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Journal articles on the topic 'Council on Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Khasanah, RR Ninik Barokatul, and Hendro Widodo. "PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM MODEL KURIKULUM 2013 DI SD MUHAMMADIYAH YOGYAKARTA." Muaddib : Studi Kependidikan dan Keislaman 1, no. 1 (2019): 64. http://dx.doi.org/10.24269/muaddib.v1i1.1450.

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The curriculum is a reference component for each education unit and directs all forms of educational activities to achieve educational goals. The curriculum becomes an absolute requirement of education and becomes an integral part of education and teaching.Muhammadiyah Jogokariyan Elementary School Yogyakarta is one of Muhammadiyah's Business Charities under the Regional Education Council of Muhammadiyah Yogyakarta Regional Leaders also uses 2 curricula (government curriculum and Muhammadiyah Yogyakarta Regional Leadership curriculum).One of the curriculums developed at Muhammadiyah Jogokariya

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Teichert, Laura. "21st-Century Vision Using a 20th-Century Curriculum: Examining British Columbia’s Kindergarten Curriculum Package." Journal of Childhood Studies 39, no. 3 (2015): 34. http://dx.doi.org/10.18357/jcs.v39i3.15235.

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This article provides a critical analysis of British Columbia’s early learning curricula concerning 21st-century education and the role of digital technology in the early years. The data sources were the Premier’s Technology Council: A Vision for 21st-Century Education (Premier’s Technology Council, 2010), BC’s Education Plan (British Columbia Ministry of Education, 2011), and the Kindergarten Curriculum Package (British Columbia Ministry of Education, September 2010). Rapid advances in technology call for a review of traditional curriculum standards and active movement toward a realization of

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Prasad, Chetlal, and Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA." International Journal of Advanced Research 8, no. 11 (2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.

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The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Government

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Coutinho, Anastasia J., Bich-May Nguyen, Christina Kelly, et al. "Formal Advocacy Curricula in Family Medicine Residencies:." Family Medicine 52, no. 4 (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 i

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school dis

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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, et al. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular reso

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Maw, Janet. "The National Curriculum Council and the Whole Curriculum: reconstruction of a discourse?" Curriculum Studies 1, no. 1 (1993): 55–74. http://dx.doi.org/10.1080/0965975930010104.

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McCollister, Michael. "ER IN TAIWAN: SEARCHING FOR FERTILE GROUND." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (2019): 274. http://dx.doi.org/10.15639/teflinjournal.v30i2/274-287.

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Taiwan’s National Development Council recently announced plans for the country to become bilingual by the year 2030. However, the Council did not lay out a clear road map for how this major accomplishment is to be achieved, and the curriculum presently in place does not seem to meet the challenge. This article will review the current status of English education in Taiwan as well as extensive reading’s under-utilized role in the present curriculum. It will then look at how ER is currently being implemented at one major university on the island and will conclude by arguing that, regardless of th

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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.

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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay p

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Lim, V. K. E. "The Process of Medical Curriculum Development in Malaysia." International Journal of User-Driven Healthcare 2, no. 1 (2012): 33–39. http://dx.doi.org/10.4018/ijudh.2012010105.

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The first medical school established in Malaysia was the Faculty of Medicine at the University of Malaya in 1963 (Danaraj, 1988). Today, there are 33 medical schools, both public and private. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. These two regulatory bodies set the minimum standards for accreditation and they include standards that pertain to curricular issues. Apart from adhering to major broad principles, medical schools generally are given a free hand in designing and developing their own curricula. The faculty membe

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Glidden, Peter L. "Teachers' Reasons for Instructional Decisions." Mathematics Teacher 84, no. 8 (1991): 610–14. http://dx.doi.org/10.5951/mt.84.8.0610.

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One of the lessons learned from the “new math” reform movement of the sixties is that effecting lasting change requires more than developing curriculum materials at a national level for adoption at the local level (National Research Council 1989; NCTM 1989; Mumme and Weissglass 1989). Lasting reform also requires directly involving teachers in curriculum development so that they have “ownership” of the product (National Research Council 1989). This ownership is necessary because teachers act as curriculum filters (Holmes Group 1986; Porter et al. 1988; Romberg 1988).

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Walter, Steve. "The RCGP Curriculum 2019." InnovAiT: Education and inspiration for general practice 12, no. 11 (2019): 618–20. http://dx.doi.org/10.1177/1755738019871586.

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We are very excited to publish the new RCGP curriculum, which incorporates the recommendations of the General Medical Council (GMC) to align with the Generic Professional Capabilities framework (Box 1). It articulates the special qualities and capabilities of being a generalist in an increasingly complex and specialised health care system. It is also a representation of the challenges and rewards of employing the full scope of these capabilities as part of a lifelong career as a GP.

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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

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Mackie, Paul Force-Emery, and William Anderson. "Reinventing Baccalaureate Social Work Program Assessment and Curriculum Mapping Under the 2008 EPAS: A Conceptual and Quantitative Model." Journal of Baccalaureate Social Work 16, no. 1 (2011): 1–16. http://dx.doi.org/10.18084/basw.16.1.16616271822n4m63.

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The Council on Social Work Education's 2008 Educational Policy and Accreditation Standards (EPAS) significantly changed how social work programs should assess student competencies and practice behaviors across the curriculum. Responding to these changes, a new assessment logic and practice model was created to assess baccalaureate social work student competencies using an information feedback model that included curricular mapping horizontally and vertically. Through this model, the program can effectively and efficiently assess student competencies, identify areas of strength and weakness, se

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Shea, C. Michael. "Giovanni Perrone’s Theological Curriculum and the First Vatican Council." Revue d'Histoire Ecclésiastique 110, no. 3-4 (2015): 789–816. http://dx.doi.org/10.1484/j.rhe.5.108494.

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Doud, Aspen K., Jerry K. Hoepner, and Audrey L. Holland. "A Survey of Counseling Curricula Among Accredited Communication Sciences and Disorders Graduate Student Programs." American Journal of Speech-Language Pathology 29, no. 2 (2020): 789–803. http://dx.doi.org/10.1044/2020_ajslp-19-00042.

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Purpose The purpose of this article is to examine the current state of counseling curriculum within the discipline. The last systematic survey of counseling curriculum within the disciplines of communication sciences and disorders was completed with data from 1983 (McCarthy et al., 1986). The Council on Academic Accreditation in Audiology and Speech-Language Pathology (2017) states that counseling should be included in accredited programs but does not specify to what extent. Currently, there are no standards to specify number of credits, need for a stand-alone course, or guidance regarding con

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Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.

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In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has vari

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Shealy, Barry E. "Becoming Flexible with Functions: Investigating United States Population Growth." Mathematics Teacher 89, no. 5 (1996): 414–18. http://dx.doi.org/10.5951/mt.89.5.0414.

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Real-world contexts are appearing more often in international curricula, and the arguments for using modeling and applications are broadening (Blum and Niss 1991). The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), suggests that modeling is a great context for developing problem-solving and reasoning skills. These types of experiences promote communication and allow students to make connections among mathematical ideas and between mathematics and other disciplines. Modeling activities are also consistent with the concept o

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Sharma, Maulina, Ruth Murphy, and Gillian A. Doody. "Do we need a core curriculum for medical students? A scoping review." BMJ Open 9, no. 8 (2019): e027369. http://dx.doi.org/10.1136/bmjopen-2018-027369.

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ObjectiveThe General Medical Council (GMC) recommends medical schools to develop and implement curricula enabling students to achieve the required learning outcomes. UK medical schools follow the GMC’s Outcomes for graduates, which are generic. GMC plans to introduce a national Medical Licensing Assessment (MLA) for the medical graduates wanting to practise medicine in the UK in 2022. With no standardised or unified undergraduate (UG) curriculum in UK, various specialties have expressed concerns about not being represented in medical schools and developed specialty-specific core curricula. The

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Osbeck, Christina, and Olof Franck. "Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019." Religions 11, no. 10 (2020): 521. http://dx.doi.org/10.3390/rel11100521.

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In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed agai

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Aziz, Mursal, Syafaruddin Syafaruddin, and Mesiono Mesiono. "AL-WASHLIYAH EDUCATIONAL COUNCIL POLICY IN THE DEVELOPMENT OF MADRASAH ALIYAH CURRICULUM IN NORTH SUMATERA." Abjadia 4, no. 1 (2019): 31. http://dx.doi.org/10.18860/abj.v4i1.7236.

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<p>Education policy is one of the determinants of an organization in determining the educational goals. Al-Washliyah is one of the largest Islamic organizations in North Sumatera that has many educational institutions whose role is to help to educate the community. A good educational managementthrough the strategic policies will produce the good graduates. The role of the Al-Washliyah Educational Council in making curriculum development policies for Madrasah Aliyah (Islamic Senior High School) in North Sumatera is very urgent. One of the determinants of the success of the objectives of I

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Garrison, Leslie. "Making the NCTM's Standard Work for Emergent English Speakers." Teaching Children Mathematics 4, no. 3 (1997): 132–38. http://dx.doi.org/10.5951/tcm.4.3.0132.

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When the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standard for School Mathematics in 1989, new guidelines for mathematics curriculum and instruction were established. At the heart of the new standards were four guiding principles for mathematics instruction.

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Önen Bayram, Filiz Esra, and Meriç Köksal. "A Quantitative Curriculum Mapping of the Faculty of Pharmacy of Yeditepe University, Turkey: A Process to Assess the Consistency of a Curriculum with the Mission and Vision of an Institution and National Requirements." Pharmacy 7, no. 3 (2019): 78. http://dx.doi.org/10.3390/pharmacy7030078.

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The changing role of the pharmacist led to some improvements of pharmacy education worldwide these last years. Curricula have evolved and the content-based education has been converted into a competency-based education. The definition of a global practice-based competency framework by the International Pharmaceutical Federation (FIP) and the European Pharmacy Competencies Framework by the European the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project helps Universities to keep in with these changes. The National Council of Deans of Faculties of Pharmacy in Turkey

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Tulasiewicz, Witold, and Dan Taverner. "Entstehung und Ende des Schools Council for Curriculum and Examinations." Bildung und Erziehung 42, no. 2 (1989): 131–44. http://dx.doi.org/10.7788/bue.1989.42.2.131.

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Watson, Albert L. "Importance of Cross-Cultural Counseling in Rehabilitation Counseling Curricula." Journal of Applied Rehabilitation Counseling 19, no. 4 (1988): 55–61. http://dx.doi.org/10.1891/0047-2220.19.4.55.

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A current trend in counselor education programs is crosscultural counseling courses designed to develop culturally competent counselors. This study sought to determine the level of importance placed on cross-cultural content in the rehabilitation counselor education (RCE) curricula. A national sample representing 50 per cent of the National Council on Rehabilitation Education (NCRE) professional membership was surveyed. Respondents rated twenty-seven curriculum offerings as important in the preparation of professional rehabilitation counselors.

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Scarino, Angela, and Penny McKay. "The Australian Language Levels (ALL) project – a response to curriculum needs in Australia." Australian Review of Applied Linguistics 11, no. 1 (1988): 134–46. http://dx.doi.org/10.1075/aral.11.1.11sca.

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Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which

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Wake, Laura M., Derek B. Allison, Alisha D. Ware, et al. "Pathology Residency Program Special Expertise Tracks Meet the Needs of an Evolving Field." Academic Pathology 8 (January 1, 2021): 237428952110370. http://dx.doi.org/10.1177/23742895211037034.

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Pathologists who enter the workforce must have a diverse skill set beyond that of clinical diagnostics alone. Anticipating this need, the Johns Hopkins Pathology Residency Program developed Special Expertise Tracks to enhance training in relevant subspecialty domains. Using a combination of discussions and surveys, we assessed: (1) our current resident curriculum; (2) perceived curricular strengths and needs; (3) resident career preferences and ultimate career paths; (4) perceived barriers to implementing an advanced elective curriculum; and (5) available departmental/institutional resources.

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Lamont, Ross I., and Ann L. N. Chapman. "Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum." Leadership in Health Services 32, no. 3 (2019): 435–44. http://dx.doi.org/10.1108/lhs-12-2017-0075.

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Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical lead

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Lane-Fall, Meghan B., Amber K. Brooks, Sara A. Wilkins, Joshua J. Davis, and Lee Ann Riesenberg. "Addressing the Mandate for Hand-off Education." Anesthesiology 120, no. 1 (2014): 218–29. http://dx.doi.org/10.1097/aln.0000000000000070.

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Abstract The Accreditation Council for Graduate Medical Education requires that residency programs teach residents about handoffs and ensure their competence in this communication skill. Development of hand-off curricula for anesthesia residency programs is hindered by the paucity of evidence regarding how to conduct, teach, and evaluate handoffs in the various settings where anesthesia practitioners work. This narrative review draws from literature in anesthesia and other disciplines to provide recommendations for anesthesia resident hand-off curriculum development and evaluation.

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Crosswhite, F. Joe, John A. Dossey, and Shirley M. Frye. "NCTM Standards for School Mathematics: Visions for Implementation." Arithmetic Teacher 37, no. 3 (1989): 55–60. http://dx.doi.org/10.5951/at.37.3.0055.

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We can expect that the release of NCTM' Curriculum and Evalution Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of everal ways.

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Crosswhite, F. Joe, John A. Dossey, and Shirley M. Frye. "NCTM Standards for School Mathematics: Visions for Implementation." Journal for Research in Mathematics Education 20, no. 5 (1989): 513–22. http://dx.doi.org/10.5951/jresematheduc.20.5.0513.

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We can expect that the release of NCTM's Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics, 1989) (Standards) will become one of those memorable moments that mark the history of our Council. We may remember this event in any of several ways.

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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 (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 evo

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Woodworth, Glenn, Robert B. Maniker, Christina M. Spofford, et al. "Anesthesia residency training in regional anesthesiology and acute pain medicine: a competency-based model curriculum." Regional Anesthesia & Pain Medicine 45, no. 8 (2020): 660–67. http://dx.doi.org/10.1136/rapm-2020-101480.

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The Accreditation Council for Graduate Medical Education has shifted to competency-based medical education. This educational framework requires the description of educational outcomes based on the knowledge, skills and behaviors expected of competent trainees. It also requires an assessment program to provide formative feedback to trainees as they progress to competency in each outcome. Critical to the success of a curriculum is its practical implementation. This article describes the development of model curricula for anesthesiology residency training in regional anesthesia and acute pain med

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Siu, Frances, Randall Parker, Hanoch Livneh, and Martin Brodwin. "Medical, Functional, and Environmental Aspects of Chronic Illness and Disability: Addressing the C.9 CORE Curriculum Standard." Rehabilitation Research, Policy, and Education 22, no. 4 (2008): 249–56. http://dx.doi.org/10.1891/2168-6653.22.4.249.

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This article provides suggestions for curriculum modifications that may be necessary to meet the new Council on Rehabilitation Education (CORE) Standard C.9, Medical, Functional, and Environmental Implications of Disability. Specifically addressed are (a) goals and objectives for meeting the new standards, (b) suggestions for new curricular units, (c) teaching strategies to convey new and revised content, (d) methods for assessing outcomes, and (e) primary resources for instructors and students. A discussion of conclusions and future issues is also presented.

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Mesiono, Mesiono, Mursal Aziz, and Syafaruddin Syafaruddin. "IMPLEMENTASI KEBIJAKAN PENGEMBANGAN KURIKULUM MADRASAH ALIYAH QISMUL’ALY MEDAN." Ta'dib 22, no. 2 (2019): 57. http://dx.doi.org/10.31958/jt.v22i2.1450.

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This study aims to find out the steps, characteristics, monitoring and evaluating the implementation of the curriculum development policy of Madrasah Aliyah Qismul ‘Aly Al-Washliyah in North Sumatra. This study uses qualitative research methods of policy analysis. The data were gained by means of in-depth interviews, observation, and documentation. The findings of this study are: a) The steps in developing the Aliyah Qismul 'Aly Al-Washliyah madrasah curriculum were in the form of: education policy formulation through the guidance of the Al-Washliyah Education Council, filed in a Decree (SK),

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Poe, Nancy Trantham, and Cindy Hunter. "A Curious Curriculum Component: The Nonmandated "Given" of Field Seminar." Journal of Baccalaureate Social Work 14, no. 2 (2009): 31–47. http://dx.doi.org/10.18084/basw.14.2.3282254w81667550.

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Purported to integrate theory and practice, field seminars are a neglected area of pedagogical analysis in social work education. Most BSW programs contain seminar components although they are not required by accreditation standards. The authors conducted this research to examine the prevalence, purposes, and practices of BSW field integration seminars. Data were gathered from course descriptions published on the Web sites of undergraduate programs accredited by the Council on Social Work Education and a nationwide survey of BSW field directors. Findings indicate that field seminar is a ubiqui

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Cai, Jinfa, Maria E. Magone, Ning Wang, and Suzanne Lane. "Assessment: Describing Student Performance Qualitatively." Mathematics Teaching in the Middle School 1, no. 10 (1996): 828–35. http://dx.doi.org/10.5951/mtms.1.10.0828.

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The issue of linking testing with instructional practice is not new. In recent years, mathematics educators have been redefining the goals of mathematics education to include increased attention to problem solving and reasoning. For example, the National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) and the National Research Council's Everybody Counts (1989) suggest an emphasis on reasoning, problem solving, conceptual understanding, and communicating mathematically.

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Heck, Daniel J., James E. Tarr, Karen F. Hollebrands, et al. "Reporting Research for Practitioners: Proposed Guidelines." Journal for Research in Mathematics Education 43, no. 2 (2012): 126–43. http://dx.doi.org/10.5951/jresematheduc.43.2.0126.

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The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and i

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Daaboul, Yazan, Amy Lin, Kelly Vitale, and Laura K. Snydman. "Current status of clinician-educator tracks in internal medicine residency programmes." Postgraduate Medical Journal 97, no. 1143 (2020): 29–33. http://dx.doi.org/10.1136/postgradmedj-2019-137188.

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BackgroundResidents in internal medicine programmes lack formal training in leadership, curriculum development and clinical teaching. Residency programmes created clinician-educator tracks (CETs) to formally teach residents to become effective educators and to involve them in the science of medical education. However, the curricula in these tracks are often locally developed and remain at the discretion of the individual programmes.MethodsThis survey evaluates the frequency of CETs in internal medicine residency programmes in the USA and descriptively analyses their logistical and curricular c

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Davis, Jon D. "Connecting Procedural and Conceptual Knowledge Of Functions." Mathematics Teacher 99, no. 1 (2005): 36–39. http://dx.doi.org/10.5951/mt.99.1.0036.

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From 1989 through 1991 the National Science Foundation (NSF) solicited proposals for curricula that would embody the goals set forth in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and other documents such as Everybody Counts (National Research Council 1989). Eventually thirteen curricula at the elementary, middle, and secondary levels were developed with funds from NSF (Senk & Thompson 2003). More than ten years later evidence is beginning to accrue that students enrolled in these Standardsbased curricula learn how to solve problems set within real-world cont

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de Leeuw, Evelyne. "The Politics of Medical Curriculum Accreditation." International Journal of User-Driven Healthcare 2, no. 1 (2012): 53–69. http://dx.doi.org/10.4018/ijudh.2012010108.

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The medical profession needs to adapt to the socio-political challenges of the 21st century. These have been described as the ‘Health Society’. Medical professionalism, however, is characterised by conservative values that are perpetuated by the professional attributes of autonomy, authority, and state-sanctioned altruism. The medical education enterprise is a replication and continuation of these values, sanctioned by its accreditation agencies. The Australian Medical Council through its accreditation standards only sanctions the formal curriculum. The status quo, however, is maintained by so

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Ballew, Hunter. "Sherlock Holmes, Master Problem Solver." Mathematics Teacher 87, no. 8 (1994): 596–601. http://dx.doi.org/10.5951/mt.87.8.0596.

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Moorthy, R., J. Grainger, A. Scott, JW Powles, and SG Lattis. "Surgical care practitioner – a confusing and misleading title." Bulletin of the Royal College of Surgeons of England 88, no. 3 (2006): 98–100. http://dx.doi.org/10.1308/147363506x90754.

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In March 2005 the Department of Health released the Curriculum Framework for the Surgical Care Practitioner for consultation. The curriculum framework has been developed by a working party drawn from The Royal College of Surgeons of England (RCSE) Council and an NHS Changing Workforce Programme steering group, which represented a number of involved associations. As well as inviting responses on the curriculum itself, the consultation invited comments with respect to the title of 'surgical care practitioner'.

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Talwalkar, Jaideep S., and Ada M. Fenick. "Evaluation of a Case-Based Primary Care Pediatric Conference Curriculum." Journal of Graduate Medical Education 3, no. 2 (2011): 224–31. http://dx.doi.org/10.4300/jgme-d-10-00118.1.

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Abstract Background Our goal was to assess the impact of a standardized residency curriculum in ambulatory pediatrics on residents' participation, satisfaction, and confidence. Methods A case-based curriculum for weekly primary care conference was developed to replace the existing free-form review of topics at the Yale Pediatrics Residency Program. Before the curricular switch, faculty preceptors and members of the academic year 2005–2006 intern class completed surveys designed to measure conference occurrence and resident attendance, participation, satisfaction, and confidence in clinical ski

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Loranger, Matthew, Kayla Simms, and Andrew Pipe. "Smoking cessation counselling training in the pre-clerkship curriculum of Canadian medical schools: A national survey." Canadian Medical Education Journal 9, no. 2 (2018): e5-10. http://dx.doi.org/10.36834/cmej.36927.

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Background: Cigarette use is Canada’s leading cause of preventable disease, disability, and death. The Medical Council of Canada requires that physicians be able to address tobacco-use, however smoking cessation counselling (SCC) training remains largely neglected in the pre-clerkship curricula of many Canadian medical schools.Methods: Between July and October of 2015, Canada’s 17 medical schools were invited to participate in an administrative survey: The Canadian Medical School Assessment of Smoking Cessation Counselling in the Pre-Clerkship Curriculum. Each was asked to comment on the prese

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Barton, S. S., W. G. Smith, and J. L. Swasey. "Using Focus Groups for Landscape Horticulture Curriculum Revision." HortScience 31, no. 4 (1996): 567e—567. http://dx.doi.org/10.21273/hortsci.31.4.567e.

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Curriculum revision for science-oriented degrees can be based on input from research journals and discipline-oriented society meetings, but the professional nature of a landscape horticulture degree requires more detailed industry input. The curriculum revision at the Univ. of Delaware started with discussions amongst faculty who were concerned with the current plant science curriculum. A mail survey of alumni from 1984 to 1993 and employers of Univ. of Delaware Plant and Soil Sciences Dept. graduates was conducted in 1994. Survey results were evaluated and incorporated into the development of

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Acuna, Tina, Jo-Anne Kelder, Glenn McDonald, and Amanda Able. "Implementing the Threshold Learning Outcomes for Agriculture at university." Journal of Teaching and Learning for Graduate Employability 7, no. 1 (2016): 2–21. http://dx.doi.org/10.21153/jtlge2016vol7no1art585.

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The national Learning and Teaching Academics Standards statement for agriculture (AgLTAS) defines the nature and extent of the discipline; and provides threshold learning outcomes (TLOs) that define what a graduate should know, understand and do at graduation. The AgLTAS standards are endorsed by the Australian Council of Deans of Agriculture and can be used to communicate to potential and current students the minimum standards of their degree, but can also be used to inform curriculum design. While the AgLTAS document provides explanatory notes to assist educators to further understand the in

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Worrall-Davies, Anne E. "Teaching child and adolescent psychiatry to medical undergraduates." Advances in Psychiatric Treatment 4, no. 3 (1998): 172–76. http://dx.doi.org/10.1192/apt.4.3.172.

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The aim of this article is to set the teaching of child and adolescent psychiatry to medical undergraduates in the framework of current educational theory and General Medical Council (1993) curriculum guidelines. The objectives are to:(a) outline the main reasons for teaching child and adolescent psychiatry in the medical undergraduate curriculum;(b) discuss placement of child and adolescent psychiatry teaching in the curriculum;(c) outline relevant content;(d) describe appropriate teaching methods; and(e) describe assessment and evaluation procedures.

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Rion, Nicholas, Karwan Kakabra Kakamad, and Abdulfatah Hasan Fatah. "A Case for A Dogme "Lite" EFL Teaching Approach in Kurdistan." Information Management and Business Review 10, no. 1 (2018): 47–55. http://dx.doi.org/10.22610/imbr.v10i1.2147.

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This critical review looks at the present state of ESL/EFL activities in the Kurdistan region of Iraq, with particular attention to the English speaking abilities of students enrolled in English Medium Instruction (EMI) courses in the region's 13 universities, and calls for the consideration of "Dogme" types of communicative language curricula. The critique, based in large part of a recent survey by the British Council, clearly shows that most college freshmen entering EMI classrooms are not adequately prepared to meet the challenges and rigor of studying in the English language. As a conseque

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Khilnani, Ajeet Kumar, and Jitendra Patel. "An implementation program for Foundation Course in Competency Based Medical Education Curriculum." International Journal of Research in Medical Sciences 7, no. 7 (2019): 2865. http://dx.doi.org/10.18203/2320-6012.ijrms20192581.

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