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Journal articles on the topic 'Curriculum analyses'

Author: Grafiati

Published: 7 June 2025

Last updated: 17 July 2025

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1

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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Palacio, Marcela, Sandra Gaviria, and James Dean Brown. "Aligning English Language Testing With Curriculum." PROFILE Issues in Teachers' Professional Development 18, no. 2 (2016): 63. http://dx.doi.org/10.15446/profile.v18n2.53302.

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<p>Frustrations with traditional testing led a group of teachers at the English for adults program at Universidad EAFIT (Colombia) to design tests aligned with the institutional teaching philosophy and classroom practices. This article reports on a study of an item-by-item evaluation of a series of English exams for validity and reliability in an effort to guarantee the quality of the process of test design. The study included descriptive statistics, item analysis, correlational analyses, reliability estimates, and validity analyses. The results show that the new tests are an excellent a

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Nordin, Andreas. "Diskursiv institutionalism och dess bidrag till läroplansteoretisk forskning." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 34, no. 1 (2025): 7–28. https://doi.org/10.48059/uod.v34i1.2336.

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Discursive institutionalism and its contribution to curriculum research. This article develops the argument that discursive institutionalism is a constructive contribution to curriculum research. Starting from the linguistic turn in curriculum theory, it is argued that discursive institutionalism contributes to curriculum research in at least two ways: First, it contributes to the understanding of the institutionalisation of curriculum discourses, and second, it contributes to the analyses of the interactions within and between curriculum arenas and institutional levels. The article concludes

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Asghar, Jabreel, and Asif Ahmad. "A Comparative Analysis of Single Nation Curriculum with the Previous National Curriculum." Global Social Sciences Review VII, no. II (2022): 137–46. http://dx.doi.org/10.31703/gssr.2022(vii-ii).14.

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The current paper critically reviews the Single Nation Curriculum to verify the claims made by the document after its launching in 2020 as being the first policy document for educational reformation at the national level after several decades. The analysis compares the document with the National Curriculum (2006) which has been acknowledged as the main reference document in the preparation of the Single Nation Curriculum. The paper analyses various sections of the document, with a focus on English language teaching, to expose that the new curriculum is only an imitation of the previous 2006 cu

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Stoilescu, Dorian. "Exploring the Introduction of Computational Thinking in STEM Education in Australian Schools." Southeast Asian Mathematics Education Journal 9, no. 1 (2019): 17–24. http://dx.doi.org/10.46517/seamej.v9i1.70.

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This paper discusses theoretical and curricular aspects of computational thinking in curriculum and detects recent perspectives and challenges noticed in introducing computational thinking in STEM in Australian Schools. It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were designed nationally and in the state of New South Wales. This paper uses qualitative research methods such as content analysis and text analysis. The research analyses some recent trends in introducing computational thinking and expl

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Muzata, Kenneth Kapalu. "An eye into the 2023 Zambia education curriculum framework: What is there for special and inclusive education in Zambia." Journal of General Education and Humanities 4, no. 2 (2025): 381–400. https://doi.org/10.58421/gehu.v4i2.403.

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The Curriculum Development Centre (CDC) in Zambia, a Directorate under the Ministry of Education, has rolled out the 2023 Education Curriculum Framework to guide education in Zambia, replacing the 2013 framework. Emanating from the 2023 Zambia Education Curriculum Framework, this paper critically analyses special and inclusive education for learners with disabilities in the reviewed curriculum. The paper compares the 2013 curriculum framework to the 2023 one and analyses whether Zambia is progressing in providing special and inclusive education to learners with special education needs. With th

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Ahn, Jae Hee, and Eunbae Yang. "An Outcome-Based Approach in Medical Curriculum Development." Korean Medical Education Review 15, no. 1 (2013): 9–18. http://dx.doi.org/10.17496/kmer.2013.15.1.009.

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An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the

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Boned-Gómez, Salvador, Alberto Ferriz-Valero, Andreas Fröberg, and Salvador Baena-Morales. "Unveiling Connections: A Thorough Analysis of Sustainable Development Goals Integration within the Spanish Physical Education Curriculum." Education Sciences 14, no. 1 (2023): 17. http://dx.doi.org/10.3390/educsci14010017.

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This study analyses the relationship between the physical education (PE) curriculum in secondary education in Spain and the Sustainable Development Goals (SDGs). The Physical education curriculum of compulsory secondary education, as well as the complementary materials, were analysed through document analysis. Although there is no explicit relationship, the analysis reveals links between curricular elements and SDGs targets, particularly with SDG 4 (Quality Education), 3 (Health and Well-being), and 5 (Gender Equality). Other SDGs, such as 10 (Reducing Inequalities) and 12 (Responsible Consump

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Vasco-Delgado, Juan Carlos, Betty Azucena Macas-Padilla, Karen Eliana Arias-Párraga, and Carlos Eduardo Sánchez-Parrales. "Educación inclusiva con inteligencia artificial: personalización curricular para estudiantes con necesidades educativas especiales." Multidisciplinary Latin American Journal (MLAJ) 3, no. 2 (2025): 1–19. https://doi.org/10.62131/mlaj-v3-n2-001.

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Inclusive education promotes equity and quality in learning, ensuring meaningful educational opportunities for all students, including those with special educational needs (SEN). This study explores the potential of Artificial Intelligence (AI) to facilitate curricular personalization and improve attention to students with SEN in the Ecuadorian educational system. A mixed methodology was employed, combining quantitative analyses of official data on inclusion rates, academic performance and degrees of curricular personalization, with qualitative approaches that included interviews with key stak

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A., Dheivamani. "Research on Curricular Reforms." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 219–22. https://doi.org/10.5281/zenodo.7323190.

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Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature “the implementa

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Tamami, Badrut, Masdar Hilmy, Iksan Kamil Sahri, and Siti Rosilawati Ramlan. "Study Policies of Two Ministries in Implementing the Education Curriculum in Indonesia." Al-Hayat: Journal of Islamic Education 8, no. 4 (2025): 1445–63. https://doi.org/10.35723/ajie.v8i4.90.

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This study aims to analyze the policies of two ministries, namely the Ministry of Religious Affairs (Kemenag) and the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) at the elementary and junior high school levels, in implementing the education curriculum in Indonesia. This study is qualitative with a Systematic Literature Review (SLR) approach. Data in the form of scientific articles collected from 2015–2024. The data collection technique used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure. The study results show significa

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Solikhah, Imroatus. "PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 8, no. 1 (2016): 20–36. http://dx.doi.org/10.35457/konstruk.v8i1.2.

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The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum. Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection. This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution.

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Solikhah, Imroatus. "PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI." Konstruktivisme: Jurnal Pendidikan & Pembelajaran 8, no. 1 (2016): 20–36. http://dx.doi.org/10.30957/konstruk.v8i1.2.

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The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum. Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection. This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution.

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Akinoğlu, Orhan. "AN ANALYSIS OF 2004 TURKISH SOCIAL STUDIES CURRICULUM IN THE LIGHT OF NEW MILLENIUM TRENDS." Social Behavior and Personality: an international journal 36, no. 6 (2008): 791–98. http://dx.doi.org/10.2224/sbp.2008.36.6.791.

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The aim in this study was to determine and assess the learning areas, skills and values underlined in the 2004 social studies curriculum reform for primary education in Turkey. The study was undertaken in a qualitative manner based on analyses of the 2004 social studies teaching curriculum for 4th–7th grades. Data were collected through document analyses of the 2004 social studies curriculum. Findings indicated that the learning areas, skills and values underlined in the curriculum for primary education reflect mainly global connections, multidimensional thinking, active learning, social ratio

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Al-Kahtany, Awad. "Identify the Most Prominent Contemporary Atheistic Suspicions that Should Be Included in The Monotheism Curricula of Secondary Stage." Journal of Umm Al-Qura University for Educational and Psychological Sciences 14, no. 4 (2022): 215–47. http://dx.doi.org/10.54940/ep88532903.

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This study aimed to identify the most prominent contemporary atheistic suspicions that should be included in the monotheism curricula of secondary stage, the degree to which they contain, and whether there are differences between the curriculums in their inclusion of those suspicions. To achieve the objectives of the study, content analysis was used, which is an approach of the descriptive method. The study tool was a content analysis card that included (15) contemporary atheistic suspicions. After confirming the validity and reliability of the tool, it was used to analyses the monotheism curr

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Monteiro, Thomas. "Multicultural Curriculum in India." Anthropos 118, no. 2 (2023): 471–78. http://dx.doi.org/10.5771/0257-9774-2023-2-471.

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By applying the concept of a multicultural curriculum and approaches to it as advocated by James Banks, this paper critically analyses the presence and absence of a multicultural curriculum in Indian text books after NCF 2005 through the case study of the “Vasant Part II” (Hindi text book for 7th Std). A multicultural curriculum is the need of the hour in contemporary India to create a learning environment for people from diverse cultures and backgrounds so that they can access education free from all insecure feelings and have fair chances of learning. NCF 2005 calls for an epistemological sh

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Wicaksono, Galih Wasis, Abd Saleh, Evi Dwi Wahyuni, and Erwin Budi Setiawan. "Analysis of the Alignment of Bauran System Features Based on Outcome-Based Education Rules Using Feature-Oriented Domain Analysis." JOIV : International Journal on Informatics Visualization 8, no. 3-2 (2024): 1966. https://doi.org/10.62527/joiv.8.3-2.2895.

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Implementing information systems in higher education curriculum design is a crucial tool for academics, enabling them to design, develop, and evaluate the curriculum more dynamically, responsively, and structurally. However, it is not just about having a tool. It is about ensuring that the tool aligns with curriculum design standards. This study, therefore, measures and analyses the conformity of the Bauran system as a curriculum management information system with the established stages and standards of curriculum design. The analysis is based on the Indonesia National Standards for Higher Edu

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Akos, Patrick, Glenn W. Lambie, Amy Milsom, and Kelly Gilbert. "Early Adolescents’ Aspirations and Academic Tracking: An Exploratory Investigation." Professional School Counseling 11, no. 1 (2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100108.

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Early adolescents make early career decisions in the form of curriculum choices for high school, and these choices can influence future postsecondary education and career paths. This exploratory study examined relationships between school and demographic variables and 522 eighth graders’ choices of high school academic tracks. Analysis of variance and chi-square analyses identified statistically significant relationships between curricular choices and various school and demographic variables. The potential for aspiration gaps and implications for school counselor educational and career plannin

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Kondrla, Peter, Radoslav Lojan, Patrik Maturkanič, Yulia Nickolaeva Biryukova, and Ernel González Mastrapa. "The Philosophical Context of Curriculum Innovations with a Focus on Competence Development." Journal of Education Culture and Society 14, no. 2 (2023): 78–92. http://dx.doi.org/10.15503/jecs2023.2.78.92.

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Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments i

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Nghia, Tran Le Huu. "Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 22–39. http://dx.doi.org/10.21153/jtlge2017vol8no1art624.

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Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and or

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Nazaree Nia, Marzieh. "The Relationship Between Curriculum Literacy with Teacher's Job Satisfaction and The Sense of Self-Worth in Secondary Schools." International Journal of Education and Cognitive Sciences 4, no. 4 (2023): 43–51. http://dx.doi.org/10.61838/kman.ijecs.4.4.5.

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Purpose: This study aimed to explore the relationship between curriculum literacy and its impact on teachers' job satisfaction and sense of self-worth in secondary schools in Tehran. Methodology: A descriptive-correlational, cross-sectional study design was employed, utilizing a sample of 250 secondary school teachers in Tehran, selected through a two-stage cluster sampling method. Data were collected using three validated questionnaires measuring curriculum literacy, job satisfaction, and self-worth. Statistical analyses included Pearson correlation to examine the relationships between the va

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Abdul Sali, Abdul Haiy. "POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION." Journal of Southeast Asian Studies 26, no. 1 (2021): 163–85. http://dx.doi.org/10.22452/jati.vol26no1.8.

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The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key in

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Monkevičienė, Ona, Aušra Žemgulienė, and Kristina Stankevičienė. "Understanding of Pre-School and Pre-Primary Curriculum Based On Learning Paradigm." Pedagogika 111, no. 2 (2013): 136–51. http://dx.doi.org/10.15823/p.2013.1800.

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Following the conceptual ideas expressed by Lithuanian educational researcher M. Lukšienė and other authors of education curriculum theories all over the world, the article analyses theoretical conception of contemporary (self-) education curriculum. An attempt is made to highlight changes predetermined by shift in teaching / learning paradigms, data of qualitative analysis of pre-school. Pre-school, pre-primary and primary (self-) education programmes are presented from the perspective of curriculum theories and the created models. The article focuses on the following objectives: to rev

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ZIA, UL HAQ KAKAR, SYEDA RAKHSHANDA KAUKAB Dr., and FAZAL-UR-REHMAN Dr. "A COMPREHENSIVE ANALYSIS OF ASSESSMENT DESIGN AND VISION IN PAKISTAN'S OFFICIAL ENGLISH LANGUAGE CURRICULUM OF SECONDARY CLASSES." Tianjin Daxue Xuebao (Ziran Kexue yu Gongcheng Jishu Ban)/ Journal of Tianjin University Science and Technology 56, no. 09 (2023): 21–39. https://doi.org/10.5281/zenodo.8358388.

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<strong>Abstract </strong> The official curriculum is very important in determining how learning and assessment are done. It guides learning and assessment practices. The effectiveness of assessment mostly depends on the vision and design of the assessment in the curriculum. It is generally considered that the assessment system in Balochistan schools is not effective. As a teacher and curriculum developer, the researcher observed that the assessment design might be one of the main causes of low assessment practices in language classes. The goals and assessment design within Pakistan's Offi

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Komalasari. "Evaluating Instrument Quality: Rasch Model – Analyses of Post Test of Curriculum 2013 Training." Jurnal Ilmiah Kanderang Tingang 9, no. 1 (2018): 67–86. http://dx.doi.org/10.37304/jikt.v9i1.7.

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The main purpose of this study was to evaluate the quality of post test utilized by LPMP Central Kalimantan Indonesia in curriculum 2013 training for X grade teachers. It uses Rasch analysis to explore the item fit, the reliability ( item and person), item difficulty, and the Wrigh map of post test. This study also applies Classical Test Teory (CTT) to determine item discrimination and distracters. Following a series of iterative Rasch analyses that adopted the “data should fit the model” approach, 30 items post test of curriculum 2013 training was analyzed using Acer Conquest 4 software, soft

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Sosniak, Lauren A., and Corinna A. Ethington. "When Public School “Choice” Is Not Academic: Findings From the National Education Longitudinal Study of 1988." Educational Evaluation and Policy Analysis 14, no. 1 (1992): 35–52. http://dx.doi.org/10.3102/01623737014001035.

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Public schools of choice are fast becoming part of national educational debate and practice. This article presents an empirical test of the claim that choice encourages something other than standardized education. We draw our data from the National Education Longitudinal Study of 1988. Our analyses center on questions at the heart of curriculum studies: What knowledge is of most worth and what principles of practice govern work with curricular content? Using multiple measures of curriculum content and of the procedures governing work with that content, we find little support for the argument t

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Tian, Peiyao, Yanhua Fan, Daner Sun, and Yan Bai. "ALIGNMENT BETWEEN CURRICULUM STANDARDS AND ASSESSMENT IN UNDERSTANDING CHEMICAL REACTION PRINCIPLES AT UPPER-SECONDARY SCHOOLS." Journal of Baltic Science Education 23, no. 3 (2024): 550–69. http://dx.doi.org/10.33225/jbse/24.23.550.

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This study utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of ‘Chemical Reaction Principles’ in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the ‘Chemical Reaction

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Gupta, Renu. "The Role of Pedagogy in Developing Life Skills." Margin: The Journal of Applied Economic Research 15, no. 1 (2021): 50–72. http://dx.doi.org/10.1177/0973801020974786.

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In response to recent concerns expressed by Indian industry about the ‘employability’ of school and university graduates, this article examines the role of pedagogy in developing life skills (or twenty-first-century skills) and how these can be incorporated in the school/university curriculum. Recent curricular frameworks have incorporated life skills within the school curriculum by stressing the importance of inquiry and collaborative work through all subjects taught in school. The article finds a similar emphasis in the National Curriculum Framework (NCF) in India, but classroom observations

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Hasan, Said Hamid. "THE DEVELOPMENT OF HISTORICAL THINKING AND SKILLS IN THE TEACHING OF HISTORY IN THE SENIOR SECONDARY SCHOOL CURRICULUM IN INDONESIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (2018): 1. http://dx.doi.org/10.17509/historia.v11i2.12324.

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The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinki

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Choi, Soojung. "Analysis on Effects of Curriculum and Assessments on Professional Autonomy of Secondary History Teachers in UK and US." Korean Comparative Education Society 32, no. 5 (2022): 1–23. http://dx.doi.org/10.20306/kces.2022.32.5.1.

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The research aimed to compare how the differences in curriculum and assessment frameworks of the U.K. and the U.S. affect the professional autonomy of secondary history teachers. This study conducted semi-structured interviews with ten teachers, and the collected data was analyzed through thematic coding. The analyses showed that there are many contrasting influences on teacher autonomy on everyday school practices, specifically, decision-making, self-examination and modification, and the integration of personal experiences and values. Although the history curriculum of England (the U.K.) is b

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Bunăiașu, Claudiu Marian, Alexandru Constantin Strungă, Aida Cornelia Stoian, and Monica Tilea. "Psychosocial and Curricular Determinations of Intercultural Education Programs." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 304–22. http://dx.doi.org/10.18662/rrem/13.2/423.

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The article is scientifically and axiologically justified by the assumption that the conceptual-methodological basis and the results in the field of intercultural psychosociology are sources and landmarks in the development of intercultural education and school curriculum. In this respect, this study highlighted relevant contributions in intercultural psychosociology, their educational and curricular impact and also explored some possibilities of developing intercultural education and reconfiguration of the school curriculum from the perspective of interculturalism. The article started from th

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CHEN, Wan-Ping. "Analyses on the Content and Major Curriculum of Materials Chemistry." University Chemistry 31, no. 12 (2016): 21–25. http://dx.doi.org/10.3866/pku.dxhx201604030.

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Jang, Sang-Ock. "Research trends of analyses on teacher’s guidebook of Nuri curriculum." Journal of Korea Open Association for Early Childhood Education 22, no. 2 (2017): 1–29. http://dx.doi.org/10.20437/koaece22-2-01.

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Gyamera, Gifty Oforiwaa, and Penny Jane Burke. "Neoliberalism and curriculum in higher education: a post-colonial analyses." Teaching in Higher Education 23, no. 4 (2017): 450–67. http://dx.doi.org/10.1080/13562517.2017.1414782.

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Yang, Yimeng, Haokai Ma, Lei Meng, Shuo Xu, Ruobing Xie, and Xiangxu Meng. "Curriculum Conditioned Diffusion for Multimodal Recommendation." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 12 (2025): 13035–43. https://doi.org/10.1609/aaai.v39i12.33422.

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Multimodal recommendation (MMRec) aims to integrate multimodal information of items to address the inherent data sparsity issue in collaborative-based recommendation. Traditional MMRec methods typically capture the structure-level item representations from the observed user behaviors within the multimodal graph, overlooking the potential impact of negative instances for personalized preference understanding. In light of the outstanding generative ability and step-by-step inference characteristic of Diffusion Models (DMs), we propose a Curriculum Conditioned Diffusion framework for Multimodal R

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Syukri, Shara, Ismail Ismail, and Hizir Sofyan. "How the Merdeka Curriculum Implementation and Teacher Motivation Shape High School Performance Outcomes in West Aceh, Indonesia." Journal of Educational Management and Learning 3, no. 1 (2025): 1–10. https://doi.org/10.60084/jeml.v3i1.252.

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This study examines the effects of the Merdeka Curriculum implementation and teacher motivation on high school teacher performance in Aceh Barat Regency, Indonesia. The Merdeka Curriculum, a recent educational reform emphasizing flexibility and student-centered learning, aims to enhance teaching quality and student engagement. Using a quantitative approach, data were collected from 74 high school teachers through structured questionnaires. Statistical analyses, including t-tests and regression, were conducted to assess the impact of curriculum implementation and motivation on teacher performan

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Webb, Mary E., Tim Bell, Niki Davis, et al. "Tensions in specifying computing curricula for K-12: Towards a principled approach for objectives." it - Information Technology 60, no. 2 (2018): 59–68. http://dx.doi.org/10.1515/itit-2017-0017.

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AbstractIn this article we examine key issues and tensions for developing and specifying Computing-related elements of curricula design, particularly the role of Computer Science in the curriculum. The article is based on a series of discussions and analyses of curriculum design across various countries with different approaches and traditions of Computing in the curriculum.

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Farias Filho, Everaldo Nunes de, and Carmen Roselaine de Oliveira Farias. "A political analysis of the discourse on environmental education in the Basic Education curriculum." Revista de Ensino de Ciências e Matemática 13, no. 6 (2022): 1–23. http://dx.doi.org/10.26843/rencima.v13n6a05.

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In this work, we bet on the notion of the discursive practices of Ernesto Laclau and Chantal Mouffe, to highlight certain meanings that the environmental education (EA) assumes in the school context. The aim of this article was to analyze an episode referring to the definition of AS within the curriculum from the process of production and hegemonization of environmental discourses in a basic education school. The data collection was based on the selection of excerpts from the teachers' debates around EA, analyzed in the light of discourse theory. The results of the analyses indicate that the s

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Ongesa, Cosmas Masega, Joseph Mwinzi, Samson Gunga, and Atieno Kili K’Odhiambo. "Addressing the self-directed learning culture gap in Kenya's Junior School Science Curriculum." European Scientific Journal, ESJ 21, no. 13 (2025): 260. https://doi.org/10.19044/esj.2025.v21n13p260.

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This is a philosophical study and involves conceptual analysis of existing documents on Competency-Based Curriculum (CBC), Kenya’s curriculum reforms and self-directed learning culture (SDLC). The study mainly focuses on how the curriculum reforms and curriculum for Kenyan CBC junior schools integrate science, and the current theoretical instructional model has promoted the development of SDLC. The data collected and analyzed is theoretical. This conceptual analysis applies the Kantian critical judgment theory model to analyses the data collected and assess findings using the reflective self-d

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Cameron, Shelly Ann, Wazim Rafeek Sharif, Azad Khan, Mohandatt Goolsarran, and Lydia Narain. "Secondary School Teachers' Perceptions: Integrating the National Consolidated Mathematics Curriculum in the Lower Corentyne District, Guyana." European Journal of Contemporary Education and E-Learning 2, no. 4 (2024): 158–68. http://dx.doi.org/10.59324/ejceel.2024.2(4).13.

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This study delves into secondary school teachers' perceptions regarding the integration of the consolidated mathematics curriculum in the Lower Corentyne District of Region 6, Guyana. Utilising a quantitative approach, data was gathered from 30 teachers across four secondary schools using stratified sampling. The findings suggest an overall positive reception of the curriculum among teachers, with a consensus on its relevance to students' lives and its effectiveness in providing learning opportunities and enhancing critical thinking and problem-solving skills. However, nuanced considerations h

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Cameron, Shelly Ann, Wazim Rafeek Sharif, Azad Khan, Mohandatt Goolsarran, and Lydia Narain. "Secondary School Teachers' Perceptions: Integrating the National Consolidated Mathematics Curriculum in the Lower Corentyne District, Guyana." European Journal of Contemporary Education and E-Learning 2, no. 4 (2024): 158–68. https://doi.org/10.59324/ejceel.2024.2(4).13.

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This study delves into secondary school teachers' perceptions regarding the integration of the consolidated mathematics curriculum in the Lower Corentyne District of Region 6, Guyana. Utilising a quantitative approach, data was gathered from 30 teachers across four secondary schools using stratified sampling. The findings suggest an overall positive reception of the curriculum among teachers, with a consensus on its relevance to students' lives and its effectiveness in providing learning opportunities and enhancing critical thinking and problem-solving skills. However, nuanced considerations h

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