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Relevant bibliographies by topics / Curriculum analysis

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Academic literature on the topic 'Curriculum analysis'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Curriculum analysis"

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Soysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis." Journal of Science Learning 5, no. 1 (2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-bas

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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, et al. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is

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Barata, Alvin, Lilis Patria, and Shilvani Shilvani. "Comparison Curriculum Analysis between Indonesian KTSP 2006 and 2013 Curriculums." Proceedings International Conference on Teaching and Education (ICoTE) 4, no. 1 (2024): 29. http://dx.doi.org/10.26418/icote.v4i1.78270.

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Education has become a part of human life. It is given to individuals differently depending on where the educational activities take place. In order to maintain the consistency of education in certain areas, there is a need for a curriculum that defines the materials and learning standards that must be taught and achieved in educational institutions based on the customs of each area around the world. One method of curriculum implementation is through textbooks. They are tools in which curriculum materials and standards are implemented to support teaching and learning activities. Textbooks alwa

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Almadani, Tiara Nur Fatimah, Akhmad Ali Mirza, and Zaitun Qamariah. "The Analysis Four Curriculum Development Approach in English Teaching." Journal Of Foreign Language Learning and Teaching 3, no. 2 (2024): 1–10. http://dx.doi.org/10.23971/jfllt.v3i2.6880.

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The curriculum is a collection of educational learning strategies that are conceived, produced, and implemented to accomplish a certain objective. The process of developing a curriculum is broken down into phases, but it can also be thought of as a set of actions that go into developing a new curriculum or improving an old one. Approaches curriculum development include two models, Top-Down approach (administrative model) and Grass-Root approach. The Tyler curriculum development model, Taba's curriculum development model, Olivia's curriculum development model, and Beauchamp's curriculum develop

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Choi, Hwa-sook. "A Study on University Students’ Perception of the University Curriculum Using Metaphor Analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 21 (2024): 681–98. http://dx.doi.org/10.22251/jlcci.2024.24.21.681.

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Objectives The purposes of this study is to use metaphor analysis to categorize how university students perceive the liberal arts, major, and extracurricular curriculum, and to derive the direction the university curriculum should pursue. Methods For this purpose, a metaphor analysis survey was conducted with 148 university students in Gyeonggi-do, and 130 valid questionnaires were analyzed, excluding those with unclear or insincere metaphors. To ensure the reliability of the categorization results, the data were evaluated through agreement among three evaluators majoring in curriculum studies

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Ariav, Tamar. "Curriculum analysis and curriculum evaluation: A contrast." Studies in Educational Evaluation 12, no. 2 (1986): 139–47. http://dx.doi.org/10.1016/0191-491x(86)90003-9.

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Hooker Jones, Ariel N., Kimberly Carter, and Sarah Goshorn. "MSW Curriculum Analysis." Advances in Social Work 22, no. 2 (2022): 251–69. http://dx.doi.org/10.18060/24994.

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As the pandemic surges, the need for remote social work practice (RSWP) is urgent and ensuring that students entering practice are prepared to engage is paramount. Students entering the workforce must be able to demonstrate competency and educators must explore how they are preparing students for RSWP. A cohort of twenty-one MSW students were invited to participate in this study exploring curriculum exposure to RSWP and subsequent confidence and readiness to engage in practice. Only a subset of this cohort (n=13) agreed to participate in the study. This study explored exposure to RSWP concepts

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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory

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Mejia-Mejia, Elias, and Francis Díaz-Flores. "Discrepancy analysis in university curriculum evaluation." Salud, Ciencia y Tecnología - Serie de Conferencias 2 (November 11, 2023): 541. http://dx.doi.org/10.56294/sctconf2023541.

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Curriculum evaluation in university education is crucial to improve the quality of professional education. This paper proposes a rubric to evaluate the university curriculum in order to obtain accurate information on its current state and to guide its restructuring according to the needs of updating and institutional demands. Emphasis is placed on the adoption of an objective methodological approach as opposed to subjective criteria. The methodology used, called "discrepancy analysis", is based on a theoretical model of an ideal curriculum with 10 components, each with a weighted value accordi

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Widiatsih, Asri, Untung Triono, and Nostalgianti Citra P. "Implementasi Program Pembelajaran Berbasis Budaya Lokal Melalui Hidden Curriculum." Journal of Education and Instruction (JOEAI) 4, no. 2 (2021): 338–42. http://dx.doi.org/10.31539/joeai.v4i2.2823.

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This study aims to describe the implementation of local culture-based learning through the Hidden Curriculum at SMP Negeri 1 Sumberbaru Jember. The approach in this research is qualitative research, with case studies. Meanwhile, the object of this research is SMP Negeri 1 Sumberbaru, Jember Regency. The data collection technique uses observation, interview, and documentation techniques with data analysis using qualitative data analysis procedures consisting of: data condensation, data presentation, and inference/verification. The results showed that the implementation of local culture-based le

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Dissertations / Theses on the topic "Curriculum analysis"

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Nesbit, Marissa Beth. "Dance Curriculum Through Lived Experience: A Semiotic Analysis." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373892460.

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Dugan, Casey (Casey A. ). "Google distance analysis of the MIT curriculum." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37573.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (leaf 50).<br>The MIT curriculum has traditionally been organized into Departments and Schools, or groups of Departments. This influences degree titles and their requirements, subject listings seen by students and professors, and more. But subjects, Departments and Schools are not systematically analyzed or organized based on the knowledge they cover. The system built mined a subset of Institute subjects, taken from OpenCourseWare, for key

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Yoon, Byung Hee. "An epistemological analysis of contemporary curriculum theories /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992905186.

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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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Philip, Becki Jean. "Governing Through Curriculum: A Poststructural Analysis of the “Australian Curriculum: Health and Physical Education”." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21402.

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One of the central contributions of poststructuralism to the rethinking of curriculum is to more deeply and critically consider what curriculum does. As an epistemological and methodological lens, poststructuralism offers ways of thinking about curriculum as a product of a particular time and space which works to govern through constructing particular knowledges and ways of being. The recent development of a new national curriculum in Australian provides a particularly relevant context for analysing curriculum in this way. Following Carol Bacchi’s (2009, 2012, 2016) argument that we are govern

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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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Christine, David Wayne. "Baptist Pastoral Leadership: An Analysis for Curriculum Development." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30446/.

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Through a qualitative study utilizing in-depth interviews, practitioner opinion was gathered regarding how Christian institutions of higher education, primarily Baptist seminaries, may better utilize formal and continuing education to prepare clergy for pastoral leadership. The sample of ten subjects for this study, drawn from the 550 active senior pastors in the Dallas Baptist Association and the Kauf-Van Baptist Association, was selected based on a maximum variation sampling method. The intention was to provide a better understanding of the leadership skills required by senior pastors, to he

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Ditchburn, G. "A critical analysis of the Australian Curriculum (History)." Thesis, Ditchburn, G. (2014) A critical analysis of the Australian Curriculum (History). PhD thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/22601/.

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In this thesis I argue that the recent introduction and construction of the Australian Curriculum has been characterised by a lack of relevant and meaningful conversations about curriculum. While sites for public and professional consultation have been numerous, items for discussion have largely been predetermined and narrow. Rather than allowing space for sensible conversations about the range of purposes of a new curriculum and the type of curriculum theory that might best achieve those purposes, the Australian Curriculum has been implemented as though there are no relevant, alternative vi

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Price, Julia, Kelly Price, and Jamie H. Price. "Online Doctoral Student Perceptions: A Longitudinal Analysis." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6031.

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Presenters will demonstrate concrete examples and supporting research regarding professor presence within online courses. Additionally, the presentation will address the skill of transforming this content into practice, valuable practical applications, the importance of professor presence in the online classroom, and why such presence is important in building a learning community in the online environment. The presentation is appropriate for all instructors of blended and exclusively online environments.

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Weir, Catherine. "The discourse of reform : a critical analysis of the new basics curriculum /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19556.pdf.

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Books on the topic "Curriculum analysis"

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

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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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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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Gail, Burrill, ed. Data analysis and statistics across the curriculum. National Council of Teachers of Mathematics, 1992.

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Margaret, Dimond, and Council on Gerontological Nursing (American Nurses Association), eds. Gerontological nursing curriculum: Survey analysis and recommendations. American Nurses' Association, 1986.

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

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Patricia, Chittenden, and Kiniry Malcolm, eds. Making connections across the curriculum: Readings for analysis. St. Martin's Press, 1986.

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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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Book chapters on the topic "Curriculum analysis"

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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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Kim, Eun-Ji Amy. "Analytical Moment: Curriculum Analysis." In Integrating Indigenous and Western Education in Science Curricula. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88949-4_6.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Learner Analysis." In Curriculum Development for Intensive English Programs. Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-5.

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Ahlgren, Andrew, and Joan Garfield. "Analysis of the Probability Curriculum." In Chance Encounters: Probability in Education. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3532-0_4.

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Keirn, Tim. "History Curriculum: A Transatlantic Analysis." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set. SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n26.

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Sido, Jakub, and Miloslav Konopík. "Curriculum Learning in Sentiment Analysis." In Speech and Computer. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26061-3_45.

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Li, Xiangdong. "Syllabus/curriculum design and analysis." In Mapping the Research Landscape of Interpreter and Translator Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003487494-7.

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Dodigovic, Marina, and María Pilar Agustín-Llach. "Introduction to Vocabulary-Based Needs Analysis." In Vocabulary in Curriculum Planning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_1.

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Conference papers on the topic "Curriculum analysis"

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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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Jian, Zhongquan, Daihang Wu, Xiangjian Zeng, Junfeng Yao, Meihong Wang, and Qingqiang Wu. "Curriculum Contrastive Learning for Aspect-based Sentiment Analysis." In ICASSP 2025 - 2025 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2025. https://doi.org/10.1109/icassp49660.2025.10890648.

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Wang, Yan. "A Curriculum System Development Method of Embedded Curriculum Innovation and Entrepreneurship Based on Sentiment Analysis Model." In 2024 8th Asian Conference on Artificial Intelligence Technology (ACAIT). IEEE, 2024. https://doi.org/10.1109/acait63902.2024.11021838.

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Mubarak, Hamdy, Shimaa Amer, Ahmed Abdelali, and Kareem Darwish. "Arabic Curriculum Analysis." In Proceedings of the 28th International Conference on Computational Linguistics: System Demonstrations. International Committee on Computational Linguistics (ICCL), 2020. http://dx.doi.org/10.18653/v1/2020.coling-demos.15.

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Mubarak, Hamdy, Shimaa Amer, Ahmed Abdelali, and Kareem Darwish. "Arabic Curriculum Analysis." In Proceedings of the 28th International Conference on Computational Linguistics: System Demonstrations. International Committee on Computational Linguistics (ICCL), 2020. http://dx.doi.org/10.18653/v1/2020.coling-demos.15.

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Burcik, Vladimir, Gary DeLorenzo, Fred Kohun, and Robert Skovira. "Analysis of Cultural Effects on Business Curricular Subject Matter." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3284.

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It has been argued that culture effects how individuals implement, understand, and teach the curriculum of business courses within a society’s educational institutions (Burcik, Kohun, & Skovira, 2007; DeLorenzo, Kohun, & Skovira, 2006; Hofstede & Hofstede, 2005). The curricula and their subject matter of business faculties reflect the societies in which the curricula are developed and in which they are taught. The essay presents a rubric for analyzing this curricular phenomena based on Hofstede and Hofstede’s (2005) conception that a society’s culture constituted in and presented i

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Nguyen, Cory Q., and James E. Goldman. "Malware analysis reverse engineering (MARE) methodology & malware defense (M.D.) timeline." In 2010 Information Security Curriculum Development Conference. ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940944.

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Macfadyen, Leah P. "Content analytics for curriculum review: A learning analytics use case for exploration of learner context." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0102.

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Curriculum analysis is a core component of curriculum renewal. Traditional approaches to curriculum analysis are manual, slow and subjective, but some studies have suggested that text analysis might usefully be employed for exploration of curriculum. This concise paper outlines a pilot use case of content analytics to support curriculum review and analysis. I have co-opted Quantext – a relatively user-friendly text analysis tool designed to help educators explore student writing – for analysis of the text content of the 17 courses in our online master’s program. Quantext computed descriptive m

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Fadel, Georges, Mike Bridgwood, Richard Figliola, et al. "Undergraduate MDA curriculum at Clemson University." In 6th Symposium on Multidisciplinary Analysis and Optimization. American Institute of Aeronautics and Astronautics, 1996. http://dx.doi.org/10.2514/6.1996-4066.

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Williamson, Thea. "Centering Diversity in English Curriculum: A Critical Race Curriculum Analysis." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2009185.

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Reports on the topic "Curriculum analysis"

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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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Williams, Kent E. Automating a Detailed Cognitive Task Analysis for Structuring Curriculum. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada237008.

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Williams, Kent E. Automating a Detailed Cognitive Task Analysis for Structuring Curriculum. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada242506.

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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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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Edu

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De La Rosa, Hannah. By the Numbers: Curriculum Report 6: Data from the Prerequisite 2021 Website Analysis. PA Education Association, 2023. http://dx.doi.org/10.17538/cr6.2021.

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McHugh, Grainne, Aidan Clerkin, Rachel Perkins, and Rachel Cunningham. An in-depth analysis of the relative strengths and weaknesses of students in Ireland in mathematics and science in TIMSS 2019. Educational Research Centre, 2024. http://dx.doi.org/10.70092/2091319.0724.

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This report draws on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to explore the areas in mathematics and science where students in Ireland perform particularly strongly and areas where they do less well. It is aimed at informing the work of teachers, school leaders, teacher educators, and curriculum developers in Ireland. It describes, in detail, the performance of Fourth Class (primary) and Second Year (post-primary) students on a range of mathematics and science topics and on specific test items which are shown as presented to students in the test. Students’ p

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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysi

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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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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uga

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