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Zeitschriftenartikel zum Thema „Syllabus“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Mamun, Md Abdullah Al. "A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments." Journal of Education and Learning 8, no. 6 (2019): 180. http://dx.doi.org/10.5539/jel.v8n6p180.

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Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the cr

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Sodhi, Ritu, and Jitendra Choudhary. "Text Analyzing Tool for Simplifying the Syllabus Creation Process." International Journal of Information and Education Technology 13, no. 2 (2023): 409–16. http://dx.doi.org/10.18178/ijiet.2023.13.2.1820.

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In curriculum development, syllabus creation is an important activity. The need for a syllabus repository and data extraction is essential for creating a new syllabus. Faculties do this job manually by adding topics from their intelligence as well as analyzing syllabuses of the same course available on the search engine. Because it is a time-consuming job, this research aims to propose and implement a text-analyzing tool. The methodology is used, first to create a syllabus repository of computer science courses, do data extraction & normalization, analyzes the contents of different syllabu

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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to

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Mhd Nuryansyah Nugraha, Putri Rizky, Raya Marcela, Usna Aulia, and Safran Safran. "Upaya Peningkatan Kemampuan Guru Dalam Menyusun Silabus Dan RPP Melalui Supervisi Akademik Di SD 101772." Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa 3, no. 1 (2024): 150–56. http://dx.doi.org/10.58192/insdun.v3i1.1807.

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This research aims to determine efforts to improve teachers' abilities in compiling syllabuses and lesson plans through academic supervision. This research was conducted at SDN 101772 Tanjung Selamat, the subjects of this research were teachers at SDN 101772 Tanjung Selamat. The method used in this research is a descriptive qualitative method, data collection techniques are carried out through observation, interviews and documentation. The results of the research show that the quality of the syllabus and lesson plans made by the teachers at SDN 101772 can be said to be poor. This is because th

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Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell, and Anna Grace Cooper. "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi." Teaching of Psychology 46, no. 1 (2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.

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Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centerednes

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Syarifah Syifa and Darmahusni. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.

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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing wri

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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.

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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English P

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orva, Abo, Sow miya, Sow miya, and Naga rajan. "Student Syllabus Tracker." International Academic Journal of Science and Engineering 9, no. 2 (2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.

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Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departm

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Johnson, Claire. "Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus." Journal of Chiropractic Education 20, no. 2 (2006): 139–44. http://dx.doi.org/10.7899/1042-5055-20.2.139.

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This article presents an overview of syllabus structure for faculty members and administrators who would like to develop and evaluate their syllabi. A brief overview about syllabus contents and a checklist is provided.

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Patwary, Md N., Md M. Reza, and Sadia A. Tithi. "Exploring tertiary EFL learners’ and teachers’ perceptions of the effectiveness of EFL writing course syllabi: Pedagogical implications." Feedback Research in Second Language 2 (October 2024): 19–41. http://dx.doi.org/10.32038/frsl.2024.02.02.

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Given the importance of effective and standard syllabi in developing tertiary students’ EFL writing skills, this study aimed to analyze the perceptions of Bangladeshi tertiary EFL learners and teachers towards the effectiveness of English writing course syllabi in developing writing proficiency. The study involved 392 students and 14 EFL teachers from seven Bangladeshi universities in a five-point Likert-scale questionnaire survey using a purposive sampling procedure. The results show that both students and teachers had a negative perception of the effectiveness of most of the components of th

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Nuriddinova, Saodat Gaybullayevna. "THE ISSUES IN SYLLABUS DESIGN." Involta Scientific Journal 3, no. 5 (2024): 66–70. https://doi.org/10.5281/zenodo.11237169.

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Syllabus design plays a crucial role in shaping the educational experiences of students and the effectiveness of teaching and learning processes. This scientific article explores the key issues in syllabus design and proposes solutions to enhance the quality and relevance of educational curricula. This study delves into the challenges faced in syllabus design and offers insights for educators, curriculum developers, and policymakers. This study also explores the role of technology in modern syllabus design and its impact on student learning outcomes. By examining the integration of digital too

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Tuanany, Nur Laila. "PENGEMBANGAN SILABUS PEMBELAJARAN BAHASA INGGRIS BERWAWASAN EKOWISATA PADA KAMPUNG INGGRIS BERBASIS WISATA NEGERI SAWAI MALUKU TENGAH." Lingue : Jurnal Bahasa, Budaya, dan Sastra 4, no. 1 (2022): 1. http://dx.doi.org/10.33477/lingue.v4i1.3064.

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This study aims to develop a syllabus of English language learning with an ecotourism perspective in a Tourism-Based English Village in Sawai, North Seram District, Central Maluku Regency. The development research carried out is intended to find out the learning syllabus used in tourism-based English villages in Sawai at this time, obtain data and conclusions about the syllabus used, compile and develop a syllabus that emphasizes the concept of ecotourism according to the needs of students in Kampung Inggris Sawai, obtaining the validity of test results from material, syllabus and curriculum e

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Jamilah, Jamilah. "COMPROMISING BETWEEN THE GENERAL AND SPECIFIC IN EAP SYLLABUS DEVELOPMENT IN INDONESIAN CONTEXT." Diksi 26, no. 1 (2019): 64–69. http://dx.doi.org/10.21831/diksi.v26i1.25444.

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Abstract(Title: Compromising Between the General and Specific in EAP Syllabus Development in Indonesian Context). The quality of a language program is reflected in the syllabus used from which the aim, contents and belief about language instruction are revealed. Syllabuses for English for Academic Purposes in Indonesian universities have been developed, yet they are not quite satisfactory. This article is to explain how to develop a sound syllabus for EAP in Indonesian context, following the steps: context and needs analysis and syllabus planning. Data were collected through triangulated surve

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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.

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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, eva

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Khattala, Asma. "EFL Teachers’ Involvement in Designing Higher Education Syllabi: Reality and Expectations Case of EFL Teachers in Setif 2 University, Algeria." Milev Journal of Research and Studies 7, no. 1 (2021): 434–48. http://dx.doi.org/10.58205/mjrs.v7i1.735.

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The motivation underlying this research is the indisputable importance of teachers’ involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers’ involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Perm

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Pujiati, Hanip. "Integrating 21st Century Skills in Curriculum and Material Development Course." Stairs 4, no. 2 (2024): 147–56. http://dx.doi.org/10.21009/stairs.4.2.6.

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The Curriculum and Material Development (CMD) course content is contextualized in accordance with technological advancements in the era of the Fourth Industrial Revolution and the community's need for educators who possess 21st-century skills. This revision involves integrating 21st-century skill values into curriculum development, syllabi, teaching materials, media, methods, and learning evaluation. Therefore, this study focuses on integrating 21st-century skills and 21st-century digital skills, including critical thinking, creative thinking, collaboration, communication, information literacy

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Konečnik Kotnik, Eva, Mojca Ilc Klun, Tatjana Resnik Planinc, and Karmen Kolnik. "What kind of syllabus do Slovenian geography teachers in primary school want?" Dela, no. 50 (March 6, 2019): 45–80. http://dx.doi.org/10.4312/dela.50.45-80.

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The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondent

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Cho, Jinsuk, and Youngmee Jeon. "A Case Study on Competency-based Syllabus Design for College Students." Korea Association of Yeolin Education 31, no. 2 (2023): 1–21. http://dx.doi.org/10.18230/tjye.2023.31.2.1.

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This study is a case study on competency-based syllabus design for college students. Based on a literature review, professional advice, analysis of an existing syllabus, and pilot study results, a competency-based syllabus for college students was designed. And students’ satisfaction with this syllabus was analyzed. For this study, 8 professors and 155 students in the pilot study and 264 students completed a survey questionnaire to analyze the students’ satisfaction with the syllabus design. Results indicate the following. First, the competency-based syllabus components were core competency, m

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Budhathoki, Mahendra Kumar. "Teachers’ Perceptions on BA First-Year Compulsory English Syllabus and the Textbooks in Tribhuvan University." NUTA Journal 9, no. 1-2 (2022): 62–74. http://dx.doi.org/10.3126/nutaj.v9i1-2.53842.

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Syllabus designers usually ignore the views and perceptions of the teachers while constructing the courses: but they need to explore and analyse the teachers’ perceptions towards syllabus and textbooks to make the course more advance. The purpose of the research study explores teachers’ perceptions on BA first year compulsory English syllabus and the textbooks prescribed in Tribhuvan University. This study aims to investigate how English teachers has viewed the compulsory English syllabus and the textbooks prescribed from the perspectives of teaching learning English language and communicative

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Heim, Ashley B., Emily R. Aldor, and Emily A. Holt. "The First Line of Contact: How Course Syllabi Can Be Used to Gauge & Reform Learner-Centeredness in a College Classroom." American Biology Teacher 81, no. 6 (2019): 403–9. http://dx.doi.org/10.1525/abt.2019.81.6.403.

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While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics

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Gin, Logan E., Rachel A. Scott, Leilani D. Pfeiffer, Yi Zheng, Katelyn M. Cooper, and Sara E. Brownell. "It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution." Advances in Physiology Education 45, no. 2 (2021): 224–40. http://dx.doi.org/10.1152/advan.00119.2020.

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Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to

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Lyons, Alyssa P. "Hashtag Syllabus." Contexts 18, no. 4 (2019): 16–21. http://dx.doi.org/10.1177/1536504219883847.

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The hashtag syllabus is a crowd-sourced body of work that can, in some cases, challenge the knowledge construction of the academy. Hashtag syllabi have the opportunity to reshape how knowledge is produced, whose knowledge is affirmed, and what knowledge people are exposed to.

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Markee, Numa. "The Diffusion of Innovation in Language Teaching." Annual Review of Applied Linguistics 13 (March 1992): 229–43. http://dx.doi.org/10.1017/s0267190500002488.

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The last two decades in applied linguistics—which roughly coincide with the evolution of the communicative approach in language teaching—have seen the development of a number of language teaching innovations, including the notional/functional syllabus, the process syllabus, the Natural Approach, the procedural syllabus, and task-based language teaching. All of these proposals have contributed in important ways to an understanding of theoretical issues related to designing innovative language syllabuses. But it is only rather recently that applied linguists have begun to investigate the problem

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Willinsky, John, and Catherine Baron. "What Should Students Pay for University Course Readings?: An Empirical, Economic, and Legal Analysis." Canadian Journal of Higher Education 51, no. 4 (2021): 40–53. http://dx.doi.org/10.47678/cjhe.v51i4.189159.

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The digital transformation of knowledge dissemination and academic publishing have sparked copyright disputes in the educational sector related to the scope of fair dealing. This study contributes (a) an empirical basis for such discussions by analyzing 3,391 course syllabuses (2015–2020) from 34 Canadian universities, and (b) a potential resolution to the disputes to which this analysis is applied. Among the reading types, 26.6% of the syllabuses had readings from academic sources, while 8.3% of the syllabuses had media articles and trade book chapters (with some overlap). The syllabus data a

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Assaf, Mohammad A., Mohammad I. Zabadi, and Emad A. S. Abu-Ayyash. "An Investigation Into the Appropriateness of a Procedural Negotiated Syllabus for Adult Vocational Learners." Journal of Language Teaching and Research 13, no. 6 (2022): 1166–76. http://dx.doi.org/10.17507/jltr.1306.04.

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The present mixed-methods study investigated the readiness of teachers and adult learners at a vocational centre in the United Arab Emirates to implement a negotiated English syllabus. The study addressed two main questions: 1) are teachers and learners at the Vocational Training Centre ready to implement a negotiated syllabus? And 2) does the negotiated syllabus implementation lead to improvement in learners’ motivation? Results showed the significant potential of a negotiated syllabus in enhancing learners’ motivation by making them part of the decision-makers’ circle regarding the component

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Russell, Daniel A. "Syllabus—More than just a piece of paper with course rules." Journal of the Acoustical Society of America 156, no. 4_Supplement (2024): A118. https://doi.org/10.1121/10.0035308.

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I have never liked “syllabus day”—the first day of the semester when I'm supposed to go over the syllabus that students never read. Several years ago, I began writing course syllabi as newsletters, complete with color and images, and instead of discussing the syllabus in class I assign a quiz that requires students to read and engage with the syllabus content. When I saw the book “Syllabus: the Remarkable, Unremarkable Document That Changes Everything” by Germano and Nicholls (2020), I picked it up and read it, thinking it would give me a few ideas for making my syllabus documents even better.

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Jonáková, Stanislava, Mária Šikolová, and Magdalena Veselá. "Aspects Influencing ESP Syllabus Design in Lifelong Military Education." International Journal of Learning, Teaching and Educational Research 21, no. 4 (2022): 63–79. http://dx.doi.org/10.26803/ijlter.21.4.4.

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This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllab

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Teti Sumarni and Yuyun Taufik, S.Pd., M.Si. "SYLLABUS DESIGN." TEMATIK 3, no. 2 (2016): 106–18. http://dx.doi.org/10.38204/tematik.v3i2.89.

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Abstract : Curriculum is designed to be the guidelines for lecturers to provide clearer, achievable, and measurable teaching goals. Instructions in a good curriculum should be effective. Students require a suitable curriculum for what they need to learn and for characteristics they have. This research applies qualitative methods with descriptive case study as its framework, to analyze the syllabus of an English Course in Politeknik LP3I Bandung called English for Specific Purposes One: English for Job Seekers. The theories adapted from Hunkins and Allan (2009), Posner (1992), Johnson (1989), N

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MIKAMI, Takashi. "Syllabus." Journal of JSEE 55, no. 4 (2007): 179–80. http://dx.doi.org/10.4307/jsee.55.4_179.

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Seitz, James. "Syllabus." New Literary History 50, no. 3 (2019): 457–60. http://dx.doi.org/10.1353/nlh.2019.0042.

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Martha Rhodes. "Syllabus." WSQ: Women's Studies Quarterly 37, no. 2 (2010): 290. http://dx.doi.org/10.1353/wsq.0.0189.

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Temkeng, Albert. "Syllabus." Études littéraires africaines, no. 38 (2014): 228. http://dx.doi.org/10.7202/1028728ar.

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Isom, David K. "Syllabus." Dialogue: A Journal of Mormon Thought 35, no. 4 (2002): 60. http://dx.doi.org/10.2307/45226895.

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Dutau, G. "Syllabus." Revue Française d'Allergologie et d'Immunologie Clinique 44, no. 6 (2004): 503. http://dx.doi.org/10.1016/j.allerg.2004.08.001.

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Strimel, Morgan, and Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services." Journal of Postsecondary Student Success 2, no. 1 (2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.

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Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an

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Farrow, Ben, Tom Leathem, and Amna Salman. "Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation." International Journal of Contemporary Education 5, no. 1 (2021): 34. http://dx.doi.org/10.11114/ijce.v5i1.5403.

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Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whet

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Aulia Safitri, Aprillia Anggraini, and Sandrina Rizkia. "Flexible Syllabus Design in EFL Curriculum A Qualitative Literature Review on Adaptation Strategies for Diverse Learners." Journal Of Foreign Language Learning and Teaching 4, no. 2 (2024): 47–53. https://doi.org/10.23971/jfllt.v4i2.9992.

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This qualitative literature review explores the importance of flexible syllabus design in English as a Foreign Language (EFL) education. Flexibility in syllabus design is crucial to accommodate learners’ diverse needs, abilities, and contexts. The study systematically analyzes eight key academic sources discussing various syllabus design approaches; such as task-based, content-based, and negotiated syllabi—and emphasizes the significance of involving students in the planning process. Using thematic analysis, the review identifies common strategies for adapting materials, teaching methods, and

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Hanifah, Hanifah, Muhammad Candra, Elsa Ernawati Nainggolan, Bianca Naluri Firmansyah, Delita Sartika, and Taufiqurrahman Hasyim. "Designing Project-Based Learning Syllabus for Speaking for Informal Interaction Course Integrating Local Coastal Culture." SHS Web of Conferences 205 (2024): 02016. https://doi.org/10.1051/shsconf/202420502016.

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Syllabus is a dynamic document that outlines the learning outcome, material, method, and assessment conforming to the students’ needs. Due to the absence of the reforming syllabus of the Speaking for Informal Interaction (SII) course at English study program Universitas Maritim Raja Ali Haji, this study purposes to create a project-based learning syllabus for the course. To achieve the objectives, the defining and designing stages of Thiagarajan et al.'s four-D model were employed. Two research instruments were used to gather the data: interview guideline and questionnaires. Three assistant pr

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Yim, Su Yon. "Development of a competency-based English curriculum: A case of Singapore." Asia Europe Perspective Association 19, no. 1 (2022): 143–57. https://doi.org/10.31203/aepa.2022.19.1.007.

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The 2015 national curriculum is the first curriculum developed in Korea that is based on the concept of competency. Although there are elements of competencies such as subject specific competencies, a lot of criticism of the curriculum has been that it has limitations as a competency-based approach. This study examines the case of English language teaching in Singapore, and suggests a possible move towards competency-based education in Korea by improving the English national curriculum. For this, English syllabuses in Singapore from 2001 to 2020 were examined. The main focus was on how changes

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Yatsura, Mykhailo, Anna Gamarnyk, Olga Tadeush, and Darya Yemelyanova. "Syllabus: structure, content and significance for the educational process in higher education institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (2020): 133–41. http://dx.doi.org/10.24195/2617-6688-2020-3-15.

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The article is devoted to topical issues related to the elaboration of modular educational programs, syllabi being their necessary components. The purpose of the article is to draw the attention of teachers and students in higher education institutions (HEI) to the problem of educational and methodological support of the educational process focusing on the content and meaning of a syllabus as one of the important educational and methodological instructional documents. The phenomenon “syllabus” is defined, its essence and objectives within the system of methodological support for teaching an ac

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Spjut, Lina. "En läroplansanalys om samstämmighet inom Lgr11." Educare - vetenskapliga skrifter, no. 3 (May 24, 2021): 102–29. http://dx.doi.org/10.24834/educare.2021.3.5.

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This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies.

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Mas-Bleda, Amalia, and Mike Thelwall. "Do prestigious Spanish scholarly book publishers have more teaching impact?" Aslib Journal of Information Management 70, no. 6 (2018): 673–90. http://dx.doi.org/10.1108/ajim-04-2018-0094.

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PurposeThe purpose of this paper is to assess the educational value of prestigious and productive Spanish scholarly publishers based on mentions of their books in online scholarly syllabi.Design/methodology/approachSyllabus mentions of 15,117 books from 27 publishers were searched for, manually checked and compared with Microsoft Academic (MA) citations.FindingsMost books published by Ariel, Síntesis, Tecnos and Cátedra have been mentioned in at least one online syllabus, indicating that their books have consistently high educational value. In contrast, few books published by the most producti

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Hanna, Amelie, and Lindsey Conner. "Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research." Education Journal 13, no. 4 (2024): 191–98. http://dx.doi.org/10.11648/j.edu.20241304.16.

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A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about

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Navarro, Rodjhun B., Mary Rose A. Bañas, Marylou S. Benueza, and Felix Adrian D. Dalida. "Qualitative Analysis of Instructional Design in Graduate Education: A Document Study of MAEd Syllabi." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 645–52. https://doi.org/10.5281/zenodo.15486670.

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Abstract:   This study analyzed the instructional design of syllabi across the Master of Arts in Education program of a private higher education institution in the Philippines. Through qualitative document analysis of 56 syllabi clustered into foundational, specialized, and thesis courses, the study explored how learning outcomes, instructional strategies, assessment methods, technology integration, and 21st-century competencies are articulated across the curriculum. Findings revealed strong alignment with outcomes-based education (OBE), the Philippine Qualifications Framework (PQF) Level

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Dugdug, I. Nengah. "PENGEMBANGAN SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN AGAMA HINDU DI SMA." Jurnal Santiaji Pendidikan (JSP) 1, no. 2 (2011): 131–45. http://dx.doi.org/10.36733/jsp.v1i2.478.

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The implementation of Hindu education in 1994 was still dominated by cognitive achievement rather than affective and psychomotor ability in learning objectives. In 2003 The National Education Department through National Education Standard Institution comprised national competency-based curriculum for Hindu subject. Competency-based Curriculum in Senior High School level needs further improvement through educational unit level curriculum because it will improve human sources quality especially teacher in developing syllabi and lesson plan. Based on the above fact, the writer formulates three pr

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Agger, Ben, and Beth Anne Shelton. "Time, Motion, Discipline: The Authoritarian Syllabus on American College Campuses." Critical Sociology 43, no. 3 (2015): 355–69. http://dx.doi.org/10.1177/0896920515595844.

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In this paper, we read college course syllabi as material objects that shed light on larger issues, specifically conflict between faculty and students. We explore the commodification of ‘college labor’ where degreed labor and credit hours are produced. Under these conditions, the syllabus becomes a labor contract detailing faculty expectations of students. Rather than merely introducing the course subject matter or providing only basic information, the syllabus increasingly spells out the precise conditions under which student work will be evaluated and credit hours awarded, and the behavioral

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Ismael Hama, Kozhin Omer. "Adopting and Adapting Syllabi by Instructors of English Language Departments at University Level: An Applied Study." JOURNAL OF LANGUAGE STUDIES 8, no. 5 (2024): 294–313. http://dx.doi.org/10.25130/lang.8.5.16.

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Syllabus is a crucial instructional resource that assists educators with clarification and simplification of subjects and sheds light on the content of a course of study, step by step. It is a crucial aspect of university teaching to provide syllabi for all their offered modules; thus, every instructor requires one to teach a class properly. Instructors, however, always use syllabi to improve their performance and make their teaching better suit students’ needs to learn and gather information to enhance their university education. This study examines how instructors deal with syllabi in terms

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Faridah, Faridah. "Meningkatkan Kompetensi Guru dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik Berkelanjutan di SMP Negeri 2 Sabang." Tadabbur: Jurnal Peradaban Islam 1, no. 2 (2019): 359–76. http://dx.doi.org/10.22373/tadabbur.v1i2.66.

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The study entitled "Improving teacher competence in preparing syllabus and lesson plans through ongoing academic supervision in SMP (Public Middle Schools) Negeri 2 Sabang" raised the issue of whether through continuous academic supervision it can improve teacher competence in preparing syllabi and lesson plans. This study aims to improve the competence of teachers in Sabang 2 Public Middle School in preparing syllabus and lesson plans. The subjects of this study were teachers of Sabang 2 Public Middle School in the 2016/2017 academic year, totaling 13 teachers, consisting of 10 PNS teachers a

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Kurata, Lehlohonolo, Setho J. Mokhets’engoane, and ’Mampota Selialia. "Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?" European Journal of Education and Pedagogy 3, no. 6 (2022): 178–84. http://dx.doi.org/10.24018/ejedu.2022.3.6.495.

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Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21st century skills among learners. It is expected too, that subject syllabi should align with the curriculum in promoting such skills. However, most studies in the field of religious studies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21st century skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extent to which religious studies syllabus promotes 21st century skills. Document Analysis was

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Hernandez, Howard H., Collette S. Grant, and William F. Priest. "Visualizing the Syllabus: Engagement, Comprehension, and First Impressions in University EFL." Journal of Education and Learning 14, no. 4 (2025): 155. https://doi.org/10.5539/jel.v14n4p155.

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This study investigates university students&rsquo; perceptions and impressions of a visually stimulating syllabus, focusing on its effectiveness in conveying course expectations and its influence on initial impressions of instructors. A mixed-methods approach was used to gather quantitative and qualitative data from 168 university-level English-as-a-Foreign-Language (EFL) students in two universities in Japan. Students reviewed the visual syllabus and provided feedback through Google Forms surveys. Findings reveal students strongly favor the visually stimulating format for its clarity, eng

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