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Journal articles on the topic '330206 Curriculum Theory and Development'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Shire, Michael J. "Jewish Spiritual Development and Curriculum Theory." International Journal of Children's Spirituality 2, no. 2 (December 1997): 53–59. http://dx.doi.org/10.1080/1364436970020206.

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Travis, Thomas G., S. Kathleen Loughlin, and Eileen Mullen. "Applying Adult Development Theory to the Curriculum." Journal of Continuing Higher Education 33, no. 2 (April 1985): 22–24. http://dx.doi.org/10.1080/07377366.1985.10401028.

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3

Coşkun Yaşar, Gülşah, and Berna Aslan. "Curriculum Theory: A Review Study." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 2 (December 28, 2021): 237–60. http://dx.doi.org/10.31704/ijocis.2021.012.

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The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

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4

Wraga, William. "Curriculum Theory and Development and Public Policy Making." Journal of Curriculum and Pedagogy 3, no. 1 (June 2006): 83–87. http://dx.doi.org/10.1080/15505170.2006.10411581.

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5

Cain, Tim. "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 2 (June 24, 2004): 215–21. http://dx.doi.org/10.1017/s0265051704005650.

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In this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory.

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Lee, Jong-Ik, and Woong Choi. "Development of training theory curriculum for school social workers." Journal of School Social Work 53 (March 30, 2021): 1–26. http://dx.doi.org/10.20993/jssw.53.1.

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Plummeridge, Charles. "Curriculum Development in Music Education: The Limitation of Theory." Psychology of Music 13, no. 1 (April 1985): 49–57. http://dx.doi.org/10.1177/0305735685131005.

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8

Hentschke, Liane, and Alda Oliveira. "Music curriculum development and evaluation based on Swanwick's theory." International Journal of Music Education os-34, no. 1 (November 1999): 14–29. http://dx.doi.org/10.1177/025576149903400103.

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9

McDiarmid, Garnet. "The development of a conceptual-empirical theory of curriculum." Interchange 18, no. 3 (September 1987): 38–62. http://dx.doi.org/10.1007/bf01807219.

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10

Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (July 2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.

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Lee, Yun-Bok, and Ho-Jae Jeon. "Exploring In Search of Curriculum Development Through Integrated Curriculum Based on Hirst’s Education Theory." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 13 (July 15, 2021): 279–93. http://dx.doi.org/10.22251/jlcci.2021.21.13.279.

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12

Frank, Nancy. "Rethinking Planning Theory for a Master’s-Level Curriculum." Journal of Planning Education and Research 21, no. 3 (March 2002): 323–30. http://dx.doi.org/10.1177/0739456x0202100309.

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13

Druzhinina, Maria, Natalia Belkova, Elena Donchenko, Feng Liu, and Olga Morozova. "Curriculum Design in Professional Education: Theory and Practice." SHS Web of Conferences 50 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20185001046.

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This article discusses the problem of ensuring the curricula quality. The aim of the theoretical research carried out by the authors is to clarify the perception of “curriculum design” with reference to international and domestic requirements for the curriculum development and quality assessment. During the research process, the “curriculum design” definition was given and curricula quality assessment criteria were selected. The authors conducted a comparative analysis of innovative, for different institutions, curricula which are implemented in the system of professional education: secondary, higher and vocational. In the article the authors focus on interactivity as the main criterion of the curriculum quality assessment. One of the results of implemented interactive working forms in education is to increase the level of students learning motivation. Involving not only teachers, but also students to the process of curriculum quality assessment promotes curriculum design development. This article covers the results of students’ satisfaction level assessment with curriculum quality in the vocational education system. In conclusion, it is pointed out that curriculum design is a dynamic process which ensures the quality of specialists’ training in the system of professional education

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Freeman, Carole Cook, and Harris J. Sokoloff. "Theory of Thematic Curricula." education policy analysis archives 3 (September 15, 1995): 14. http://dx.doi.org/10.14507/epaa.v3n14.1995.

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A theory of thematic curriculum emerged during the development of a unit on pets, entitled Pets & Me. The unit was designed through a school/university partnership for children pre-school to grade 5. Analysis of data collected during the unit's development and field tests supports a dynamic view of curriculum that challenges policy makers to rethink policies that begin from a view of curriculum as a static list of "facts" to be learned or "topics" to be mastered. Reflection on the project led to the differentiation of three distinct constructs: (1) facts and information, (2) topics, and (3) themes. Each of these three constructs plays a different role in children's learning. Facts focus on basic information and narrowly defined ideas understood as discrete items. Topics provide a context for facts and information, and present a way of organizing discrete bits of information into classes of experience recognizable by scholars within traditional disciplines. Themes defined as broad existential questions, transcend disciplines, allowing learners to integrate the information and the topic within the full range of human experience. All three are important elements of thematic curriculum. PREFACE

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Swanson, Zane, and Michelle Hepner. "Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)." Decision Sciences Journal of Innovative Education 9, no. 2 (May 2011): 209–26. http://dx.doi.org/10.1111/j.1540-4609.2011.00304.x.

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Page, Timothy, and Rhonda Norwood. "Attachment Theory and the Social Work Curriculum." Advances in Social Work 8, no. 1 (April 30, 2007): 30–48. http://dx.doi.org/10.18060/130.

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Attachment theory, as developed by Bowlby and Ainsworth, represented a major departure from the current theories of human development of the time, particularly in its rejection of the major tenets of psychoanalytic theory and its integration of core ideas from evolution theory and cybernetics (Ainsworth & Bowlby, 1991). Attachment theory posits that a foundational human instinct, the desire to achieve safety and protection through proximity to a protective figure, is responsible for the formation of a special class of life-long affectional bonds, referred to as “attachments.” Emotional security is derived to a great extent, according to the theory, from experience with caregivers who are consistently responsive to the developing infant’s expression of attachment behavior toward them. Forty years of empirical research has shown that attachment is a universal characteristic that predicts children’s development of cognitive and social competence, emotional regulation, and positive self-image (Weinfield, Sroufe, Egeland, & Carlson, 1999). Social work educators are currently challenged to better integrate the findings of attachment research into their curricula to reflect more the current state of developmental science.

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Vega, Nofvia De, and Haryanto Atmowardoyo. "BOOK REVIEW: ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 11, no. 1 (June 2, 2022): 7–15. http://dx.doi.org/10.26618/exposure.v11i1.6593.

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Book reviews are intended to inform and evaluate a book's content and quality. It presents review critiques of the English curriculum and material development book by Pryla Rochmawati. The reviewer classified into four major sections from 11 chapters: curriculum and syllabus, curriculum components, the English curriculum in Indonesia, and the development of English-language materials. To begin, curriculum and syllabus are introduced briefly in language and explained in simple terms like those found in the first paragraph. Secondly, the curriculum is addressed by analyzing the needs of the students, establishing objectives, assessing their progress, and evaluating their progress. The third section discusses the Indonesian curriculum and how it has evolved. Material development based on Tomlinson's theory is presented in the fourth section. An evaluation of the author's visual approach and the content will be conducted in the review.

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Essa, Fawzia Osman, Abdulai Abukari, and Byabashaija Deusdedit. "Post-War and Development of a Historical Curriculum in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 10 (October 14, 2021): 489–501. http://dx.doi.org/10.36347/sjahss.2021.v09i10.003.

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This qualitative approach article assessed the relationship between post war and the development of a Historical Curriculum for secondary schools in Somalia. Relevant knowledge and understanding of history encourages reconciliation and unity. Besides, poor curriculum and inadequate pedagogical practices undermine the merit of the history curriculum as an educational timely intervention. This may be linked to the mismatch between theory and practice. The study was anchored on the Social Identity Theory. The semi-structured interviews were used to garner information for the research study. A total of 11 people participated in the interviews. Results reveal that history curricula of Somalia has no relevancy in terms of developing national social identity. Qualitative interviews discovered five themes that appeared to be traits of a good curriculum: Relevancy, Powerful Knowledge, Cause and Consequences, Change and Continuity, and Difficult History. The results enabled the curriculum developers to possess knowledge for the development of a historical thematic curriculum. It was concluded that establishing a national relevant curriculum may encourage national identity and patriotism. Therefore, there is need for the government to increase funding for the development of a relevant national curriculum for secondary schools in Somalia.

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Zong, Xinyi, Fan Yang, and Yingjie Zhang. "The Understanding and Development of “Curriculum Gamification” and “Curriculum-Based Game” Concepts in Chinese Kindergartens." Journal of Contemporary Educational Research 6, no. 10 (October 27, 2022): 47–54. http://dx.doi.org/10.26689/jcer.v6i10.4394.

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Games are one of the basic activities in kindergartens, so what do “Curriculum gamification” and “Curriculum based Game” mean? Could kindergarten games become the curriculum? Combined with the history of curriculum development in China, Piaget’s play-stage theory and Vygotsky’s scaffold teaching theory, this paper discusses the differences in the understanding of the concept of “the transformation of curriculum and games”. Using representative cases in Jiangsu and Zhejiang provinces as examples, and through the analysis of the reform process of “Curriculum Gamification” and “Curriculum-based Game” in the Early Childhood Education (ECE) field, it was found that further exploration both in concept and practice is required to achieve high quality kindergarten education.

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20

Dineen, Murray. "Whither our Undergraduate Core Curriculum in Theory?" Canadian University Music Review, no. 14 (February 22, 2013): 146–59. http://dx.doi.org/10.7202/1014314ar.

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In this paper, the author considers three aspects of the core curriculum: the mixture of poetics (the craft of music making) and apologetics (the argument for a canon of masterworks), the theoretical training of literate musicians, and the vehicles for bringing about curriculum change. Within this framework, the author addresses the theory text of Edward Aldwell and Carl Schachter, as well as essays by Christopher Lewis, Richard Wollheim, James Clifford, and Estelle Jorgensen. The author finds in the present curriculum an uncomfortable balance of craft and argument, and an orientation toward rote learning of a canon rather than a critical approach to knowledge skills. He finds as well little or no scholarly mechanism for curriculum development.

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Strom, Robert, and Shirley Strom. "Building a Theory of Grandparent Development." International Journal of Aging and Human Development 45, no. 4 (January 1, 1997): 255–86. http://dx.doi.org/10.2190/have-hwku-6bcg-9ey5.

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A theory of grandparent development is described that includes the formulation of assumptions, goals for guiding instruction, curriculum design, and a measurement tool to assess learning needs and evaluate the effects of educational intervention. Cultural considerations are illustrated by a three generational study of African-American ( n = 777), Caucasian ( n = 1086), and Hispanic ( n = 672) subjects who were administered the Grandparent Strengths and Needs Inventory. Perceptions of each generation about the attitudes and behaviors of grandparents were examined with multivariate analysis of variance and post-hoc comparisons to analyze the scores, confirm results, and facilitate interpretation of findings. Results showed significant differences between generations and within cultures. Each generation identified elements of grandparent success as well as issues that deserve consideration in building educational programs.

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22

Chiu, Thomas K. F., and Ching-sing Chai. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective." Sustainability 12, no. 14 (July 10, 2020): 5568. http://dx.doi.org/10.3390/su12145568.

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The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

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23

Wraga, William, and Peter Hlebowitsh. "Toward a renaissance in curriculum theory and development in the USA." Journal of Curriculum Studies 35, no. 4 (July 2003): 425–37. http://dx.doi.org/10.1080/00220270305527.

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24

Clayden, Elizabeth. "The Management of Curriculum Development in Primary Schools ‐‐ theory and practice." School Organisation 9, no. 1 (January 1989): 27–38. http://dx.doi.org/10.1080/0260136890090103.

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Becker, Shirley A., Gene G. McGuire, and Larry R. Medsker. "Integrating systems development theory and practice in an information systems curriculum." Computers & Education 19, no. 3 (October 1992): 275–84. http://dx.doi.org/10.1016/0360-1315(92)90121-k.

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Ard, Nell, Suzette Farmer, Sharon F. Beasley, and Keri Nunn-Ellison. "Using the ACEN Standards in Curriculum Development." Teaching and Learning in Nursing 14, no. 2 (April 2019): A3—A7. http://dx.doi.org/10.1016/j.teln.2018.10.001.

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Rauf, Zaka, and MUSA YUSUF. "RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM." JOURNAL OF ADVANCES IN HUMANITIES 3, no. 2 (August 15, 2015): 256–61. http://dx.doi.org/10.24297/jah.v3i2.5107.

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Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector.

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Walker, Kim. "Environmental education and the school curriculum: The need for a coherent curriculum theory." International Research in Geographical and Environmental Education 6, no. 3 (January 1997): 252–55. http://dx.doi.org/10.1080/10382046.1997.9965054.

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Zhang, Ying. "College Aerobics Curriculum System Construction in Perspective of Systems Theory." Advanced Materials Research 989-994 (July 2014): 5078–81. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5078.

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The physical education curriculum is an important part of the school curriculum system, is to achieve the goal of school physical education, quality education, promoting students to adapt to society, students complete an effective way to cultivate individuality. In this study, aerobics as the college physical education curriculum reform and the practice object, on the base of the comprehensive analysis the development status, according to “National College of Physical Education Curriculum Guidelines” spirit, combining with the college aerobics teaching characteristics and rules, system theory is curriculum ideas, from the target system of aerobics courses, teaching content, teaching form, teaching methods, curriculum evaluation, and other aspects, to construct the aerobics curriculum system of higher education. Effectively cultivate student's sports consciousness, physical ability and innovation capabilities, to meet the needs of the student physical and mental health, and lay a solid foundation for lifelong physical reserves.

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Wang, Victor X. "Critical Components of Curriculum Development for Career and Technical Education Instructors in the United States." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 72–89. http://dx.doi.org/10.4018/javet.2010100905.

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Developing curriculum(s) requires instructors to take into several factors. These factors can be viewed as critical components of curriculum development for career and technical education (CTE) instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation and evaluation, CTE instructors will fail to develop sound/ meaningful curriculum(s). This article attempts to discuss those critical components in order to help instructors in the field. As curriculum development in the United States is characterized by both centralization and decentralization, it is essential that CTE instructors should be equipped with necessary skills, knowledge and attitudes to develop practical curriculum(s) that they can use to benefit their own teaching.

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Zhou, Yining. "A Concept Tree of Accounting Theory: (Re)Design for the Curriculum Development." Education Sciences 9, no. 2 (May 21, 2019): 111. http://dx.doi.org/10.3390/educsci9020111.

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This study contributes to both accounting and concept mapping literature through the depiction of a concept tree based on the Accounting Theory curriculum, which has undergone recent and rapid expansion of its knowledge and has hence outgrown the previous limited mapping work. This tree-shaped concept map not only accounts for a particular mapping approach little studied and scarcely exemplified in literature, but also signifies a creative model that graphically interprets the sophisticated system of accounting theories and concepts as well as their complex interrelationships. In teaching practices, this concept tree has attested a potential to promote curriculum development, as evidenced in sequence and cohesion of topics and by being linked meaningfully to exam design.

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Habiburrahim, Habib. "A REVIEW OF THE DEPARTMENT OF ENGLISH LANGUAGE EDUCATION CURRICULUM DEVELOPMENT." Englisia Journal 6, no. 1 (January 12, 2019): 1. http://dx.doi.org/10.22373/ej.v6i1.3529.

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A review of the current literature on curriculum development elucidates that much of the existing work either: (i) focuses on the development of educational resources; (ii) rectifies the concept of curriculum; (iii) or identifies desirable features of development methods without providing any practical guidance that synchronizes the needs of any particular education systems and geographical status where students are living. This paper scrutinizes the development of the Department of English Language Education curriculum of Ar-Raniry State Islamic University (Universitas Islam Negeri Ar-Raniry Banda Aceh) Indonesia in line with Aceh context. It is flexible and evolutionary, and is soundly underpinned by proven theory and practices from contemporary curriculum development concepts. Systematically this article explores three pivotal aspects: educational foundation in Aceh, curriculum development in Indonesia, and an ideal curriculum of the Department of English Language Education, particularly in Aceh context.

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Arjmand, Susan. "A Curriculum on Performing Arts Medicine: Perspectives on Theory and Implementation." Medical Problems of Performing Artists 24, no. 1 (March 1, 2009): 18–25. http://dx.doi.org/10.21091/mppa.2009.1005.

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The development of professional organizations and clinics dedicated to performing arts medicine and increasing public awareness of the medical problems of performing artists have been evident over the last 25 years, yet there are few formal training programs in performing arts medicine for healthcare practitioners and no standardized, widely used education tools available for that purpose. This paper proposes a method by which performing arts medicine topics might be introduced to medical practitioners using accepted tools of curriculum design. The goals and objectives of a proposed curriculum are presented, as well as a needs assessment, educational strategies, assessment methods, implementation and dissemination ideas, and suggestions for curriculum maintenance and renewal. Several features are paramount to successful curriculum change: leadership, cooperative climate, participation of organization members, evaluation, human resource development, and politics. The role of the team leader is crucial, in that a leader needs to understand the cognitive orientations of both performing arts medicine and primary care as well as of education theory.

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Beckman, Sarah J., Sanna L. Boxley-Harges, and Beth L. Kaskel. "Experience Informs." Nursing Science Quarterly 25, no. 4 (October 2012): 341–46. http://dx.doi.org/10.1177/0894318412457053.

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The efficacy of the Neuman systems model as a guiding framework for curriculum development of a baccalaureate program is examined. Insights from lessons learned provide directions for nursing theory-based curriculum change and program development. Challenges and opportunities during curriculum development are explored. Recommendations and strategies that contribute to consensus building are reported.

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Tan, Yunyun, and Chuanqin Zheng. "Multifactor Association Analysis Model of Preschool Education Based on Multivariate Nonlinear Matrix Theory." Mathematical Problems in Engineering 2022 (October 11, 2022): 1–11. http://dx.doi.org/10.1155/2022/5920764.

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This paper uses the multivariate nonlinear matrix theory to conduct an in-depth study and analysis of the multifactor correlation in preschool education, and designs a multifactor correlation analysis model to be applied to the actual preschool education process. A nonlinear approach is used to define the dynamics of a planar segmented smooth system with visible folds on a switching surface, and conditions are given for the system to have a sliding periodic orbit through this visible fold. A curriculum relatedness analysis algorithm based on Euclidean distance is proposed, which takes distance as a perspective and calculates the curriculum relatedness by measuring the difference of the curriculum in different dimensions; a curriculum relatedness analysis algorithm based on cosine similarity is proposed, which takes a vector as a perspective and calculates the curriculum relatedness by measuring the cosine of the angle between different curriculum vectors; a curriculum relatedness analysis algorithm based on correlation coefficient is proposed. The course relevance analysis algorithm based on the correlation coefficient evaluates the relevance of different courses from a centralized perspective. After preprocessing the course results, two different types of datasets were selected for the experiments of the three algorithms. The results show that all three algorithms can calculate the correlation degree of the courses, which can provide scientific data support for the curriculum arrangement of the school so that the school can scientifically verify and optimize the curriculum arrangement. The three algorithms are compared from the calculation results and theories, among which the correlation coefficient correlation analysis algorithm has the best effect. This study proposes suggestions to promote students’ noncognitive ability development from the perspective of preschool education development; grasp the critical period of children’s noncognitive ability development and pay attention to preschool education investment; further develop inclusive preschool education to ensure the educational opportunities of disadvantaged groups; promote regional preschool education reform to ensure the quality of preschool education in rural areas; and guide parents’ participation and cooperate with schools to cultivate children’s noncognitive ability.

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Zhang, Zong Fei. "Research on the Curriculum Development for Software Technology Major in Higher Vocational Schools Based on Work Process." Advanced Materials Research 268-270 (July 2011): 1928–33. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.1928.

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The curriculum development is the core task of the current teaching reform of higher vocational schools in China. The curriculum development for the higher vocational education is a complicated systematic project. With the software technology major in Taizhou Vocational & Technical College as its background, according to the curriculum development theory based on work process, this paper first analyzes the basic methods of curriculum development, and then researches on the curriculum development technologies for software technology major in higher vocational schools from the four aspects of work task analysis, typical work integration, curriculum system construction and curriculum teaching implementation, and designs a specific implementation process. Practice shows that the proposed method of curriculum development in this paper has strong operability and obvious implementation results, which provides curriculum reform for the software technology major in higher vocational schools in China with a significance of reference.

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Lavrenova, Mariia, Nataliia Lalak, Tеtyana Molnar, and Lyubov Fenchak. "Development trajectory of a primary school student: from theory to practice." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 130–38. http://dx.doi.org/10.30970/vpe.2021.35.11314.

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The article describes the problem of forming an individual educational trajectory of primary school students in the modern educational space. Based on the analysis of the scientific literature, the essence of the concepts «individual educational trajectory», «individual curriculum» is specified and the stages of realization of an individual educational trajectory are determined. Emphasis is placed on the importance of the pedagogical support of the studentʼs movement along the individual educational trajectory. It is found that the individual educational trajectory is a way to implement personal potential of the student. It takes into account student’s abilities, interests, needs, motivation, opportunities and experience, and is based on the choice of types, forms and pace of education. The individual educational trajectory of the student is created on the basis of the individual development program and individual curriculum. Pedagogues elaborate it in interaction with students and their parents, and the pedagogical council of the educational institution gives an approval for its implementation. The authors of the article define some requirements for developing effective individual educational trajectory for primary school students. They include knowledge of the student’s personality, his/her psycho-physiological features and possibilities; organization of differentiated learning, which involves structuring the content of educational material, selection of techniques and teaching aids in accordance with the typological features of students; emphasis on the development of specific personal abilities and individual potential of the students as a guideline for their educational activities; advisory assistance to the teacher in building the student’s own educational program and determining the individual pace of its mastery. Keywords: educational environment, individual educational trajectory, individual development program, individual curriculum, primary school seeker, primary school teacher.

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허영주. "Implications of Simmel’s Culture Theory as an Alternative Approach for Curriculum Development." Journal of Education & Culture 22, no. 5 (October 2016): 27–49. http://dx.doi.org/10.24159/joec.2016.22.5.27.

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Simmons, Susan. "An exercise in curriculum development — the process of putting theory into practice." Nurse Education Today 9, no. 5 (October 1989): 327–34. http://dx.doi.org/10.1016/0260-6917(89)90117-2.

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Tribe, John. "Balancing the Vocational: The Theory and Practice of Liberal Education in Tourism." Tourism and Hospitality Research 2, no. 1 (April 2000): 8–25. http://dx.doi.org/10.1177/146735840000200106.

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Research into the tourism curriculum has tended to concentrate on appropriate vocational elements. By contrast, this paper examines the theory and practice of liberal aspects of a tourism curriculum. The theoretical strand develops the underlying liberal concepts of truth, breadth, coherence, ‘the good life’ and liberation. The practical strand considers how these might be achieved through curriculum strategies in tourism such as encouraging reflection within modules, complementary studies, undergraduate projects, research methods, great books, and critical tourism studies. Finally, the limitations of a liberal curriculum are addressed.

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Unar, Narjis, and Prof Dr Nasreen Hussain. "Students’ Morality Development in Primary Public Schools of Sindh Province: An Application of Moral Foundation Theory." International Research Journal of Education and Innovation 2, no. 3 (December 31, 2021): 231–48. http://dx.doi.org/10.53575/irjei.v2.03(21)21.231-248.

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The paper investigated the effectiveness of the implemented curriculum in emphasizing the moral values of students in primary public sector schools in Sindh. Also it analyzes the role played by the school principals/head teachers in promoting moral values among students. The paper also explored how teachers at primary schools contribute to developing the moral values of students. The study has collected 177 responses from the teachers of primary public level schools of five districts of Sindh province using purposive sampling technique while PLS-SEM has been employed for data analysis using SmartPLS v3.2.9. The results have shown that effectiveness of curriculum, teachers’ implicit beliefs, and role of principals have positive effect on students’ moral development while teachers’ implicit beliefs and role of principals have positive effect on role of teachers; whereas, teachers’ implicit beliefs and role of principals have positive effect on effectiveness of curriculum. The mediation analysis showed that effectiveness of curriculum has positive mediation between teachers’ implicit beliefs and role of principals towards students’ moral development. However, socioeconomic support has no significant moderating effect on the role of curriculum effectiveness, teachers’ and principals’ role towards students’ moral development. In this regards, it has been recommended that schools can best promote students' moral growth by assisting instructors in coping with the difficulties of their jobs and developing teachers' capacity for introspection and empathy. Students undoubtedly benefit from community service, being reminded of essential qualities, and developing good habits.

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Luesse, Hiershenee B., Pamela Koch, and Isobel R. Contento. "Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum." Health Education Journal 78, no. 7 (May 22, 2019): 824–38. http://dx.doi.org/10.1177/0017896919850597.

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Objective: This study describes the use of the Nutrition Education DESIGN Procedure for developing the In Defence of Food Curriculum, a health education curriculum serving as the companion guide to the In Defence of Food documentary film based on the book with the same title. Design: The DESIGN Procedure is a systematic stepwise framework that produces behaviourally focused, theory-driven health education programmes and evaluation plans. Methods: DESIGN begins with an audience assessment and literature review that guides the selection of desired behaviours and psycho-social theory. For the In Defence of Food Curriculum, the desired behaviour changes were increased intake of whole/minimally processed plant-based foods and decreased intake of highly processed foods. A theoretical framework combining social cognitive and social determination theories guided programme development and evaluation plans. Education theory guided translating this framework into a ready-to-deliver curriculum. DESIGN aims to ensure alignment of theory determinants/mediators, behaviour change strategies, objectives, instructional activities and evaluation measures for systematically addressing desired behaviour changes. Over the course of 10 lessons, young people participate in interactive activities that explore the benefits of healthy eating, while appreciating how the ubiquity of heavily marketed and highly processed foods make healthy eating challenging. The evaluation plan guides measurement of target behaviours and the theory-based determinants/mediators. Results: This case study describes the development of the In Defence of Food curriculum using the DESIGN Procedure and demonstrates how a comprehensive and structured method for health education curriculum development and evaluation planning can be applied. Conclusion: The DESIGN Procedure has relevance for researchers, practitioners and programme planners.

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Kairienė, Aida. "THE MANIFESTATION OF THE MICROPOLITICS IN CURRICULUM DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 181. http://dx.doi.org/10.17770/sie2019vol2.3968.

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The purpose of the research paper is to disclose the manifestation of micropolitics in curriculum development. The objectives of the research are: 1) to analyze scientific literature by presenting the main concepts; 2) to discuss how they help to develop a curriculum. The novelty is that the research is based on the postructuralism theory, where micropolitics is not only a resistance, but also a novelty, in this case self-education. The research method is hermeneutic review of literature. It is important to understand the meaning and importance of individual texts, which, in turn, can be seen as parts of the whole body. The analysis of scientific literature revealed that the main concepts are the following: rhizome, assemblages, the strata, and micropolitics. Self-education should be implemented through rhizomatic learning, observation of self-education, creation of new learning territories and a favourable micro environment.

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Ashari, Nur Azizah. "Pengembangan Kurikulum Pendidikan Agama Islam (PAI) di Madrasah." AN NUR: Jurnal Studi Islam 13, no. 2 (December 31, 2021): 153–67. http://dx.doi.org/10.37252/annur.v13i2.104.

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This research is a research that contributes ideas in developing curriculum in Madrasah. This is because the progress of the times has penetrated all areas of life, including the field of education. Of course the progress of the times demands progress that affects all aspects in it, including the curriculum as a reference in the education process. So there is a need for curriculum development, especially in Madrasas which in fact prioritize religious education in it. This is of course related to the demands of the times for graduates from Madrasas to be able to compete and not be out of date. The method in this study uses qualitative research and the type of research is library research. The results of this study are the curriculum development process includes: Determining the Model in Development, analyzing Needs and Situations, Determining Objectives, Goals, Goals, Formulating Content in the Curriculum, Selecting Methods in Developing Curriculum, Evaluating Curriculum, Implementing Curriculum, Curriculum Changes Providing Feedback.

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Cárdenas, Alejandra Natalia. "40x40: curriculum for academic excellence and holistic development." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 1 (January 2, 2016): 105–7. http://dx.doi.org/10.1080/13569783.2015.1127152.

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Falasifa, Indira, and Umdaturrosyidah Umdaturrosyidah. "Landasan Psikologis dalam Pengembangan Kurikulum." Jurnal Al-Qiyam 2, no. 1 (June 27, 2021): 86–92. http://dx.doi.org/10.33648/alqiyam.v2i1.115.

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The curriculum is a program to achieve a number of educational goals. That goal is used as the direction or reference for all educational activities carried out. The success or failure of teaching programs in schools can be measured by how far and how much the achievement of these goals. The curriculum is dynamic and must always experience changes and developments, in order to keep abreast of developments and challenges of the times. However, changes and development must be done systematically and directed. Changes and curriculum development must have a clear vision and direction, will be taken where the national education system with the curriculum. One important factor that must be considered in developing curriculum is the psychological foundation. The psychological foundation of curriculum development requires the curriculum to pay attention and consider aspects of students in implementing the curriculum. So that when the curriculum is implemented, the curriculum objectives will be achieved optimally. Keywords: Curriculum Development, Psychological Theory, Learning Psychology

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Achmad Yusuf. "PENGEMBANGAN KURIKULUM PAI BERBASIS MULTIKULTURAL (Perspektif Psikologi Pembelajaran)." AL MURABBI 4, no. 2 (May 25, 2019): 251–74. http://dx.doi.org/10.35891/amb.v4i2.1453.

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The curriculum is like a house that must have a foundation in order to stand tall, not collapse and can provide comfort for those who live in it from diverse backgrounds, the foundation is the foundation of the curriculum as his home, in order to provide comfort and convenience for students to study and make products that are useful for themselves, religion, society and country. Learning theories that underlie curriculum development include the following: (a) Power Psychology, (b) State mental theory, (c) Psychology of Behaviorism, (d) Theory of Connectionsism, (e) Gestalt Psychology, (f) Constructivism Learning Theory, and (g) Jean Piaget's Cognitivism Development Theory.

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Wraga, William G. "Toward a curriculum theory for the new century: essay review of Patrick Slattery,Curriculum Development in the Postmodern Era1." Journal of Curriculum Studies 28, no. 4 (July 1996): 463–74. http://dx.doi.org/10.1080/0022027980280405.

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Shawer, Saad. "Communicative‐based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change." Curriculum Journal 21, no. 3 (September 2010): 333–59. http://dx.doi.org/10.1080/09585176.2010.506802.

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Chen, Junyuan, Yanru Yang, Fenghua Xu, Wenzhe Xu, Xiaolin Zhang, Yao Wang, and Yishi Zhang. "Factors Influencing Curriculum Leadership of Primary and Secondary School Teachers from the Perspective of Field Dynamic Theory: An Empirical Investigation in China." Sustainability 13, no. 21 (October 29, 2021): 12007. http://dx.doi.org/10.3390/su132112007.

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Teacher curriculum leadership is in urgent demand to promote the sustainable advancement of curriculum reform, and an important guarantee for the sustainable development of students. It is of important theoretical and practical significance to clarify the influencing factors of the use and the development of teachers’ curriculum leadership. Based on Lewin’s field dynamic theory, this study conducts a multiple linear regression analysis on the data of 19,521 primary and secondary school teachers in 20 provinces of China, and investigates the influencing factors of teacher curriculum leadership from individual and school fields. The results show that individual field factors are the driving force for teachers to exert and develop curriculum leadership. When teachers have internal leading motivation, the school environment becomes an important inducing force. This finding confirms the realistic rationality of the field dynamic theory, and provides a clear direction for formulating relevant policies and practical plans for enhancing teacher curriculum leadership. That is, it is necessary to fully stimulate the internal motivation of teachers for curriculum leadership, but also to create a school environment for teachers to exercise and develop curriculum leadership.

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