr.512.1671.1680.

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An expanding number of colleges and universities are offering one form or another of enterprise computing academic programs to meet the market demand for graduate in this field. The programs regularly are developed by team of faculty who are expert in this area and in collaboration with Enterprise Application Solutions Vendors offering platforms in this field. As of presently, there’s no enterprise computing reference curriculum recognized by the scholarly community or industry. Industry and the scholarly community frequently vary in the scope and the definition of enterprise computing program

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Nyukorong, Remy. "A proposed entrepreneurship education curriculum framework." International Journal of Higher Education and Sustainability 2, no. 2 (2018): 81. http://dx.doi.org/10.1504/ijhes.2018.096104.

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Nyukorong, Remy. "A proposed entrepreneurship education curriculum framework." International Journal of Higher Education and Sustainability 2, no. 2 (2018): 81. http://dx.doi.org/10.1504/ijhes.2018.10017327.

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Adams, Frank. "Curriculum Framework for the Primary Stages." Scottish Educational Review 20, no. 2 (1988): 93–96. http://dx.doi.org/10.1163/27730840-02002009.

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McKenney, Susan, Jan van den Akker, Ryan Wakamiya, Andreas Beer, Yvonne Zijlstra, and Edlyn Chao. "Curriculum design at scale: How developers actually work." Curriculum Matters 20 (December 28, 2024): 46–67. https://doi.org/10.18296/cm.0214.

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Curriculum development is critically important to the educational enterprise, yet we lack insight into if and how ideal design and development practices are enacted in organizations that create curricular programs and resources intended for large-scale implementation. This study identified essential elements of curriculum development practices which, together, provide a framework for considering: When is the curriculum good (enough)? What is being made? How is it being made? Why is this important for whom? The framework is valuable on its own, and provided the foundation for a survey to invent

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SORIANO, BEVERLY M. "TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF INSTRUCTION UNDER THE MATATAG CURRICULUM." Cognizance Journal of Multidisciplinary Studies 5, no. 6 (2025): 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001.

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This literature-based inquiry explores the perspectives of teachers on the implementation of instruction under the newly introduced MATATAG Curriculum in the Philippines. As a major educational reform, the MATATAG Curriculum aims to decongest the previous K to 12 frameworks, strengthen foundational learning, and realign instruction with national development goals. The review synthesizes existing research and policy literature on curriculum implementation, instructional leadership, and teacher readiness. Findings from the literature highlight that teachers’ perceptions significantly affect the

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Ko, Eunjin. "An Analysis of the Arts Curriculum Framework in India According to the ‘National Curriculum Framework for School Education 2023’ Document." Korean Music Education Society 53, no. 1 (2024): 1–24. http://dx.doi.org/10.30775/kmes.53.1.01.

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The purpose of this study is to explore and analyze the arts curriculum framework, including music subjects, in India's newly announced 'National Curriculum Framework for School Education 2023', in order to examine various implications for Korea's music curriculum. For this purpose, this paper utilizes a literature research method to examine India’s curriculum documents, focusing on items such as 'document structure', 'competency', 'rationale and aims', 'content system and achievement standards' and ‘teaching & learning and assessment’ according to the components of Korea's 2022 revised mu

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Kwak, Young-Sun, and Yang-Rak Lee. "Poststructural Curriculum and Topic-centered Framework of The New Science Curriculum." Journal of the Korean earth science society 28, no. 2 (2007): 169–78. http://dx.doi.org/10.5467/jkess.2007.28.2.169.

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Adrian, PAPAJANI. "Curriculum reform in pre-university education in Albania." POLIS, no. 20/1 (January 22, 2021): 7–19. https://doi.org/10.5281/zenodo.7682923.

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<strong>Abstract</strong> The study aims to provide a concise overview of the progress of the process of curriculum reform in pre-university education in general, the achievements and problems identified after 1991.After some initial corrections, the pre-university education curriculum changed but they did not follow the same philosophy at different levels of education, which affected the coherence of the changes. In the early 2000s, experts identified the main challenges related to improving the situation in this system. They were: a. national curriculum reform; and b. creating a stable and e

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