Relevant bibliographies by topics / Curriculum analyses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum analyses'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Curriculum analyses"

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Andersson, Ingela, Gun-Britt Wärvik, and Per-Olof Thång. "Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives." International Journal for Research in Vocational Education and Training 2, no. 1 (2015): 1–24. http://dx.doi.org/10.13152/ijrvet.2.1.1.

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The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational educatio
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De Miguel González, Rafael. "Geografía y tiempo contemporáneo: educación geográfica y enseñanza de las ciencias sociales para el mundo global." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 2 (March 13, 2018): 36–54. https://doi.org/10.17398/2531-0968.02.36.

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This article is a state of the question about geographic education from the scope of the educational purposes and its reflection in the curriculum. Later, it analyses the most recent contributions -either from the epistemology of geography, either from geography education theory-, which demonstrate the importance of geography in the school curriculum. After a comparative analysis of different curricula with the Spanish case, we suggest a new curricular proposal for geography education, based on six contemporary approaches.
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Raycroft, Mark A. R., and Alison B. Flynn. "What works? What's missing? An evaluation model for science curricula that analyses learning outcomes through five lenses." Chemistry Education Research and Practice 21, no. 4 (2020): 1110–31. http://dx.doi.org/10.1039/c9rp00157c.

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Science is rapidly changing with vast amounts of new information and technologies available. However, traditional instructional formats do not adequately prepare a diverse population of learners who need to evaluate and use knowledge, not simply memorize facts. Moreover, curricular change has been glacially slow. One starting goal for curricular change can be identifying the features of a current curriculum, including potential areas for improvement, but a model is needed to accomplish that goal. The vast majority of studies related to curricular change have been conducted in K-12 environments
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Arce-Larrory, Olatz, Erlantz Velasco, and Iker Sáez. "Health and Healthy Lifestyle Habits in Primary Education: An Analysis of Spanish Autonomous Curricular Decrees Under the Current Education Law (LOMLOE)." Education Sciences 14, no. 11 (2024): 1220. http://dx.doi.org/10.3390/educsci14111220.

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The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration of health and healthy lifestyle habits in Spanish autonomous curricular decrees using a qualitative documentary analysis and a comparative approach with a statistical/descriptive basis. The corpus includes the 17 autonomous curricular decrees derived from the Organic Law 3/2020 (L
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Yunianti, Sofi, and Idhoofiyatul Fatin. "Analysis of Appraisal Category in 2013 Curriculum and Merdeka Curriculum." International Social Sciences and Humanities 2, no. 2 (2023): 447–53. http://dx.doi.org/10.32528/issh.v2i2.257.

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This study employed to analyses on a comparison between the 2013 Curriculum and the Merdeka Curriculum using the Appraisal theory. It concentrates on 12th grade in Curriculum 2013 and phase E in Merdeka Curriculum due to the last level of high-class grade. The total amount of the data is 37 sentences. Furthermore, the data is categorized based on appraisal devices and the next step is deciding the appraisal categories and subcategories. The results illustrate that in 2013 curriculum, it tends to deliver to reader how the quality of learning outputs. Meanwhile, in Merdeka, it gives emphasize on
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KAYA, Suat. "A bibliometric journey into research trends in curriculum field: Analysis of two journals." International Journal of Assessment Tools in Education 10, no. 3 (2023): 496–506. http://dx.doi.org/10.21449/ijate.1278728.

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The field of curriculum is characterized by its porous and evolving boundaries, which are influenced by ongoing shifts in sociological, technological, scientific, and political domains. Given this dynamic context, the field necessitates continuous advancements to address these evolving trends. Consequently, its scope and prevailing research foci are subject to change, thereby shaping curricular adaptations. The primary objective of this study is to delineate the contemporary scope of curriculum studies by examining prevailing topics of discourse. Research articles published in two selected jou
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Ilgaz, Gokhan, Levent Vural, and Menekse Eskici. "Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015." Cypriot Journal of Educational Sciences 14, no. 4 (2019): 706–22. http://dx.doi.org/10.18844/cjes.v11i4.4122.

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This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching cross-curricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher–parent collab
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Smith, Kim, Rebecca Wells, and Corinna Hawkes. "How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis." International Journal of Environmental Research and Public Health 19, no. 4 (2022): 2019. http://dx.doi.org/10.3390/ijerph19042019.

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(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums
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Ro'is, Syamsuddin, Tomy Kartika Putra, and Suprapto. "Bridging Gaps in the Indonesian Emancipated Curriculum Policy: A Systematic Review of Lecturer and Student Challenges." Indonesian Journal of Educational Research and Review 7, no. 3 (2024): 694–708. https://doi.org/10.23887/ijerr.v7i3.83856.

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The Indonesian government recently introduced the Emancipated Curriculum (EC), also known as Merdeka Belajar-Kampus Merdeka (MBKM), aiming to produce university graduates who are innovative, adaptable, and well-prepared for the demands of the modern workforce. Despite its significant educational reform, limited research has systematically and comprehensively explored the curriculum's complexities. This study adopts a rigorous methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 framework to examine the challenges of EC from the perspectives
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Wasehudin, Wasehudin, Abdul Rohman, Muh Barid Nizarudin Wajdi, and Marwan Marwan. "Transforming Islamic Education through Merdeka Curriculum in Pesantren." Jurnal Pendidikan Islam 9, no. 2 (2023): 255–66. http://dx.doi.org/10.15575/jpi.v9i2.28918.

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The evolution of Islamic education in Indonesia marks a significant shift, with the proactive introduction of the Merdeka Curriculum fostering innovation. This curriculum grants educational institutions the power to tailor their programs to local needs, embodying a dynamic response to contemporary demands. Investigating its implementation at Pesantren Darul Qolam in Banten, this qualitative study involves interviews with Pesantren leaders, teachers, and students, complemented by observational analyses. The findings showcase Pesantren's successful integration of the Merdeka Curriculum, harmoniz
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Dissertations / Theses on the topic "Curriculum analyses"

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Morrison, Keith R. B. "Habermas and the school curriculum : an evaluation and case study." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/972/.

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Winchell, Brooke N. "A CRITICAL EXAMINATION OF THE TECHNICAL ADEQUACY OF A CURRICULUM-BASED ASSESSMENT USING RASCH ANALYSES." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321992473.

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Agbodjogbe, Basile Djessounounkon. "L’implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d’enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20028/document.

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La thèse analyse l’implémentation des nouveaux programmes d’EPS et de SVT au Bénin dans le cadre de la réforme curriculaire selon l’approche par les compétences. Cette question est envisagée selon une approche comparative en termes de transposition didactique. Trois études emboitées structurent le travail empirique. La première caractérise les nouvelles matrices disciplinaires en EPS et en SVT à partir d’une analyse de contenus des documents officiels. La seconde s’intéresse aux points de vue des acteurs impliqués dans cette réforme depuis dix ans (inspecteurs, conseillers pédagogiques, enseig
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Fermano, Juliet. "A Replication of An Intercultural Approach in The National Tests of English : A Text- and Document Analyses of The National Tests in English Year 2000, 2005 and 2010." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19281.

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The intercultural approach carries the same values as the democratic concept, which is the fundamental platform of the curriculum, Läroplanen. Keywords such as empathy, openness, democracy, education, critical thinking, human rights, identity, equality and understanding are some of the values that the democratic and the intercultural approach carry. The question is how these values are replicated in the education and the materials that are used in school? This is what this research is going to be focusing on. To answer this question, the research is going to analyze three national tests in Eng
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Wilson, Daily Ann E. "A compendium of publications base on multilevel and mixed method analyses on student perceptions of their social realities: the role of curriculum and teaching strategies." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/672504.

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This thesis brings together five accepted, and one submitted, articles, along with a seventh in process of completion, all written and revised during a second doctoral candidacy. Quantitative, qualitative and mixed methods were used to delve into student perceptions of their socio-educational realities, regarding the role of curriculum and the influence of different teaching strategies related to the teaching of social studies or teacher training. In some articles, responses concerning the questions proposed within the studies were taken into account in conjuncture with sociodemographic variab
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Argelagós, Castañ Esther. "Information-problem solving in Secondary Education: analyses of cognitive processes using Web information and their improvement through embedded instruction." Doctoral thesis, Universitat de Lleida, 2012. http://hdl.handle.net/10803/80749.

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Internet constitueix una de les més importants fonts d'informació en la nostra societat i els processos cognitius involucrades en el maneig de la seva informació (Information-problem solving, IPS) no s'adquireixen d'una manera espontània. Els principals objectius d'aquesta tesi són: descriure els problemes que tenen els estudiants de secundària, analitzar l'impacte d'una instrucció IPS integrada en el curriculum i aportar implicacions educacionals per ajudar-los a millorar les seves competències digitals. Després d'una sèrie d'anàlisis qualitatives, quantitatives i d'estudis de casos, les prin
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Ho, Yam Leung, and 何蔭良. "Target oriented curriculum: An analysis of the making of education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965519.

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Agbodjogbe, Basile Djessounounkon. "L'implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d'enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00904230.

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La thèse analyse l'implémentation des nouveaux programmes d'EPS et de SVT au Bénin dans le cadre de la réforme curriculaire selon l'approche par les compétences. Cette question est envisagée selon une approche comparative en termes de transposition didactique. Trois études emboitées structurent le travail empirique. La première caractérise les nouvelles matrices disciplinaires en EPS et en SVT à partir d'une analyse de contenus des documents officiels. La seconde s'intéresse aux points de vue des acteurs impliqués dans cette réforme depuis dix ans (inspecteurs, conseillers pédagogiques, enseig
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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
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Books on the topic "Curriculum analyses"

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Aggarwal, J. C. Learning without burden: An analysis. Shipra Publications, 1994.

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Behar-Horenstein, Linda S. The knowledge base of curriculum: An empirical analysis. University Press of America, 1994.

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Bird, Patrick. Curriculum & manpower analysis. (P. Bird), 1985.

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Kang, Kyŏng-suk. Tʻŭksu kyoyuk kyoyuk kwajŏng kukche tonghyang punsŏk: An analysis of international trends of special education curriculum. Kungnip Tʻŭksu Kyoyugwŏn, 2004.

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author, Nelson Orville, and American Technical Publishers, eds. Instructional analysis and course development. American Technical Publishers, 2015.

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Voice, John. The whole curriculum: Review and analysis. Suffolk County Council, Education Department, 1985.

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Institute, CFA. CFA program curriculum. CFA Institute, 2012.

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Institute, CFA. CFA program curriculum. CFA Institute, 2009.

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Institute, CFA. CFA program curriculum. CFA Institute, 2012.

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Wolff-Brembach, Irmhild. Innovative Elemente der Curriculumentwicklung und deren Auswirkungen auf die Schule für Lernbehinderte: Analyse und Interpretation ausgewählter Rahmenpläne. Lang, 1987.

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Book chapters on the topic "Curriculum analyses"

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Awaad, Ahmed, Daria Mizza, and Ramy Shabara. "Toward a Critical Pedagogy for Fostering Critical Cultural Awareness: A Three-Pronged Model for Primary EFL Textbook Analyses." In Curriculum Studies Worldwide. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84659-5_3.

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Scheerens, Jaap. "Meta-Analyses and Descriptions of Illustrative Studies." In Opportunity to Learn, Curriculum Alignment and Test Preparation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43110-9_3.

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Pu, Shi. "Chapter 10. Curriculum innovation through concept borrowing." In AILA Applied Linguistics Series. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.10pu.

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This chapter analyses how the concept of learner autonomy was incorporated into the national college English curricula in China between 1978 and 2007. Adopting Quentin Skinner’s intentionalist approach, it examines this concept in relation to linguistic convention and practical context in China, discussing its meaning in the Chinese context and the intentionality of promoting this concept for curriculum innovation. The findings reveal that learner autonomy was taken to refer mainly to students’ ability to learn on their own outside the classroom. The importation of this concept has pushed teac
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Crato, Nuno. "Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_1.

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AbstractPISA 2018 was the largest large-scale international assessment to date. Its results confirm the improvements of some countries, the challenges other countries face, and the decline observed in a few others. This chapter reflects on the detailed analyses of ten countries policies, constraints, and evolutions. It highlights key factors, such as investment, curriculum, teaching, and student assessment. And it concludes by arguing that curriculum coherence, an emphasis on knowledge, student observable outcomes, assessment, and public transparency are key elements. These elements are crucia
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Macalister, John, and I. S. P. Nation. "Environment Analysis." In Language Curriculum Design. Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-2.

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Macalister, John, and I. S. P. Nation. "Needs Analysis." In Language Curriculum Design. Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-3.

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Kurasov, Pavel, Ari Laptev, Sergey Naboko, and Barry Simon. "Curriculum Vitae." In Analysis as a Tool in Mathematical Physics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31531-3_1.

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Weinstein, Matthew. "Curriculum Beyond Apocalypse." In Palgrave Studies in Education and the Environment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35430-4_15.

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AbstractThis chapter explores the production of sociotechnical imaginaries surrounding climate change. Four texts are examined: the film Interstellar; the novel New York 2140; an academic analysis of governmental futures under climate change, Climate Leviathan; and a fictional account of life under the “New Green Deal.” The texts are cross-read against each other and analyzed in terms of their political adequacy in convincingly moving us toward better and more equitable and sustainable eco-social formations.
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Cooper, Jane McIntosh, and Gayle A. Curtis. "Employing Self-Study Research Across the Curriculum." In Conceptual Analyses of Curriculum Inquiry Methodologies. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8848-2.ch008.

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Self-study is a research methodology focused on improvement of teacher education practice and exploring personal, practical, and professional transformation by the practitioner. Utilizing many qualitative methods, this interactive and often collaborative form of inquiry is well suited to study curriculum, considered broadly, as both the written and enacted, and all impacts of this curriculum. This chapter discusses the use of self-study in teachers' inquiries into curriculum. It presents the background and theoretical underpinnings of self-study research showing how this research genre emerged
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Wei, Zitong. "Post-Glocalization." In Conceptual Analyses of Curriculum Inquiry Methodologies. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8848-2.ch003.

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The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language.
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Conference papers on the topic "Curriculum analyses"

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Lopez, Blake R., and Victor M. Zavala. "Analysis of Chemical Engineering Curricula Using Graph Theory." In Foundations of Computer-Aided Process Design. PSE Press, 2024. http://dx.doi.org/10.69997/sct.190804.

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Chemical engineering is a highly complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses vary among institutions and are based on years of prior teachings and research. Despite this, there have been calls to revaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic
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Pasquinelli, Anna, Anne Rokka, Joanna Dzwonkowska, and Jill Carey. "New Matrix for Education Curricula Comparison in EAS: Application to ERASMUS Associations." In 18th HETI International Congress. The Federation of Horses in Education and Therapy International (HETI) A.I.S.B.L., 2024. https://doi.org/10.58862/bakq8367.

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Evaluative comparisons were made between different Education Curricula in Equine Assisted Services (EAS) to understand the main content of the education and orientation. An elaboration of an original Matrix which analyses each Erasmus+ 2019-1-FI01-KA202-060805 Partner’s curriculum (Finland, Ireland, Italy, Poland) was created, and definition and evaluation of the Main Topics, and the Disciplines for each Topic, used to analyse the curricula. The comparison between the Education Curricula in EAS of Erasmus Partners was completed with qualitative and quantitative analysis assessing the Topics an
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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe an
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Anand, Mitra V., and Curtis Abel. "From Theory to Practice: A Study on Integrating Makerspaces into Undergraduate Curriculum." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20219.

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This study investigates whether integrating makerspace activities into a formal, credit-bearing course enhances undergraduate students’ ability to innovate and engage in a project-based learning (PBL) engineering curriculum. Using a modified Student Assessment of Learning Gains (SALG) instrument that captures key student-relevant competencies, we compared 42 students enrolled in the “[COURSE NAME]” course (treatment group) with 38 students who used the makerspace for other PBL courses (control group). Rigorous statistical analyses reveal that the treatment group achieved moderate to high gains
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Vuksanovich, Brian, Darrell Wallace, and Michael Costarell. "Mechanical Engineering Curriculum Improvement Using Product Lifecycle Management (PLM)." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11525.

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This paper discusses the alignment between industry needs and the content of a 4 year ME or MET curriculum by using Product Lifecycle Management (PLM) principles as a bridge. An initial concept for a device is used as an example throughout the 4 year curriculum, allowing the courses to progressively develop the design from concept through end-of-life by using PLM principles. The four-year curriculum discussed begins with an introduction to PLM, where the steps of a manufacturing process are described, from concept, to 3D design, to analysis, to final product to end of life. This provides the b
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Helmane, Ineta, and Dagnija Vigule. "Transformation of Mathematics Education Curriculum in Pre-School in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.52.

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The acquisition of mathematics begins with the birth of a child within the cultural environment or socio-economic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying the new education curriculum for the acquisition of mathematics in the competence-based approach in pre-schools in Latvia. From the school year 2017/2018, competence-based learning is gradually being introduced in Latvia. The research focuses on the analysis of preschool
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Sipalay, Diana Lou E., and Jose Q. Pedrajita. "Using Mantel-Haenszel, Distractor Response, and Logical Data Analyses in Detecting Differential Item Functioning in a Senior Science High School Entrance Examination." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.015.

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ABSTRACT Diana Lou E. Sipalay University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines desipalay@up.edu.ph Jose Q. Pedrajita University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines jqpedrajita@up.edu.ph This study detected Differential Item Functioning (DIF) and its causes (gender-based, curriculum-based and school-based) in a Senior Science High School Entrance Examination using Mantel Haenszel, Distractor Response and Logical Data Analyses employing focus group discussions, semi-structured interviews and que
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Yajie Wang and Meifeng Liu. "Analyses of “strange” phenomena in Integration of Information Communication Technology into Curriculum." In 2010 3rd IEEE International Conference on Computer Science and Information Technology (ICCSIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccsit.2010.5564457.

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Kotharkar, Rajashree, Riddhi Sarda, and Roopal Deshpande. "Assessing the integration of building science in higher education curricula: implications for climate change adaptation in the built environment." In Comfort at The Extremes 2023. CEPT University Press, 2024. http://dx.doi.org/10.62744/cate.45273.1188-161-171.

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This study critically examines the readiness of professionals in India to address the consequences of climate change. With a focus on architecture education, 15 institutes offering undergraduate courses were identified. The study solely assesses course syllabi on crucial building science topics related to climate change adaptation. The alignment of building science with the model curriculum guidelines provided by COA is also examined. The findings reveal certain building science topics are present in the syllabi only in a fundamental manner. However, there are gaps in in-depth coverage, integr
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Vigule, Dagnija, and Ineta Helmane. "Transversal Skills in the Mathematics Education Curriculum in Pre-School: Experience of Latvia." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.24.

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The acquisition of mathematics begins with the birth of a child within the cultural environment or socio-economic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying transversal skills for the acquisition of mathematics in the new education curriculum in pre-schools in Latvia. From the school year 2017/2018, new education curriculum is being implemented in Latvia. The research focuses on the analysis of Preschool education curriculum
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Reports on the topic "Curriculum analyses"

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Needham, David. Multidisciplinary teaching cruise MNF-bioc-301 Plankton along the Baltic Sea salinity gradient, Cruise No. AL618, August 18th – August 30th 2024, Kiel (Germany) – Kiel (Germany), MNF-bioc-301. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2025. https://doi.org/10.3289/cr_al618.

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The multidisciplinary teaching cruise AL618 was part of the curriculum of the master “Biological Oceanography” at the Christian-Albrechts-University Kiel and the GEOMAR Helmholtz Centre for Ocean Research. During this mandatory part of the MNF-bioc-301 module the students were able to gain hands-on experience of the scientific operation on-board a modern multidisciplinary research vessel. Methods in physical, biological and chemical oceanography were taught based on biodiversity changes in several functional plankton groups along the Baltic Sea salinity gradient as a main subject. The students
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Mittermayer, Felix. Multidisciplinary teaching cruise MNF-bioc-301 Plankton along the Baltic Sea salinity gradient Cruise No. AL580, August 30th – September 9th 2022 Kiel (Germany) – Kiel (Germany), MNF-bioc-301. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2022. https://doi.org/10.3289/cr_al580.

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The multidisciplinary teaching cruise AL580 was part of the curriculum of the master “Biological Oceanography” at the Christian-Albrechts-University Kiel and the GEOMAR Helmholtz Centre for Ocean Research. During this mandatory part of the MNF-bioc-301 module the students were able to gain hands-on experience of the scientific operation on-board a modern multidisciplinary research vessel. Methods in physical, biological and chemical oceanography were taught based on biodiversity changes in several functional plankton groups along the Baltic Sea salinity gradient as a main subject. The students
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Mittermayer, Felix. Multidisciplinary teaching cruise MNF-bioc-301 Plankton along the Baltic Sea salinity gradient, Cruise No. AL563, August 31st – September 11th 2021, Kiel (Germany) – Kiel (Germany), MNF-bioc-301. GEOMAR Helmholtz Centre for Ocean Research Kiel, 2022. https://doi.org/10.3289/cr_al563.

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The multidisciplinary teaching cruise AL563 was part of the curriculum of the master “Biological Oceanography” at the Christian-Albrechts-University Kiel and the GEOMAR Helmholtz Centre for Ocean Research. During this mandatory part of the MNF-bioc-301 module the students were able to gain hands-on experience of the scientific operation on-board a modern multidisciplinary research vessel. Methods in physical, biological and chemical oceanography were taught based on biodiversity changes in several functional plankton groups along the Baltic Sea salinity gradient as a main subject. The students
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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, 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 jo
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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, Albertsons Library, 2021. http://dx.doi.org/10.18122/sped.138.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 jo
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Alcalde, Isabel, and Patricia Stupariu. Financial education at an early age. Banco de España, 2025. https://doi.org/10.53479/39925.

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Financial education during childhood and the first stages of formal education is particularly relevant today, given that access to money and financial products occurs at an increasingly early age. This article analyses the challenges and key aspects for the design of financial education programmes for children and young people. The topics addressed include the importance of aligning contents with students’ cognitive abilities, the importance of developing responsible attitudes and behaviours towards financial matters and the need to strengthen financial education in the school curriculum. In a
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Guo, Libo, and Ruihua Zhang. Building a Singapore learner corpus of English writing for pedagogy. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28997.

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This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie &amp; Derewianka, 2008). It attempts to answer the following research questions: 1. What are the le
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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, asse
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.
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Reubenstein, Howard, Dan Hunter, and Kathy Ryall. Bootstrapped Learning Analysis and Curriculum Development Environment (BLADE). Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada558695.

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