Academic literature on the topic 'Curricular references'
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Journal articles on the topic "Curricular references"
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Silva, Fabiany De Cássia Tavares, and Christiane Caetano Martins Fernandes. "“Estudos comparados” como ferramenta metodológica de investigação de documentos curriculares prescritos." Revista Pesquisa Qualitativa 8, no. 16 (April 22, 2020): 20. http://dx.doi.org/10.33361/rpq.2020.v.8.n.16.326.
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Resumo: Este texto expõe uma versão do método de comparação intitulada “estudos comparados”, que na condição de ferramenta de investigação, suporta outra representação ou outro design qualitativo de comparação, cruzando as áreas de educação, história da educação e sociologia comparadas. Nessa condição toma forma em um Programa de Pesquisa que analisa documentos curriculares prescritos, também conhecidos como parâmetros, orientações, diretrizes, referenciais, programas e/ou planos, produzidos por redes de ensino estaduais e/ou municipais para informar o processo de seleção e distribuição de conhecimentos escolares. Tal exposição, nos limites deste texto, alimenta-se das dissertações e teses como fontes que estudam documentos curriculares e disponibilizam um ‘conhecimento poderoso’, validado pela crença da/na legitimidade das escolhas e de quem as legitima, crença cuja produção torna relevantes os estudos acadêmicos sobre documentos curriculares prescritos.Palavras-chave: Método; Estudo Comparado; Currículo; Dissertações e Teses. “Compared studies” as a methodological tool for investigation of prescribed curriculum documentsAbstract: This text presents a version of the comparison method entitled “comparative studies”, which, as a research tool, supports another representation or another qualitative design of comparison, crossing the areas of education, history of education and sociology compared. In this condition, it takes shape in a Research Program that analyzes prescribed curriculum documents, also known as parameters, guidelines, guidelines, references, programs and / or plans, produced by state and / or municipal education networks to inform the selection and distribution process of school knowledge. Such exhibition, within the limits of this text, feeds on dissertations and theses as sources that study curricular documents and they aim to provide 'powerful knowledge', validated by the belief of / in the legitimacy of the choices and of those who legitimize them, a belief whose production makes academic studies on prescribed curriculum documents relevant.Keywords: Method; Comparative Stud; Local Curricular Documents; Curriculum; Dissertations and Thesis.
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Heaney, Liam F. "Promoting language learning in the primary classroom and beyond." Gifted Education International 28, no. 2 (January 31, 2012): 161–70. http://dx.doi.org/10.1177/0261429411434987.
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The aims of this study were threefold. The first was to identify some of the key methodologies used by teachers to support the language learning of primary-aged children. There is a plethora of literature that discusses various language-teaching methodologies. Whilst educational ‘jargon’ is avoided, there are specific references to academic research and educational terminology that inform and extend the discussion. Every effort is made to link these references to classroom practice. The second aim was to explore how ICT (information and communications technology) can be used to enhance the language skills of primary-aged children. Using ICT is one of three cross-curricular skills that teachers are required to promote as part of the Northern Ireland Curriculum (2007) . The third aim was to evaluate how the use of ICT in primary classrooms enhances the curriculum provided for all the children. In terms of the third aim, the evaluation was based on oral and written feedback from teachers and children, and observations were carried out in classrooms.
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Valente, Wagner Rodrigues, André Francisco de Almeida, and Marylúcia Cavalcante Silva. "Knowledge in (Trans)Training and the Role of Experts: Curricula, Mathematics Education and Teacher Training, 1920-2020." Acta Scientiae 22, no. 5 (September 17, 2020): 65–83. http://dx.doi.org/10.17648/acta.scientiae.6004.
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Background: Mathematics for basic and elementary schools and teacher education changes over time; and their official expression is given by these documents that guide teaching work in schools. Objective: What processes and dynamics are involved in the systematisation of new knowledge in the production of curriculum references? In particular, the text focuses on mathematics for the first school years. Design: The analysis of curricular reforms, considering official documents, prioritises the role of specialists, treated as experts, considering that following the actions of these researchers it may be possible to answer the main question of the study. Results: Analysis shows that the changes that have occurred over time, from teaching programs to the current BNCC, are linked to the progressive stratification of experts who go from being a highly visible public authority to an increasing set of representatives from different social segments interested in the curricular debate. Conclusions: This stratification makes it more difficult to locate those specialists responsible for the internal organisation of the proposals with regard to teaching objects, the content of mathematics to be present in teaching and teacher training.
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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (November 1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.
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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.
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García Nieto, Narciso, Rafael Carballo, and Mª José Fernández Díaz. "La transversalidad curricular, una década después." REOP - Revista Española de Orientación y Psicopedagogía 14, no. 2 (February 2, 2014): 63. http://dx.doi.org/10.5944/reop.vol.14.num.2.2003.11612.
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RESUMENEl presente artículo pretende revivir o replantear, a más de una década de su implantación, la vigencia y transcendencia de la Transversalidad Curricular. Tema que, en su origen, suscitó una gran expectación y polémica entre los educadores, pero que, actualmente, parece un tanto olvidado o relegado a un segundo plano. Sin embargo, hechos de la más reciente actualidad como el aumento precoz de consumo de alcohol ("botellón"), tabaco, drogas, accidentes juveniles de tráfico, etc. están pidiendo imaginación y esfuerzo a la educación, por ser un problema del que la escuela no puede desentenderse y, tal vez, uno de los medios más eficaces de prevención. Además de hacer una llamada a la sensibilidad y responsabilidad de los educadores y psicopedagogos, el trabajo pretende ofrecer reflexiones y pautas de actuación para llevar a cabo programas de intervención, sobre todo, en lo referente a la "educación para la salud", dentro de los colegios o instituciones educativas.ABSTRACTThis article try to remember, after more than a decade from its implementation, the relevance and actuality of the "Curricular Transversality". This issue, in its genesis, awoke a great expectation and polemic among educators, but nowadays it seems to be forgotten. However, some actual facts like the precocious increment of alcohol, cigarettes and drugs consumers, the huge number of teenager traffic accidents, etc., are asking to our Educative System for imagination and effort; cause schools cannot obviate these problems for being one of the most appropriate environments to treat them (counselors, teachers, ...). The present work offers thoughts and criteria to act and to elaborate intervention programs, mainly about "Health Education", cause it seems not to be developed with the seriousness and motivation which it needs. Furthermore it offers and justifies the bases and references that have to be considered in the daily reality of the Educational Institutions or Schools.
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Konrath, Raquel Dilly, and Cláudia Schemes. "IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS." Revista Conhecimento Online 2 (May 28, 2019): 44. http://dx.doi.org/10.25112/rco.v2i0.1538.
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O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.
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Bikel, Roque, Viviane Duek, and Larissa Benites. "Documentos produzidos no estágio curricular supervisionado na Educação Infantil: primeiras aproximações [Documents produced in the supervised curricular internship in early childhood education: First approaches]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 31–40. http://dx.doi.org/10.47863/eypj5337.
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This qualitative documentary research aimed to analyze the teaching plans developed for the supervised curricular internship in child education, within the scope of Physical Education Teaching education process. The results and discussion focus on each item of the teaching plans analyzed by the theme, general and specific objective, content, strategies, spaces and material resources, evaluation and references used to make the plan. It should be mentioned that the point of view of the planning and composition of the document deals with a task that requires training, understanding of parts and purposes, mainly the ability to write what is being done. Thus, it was possible to notice more complex items such as the specifics objectives, evaluation and other less complex such as content, spaces and materials. However, it should be noted that the teaching plans make it possible to view the supervised curricular internship from the perspective of the training devices and the registration of the need for these instruments to be increasingly investigated to benefit both trainees (interns) and the teacher training course that can use them when proposing changes.
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Magnago, Carinne, Celia Regina Pierantoni, Cristiana Leite de Carvalho, and Sabado Nicolau Girardi. "Nurse training in health in different regions in Brazil." Revista Brasileira de Saúde Materno Infantil 17, suppl 1 (2017): S219—S228. http://dx.doi.org/10.1590/1806-9304201700s100010.
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Abstract Objectives: to identify on the one hand whether there has been any changes in the nurse training in Brazil and on the other if regionalizing health incurred interference in this process. Methods: an exploratory research of a multiple case study in a qualitative approach developed between November 2015 and March 2017, in seven regions in Brazil. The data were collected by in-depth interviews with 16 administrators of the undergraduate courses in nursing and by documentary analysis of the Projetos Políticos Pedagógicos (Political Pedagogical Projects). Content analysis was undertaken by having the theoretical references of the Diretrizes Curriculares Nacionais (National Curriculum Guidelines). Results: varied profiles of undergraduates were observed with higher tendency for the basic level in health practice or for hospital level with competencies in health care that is still fragmented and not interdisciplinary. The curricular structure of the courses focuses on isolated disciplines with little or no interdisciplinary integration and the pedagogical model is based on traditional teaching-learning strategies and additional evaluation process. There were no differences in health among the regions. Conclusions: it is necessary in concomitance with the changes that are required in the field of training to undertake efforts in the development of health units and training institutions, which has already proven to be a factor of professional retention and regional development.
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Lima, Ana Paula de, Raquel Fontes Borghi, and Samuel de Souza Neto. "BASE NACIONAL COMUM CURRICULAR E A LACUNA NO ENSINO DE INGLÊS PARA CRIANÇAS NO BRASIL." Cadernos de Pesquisa 26, no. 1 (March 29, 2019): 9. http://dx.doi.org/10.18764/2178-2229.v26n1p9-29.
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Tendo em vista a importância da Língua Inglesa nos mais diversos âmbitos da sociedade contemporânea, podemos observar uma grande expansão do ensino dessa língua estrangeira nas escolas de Educação Infantil e Anos Iniciais do Ensino Fundamental, tanto públicas quanto privadas. A falta de diretrizes oficiais nacionais que orientem a formação e o trabalho do professor, oriunda do caráter facultativo da inclusão de línguas estrangeiras na matriz curricular desses níveis de ensino, traz implicações para a qualidade do ensino de Inglês para crianças. Assim, considerando a importância de se regulamentar esse ensino, este trabalho teve por objetivos identificar e analisar, na primeira e última versões da Base Nacional Comum Curricular (BNCC), as referências ao ensino de Língua Inglesa para crianças e os encaminhamentos para o trabalho docente na Educação Infantil e no Ensino Fundamental I. Opta-se pela pesquisa qualitativa, estudo documental, considerando-se a análise documental da BNCC. A análise mostrou que os documentos não abrangem o ensino de Inglês para crianças, de forma que a lacuna na legislação vigente permanece perpetuando a forma, muitas vezes inadequada, como o ensino vem sendo incluído e conduzido nas escolas regulares brasileiras.COMMON CORE NATIONAL CURRICULUM AND THE LACK IN THE TEACHING OF ENGLISH TO YOUNG LEARNERS IN BRAZILAbstract: We can observe a great expansion of the teaching of English in Early Childhood Education and in the first years of Elementary School in Brazil, once this language is very important in a wide range of fields of contemporary society. The teaching of foreign languages in these levels of education is optional in our context, so there are no official guidelines to the teacher's education and the teaching work, which can influence the quality of the teaching of English to young learners. Since it is important to regulate the teaching of English to young learners in Brazil, this article aims to identify and analyze references to this process in the first and the last versions of the Common Core National Curriculum reference to this process, guiding the teaching work with foreign languages in Early Childhood Education and in the first years of Elementary School. A qualitative research, characterized as a documentary study of the Common Core National Curriculum has been developed. The document analysis has shown that the Common Core National Curriculum does not mention the teaching of English to young learners. This way, the lack in the current legislation remains, perpetuating the inappropriate way the foreign language has been included and teaching to children in Brazil.Keywords: English Language Teaching. Early Childhood Education. First Years of Elementary School. Common Core National Curriculum.BASE NACIONAL COMÚN CURRICULAR Y LA AUSENCIA DE LA ENSEÑANZA DE INGLÉS PARA NIÑOS EN BRASILResumen: Teniendo en cuenta la importancia de la Lengua Inglesa en los más distintos ámbitos de la sociedad contemporánea, podemos observar una gran expansión de la enseñanza de esa lengua extranjera en las escuelas de Educación Infantil y Años Iniciales de la Enseñanza Fundamental, tanto públicas cuanto. La falta de directrices oficiales que orienten la formación y el trabajo del profesor, originada del carácter facultativo de la inclusión de lenguas extranjeras en la matriz curricular de esos niveles de enseñanza, trae implicaciones para la calidad de la enseñanza de inglés para niños. Considerando la importancia de la reglamentación de ese nivel de enseñanza, este trabajo, mediante un análisis documental, pretende verificar si la primera y última versiones de la Base Nacional Común Curricular hacen referencia a la enseñanza de Lengua inglesa para niños, apuntando encaminamientos para el trabajo docente en la Educación Infantil y en la Enseñanza Fundamental I. Desarrollamos una pesquisa cualitativa, caracterizada como un estudio documental de la Base Nacional Común Curricular. El análisis mostró que los documentos no abarcan la enseñanza de Inglés para niños, de modo que la ausencia en la legislación vigente continúa, perpetuando la manera, muchas veces inadecuada, de cómo la enseñanza está siendo incluida y conducida en las escuelas regulares brasileñas.Palabra-clave: Enseñanza de Lengua Inglesa. Educación Infantil. Enseñanza Fundamental I. Base Nacional Común Curricular.
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Dias, Marcelo de Oliveira, and Jonei Cerqueira Barbosa. "Habilidades Matemáticas na Base Nacional Comum Curricular: Vislumbrando Caminhos Analíticos." Jornal Internacional de Estudos em Educação Matemática 14, no. 1 (April 30, 2021): 32–41. http://dx.doi.org/10.17921/2176-5634.2021v14n1p32-41.
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ResumoNo artigo em tela, objetivou-se a análise da Base Nacional Comum Curricular (BNCC), na área Matemática, que emergiu no Brasil e foi consolidada após um processo de consultas públicas e debates. Os aportes teóricos adotados para a análise foram Bishop (1999), que propôs competências matemáticas básicas para a formação do cidadão, Doll (1997), que sugeriu alguns critérios para a organização do currículo, e Silva (2009), que o ampliou em outros critérios, dividindo-os em dois grandes blocos, sendo o primeiro relacionado à seleção dos conteúdos, e o segundo relacionado à organização curricular. Os referenciais foram adotados para a análise da coerência da prescrição para os Anos Finais do Ensino Fundamental, relacionando seus indícios e suas conexões com o quadro preliminar do Projeto Matemática 2030, que visa, dentre outras coisas, estabelecer critérios para a análise dos programas destinados às futuras gerações de alunos. Os critérios e suas conexões auxiliam na compreensão de tendências e impactos de reformas nos documentos prescritos para Matemática no Brasil e em outros países. Os resultados suscitaram uma visão multicultural restrita às unidades Álgebra e Probabilidade e Estatística ao relacionarem os objetos de conhecimento à percepção do sentido dos conteúdos para uso social e acesso à cidadania.
Palavras-chave: Base Nacional Comum Curricular. Habilidades. Critérios de Análise. Anos Finais do Ensino Fundamental. Matemática.
Abstract The objective of this paper is to analyze the National Curricular Common Base (NCCB), Mathematical area, which emerges in Brazil and was consolidated after a process of public consultations and debates. The theoretical contributions adopted for the analysis were Bishop, who proposes basic mathematical skills for the formation of the citizen, Doll, that suggests criteria for the organization of the curriculum, and Silva, that expands in others, dividing them into two large blocks, being the first related to the selection of contents and the other to the curricular organization. The references were adopted for the analysis of the consistency of the prescription for the Final Years of Elementary Teaching, relating their indications and their connections with the preliminary framework of the Mathematics 2030 Project, which aims, among other things, to establish criteria for the analysis of the programs destined to future generations of students. The criteria and their connections help in understanding the trends and impacts of reforms in the documents prescribed for Mathematics in Brazil and in other countries. The results gave rise to a multicultural view restricted to the units Algebra and Probability and Statistics, relating the objects of knowledge to the perception of the meaning of the contents for social use and access to citizenship.
Keywords: National Curricular Common Core. Skills. Criteria of Analysis. Final Years of Elementary School. Mathematics.
Dissertations / Theses on the topic "Curricular references"
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Santos, Renato Augusto dos. "Processo de mudança curricular no ensino superior privado: uma análise envolvendo a definição de referenciais formativos comuns entre cursos de Licenciatura." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9716.
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Previous issue date: 2013-05-22Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research document presents data on a curriculum change process developed to define common formation references to undergraduate courses of the same formative area in a private University. It aimed at identifying the aspects which characterize such processes, developed in order to foster positive results despite the challenge to acquiesce to the demands of official documents, the Institution s financial sustainability, and the improvement of academic formation processes. To unveil this research object, surveys were carried out in order to theoretically subsidize the construction of the research problem and of a theoretical framework on curriculum innovation, curriculum, subjects and their development process, environment, group, and educational management and to practically subsidize the process of understanding how the curriculum change process to be described and analyzed went about, as well as the identification of some of the obtained results and of the aspects which characterized the process. In the course of field data collection, it was possible to identify that the studied process was developed with the full participation of the IESP s internal Community and that the process steps were marked by moments of collective construction directed to the establishment of operational modes and guidelines which would guide changes compatible with the culture and the concrete conditions of the institution and to the establishment and/or maintenance of a favorable institutional environment to implement such changes. Positive results were identified with the development of the process in the data obtained from the documental analysis and the interviews with the course coordinators the research subjects. As a result of the analysis, it was possible to conclude that there are aspects of curriculum change processes that are configured as recommended to characterize them, which are a set of guiding principles to gauge the development of these processes regarding its general design, the understanding of what curriculum is, the way the research participants, the ones subject to change, are to be considered, and the aspects related to environment and group functionality , to educational management and to the manner in which the activities linked to the process of curriculum change are to be developed
O presente documento de pesquisa expressa dados sobre um processo de mudança curricular desenvolvido para a definição de referenciais formativos comuns a cursos de graduação de uma mesma área formativa, em uma universidade privada, dentre os quais se buscou identificar os aspectos que caracterizam processos dessa natureza, desenvolvidos com o intuito de favorecer a obtenção de resultados positivos diante do desafio de considerar o atendimento de demandas oficiais, a sustentabilidade financeira da Instituição e o aprimoramento acadêmico dos processos formativos. Para desvelar esse objeto de estudo, foram realizados levantamentos: no âmbito teórico, para subsidiar a construção do problema de pesquisa e de uma fundamentação teórica sobre inovação curricular, currículo, sujeito e seu processo de desenvolvimento, meio, grupo e gestão educacional; e em campo, para subsidiar o processo de compreensão de como se deu o processo de mudança curricular a ser descrito e analisado, bem como a identificação de alguns dos resultados obtidos e dos aspectos que caracterizaram o processo. No decorrer do levantamento de dados em campo, identificou-se que o processo estudado foi desenvolvido com a participação efetiva de sua comunidade interna, possuindo etapas marcadas por momentos de construção coletiva, na direção de serem estabelecidos modos operacionais e diretrizes norteadoras das mudanças compatíveis com a cultura e as condições concretas da Instituição e na direção de ser instaurado e/ou preservado um clima institucional favorável à realização de mudanças. Identificaram-se, também, resultados positivos obtidos com o desenvolvimento do processo, tanto nos dados produzidos com a análise documental, quanto nos apurados a partir das entrevistas com os coordenadores de curso sujeitos da pesquisa. Em decorrência dos dados consolidados com a realização da pesquisa, foi possível concluir que existem aspectos de processos de mudança curricular que se configuram como aconselháveis para caracterizá-los, que se constituem em um conjunto de referenciais norteadores para balizar o desenvolvimento desses processos, no que se refere: ao seu delineamento geral, ao entendimento do que venha a ser currículo, à forma de considerar os sujeitos participantes da mudança, aos aspectos relativos ao meio e ao funcionamento de grupos, à gestão educacional e à forma de se desenvolver as atividades vinculadas ao processo de mudança curricular
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Antunes, Marcelo Carvalho. "A significação de objetos matemáticos analisados em práticas curriculares sob as lentes Wittgensteinianas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/185968.
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Esta é uma dissertação de mestrado que apresenta uma produção de sentido sobre os documentos curriculares que pautam a Rede Municipal de Educação de Porto Alegre (RME). Sua base teórica é advinda das formulações filosóficas de Ludwig Wittgenstein, as quais serviram de balizas para as discussões sobre as significações dos objetos matemáticos sugeridos pelos Referenciais Curriculares da RME. No percurso analítico de nosso trabalho, articulamos as noções de jogos de linguagens com a noção (normativa) de prática, pelo elo de “seguir regras”. Em um segundo momento, propomos uma discussão acerca do caráter das proposições matemáticas, demarcando as diferenças existentes entre proposições gramaticais e empíricas. Assim, pudemos analisar e, mesmo, tencionar as sugestões dos Referenciais Curriculares da RME, sublinhando algumas inclinações essencialistas destes documentos e realizando contrapontos, amparados pela filosofia wittgensteiniana. Desta forma, para que fosse possível este exercício, começamos com a apreensão/familiaridade das noções filosóficas propostas por L. Wittgenstein, na segunda fase de seu pensamento. No momento seguinte, analisamos os Referencias Curriculares da RME, com o intuito de pensarmos aquilo que denominamos de práticas curriculares e, que estão sendo realizadas nas instituições da RME, orientando e normatizando os modos de ser/agir de docentes e discentes. Assim, acreditamos que este trabalho, longe de ser uma pretenciosa tentativa de oferecer qualquer verdade, traz à luz das discussões as questões sobre as significações, sobrepondo-as ao pensamento metodológico.This is a master’s thesis that presents a meaning production about curricular documents that guide Porto Alegre’s Municipal Education Network (RME). Its theoretical basis comes from philosophical formulations of Ludwig Wittgenstein, which served as discussions limits about meanings of mathematical objects suggested by RME Curriculum Frameworks. In the analytical course of our work, we have articulated language games notions with (normative) notion of practice, by the “follow rules” link. In a second moment, we have proposed a discussion about mathematical propositions character, marking differences between grammatical and empirical propositions. Thus, we were able to analyze and even consider suggestions of the RME Curriculum Frameworks, highlighting some essentialist inclinations of these documents and realizing counterpoints, supported by Wittgensteinian philosophy. Therefore, in order to this exercise to be possible, we have begun with an apprehension/familiarity of philosophical notions proposed by L. Wittgenstein in the second phase of his thinking. Afterwards, we have analyzed RME’s Curricular References, with the intention of thinking about what we call curricular practices and which ones are carried out in the RME institutions, orienting and normalizing the ways of teachers and students being/acting. So, we believe that this work, far from being a pretentious attempt to offer any truth, it shed light on significations questions’ discussions, overlapping them with methodological thinking.
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Amarante, Walkyria Mollica do. "Criatividade na educa??o ind?gena: an?lise de material curricular em S?o Paulo." Pontif?cia Universidade Cat?lica de Campinas, 2011. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/431.
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Previous issue date: 2011-02-16The research aimed to observe and analyze these creative strategies in the context of curriculum materials produced for the Indigenous Education in the State of S?o Paulo. The documents consulted were provided by the Center for Indian Education (NIS), linked to the Coordinator of Education and Pedagogical Standards (CENP) of the Ministry of Education of the State of S?o Paulo. We tried to theoretical studies and reflections of researchers and experts from different fields of knowledge related to this topic, supporting arguments, data collection and registration of new information, the standards of the document retrieval quality. Educational materials were produced by teachers observed students in ethnic-Guarani, Kaingang Krenak, Tupi-Guarani and Terena in training courses and training of indigenous teachers in exercising their functions in the village schools of S?o Paulo, promoted by NIS- in partnership with CENP-EDUSP USP. Job steps were divided into four groups or series, according to the characteristics and origins of selected documents: Preliminary Studies (legal subsidies federal and state governments and their offshoots), Study I - Series 1 (discussions on the National Curriculum Reference) Study II - Series 2 (material relating to Indigenous Teaching Course - Level m?dio/MagIN/2003), Study III - Series No. 3 (Course materials resulting from the Higher Education of Indigenous Teachers - FISPI/2005- 2008 TCCs and student-teacher ). The documents consulted confirm the assumptions that creativity is present in Intercultural and Bilingual Education Differentiated / Multul?ngue Indigenous communities in school in Sao Paulo. What can be noticed from the teaching strategies used in the preparation and implementation of instructional materials, using methods such as transdisciplinarity and playfulness of indigenous transmission of wisdom and knowledge exchanges. The creative features most noticeable in the context of the documents were: flexibility, fluency of ideas, innovation, originality, sensitivity, imagination and inspiration, independence of thought and initiatives, analogies, metaphors, and combinations of concepts, motivation and curiosity, impulsiveness and spontaneity; play and relaxation, enhancement of association of ideas and knowledge. Field work does not end with this research, it offers numerous opportunities for further and search for new answers. The model was produced a brochure-book, "Creative strategies in Indigenous Education" offered to the NIS of the Secretariat of Education of S?o Paulo for evaluation studies of the distribution and socialization opportunities for indigenous communities.
A pesquisa objetivou observar e analisar estrat?gias criativas presentes no contexto do material curricular produzido para a Educa??o Escolar Ind?gena no Estado de S?o Paulo. Os documentos consultados foram disponibilizados pelo N?cleo de Educa??o Ind?gena (NEI), ligado ? Coordenadoria de Ensino e Normas Pedag?gicas (CENP) da Secretaria da Educa??o do Estado de S?o Paulo. Buscou-se embasamento te?rico em reflex?es e estudos de pesquisadores e especialistas de diferentes campos de conhecimentos relacionados com a tem?tica proposta, para suporte de discuss?es, coleta dados e registro de novas informa??es, nos padr?es de uma pesquisa documental qualitativa. Os materiais did?ticos observados foram produzidos por professores-alunos das etnias Guarani, Kaingang, Krenak, Terenas e Tupi-Guarani nos cursos de capacita??o e forma??o de professores ind?genas, no exerc?cio de suas fun??es nas escolas das aldeias de S?o Paulo, promovidos pelo NEI-CENP em parceria com a EDUSP-USP. As etapas de trabalho foram divididas em quatro blocos ou s?ries, de acordo com as caracter?sticas e origens dos documentos selecionados: Estudos Preliminares (subs?dios legais federais e estaduais e seus desdobramentos), Estudo I S?rie n?1 (discuss?es sobre o Referencial Curricular Nacional), Estudo II S?rie n?2 (materiais referentes ao Curso de Magist?rio Ind?gena n?vel m?dio/MagI&/2003), Estudo III S?rie n?3 (materiais resultantes do Curso de Forma??o Superior de Professores Ind?genas FISPI/2005-2008 e TCCs dos professores-alunos). Os documentos consultados confirmam os pressupostos de que a criatividade est? presente na Educa??o Diferenciada Intercultural e Bil?ngue/Multul?ngue Ind?gena, nas comunidades escolares em S?o Paulo. O que pode ser notado a partir das estrat?gias pedag?gicas utilizadas na elabora??o e aplica??o dos materiais did?ticos, usando a transdisciplinariedade e a ludicidade como metodologias de transmiss?o de sabedorias ind?genas e conhecimentos interculturais. As caracter?sticas criativas mais notadas no contexto dos documentos avaliados foram: flexibilidade; flu?ncia de id?ias; inova??o; originalidade; sensibilidade; inspira??o e fantasia; independ?ncia de pensamento e iniciativas; analogias, met?foras e combina??es de conceitos; motiva??o e curiosidade; impulsividade e espontaneidade; brincadeiras e descontra??o; aprimoramento de id?ias e associa??o de saberes. O campo de trabalho n?o se esgota com esta pesquisa, pois oferece in?meras possibilidades de continua??o e busca de novas respostas. Foi produzido o modelo de um folheto-cartilha, Estrat?gias criativas na Educa??o Ind?gena , oferecido ao NEI da Secretaria da Educa??o de S?o Paulo para avalia??o, estudos das possibilidades de divulga??o e socializa??o para as comunidades ind?genas.
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BARBOSA, Anderson Felinto. "Uma abordagem para orquestração do conhecimento com suporte ao planejamento e à avaliação curricular em ciência da computação." Universidade Federal de Campina Grande, 2016. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/697.
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ANDERSON FELINTO BARBOSA - DISSERTAÇÃO (PPGCC) 2016.pdf: 4768373 bytes, checksum: c61e3d4b861d3a310b307c01c1e3fcca (MD5)Made available in DSpace on 2018-05-16T11:14:22Z (GMT). No. of bitstreams: 1 ANDERSON FELINTO BARBOSA - DISSERTAÇÃO (PPGCC) 2016.pdf: 4768373 bytes, checksum: c61e3d4b861d3a310b307c01c1e3fcca (MD5) Previous issue date: 2016-02-29
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O Currículo Referência (CR) para Cursos de Bacharelado em Ciência da Computação e Engenharia da Computação é um documento desenvolvido pela Sociedade Brasileira de Computação que descreve um conjunto de informações relacionadas ao ensino da computação no Brasil. O corpo do conhecimento, parte do CR descreve o conhecimento que pode ser ensinado ao aluno durante o processo de aprendizagem, pode ser útil para o processo de Planejamento Curricular, porém, diferentemente das estruturas curriculares criadas, o conhecimento descrito no CR apresenta, apenas, relações hierárquicas entre suas partes. Diante disso, neste trabalho, é proposta uma abordagem que visa a orquestrar o conhecimento descrito na granularidade “Matéria” do CR, neste trabalho denominada como “Categoria de Conhecimento”. Para isso, a abordagem baseia-se no princípio bottom-up e identifica as possíveis relações entre as 57 Categorias de Conhecimento a partir das disciplinas e das relações de pré-requisitos presentes em estruturas curriculares dos cursos para, assim, identificar o Grau de Dependência entre Categorias (GDep) e o Grau de Ocorrência da Categoria (GOC) relevantes para o processo de planejamento e avaliação das estruturas curriculares. Como forma de avaliar a abordagem foi realizado um estudo de caso envolvendo dados de 474 disciplinas, de 7 cursos de graduação, no qual foi mensurado do GRel e o GOC das 57 Categorias de Conhecimento. Além disso, também foi verificada a aplicação das métricas identificadas no processo de planejamento e avaliação das estruturas curriculares que, no contexto observado, apresentou resultados que comprovaram o uso de ambas para as finalidades propostas.
The Reference Curriculum for Degree Courses in Computer Science and Computer Engineering (RC) is a document developed by the Brazilian Computer Society that aims to describe a set of information related to computing education in Brazil. The body of knowledge, a part of RC that describles the knowledge that should be teached to a student during the learning Process, can be useful on the Curricular Planning process, however, unlike the curriculum structure created, which describes relations between disciplines, the knowledge described on the Reference Curriculum only shows hierarchical relations between different levels of this knowledge.To this situation, in this dissertation is proposed an approach that aimed orchestrating the knowledge described on granularity “Subject” of RC,called, in this dissertation,“Knowledge Categories”. For this, the approachis based on the bottom-up and identifies possible relationships between the 57 Knowledge Categories induced from the disciplines of graduate courses and their prerequisites relationships, to thereby identify the Dependence Degree Between Categories (GDep) and Category Occurrence Degree (GOc) relevants for the process of curriculum planning and evaluation. For evaluate approach, ion purposes a case study was conducted involving 474 disciplines from 7 under graduate courses. It was possible to observe the measurement of GRel and GOC of the57 Knowledge Categories from RC. In addition, the application were verified of the metrics identified in the planning processand evaluation of curriculum structures that,on the context observe, showed results that confirmed the use of suchmetrics for a imsproposed.
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Pesirani, Mariana Maíra Albuquerque. "A constituição do discurso construtivista em documentos oficiais de referência curricular para a alfabetização produzidos nas décadas de 1980 e 1990." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-110151/.
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Durante as décadas de 1980 e 1990, no Brasil, divulgaram-se os resultados da pesquisa psicogenética sobre aquisição da escrita realizada por Emília Ferreiro e colaboradores. A divulgação dos resultados dessa pesquisa impactou a educação brasileira, de forma que houve uma revisão das maneiras de se pensar o processo de alfabetização de crianças. A psicogênese da escrita, nome pelo qual o trabalho de Emília Ferreiro ficou conhecido, foi apresentada como uma revolução conceitual no campo das pesquisas sobre alfabetização, pois apontava para o fato de que aprender a ler e a escrever tratar-se-ia de uma aprendizagem conceitual, e não da aquisição de uma técnica de codificação e decodificação da escrita, como até então a alfabetização vinha sendo tratada. No estado de São Paulo, a psicogênese da escrita foi tomada como referencial teórico para a elaboração de documentos de referência curricular, fundamentando, assim, considerações em torno do ensino e da aprendizagem da Língua Portuguesa em suas fases iniciais. Dessa forma, os conceitos constituintes da psicogênese da escrita transitaram por entre o espaço das produções acadêmicas, oficiais e pedagógicas, o que nos leva a considerar que, ao transitarem por entre esses espaços, tais conceitos passaram por desdobramentos discursivos, tornando-se o que no campo das práticas pedagógicas ficou conhecido como construtivismo. Neste trabalho, procuramos investigar a constituição do construtivismo, enquanto discurso pedagógico apresentado como uma revolução conceitual para a reconfiguração dos modos como se organizavam as discussões sobre alfabetização, bem como da reconfiguração do trabalho do professor alfabetizador.During the 1980s and 1990s, in Brazil, the results of the psychogenetic research on the acquisition of writing, performed by Emilia Ferreiro and colleagues, were disclosed. The dissemination of this research results impacted the brazilian education, in a way that there was a review of the ways of thinking about the children literacy process. The psychogenesis of writing, by which the work of Emilia Ferreiro is known, was presented as a \"conceptual revolution\" on the literacy researches field, as it pointed out to the fact that learning to read and write is a conceptual learning, and not the acquisition of a technique of encoding and decoding writing, as literacy was, until then, treated. In São Paulo, the psychogenesis of writing was used as a theoretical framework for the development of the curriculum reference documents, thus basing considerations on teaching and learning the Portuguese Language in its early stages. Thus, the constituent terms of psychogenesis of writing transited between the spaces of academic productions, official and pedagogic, which leads us to consider that, while transiting through these spaces, the psychogenetics conception of the acquisition of written language went through discursive developments, becoming what, in the field of teaching practices is known as constructivism. In this paper, we investigate the process of the constitution of constructivism as a pedagogical discourse, presented as a conceptual revolution for the reconfiguration of the ways in which the discussions on literacy were organized until then, as well as the reconfiguration of the work of the literacy teacher.
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Chamisa, Shylet. "Trends in home economics education : an analysis of curriculum documents in Zimbabwe and South Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8057.
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The purpose of this study is to analyse and discuss current trends in the construction and development of home economics subjects in South Africa and Zimbabwe, trends that reflect the direction that home economics is taking in the new millennium. Practical/pre-vocational subjects were introduced in secondary school curriculum for both general education and labour market reasons, that is, for the preparation of pupils to 'enter employment' and/or for 'self employment'. Over the years national education planners have debated over the future of practical/vocational subjects on the school curriculum. Many writers note that the concern of these groups is related to the challenges of technology and globalisation and general concerns for youth employment and poverty alleviation. As a result, far from phasing out from the secondary school education scene in Africa, technical and vocational subjects (correctly termed pre-vocational education) are offered along with academic subjects. They have undergone change in an attempt to better meet the needs of the labour market and the challenges that technology and globalization bring.
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Wong, Yin-ha Ann, and 王燕霞. "Implementation of career oriented diversified curriculum (CODC) in thebusiness curriculum for senior secondary schools in Hong Kong withspecial reference to the education reform: apilot study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30271630.
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Mahlalela, Babazile. "Rethinking the African language curriculum (with special reference to SiSwati) : a theoretical and empirical study." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8065.
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The field study based on a questionnaire, classroom observation and a range of interviews with government officials and teachers confirmed a deeply negative attitude towards the way SiSwati is being taught, resulting in negative attitudes towards the language itself. Other findings pointed to a resistance to the cultural content of the curriculum as dictated by the power elite in Swaziland, the outdated emphasis on linguistics rather than sociolinguistics as an informing discipline and the absence of social and negative literacy skills embedded in subject content. The field study reflects an overall climate of despondency governing the teaching and learning context.
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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.
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Nthulanyane, Malefa Regina. "Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/378.
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The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
Books on the topic "Curricular references"
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What your third grader needs to know: Fundamentals of a good third-grade education. New York: Random House Publishing Group, 2015.
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Howell, K. W. Curriculum based evaluation: Teaching and decision making. 2nd ed. USA: Wadsworth, 1993.
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Fernández, Sonsoles. Propuesta curricular y Marco común europeo de referencia: Desarrollo de tareas. Madrid: Ministerio de Educación, Cultura y Deporte del Reino de España, Consejería de Educación en Portugal, 2003.
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Stevenson, Joseph Martin. Modernizing college curricula with transcultural triangularity. Bethesda, Md: Academica Press, 2007.
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National Council for Curriculum and Assessment. Freedom of Information Act, 1997: Section 16 reference book : rules and practices of the National Council for Curriculum and Assessment (NCCA). Dublin: NCCA, 1998.
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Balfe, Seán. Textbooks: Tools or tyrants? : an investigation of specific aspects of the teacher-textbook relationship with reference to the population of primary teachers in the Craobh Chualann Branch of the Irish National Teachers'Organisation. Dublin: University College Dublin, 1998.
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Sanders, Evelin. Library research assignments: Photocopyable worksheets across the curriculum for high schools. Jefferson, N.C: McFarland, 1995.
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Cambridge, University of. Cambridge University guide to courses. Cambridge: Cambridge University Press, 2004.
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Cambridge, University of. Cambridge University guide to courses. Cambridge: Cambridge University Press, 1991.
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Cambridge, University of. Cambridge University guide to courses. 3rd ed. Cambridge: Cambridge University Press, 1992.
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Majdalawieh, Munir, and Adam Marks. "A Reference Framework for Enterprise Computing Curriculum." In Advances in Intelligent Systems and Computing, 872–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56538-5_87.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.
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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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da Veiga, Adéle, Elisha Ochola, Mathias Mujinga, Keshnee Padayachee, Emilia Mwim, Elmarie Kritzinger, Marianne Loock, and Peeha Machaka. "A Reference Point for Designing a Cybersecurity Curriculum for Universities." In Human Aspects of Information Security and Assurance, 46–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81111-2_5.
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Hedayati, Mohammad Hadi, and Mart Laanpere. "Validating the Ontology-Driven Reference Model for the Vocational ICT Curriculum Development." In Metadata and Semantic Research, 261–72. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70863-8_26.
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"CURRICULUM MODULE TITLE: Equipment Activities Focus for assessment Access/differentiation Cross-curricular references." In Planning the Curriculum for Pupils with Special Educational Needs, 80. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203065440-20.
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"References." In Contentious Curricula, 285–96. Princeton University Press, 2009. http://dx.doi.org/10.1515/9781400825455.285.
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Navarro-Medina, Elisa, and Nicolás De Alba-Fernández. "The Construction of a Citizenship Model Through the Teaching of History." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, 500–516. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7110-0.ch022.
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References to education today necessarily encompass the type of citizens we are forming in the classrooms. Curricular proposals, regardless of their educational stage, reiterate that the basic purpose of education is to make people aware of their reality, foster their critical thinking, and ensure they participate in the political, social, and cultural system of which they are part. However, this declaration of intentions, which is widely legislated but rarely subject to empirical verification, is even more evident in certain subjects such as the History of Spain. In order to explore whether the curricular proposals put forward by History are truly educating citizens, the authors interviewed 50 first-year university students representing various areas of knowledge from seven Spanish universities. The results have identified a citizen profile that does not align with the social and civic model described by legislation, which has prompted us to suggest certain improvements pursuant to the purposes of History as a subject taught at school.
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"References." In Early Childhood Curriculum, 226–47. Cambridge University Press, 2018. http://dx.doi.org/10.1017/9781108131810.013.
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"References." In The Learner-Centred Curriculum, 181–86. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9781139524506.013.
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"References." In Curriculum Reform in Ontario, 219–40. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442661554-013.
Full textConference papers on the topic "Curricular references"
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Rivera, Roberto Miguel Fuentes, Rui Francisco Martins Marcal, Milton Vieira Junior, Marlene Amorim, and Gil Eduardo Guimaraes. "Third Sector Institutions associated to education areas in Brazil and their impact in curricular references for modernizing industrial engineering courses: A case study." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125306.
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Ngo, Chean Chin, and Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.
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Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degree requirement to 120 units and yet satisfy the minimum requirement of general education units. This paper presents a summary of the current curricula structure of these programs in Cal State universities by delving into the study of their degree requirements and compare with that of UC and private universities. For example, the number of units of college level mathematics and basic science required by the program is examined closely and determine if it is beyond the one-year requirement by ABET General Criterion 5 Curriculum. In addition, one of the ABET program criteria requires the mechanical engineering program to prepare students to work professionally in either thermal or mechanical systems. As such, this present paper also examines how each program is proportionately distributing courses in each of these two areas. Attention is also given to how each program integrates first year experience, senior capstone design experience, hands-on laboratory experience and internship experience (if any) in the curriculum. In January 2016, CSU launched the Graduation Initiative (GI) 2025 to increase graduation rates of CSU students while eliminating opportunity gap for underrepresented minorities and Pell-eligible students. One of the main goals of GI 2025 is to increase the freshman 4-year graduation rate of CSU students to 40% by 2025. Part of the strategies for GI 2025 from some CSU campuses is to review the curriculum and identify potential barriers to timely graduation and find strategies to eliminate them. The goal of this paper is to provide educators a timely summary of reference while examining their own curricula. Although different institutions carry curricular revisions that stem from different motivation, the ultimate goal will be the same — provide students optimally the best curriculum to better prepare them for the industry workforce and have positive impact for the society.
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Jucevičienė, Palmira, and Robert Leščinskij. "Possibilities for Student Organizational Learning in University’s Curriculum." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.114.
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The current paper is aimed at investigating the possibilities of the university curriculum for student organizational learning. The authors have analysed scholarly literature for the purpose of investigating the concepts of the formal and hidden curriculum. The paper also contains deep insights into learning objectives and outcomes as well as the study process and study model for developing organizational learning skills. With reference to the formal and hidden curriculum analysis method, the article discusses Top 10 Bachelor’s degree Business and Management programmes (QS World University Rankings) offered at universities in Europe. According to the specified parameters, the possibilities of developing organizational learning skills are explored. The carried out analysis and the interpretation of the obtained data reveal that the formal curricula designed by universities still pay insufficient attention to the development of organizational learning skills that should be treated as horizontal skills required for work at contemporary organizations. The paper also notes that all examined universities have fairly good opportunities to implement the hidden curriculum of organizational learning. The opportunities should increase if the formal and hidden curriculum emphasizing the development of organizational learning should be integrated.
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Lasaosa, Virginia Espa, María José Gutiérrez Lera, María Cañas Aparicio, and María Adelaida Gutiérrez Martín. "Veinte años de docencia de la fotografía. Estudio de caso: Escuela de Arte de Huesca (España), Twenty years teaching photography. Case study: The Art School of Huesca (Spain)." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6741.
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ResumenEl Ciclo Formativo de Grado Superior en Fotografía pertenece a la familia profesional artística de Comunicación Gráfica y Audiovisual y forma parte del sistema educativo español público.Esta comunicación presenta un panorama de la evolución de los estudios sobre fotografía en las Escuelas de Artes Plásticas y Diseño, exponiendo, a través del ejemplo de la Escuela de Arte de Huesca, el caso de la Comunidad Autónoma de Aragón.La implantación del grado superior de fotografía en Huesca se incardinó en la estructura propicia que aportaba una ciudad acostumbrada a valorar este modo de expresión icónica: el Festival Huesca Imagen en su día, una Fototeca pionera en medios y procedimientos, o actualmente el programa Visiona demuestran un interés particular por la imagen fotográfica.Nuestra sólida trayectoria ha pasado necesariamente por cambios tecnológicos y legislativos que han marcado la adaptación de la docencia a continuos retos. Aspectos como la aplicación de metodologías activas; el aprendizaje basado en proyectos; las constantes referencias a cuestiones teóricas e históricas, así como a los debates contemporáneos en torno a la fotografía; la innovación en los procesos de evaluación y el seguimiento individualizado basado en tutorías se incorporan a nuestra didáctica cotidiana y facilitan la adquisición de competencias de acuerdo a las nuevas exigencias curriculares, profesionales y artísticas.La formación que impartimos insiste en la reflexión sobre el proceso fotográfico como un hecho consustancial a la sociedad actual. A través de la acreditación en el Programa Erasmus+, nuestros estudiantes tienen además la posibilidad de relacionarse con el espacio formativo europeo y ven favorecida su futura inserción en el mercado laboral.A lo largo de estos años hemos logrado contar con la presencia de figuras de reconocido prestigio en diversos campos de la fotografía, personalidades que han aportado su visión y su saber a la Escuela. Desde nuestra perspectiva, la fotografía no sólo es una disciplina artística o una ocupación profesional, sino que constituye globalmente un modo de vida. Eso es lo que intentamos transmitir año tras año en nuestras aulas.AbstractThe Professional studies of Higher Degree in Photography belongs to the artistic professional family of Graphic and Audiovisual Communication and it is part of the Spanish state educational system. This paper presents an overview of the evolution of these studies on photography in the Arts and Design Schools and explains the example of Aragón, through the case of the School of Art of Huesca.The implementation of the higher degree in Photography in Huesca took place in a suitable background provided by a city used to value this iconic mode of expression: The former Festival “Huesca Imagen”, an innovative Fototeca in procedures and resources; or nowadays, the program “Visiona”, all of them show a particular interest on the photographic image.Our well stablished professional career has necessarily come across technological and legislative changes that have marked the adaptation of teaching to continuous challenges. Aspects such as the application of active methodologies; Project-based learning; Constant references to theoretical and historical issues as well as to contemporary debates on photography; Innovation in evaluation processes and individualized monitoring based on personal tutoring are incorporated into our everyday teaching and facilitate the acquisition of competences according to upcoming curricular, professional and artistic requirements.The training we provide stresses thinking about photography as a process consubstantial to our current society. Through the accreditation in the Erasmus + Program, our students have also the possibility to take part of the European training space and facilitate their future insertion in the labor market.Throughout these years we have had the opportunity to count on the presence of personalities of recognized prestige in various fields of photography, who have cast their vision and their knowledge to the School. From our own perspective, photography is not only an artistic discipline or a professional occupation, but conforms a whole way of life. That is what we try pass on in our classrooms year after year. Palabras clave: metodologías, evaluación, evolución, proyectos, experiencia docente, competencias, pública, Erasmus+, arte, tecnología.Keywords: methodology, assessment, progress, projects, teaching experience, skills, state school, Erasmus+, arts, technology.
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Tung, Frank C. "A Reference Curriculum for Service Engineering." In 2008 IEEE Congress on Services Part 1 (SERVICES-1). IEEE, 2008. http://dx.doi.org/10.1109/services-1.2008.16.
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Klapholtz, David, James McDonald, and Arthur Pyster. "The Graduate Software Engineering Reference Curriculum (GSwERC)." In 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.62.
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Tripon, Cristina. "Four Key Skills - Reference Framework For Integrated Curriculum." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.64.
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Romero, David, Luca Cannetta, Marco Pallot, Claudio Boer, and Arturo Molina. "Towards a reference curriculum for education on Concurrent Engineering / Enterprising." In 2010 IEEE International Technology Management Conference (ICE). IEEE, 2010. http://dx.doi.org/10.1109/ice.2010.7477038.
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Campbell, Zenaida, and Nelly Meléndez. "EL TÉCNICO AGROPECUARIO GENERALISTA INA: UN MODELO CURRICULAR INNOVADOR BASADO EN UN PROCESO SISTEMÁTICO DE CONSTRUCCIÓN COLECTIVA." In V Congreso de Investigación Desarrollo en Innovación de la Universidad Internacional de Ciencia y Tecnología. Universidad Internacional de Ciencia y Tecnología, 2021. http://dx.doi.org/10.47300/978-9962-5599-8-6-16.
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El objetivo de este trabajo es presentar los elementos fundamentales del currículo del técnico agropecuario generalista del Instituto Nacional de Agricultura (INA) formulado desde una metodología de aportes técnicos complementados con participación social. La formación de técnicos agropecuarios en Panamá es pertinente y relevante por cuanto en la actualidad, se requiere de apoyo experto y de escenarios didácticos modernos que permitan el desarrollo de capacidades y cambio paradigmáticos, que solo puede levantarse sobre una clara plataforma curricular y con egresados, cuyas capacidades reviertan los mitos existentes. El trabajo investigativo, producto de una construcción colectiva utilizó como referentes la teoría y metodología curricular de Diaz Barriga Díaz, Lule, Pacheco, Saad, y Rojas-Drummond (2008) y de Vargas (2008). Se utilizó un enfoque cualitativo y descriptivo, con un modelo basado en proyectos formativos y con enfoque en competencias. Se realizaron entrevistas, talleres focales, con fundamento en una revisión documental de materiales relacionados con el objeto de estudio. Se concluyó con una síntesis del perfil ocupacional del técnico agropecuario generalista lo cual fue determinante para generar los elementos del modelo curricular de este profesional.
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Faludi, Jeremy, and Adam Menter. "Sustainable Design Education Through a Self-Directed Online System." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12077.
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Sustainable design and engineering is an important topic, yet it is under-represented in educational institutions; moreover, it must be taught to practicing professionals, not just students. A free online system has been created to address both problems at once, providing educational materials for educators and also providing a self-paced program for professionals or students to earn a certificate in sustainable design. Called the Autodesk Sustainability Workshop, it is a collection of video tutorials and supporting materials (PDF reference guides, slide decks, quizzes, and other resources) that can be used either by individuals themselves or by educators (either in schools or the workplace) to learn principles and practical skills related to green design, mechanical engineering, and building science. Its dozens of video tutorials span the range from introduction to fundamental principles in sustainability, to specific operation of analytical software tools such as FEA and energy modeling. All videos are on focused topics and of short duration (typically 3–6 minutes) so they can be inserted into curricula as educators see fit, not forcing a full curriculum structure. For self-guided learners, or educators who desire a full curriculum, an interactive structure provides quizzes along with the learning resources; upon successful completion, they lead up to a certificate in green design. Currently there is only one certificate, in basic building science; future releases will expand the certificate program to sustainable product design as well, since many of the learning resources are on these topics. For content not covered by the certificate program, the website’s information architecture suggests a multi-threaded approach to learning sustainable design. As three-quarters of a million people around the world have already viewed content from the site, this self-directed online learning system is proposed to be a highly scalable method of providing sustainable design and engineering education.
Reports on the topic "Curricular references"
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Mead, Nancy R., Julia H. Allen, Mark Ardis, Thomas B. Hilburn, Andrew J. Kornecki, Richard Linger, and James McDonald. Software Assurance Curriculum Project Volume 1: Master of Software Assurance Reference Curriculum. Fort Belvoir, VA: Defense Technical Information Center, August 2010. http://dx.doi.org/10.21236/ada532578.
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.
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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).