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Journal articles on the topic 'Common curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Stabback, Philip. "Common curriculum, core curriculum or common curriculum standards—finding a solution for Bosnia and Herzegovina." PROSPECTS 37, no. 4 (December 2007): 449–67. http://dx.doi.org/10.1007/s11125-008-9049-y.

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Hodge, Emily M. "“Common” Instruction? Logics of Ability and Teacher Decision Making Across Tracks in the Era of Common Standards." American Educational Research Journal 56, no. 3 (October 20, 2018): 638–75. http://dx.doi.org/10.3102/0002831218803328.

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This article investigates the interaction between the Common Core State Standards and curricular tracking by examining instructional decision making across tracks in a large metropolitan district. This study draws on institutional logics as a framework to analyze 106 instructional decisions from 24 participants involved in middle school literacy instruction. In lower-track classes, participants often adapted the curriculum and adopted a more teacher-centered approach. About half of the rationales for those decisions reflected a logic of tracking, less than a fifth reflected a logic of differentiation, and almost a third reflected elements of both logics. These findings demonstrate that despite common standards, a tracked school structure continues to serve as a powerful signal about the curriculum and instruction seen as appropriate for different groups of students.

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Smith, Leslie. "Common‐core Curriculum: a Piagetian conceptualisation." British Educational Research Journal 12, no. 1 (March 1986): 55–71. http://dx.doi.org/10.1080/0141192860120105.

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Partington, Geoffrey. "Multiculturalism and the common curriculum debate." British Journal of Educational Studies 33, no. 1 (February 1985): 35–56. http://dx.doi.org/10.1080/00071005.1985.9973698.

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Roberts, Margaret. "Interpretations of the Geography National Curriculum: a common curriculum for all?" Journal of Curriculum Studies 27, no. 2 (March 1995): 187–205. http://dx.doi.org/10.1080/0022027950270204.

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Čuřín, Michal, and Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.

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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.

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O’Connor Jr., EdD, Michael J. "Curriculum-level goals in emergency-management education: Developing a common framework in an evolving field." Journal of Emergency Management 3, no. 6 (November 1, 2005): 32. http://dx.doi.org/10.5055/jem.2005.0062.

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Emergency management (EM) is a rapidly growing and evolving discipline. While only two degreelevel programs existed prior to 1995, they were joined by an additional 40 programs by 2005. These new programs contributed to a broad expansion of courses and instructional materials. However, none of this growth has been guided by a commonly agreed upon curricular framework. As a result, degree-level programs have varied widely in terms of what they consider an appropriate EM curriculum. The past several years have seen repeated efforts by a small group of academics and professionals to develop a standard curricular framework based on mutually agreed upon competencies, functions, and skills. This research project refines and builds upon these earlier efforts to create a unified list of broad curriculum-level goals. These goals were then qualitatively and quantitatively measured to identify specific themes that could be used to build an appropriate curriculum for EM bachelor’s and master’s degree-level programs.

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Marzooghi, Rahmatallah. "Curriculum Typology." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 166. http://dx.doi.org/10.5539/ijel.v6n7p166.

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<p>An abstract is a brief and comprehensive summary of the contents of the article. It allows readers to survey the various definitions that have been presented by scholars about the concept of curriculum as a “plan” or “product”, and due to the vast variation of definitions, many classifications have been made in regarding them. Since “the curriculum” is not a “type” but has “types” itself, it is not possible to present a comprehensive definition for all those curricula such as intended, implemented, learned, implicit, hidden, sterilized, omitted, neglected, empty, taught, not taught, existed, non-existed, and so on. Therefore each curriculum must be defined based on its own unique type. In this article by using a new and innovative approach, more than 200 types of curricula, based on their common traits, are classified into 16 categories. The analysis and classification which are unique and unexampled in its own nature in the curriculum literature explain some controversies about the definitions and types of curricula categorization.</p>

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Coutinho, Anastasia J., Bich-May Nguyen, Christina Kelly, Kenneth W. Lin, Alexandra Gits, Renee Crichlow, and Gerardo Moreno. "Formal Advocacy Curricula in Family Medicine Residencies:." Family Medicine 52, no. 4 (April 3, 2020): 255–61. http://dx.doi.org/10.22454/fammed.2020.591430.

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Background and Objectives: Health advocacy has been declared an essential physician skill in numerous professional physician charters. However, there is limited literature on whether, and how, family medicine residencies teach this skill. Our aim was to determine the prevalence of a formal mandatory advocacy curriculum among US family medicine residencies, barriers to implementation, and what characteristics might predict its presence. Methods: Questions about residency advocacy curricula, residency characteristics, and program director (PD) attitudes toward family medicine and advocacy were included in the 2017 Council of Academic Family Medicine Educational Research Alliance (CERA) survey of family medicine residency PDs. We used univariate and bivariate statistics to describe residency characteristics, PD attitudes, the presence of a formal advocacy curriculum, and the relationship between these. Results: Of 478 PDs, 261 (54.6%) responded to the survey and 236/261 (90.4%) completed the full advocacy module. Just over one-third (37.7%, (89/236)) of residencies reported the presence of a mandatory formal advocacy curriculum, of which 86.7% (78/89) focused on community advocacy. The most common barrier was curricular flexibility. Having an advocacy curriculum was positively associated with faculty experience and optimistic PD attitudes toward advocacy. Conclusions: In a national survey of family medicine PDs, only one-third of responding PDs reported a mandatory advocacy curriculum, most focusing on community advocacy. The largest barrier to implementation was curricular flexibility. More research is needed to explore the best strategies to implement these types of curricula and the long-term impacts of formal training.

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Schmoker, Mike, and Carol Jago. "Simplifying the ELA Common Core; Demystifying Curriculum." Kappa Delta Pi Record 49, no. 2 (April 2013): 59–63. http://dx.doi.org/10.1080/00228958.2013.786589.

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Jongbloed‐Zoet, Corrie, Yvonne Nyblom, Ellen Bol, and James Clark Field. "A common European curriculum for dental hygiene." European Journal of Dental Education 24, no. 4 (September 19, 2020): 611–15. http://dx.doi.org/10.1111/eje.12501.

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RUTHVEN, KENNETH. "Beyond common sense: reconceptualizing National Curriculum assessment." Curriculum Journal 6, no. 1 (March 1995): 5–28. http://dx.doi.org/10.1080/0958517950060102.

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Zhan, Wei, Ana Goulart, Joseph A. Morgan, and Jay R. Porter. "Vertical And Horizontal Integration Of Laboratory Curricula And Course Projects Across The Electronic Engineering Technology Program." American Journal of Engineering Education (AJEE) 2, no. 2 (November 23, 2011): 67–80. http://dx.doi.org/10.19030/ajee.v2i2.6639.

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This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are introduced to the sophomore students in the EET curriculum; these tools are then used in several junior and senior level courses. Through early and repeated exposure to these tools, students learn to use them more effectively to solve various engineering problems in laboratory and course projects. A DC permanent magnetic motor is identified as one of the common hardware platforms for multiple course projects. By using a common platform for different course projects, the students can spend much less time preparing for the course projects. With each course adding different features to the common platform, the learning experience in several courses becomes seamlessly integrated. Surveys were conducted to show that the curriculum development effort improved the efficiency of student learning and enhanced the students’ educational experience.

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Rawle, Fiona, Tracey Bowen, Barb Murck, and Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies." Collected Essays on Learning and Teaching 10 (June 12, 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.

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Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.

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Fisk, Rosemary. "Common Texts and Common Concerns: Embedding Diversity in a Core Curriculum." International Journal of the Humanities: Annual Review 3, no. 8 (2006): 243–46. http://dx.doi.org/10.18848/1447-9508/cgp/v03i08/41785.

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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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Brass, Jory. "Reading Standards as Curriculum: The Curricular and Cultural Politics of the Common Core." Journal of Curriculum and Pedagogy 11, no. 1 (January 2, 2014): 23–25. http://dx.doi.org/10.1080/15505170.2014.907551.

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Henneberry, Solana, Jennifer Kelso, and Gloria Soto. "Using Standards-Based Instruction To Teach Language to Children Who Use AAC." Perspectives on Augmentative and Alternative Communication 21, no. 3 (September 2012): 92–98. http://dx.doi.org/10.1044/aac21.3.92.

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Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary content and context of the education and therapeutic intervention for students who use AAC. Special educators, including speech and language pathologists, need to encapsulate the essence of Common Core Content Standards and the general education curriculum to address the content and language needs of AAC users. The interconnection of curriculum content and language demands for the AAC user can be accomplished using readily available research based tools and strategies. We created a five-step process to help SLPs incorporate the general education curriculum into intervention to address language goals of AAC users: 1) assessment; 2) identifying grade level content standards from Common Core or state standards; 3) identifying the “essence” of the standard as it relates to language; 4) generating IEP goals; and 5) teaching language skills across curricular activities. We will provide examples of this process to address a general education standard and the language and curricular content goals for beginning communicators, context-dependent communicators and for students communicating independently. Collaboration between the SLP and educators by means of these steps supports student success across all curricular areas.

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Lima, Maria de Fátima Teixeira, Mariza Danielli Pereira Sobreira, and Sahmaroni Rodrigues de Olinda. "A Base Nacional Comum Curricular: Uma Abordagem sobre Currículo Conhecimento / The National Basis Common Curriculum: A Curriculum and Knowledge Approach." ID on line REVISTA DE PSICOLOGIA 13, no. 48 (December 30, 2019): 230–42. http://dx.doi.org/10.14295/idonline.v13i48.2273.

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O presente artigo discorre sobre a Base Nacional Comum Curricular (BNCC), constituído de uma abordagem sobre currículo e conhecimento. Dentro dessa perspectiva se observa o fortalecimento desta, pela grande participação dos seguimentos educacionais. Trata-se de um documento que mais recebeu sugestões e contribuições na História do Brasil, mostrando a importância que possui para alunos, professores e população em geral. Pretende-se retratar um estudo fundamentado a partir da necessidade de se compreender os novos caminhos que serão percorridos com a BNCC, refletindo o contexto do documento norteador e uma referência única para que as escolas elaborem seus currículos respeitando suas especificidades, sem desconsiderar as particularidades metodológicas, sociais e regionais de cada uma. Sabe-se que é um processo necessário, até chegar à apropriação da escola e à concretização da produção de seu currículo, entretanto, existe uma necessidade de desvendar caminhos e validar como primícias importantes de cunho agregador ou não no desenvolvimento intelectual e como também, frutífero ou não, na promoção social de jovens acadêmicos da educação brasileira. Será utilizada a pesquisa bibliográfica, fundamentada em teóricos sobre a temática e se conclui com indagações de que ainda precisa se estudar e se redefinir como ferramenta ideal a ser utilizada na realidade de cada escola, mediante um processo a longo prazo.

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Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.

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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.

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Guillory, John. "The Common Core and the Evasion of Curriculum." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 666–72. http://dx.doi.org/10.1632/pmla.2015.130.3.666.

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Although the common core state standards initiative was adopted with little controversy in forty-eight states, it soon became the target of attacks both on the right, for the mistaken perception that public education was being taken over by the federal government, and on the left, in response to the institution of an all-too-real draconian testing regime that served the needs more of the testing companies and other corporate agents than of students or teachers. Despite these attacks, it seems likely that the initiative will prevail in most states, perhaps both for better and for worse. My position is that real national standards—not simply state standards— are a desirable goal for the United States today, and long overdue. The “local control” of public education by states and school districts has been, let us admit, the greatest flaw of the K-12 system and a powerful obstruction to the reform of that system. On the other hand, I agree with many (Bryant; Hacker and Dreifus; Ravitch) who see the Common Core as a misguided effort at reform, fatally undermined by the use of punitive, high-stakes testing as the driver of implementation (Loveless). Opting for this strategy, the promoters of the Common Core unfortunately imposed a top-down procedure just where it is least appropriate. Testing, by its very nature, ought to arise from the classroom, the scene of a unique relation between teacher and students. This is not to deny that universal testing is possible and even necessary but rather to acknowledge that the more distant tests are from the scene of teaching, the more limited their informational value.

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Cress, Susan W., and Daniel T. Holm. "Demystifying the Common Core in Kindergarten Writing." Journal of Education and Learning 6, no. 4 (June 6, 2017): 92. http://dx.doi.org/10.5539/jel.v6n4p92.

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Having a set of standards, whether they are common core or state standards, appropriate for kindergarten children is a concern raised by many early childhood educators and parents. Given that at this point and time standards are recognized by many other stakeholders as a way of ensuring children are ready for the future, it is time to further investigate ways to infuse standards into the curriculum in an appropriate way. The developmental appropriateness, and the planning, implementation, and assessment techniques of the curriculum are key to meeting the standards. The article focuses on writing as one example of providing an environment where children can work at their own developmental level. Teachers must be knowledgeable about development, appropriate activities, and the fundamentals of literacy. Samples of kindergarten writing are used to illustrate and explore the possibilities of fostering an appropriate writing curriculum.

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Beasley, Jennifer G., Christine Briggs, and Leighann Pennington. "Bridging the Gap 10 Years Later." Gifted Child Today 40, no. 1 (January 2017): 48–58. http://dx.doi.org/10.1177/1076217516675902.

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The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.

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Freitas Martins, Denise Andrade de, and Maria Aparecida Augusto Satto Vilela. "A proposta da Base Nacional Comum Curricular para o ensino de Arte." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 3 (December 8, 2019): 177. http://dx.doi.org/10.29181/2594-6463.2019.v3.n3.p177-187.

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ResumoContextualizamos brevemente o processo de discussão, elaboração, promulgação e homologação da BNCC, seguindo-se à sua problematização, com ênfase no ensino de arte na Educação Infantil e Ensino Fundamental, na tentativa de levantar os limites e as potencialidades da BNCC. Entendemos que este documento é o ponto final do percurso, que é o currículo (o quê, porquê, quando e como ensinar), dependendo de quem o realiza in loco, de modo a ser capaz de ação-reflexão-ação, ou seja, a práxis enquanto atividade de cada pessoa envolvida na promoção de uma educação escolar brasileira transformadora e libertadora.Palavras-chave: Base Nacional Comum Curricular. Ensino de Arte. Educação Infantil. Ensino Fundamental.The proposal of the Common Curricular National Base for teaching ArtsAbstractWe have briefly contextualized the discussion, elaboration, promulgation and homologation of Common Curricular National Base, following its problematic, emphasizing the teaching of arts in Children’s Education and Elementary School, when trying to raise the bar and potential of Common Curricular National Base. We understand that this document is the final stop of this route, which is the curriculum (what, why, when and how to teach), depending on who performs it in loco, so as to being capable of acting-reflecting-acting, that is, the practice while activity of each person involved in the promotion of a transforming and freeing Brazilian school education.Keywords: Common Curricular National Base. Arts Teaching. Children’s Education. Elementary School.La propuesta de la Base Nacional Común del Curriculum para la enseñanza de ArteResumenContextualizamos brevemente el proceso de discusión, elaboración, promulgación y homologación de la Base Nacional Común del Curriculum, luego de su problematización, con énfasis en la enseñanza del arte en la enseñanza de niños y en la escuela primaria, en un intento de elevar los límites y las potencialidades de la Base Nacional Común del Curriculum. Entendemos que este documento es el punto final del recorrido, que es el plan de estudios (qué, por qué, cuándo y cómo enseñar), dependiendo de quién lo hace in loco, con el fin de ser capaz de acción-reflexión-acción, esto es, La praxis mientras actividad de cada persona involucrada en la promoción de una educación escolar brasileña transformadora y liberadora.Palabras clave: Base Nacional Común del Curriculum. Educación Artística. Enseñanza de Niños. Escuela Primaria.

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Edenfield, Kelly W. "The Common Core and Inverse Functions." Mathematics Teacher 105, no. 9 (May 2012): 672–78. http://dx.doi.org/10.5951/mathteacher.105.9.0672.

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Langlois, Sylvia. "Mapping current health professional curricula: Identifying common topics for an integrated interprofessional education curriculum." Journal of Interprofessional Education & Practice 5 (December 2016): 7–9. http://dx.doi.org/10.1016/j.xjep.2016.08.002.

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Freeman, Ramona, and Terri Jo Swim. "Intellectual Integrity: Examining Common Rituals in Early Childhood Curriculum." Contemporary Issues in Early Childhood 10, no. 4 (January 2009): 366–77. http://dx.doi.org/10.2304/ciec.2009.10.4.366.

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백혜조 and Hoo-Jo Hong. "Criteria Development of Subjects Differentiation during Common Compulsory Curriculum." Journal of Curriculum Studies 33, no. 3 (September 2015): 51–78. http://dx.doi.org/10.15708/kscs.33.3.201509.003.

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Batelaan, Pieter, and Crispin Jones. "Editorial: ‘Social Diversity and Discrimination in the Common Curriculum’." European Journal of Intercultural studies 4, no. 1 (January 1993): 5–6. http://dx.doi.org/10.1080/0952391930040101.

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Symonds, Ian. "A common medical schools curriculum in obstetrics and gynaecology." Australian and New Zealand Journal of Obstetrics and Gynaecology 58, no. 5 (October 2018): 491–93. http://dx.doi.org/10.1111/ajo.12887.

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Burgess, John, and Iain G. Carter. "Common codes for mainstream ESL support across the curriculum." System 24, no. 2 (June 1996): 211–22. http://dx.doi.org/10.1016/0346-251x(96)85377-2.

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Mayer, A. W., K. A. Smith, and S. Carrie. "A survey of ENT undergraduate teaching in the UK." Journal of Laryngology & Otology 134, no. 6 (June 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.

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AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.

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Schoenborn, Nancy L., and Colleen Christmas. "Getting Out of Silos: An Innovative Transitional Care Curriculum for Internal Medicine Residents Through Experiential Interdisciplinary Learning." Journal of Graduate Medical Education 5, no. 4 (December 1, 2013): 681–85. http://dx.doi.org/10.4300/jgme-d-12-00316.1.

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Abstract Background Care transitions are common and highly vulnerable times during illness. Physicians need better training to improve care transitions. Existing transitional care curricula infrequently involve settings outside of the hospital or other health care disciplines. Intervention We created a curriculum to teach internal medicine residents how to provide better transitional care at hospital discharge through experiential, interdisciplinary learning in different care settings outside of the acute hospital, and we engaged other health care disciplines frequently involved in care transitions. Setting/Participants Nineteen postgraduate year-1 internal medicine trainees at an academic medical center in an urban location completed experiences in a postacute care facility, home health care, and outpatient clinics. Program Description The 2-week required curriculum involved teachers from geriatric medicine; physical, occupational, and speech therapy; and home health care, with both didactic and experiential components and self-reflective exercises. Program Evaluation The curriculum was highly rated (6.86 on a 9-point scale) and was associated with a significant increase in the rating of the overall quality of transitional care education (from 4.09 on a 5-point scale in 2011 to 4.53 in 2012) on the annual residency program survey. Learners reported improved knowledge in key curricular areas and that they would change practice as a result of the curriculum. Conclusions Our transitional care curriculum for internal medicine residents provides exposure to care settings and health care disciplines that patients frequently encounter. The curriculum has shown positive, short-term effects on learners' perceived knowledge and behavior.

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Cheung, Wai Kiu Larry, and Kevin Pehr. "Impact of the New McGill Undergraduate Medical Curriculum on Medical Students' Diagnostic Accuracy of Common Dermatoses Encountered in Primary Care." Journal of Cutaneous Medicine and Surgery 24, no. 5 (May 27, 2020): 453–56. http://dx.doi.org/10.1177/1203475420928906.

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Background The McGill Faculty of Medicine implemented a new undergraduate medical curriculum in 2013 with additional preclinical lectures in dermatology. At the time of writing, no Canadian prospective study has been published on undergraduate dermatology training in the context of a complete curricular renewal. Objectives Our study was designed to determine the impact of increasing preclinical teaching in dermatology on medical students’ diagnostic accuracy and learning retention of common dermatoses encountered in primary care. Methods A standardized questionnaire was administered to the Classes of 2015, 2016, 2017, and 2018 in 6 versions for a total of 6 times over their 4 years of training. Each version featured 10 photographs of common dermatoses encountered in primary care. Students were invited to participate anonymously and on a voluntary basis. Results A small absolute, but statistically significant difference, of 3% was detected in the fourth and final year of training between the old curriculum (average score = 70%, standard deviation = 15%) and the new curriculum (average score = 73%, standard deviation = 15%), P = .03. Furthermore, the Class of 2018’s performance improved year by year over the entire 4 years of the new curriculum. Conclusions Additional preclinical lectures in dermatology do improve medical students’ diagnostic accuracy of common dermatoses encountered in primary care. Furthermore, they do retain their learning throughout the preclinical and clerkship years.

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Salmon, Gill, and Michal Tombs. "Teaching medical students child and adolescent psychiatry (CAP)." Journal of Mental Health Training, Education and Practice 14, no. 5 (August 29, 2019): 348–60. http://dx.doi.org/10.1108/jmhtep-07-2018-0041.

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Purpose The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.

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

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AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or recognize competency. This paper introduces our DesCA (Design Competency Assessment) framework and places it in the context of other frameworks. We describe how DesCA helps: (1) identify and assess design competencies associated with different design activities planned for a course or curriculum; (2) formulate learning outcomes and select appropriate competency levels, methods and tools; (3) plan and develop the design content of courses and curricula; (4) ensure curricular consistency across courses.The vision is to make DesCA a digital platform that can serve as an international standard for design teaching, learning and curriculum development.

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Öçal, Tuğba. "Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics." Journal of Qualitative Research in Education 5, no. 3 (November 29, 2017): 1–17. http://dx.doi.org/10.14689/issn.2148-2624.1.5c3s7m.

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Xavier, Irina, Ronald L. Ettinger, Luís Proença, João Botelho, Vanessa Machado, João Rua, Ana S. Delgado, and José J. Mendes. "Geriatric Dentistry Curriculum in Six Continents." International Journal of Environmental Research and Public Health 17, no. 13 (June 29, 2020): 4682. http://dx.doi.org/10.3390/ijerph17134682.

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The purpose of this study was to examine the presence of geriatric dentistry (GD) in the curricula of worldwide dental schools, and to identify and compare their curriculum content. Eighty-three dental schools (16.4% response rate), from 24 countries, in six continents, completed a 25-item online questionnaire, to assess their GD curriculum, and were included in the study. GD was a mandatory course in 56 dental schools (67.5%), an independent subject in 14 schools (16.9%), and was taught as a series of lectures in 31 schools (37.4%). Clinically, 56 dental schools (67.5%) had some form of mandatory education in GD. The type of school, location and method of presentation were not associated with greater interest in expanding their curriculum in GD (p = 0.256, p = 0.276, and p = 0.919, respectively, using the Chi-square test). We found GD is a curriculum requirement in most of the surveyed dental schools and is becoming more common among dental school curricula. This survey is the first study to present data from dental schools from all continents, using a web-based survey which is a resourceful, less-expensive tool to gather data.

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Hirsch, Christian R., Harold L. Schoen, and Harold L. Schoen. "Implementing The Standards: A Core Curriculum for Grades 9–12." Mathematics Teacher 82, no. 9 (December 1989): 696–701. http://dx.doi.org/10.5951/mt.82.9.0696.

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A three-year core curriculum is the most fundamental change proposed for grades 9–12 in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989). The Standards document identifies a common body of mainstream mathematical topics that all high school students should have the opportunity to learn. Present curricula attempt to accommodate differences in students' backgrounds, interests, and educational goals through the selection of topics. Unfortunately, the narrow, trackable programs that evolve from this perspective restrict many students to arithmetic computation only and thus serve as an early critical filter to opportunity and careers. Within the proposed core curriculum, differentiation would occur primarily in the manner in which topics are treated. It would be based on the depth to which common topics are pursued, the degree of difficulty of exercises and applications, the level of abstraction at which ideas are discussed, and, of course, the pace of instruction.

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Wake, Donna G., and Tammy Rachelle Benson. "Preschool Literacy and the Common Core: A Professional Development Model." Journal of Education and Learning 5, no. 3 (June 27, 2016): 236. http://dx.doi.org/10.5539/jel.v5n3p236.

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<p>Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core.</p><p>This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher’s goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners’ knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers’ abilities to prepare their students for the new expectations for school-based literacy.</p>

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Pharr, Steven W. "Foundational Considerations for Establishing an Integrated Business Common Core Curriculum." Journal of Education for Business 76, no. 1 (September 2000): 20–23. http://dx.doi.org/10.1080/08832320009599045.

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Symeonidou, Simoni. "Disability, the arts and the curriculum: Is there common ground?" European Journal of Special Needs Education 34, no. 1 (February 6, 2018): 50–65. http://dx.doi.org/10.1080/08856257.2018.1435012.

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Savage, Glenn C., Kate O’Connor, and Jory Brass. "Common Core State Standards: Implications for Curriculum, Equality and Policy." Journal of Curriculum and Pedagogy 11, no. 1 (January 2, 2014): 18–20. http://dx.doi.org/10.1080/15505170.2014.908436.

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Öhrn, Kerstin, Bo Danielsen, and James Field. "A common European Curriculum for Dental Hygiene ‐ Domain I: Professionalism." European Journal of Dental Education 24, no. 4 (September 19, 2020): 616–18. http://dx.doi.org/10.1111/eje.12508.

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Haynes, C. C. "Teaching Our Common Compact: A New Curriculum on Religious Liberty." OAH Magazine of History 6, no. 3 (January 1, 1992): 47–50. http://dx.doi.org/10.1093/maghis/6.3.47.

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O'Halloran, C., S. Hean, D. Humphris, and J. Macleod-Clark. "Developing common learning: the new generation project undergraduate curriculum model." Journal of Interprofessional Care 20, no. 1 (January 2006): 12–28. http://dx.doi.org/10.1080/13561820500471854.

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Beasley, Spencer W. "A common surgical curriculum for ASEAN nations has its risks." ANZ Journal of Surgery 83, no. 7-8 (July 2013): 590. http://dx.doi.org/10.1111/ans.12263.

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Gilling, CM. "A common core curriculum for nurses, midwives and health visitors." Nurse Education Today 9, no. 2 (April 1989): 82–92. http://dx.doi.org/10.1016/0260-6917(89)90058-0.

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Bentley, S. "The “What If” Curriculum of Common Emergency Critical Care Procedures." Annals of Emergency Medicine 62, no. 4 (October 2013): S164. http://dx.doi.org/10.1016/j.annemergmed.2013.07.279.

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Gundara, Jagdish. "Complex Societies, Common Schools and Curriculum: Separate is not Equal." International Review of Education 54, no. 3-4 (June 10, 2008): 337–52. http://dx.doi.org/10.1007/s11159-008-9096-x.

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