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Journal articles on the topic 'Curriculum analysis'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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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Carter, Jane, and George Sugai. "Social Skills Curriculum Analysis." TEACHING Exceptional Children 22, no. 1 (1989): 36–39. http://dx.doi.org/10.1177/004005998902200108.

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Finegold, Menahem, and Dorothy Mackeracher. "Meaning from curriculum analysis." Journal of Research in Science Teaching 23, no. 4 (1986): 353–64. http://dx.doi.org/10.1002/tea.3660230409.

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Herrera Franco, Juan Camilo, Darío Enrique Soto Duran, and Aixa Eileen Villamizar Jaimes. "Model for Curriculum Analysis Based on Process and Data Mining." Salud, Ciencia y Tecnología 5 (April 2, 2025): 1494. https://doi.org/10.56294/saludcyt20251494.

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The article addressed the importance of curricular aspects in academic management, highlighting its role in learning and optimizing the curriculum. Student performance was analyzed by studying enrollment, academic progress and risk factors such as dropout, poor performance and failure of subjects. The application of process mining and data analysis made it possible to identify hidden patterns, facilitating pedagogical interventions to improve educational quality. Key concepts were defined, differentiating between curricular management and data analysis. At the curricular level, successful grad

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González Ramírez, Roger Alexander, and Enoc Valentin González Palacio. "Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia." Physical Education Theory and Methodology 25, no. 1 (2025): 85–91. https://doi.org/10.17309/tmfv.2025.1.11.

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Objectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers. Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominance of grounded theory. Data were collected through in-depth interviews, sociodemographic surveys, and natural semantic networks. Results. Qualitative analysis using ATLAS.ti revealed four emerging categories in this group: dynamic and situated curriculum, curriculum for comprehensive training, flexibl

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Kailani, Ahmad, Emi Emilia, Gin Gin Gustine, Gin Gin Gustine, and Rojab Siti Rodliyah. "FROM CLASSROOM TO CLINIC: AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM IN INDONESIA." English Review: Journal of English Education 13, no. 2 (2025): 735–48. https://doi.org/10.25134/erjee.v13i2.11545.

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Effective communication in healthcare requires nursing professionals to possess strong language proficiency. However, English for Nursing curricula often lack alignment with real-world linguistic demands. This study analyzes an English for Nursing curriculum at a private institution in Indonesia, examining its ideological foundation, curricular model, and alignment with language proficiency requirements. Using content analysis, the research evaluated course syllabi, learning modules, and institutional curriculum guides through the lens of Tyler’s (1949) curriculum rationale and Richards’s (200

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Shrestha, Rajendra. "Prospective of Curriculum Revision in Mechanical Engineering, Institute of Engineering Tribhuvan University." Journal of Advanced College of Engineering and Management 4 (December 31, 2018): 95–103. http://dx.doi.org/10.3126/jacem.v4i0.23198.

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Continuous revision of curriculum is important in academic institutions. First revision of the curriculum of Mechanical Engineering was completed in 1999. Second revision of the curriculum was started in 2009 and completed in 2015. It is important for engineering practice to make competitive curriculum for producing quality students by using modern techniques, skills and engineering tools. Analysis of Curriculum-1999 and 2009 were performed. General out lines of the curriculum revisions were introduced. Features of the curriculum revisions were discussed in detail. Competitive analysis o

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Dong Joo Song and 하일규. "Analysis of Mechanical Engineering Curriculum and Model Curriculum Structure." Journal of Engineering Education Research 14, no. 4 (2011): 48–61. http://dx.doi.org/10.18108/jeer.2011.14.4.48.

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Zhao, Liang, Linyuan Qin, Ying Xiao, Xiaoyuan Yao, and Chaoran Yang. "The Path Analysis of the Innovation and Development of “Civil Engineering Materials” Curriculum Under the Background of Sino-foreign Cooperative Education." International Journal of Education and Humanities 6, no. 1 (2022): 152–54. http://dx.doi.org/10.54097/ijeh.v6i1.3081.

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Sino-foreign cooperative education has cultivated a large number of outstanding students with international vision for the country in recent years, and also provided a way for the innovative development of the Chinese side's curriculum. However, the differences between the Chinese and Malaysia sides in knowledge system, Teaching focus, assignment and other aspects have brought challenges to the innovative development of Chinese curriculums. This paper analyzes in depth the respective characteristics of the “Civil Engineering Materials” curriculum taught by Chinese and Malaysia sides, and draws

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Gutu, Vladimir, and Carolina Turcanu. "Continuous development of school curriculum: concept, models, experiences." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 3–13. https://doi.org/10.59295/sum9(179)2024_01.

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The development of school curriculum is a complex problem that involves different perspectives of approach: psychological, pedagogical, didactic, managerial, etc. This article attempts to define and characterize the notion of „curricular development” from a modern and postmodern perspective. The development of school curriculum is presented in two senses: the conception of new school curriculum/discipline and the optimization, modernization, and updating of the school curriculum in function. At the same time, a model of school curriculum development focused on five steps is proposed: curriculu

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Kahpiana, Kahpiana, and Rusman Rusman. "Curriculum Analysis of Persis 110 Bandung in the Curriculum Perspective Curriculum Reconstruction Social." Atthulab: Islamic Religion Teaching and Learning Journal 5, no. 1 (2020): 86–100. http://dx.doi.org/10.15575/ath.v5i1.7619.

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İleritürk, Duygu. "Foreign Language Curriculum Literacy: Analysis of the Views of Teacher Candidates in Terms of the Needs of Teachers." Journal of Family, Counseling and Education 9, no. 2 (2024): 74–88. https://doi.org/10.32568/jfce.1468227.

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The curriculum functions as a pedagogical framework that provides guidance to educators in the facilitation of the educational process. The curriculum provides guidance to educators regarding the methods and degree to which desired learning objectives would be attained, as well as the specific learning artifacts that would be produced. Additionally, it furnishes details pertaining to the content, methodology, timing, and rationale behind pupils' learning outcome of knowledge. Curriculum literacy plays a crucial role in supporting educators in various aspects, such as designing and implementing

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Ryu, Youngkyu, and HanSook Park. "Analysis of the 2015 Revised Lower Elementary Integrated Curriculum and IB PYP Curriculum Using Posner’s Curriculum Analysis Theory." Korean Association for Qualitative Inquiry 9, no. 4 (2023): 173–96. http://dx.doi.org/10.30940/jqi.2023.9.4.173.

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This study aims to provide foundational information for the development and implementation of a more flexible and practical integrated curriculum by analyzing the 2015 revised lower elementary integrated curriculum and the International Baccalaureate Primary Years Programme (IB PYP) curriculum. Drawing on Posner’s (1994) curriculum analysis theory, the analysis focuses on key questions related to curriculum development background, objectives and content, implementation, and critique in four categories. The findings are as follows: Firstly, in the curriculum development process, emphasis was pl

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Azevedo, Hugo José Coelho Corrêa de, and Rosane Moreira Silva de Meirelles. "Comparative Education in Zoology Teaching: a historical-curricular analysis." Revista de Ensino de Ciências e Matemática 13, no. 6 (2022): 1–14. http://dx.doi.org/10.26843/rencima.v13n6a06.

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This paper presents a historical analysis of Zoology curricula in Brazil, based on comparative education. Data were collected in six documents that portray the historical context from the curricular structure of Colégio Imperial de Pedro II to the National Common Curricular Base. The following criteria for comparison and analysis were used: zoological curriculum discourse, scientific content, method used and historical context. The results showed that the teaching of Zoology has historically passed through 4 curricular phases, namely: 19th century from the 19th century and the Brazilian Empire

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Gutu, Vladimir, and Veaceslav Boliev. "Curricular evaluation - curriculum evaluation: concept and methodology." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(185) (June 2025): 8–16. https://doi.org/10.59295/sum5(185)2025_01.

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The systemic/holistic approach to the educational curriculum also prefigures directions for its evaluation: conceptual, structural, processual and product one. In this sense, the curriculum focuses on the affirmation of priority role of educational purposes according to which the other components of the curricular paradigm are structured, which ensure: the unity of the psychocentric and sociocentric approach, the unity of education and training, the unity of teaching-learning-evaluation. From here we deduce the object of evaluation - educational curriculum, but also the aspects specific to the

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Masaong, Abd Kadim, Nur Luthfi Ardhian, and Sitti Roskina Mas. "Exploring the Potential of Independent Curriculum Implementation for Madrasah: An In-depth SWOT Analysis." International Journal of Management Studies and Social Science Research 06, no. 01 (2024): 39–48. http://dx.doi.org/10.56293/ijmsssr.2024.4805.

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: The purpose of this study is to examine the implementation of the Independent Curriculum at the AlIshlah Integrated Ibtidaiyah (MIT) Madrasah in Gorontalo City. Through a SWOT analysis, the study aims to identify the curriculum's strengths, weaknesses, opportunities, and threats. This research is essential as it can provide valuable insights for schools and madrasas to enhance their implementation of the Independent Curriculum. The study utilized a qualitative approach, with key informants and documents serving as sources of primary and secondary data, respectively. The collected data was an

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Parveen, Monira, Masum Hossain Arif, Rafzana Arifina, Syed Ariful Islam, and A. K. M. Akhtaruzzaman. "Pain Education in Undergraduate Medical Curricula: In Depth Situation Analysis." Bangladesh Journal of Pain 1, no. 1 (2024): 4–10. http://dx.doi.org/10.62848/bjpain.v1i1.4651.

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Background: Pain is one of the most common symptoms for which people seek help from physicians. However, it is not well emphasized over the curriculum and evaluation methods of medical, dental or nursing curricula. In countries such as Bangladesh, where public health is the most important topic in the health sector, pain is often overlooked. To address this problem and establish a solution, changes should be made to the curriculum by analyzing the current requirements of modernization and robust evidence of disease burden.Methods: This was an observational study that evaluated undergraduate me

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Januartini, Dwi, Theresia Ratna Sari, and Tahrun Tahrun. "An Analysis of the Merdeka Curriculum's Implementation at Madrasah Ibtidaiyah." Jurnal Basicedu 8, no. 4 (2024): 2968–77. http://dx.doi.org/10.31004/basicedu.v8i4.8317.

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The Indonesian government implemented the learner-centered Merdeka Curriculum to overhaul the country's educational system. This curriculum is being used at MI Hijriyah II Palembang, a well-known Islamic elementary school in Palembang. The purpose of this study is to evaluate the Merdeka Curriculum's implementation at MI Hijriyah II Palembang, with an emphasis on its advantages, disadvantages, opportunities, and threats. In order to collect data for this qualitative study, semi-structured interviews, observations, and document analysis were used in conjunction with a case study design. Teacher

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Jayathirtha, Gayithri. "An Analysis of the National Intended Geometry Curriculum." Contemporary Education Dialogue 15, no. 2 (2018): 143–63. http://dx.doi.org/10.1177/0973184918783291.

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Geometrical concepts play a crucial role in developing spatial thinking and reasoning. Further, curricular materials play a key role in shaping student-learning experiences in the classroom. The organisation of the content of textbooks plays a decisive role in how and when students are introduced to concepts, especially given the ‘textbook-centric’ teaching practices observed in the Indian classroom. I thus analysed the geometry curriculum from grades one through eight through the lens of the five-level hierarchical van Hiele model of geometrical thinking.1 I organized the analysis to highligh

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Marmoah, Sri, Ratna Widya Irmayanti, and Samahe El Hajhouj. "Analysis of Educational Curriculum in Indonesia and Morocco: Comparing Content, Implementation and Impacts on Learning." Social, Humanities, and Educational Studies (SHES): Conference Series 7, no. 1 (2024): 314. http://dx.doi.org/10.20961/shes.v7i1.84729.

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<p><em>This research aims to analyze the education curriculum in Indonesia and Morocco, focusing on content, implementation, and impacts on learning. Through qualitative research, including document analysis and interviews with educators, curriculum developers, and students, this study compare the educational curriculum of both countries. The analysis begin with exploring official curriculum documents in both countries, examining objectives, subjects, and teaching methods. The implementation of the curriculum examined through observations and interviews with educators to understand

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Choi, Hanseul, Hanjoon Yoo, Taehyeong Choi, and Sahoon Kim. "Analysis of the System and Linkage Structure of School Safety Education: Focusing on the Education Policy and Curriculum in Korea, Germany, and Japan." Korean Comparative Education Society 35, no. 2 (2025): 65–103. https://doi.org/10.20306/kces.2025.35.2.65.

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[Purpose] This study aims to compare and analyze safety education policy guidelines and curriculum documents from Korea, Germany, and Japan to identify an appropriate structural system and linkage strategies for Korea. [Method] A comparative analysis was conducted on the structure of educational content and patterns of curriculum linkage based on each country’s policy guidelines and curriculum documents. [Results] All three countries prioritized school safety education but differed in policy development, curricular reflection, and school-level implementation. Korea institutionalized safety edu

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Ahn, Yu-Jin. "Analysis of Listening Text Types in Korean Textbooks." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 13–27. https://doi.org/10.22251/jlcci.2025.25.5.13.

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Objectives The purposes of this study were to exmine how well the goals and design of the listening curriculum of ‘Korean standard curriculum are reflected in the listening texts of Korean language textbooks and examine its characteristics and problems. Methods For this purpose, the listening texts of Korean lanuage textboos published and used three university Korean language education institutes in Seoul were classified and analyzed. The classfication and level of spoken text in ‘the Korean standard curriculum announced by the Nation Institutu of the Korean Language in 2020 were used as the b

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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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Yu, Min, and Hyowon Song. "Vocabulary Analysis of English Curriculum in Chinese Secondary Education." British and American Language and Literature Association of Korea 155 (December 31, 2024): 383–408. https://doi.org/10.21297/ballak.2024.155.383.

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Zhou, Lili, Jane-Jane Lo, and Jinqing Liu. "The Journey Continues: Mathematics Curriculum Analysis from the Official Curriculum to the Intended Curriculum." Journal of Curriculum Studies Research 5, no. 3 (2023): 80–95. http://dx.doi.org/10.46303/jcsr.2023.32.

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In this paper, we share major lessons we have learned in our curriculum analysis explorations and provide suggestions for future mathematics curriculum research. Specifically, we will discuss the successes and challenges of using comparative methods and developing analytical frameworks. Using an old Chinese saying, follow the vine to get the melon (顺藤摸瓜), our journey starts with getting a holistic picture of standards and moves to identifying a specific topic in the textbooks. We first conducted a study to compare the geometry standards of the Common Core State Standards for Mathematics (CCSSM

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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.

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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Edu

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Matei, Florentina-Lavinia. "The Romanian Curriculum of Early Education and Primary Education." Journal of Education, Society & Multiculturalism 3, no. 1 (2022): 50–60. http://dx.doi.org/10.2478/jesm-2022-0004.

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Abstract The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and o

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PaikEunMi. "Analysis about Misogyny in the Christian Curriculum and Alternative Curriculum." Journal of Christian Education in Korea ll, no. 51 (2017): 41–73. http://dx.doi.org/10.17968/jcek.2017..51.002.

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Jung, Hyunwoo. "Analysis of 2015 Physical Education Curriculum according to ‘Curriculum Classification’." Korean Journal of Sport Pedagogy 26, no. 4 (2019): 1–23. http://dx.doi.org/10.21812/kjsp.2019.07.26.4.1.

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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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Hjalmarson, Margret A. "Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development." Peabody Journal of Education 83, no. 4 (2008): 592–610. http://dx.doi.org/10.1080/01619560802414965.

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Jiménez, Carlos Silverio Huerta. "Academic culture in higher education: a systemic organizational theory analysis." Caderno Pedagógico 22, no. 7 (2025): e16594. https://doi.org/10.54033/cadpedv22n7-272.

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This literature review analyzes academic culture in higher education through an open-systems perspective, drawing on organizational theory and scholarship specific to colleges and universities. It argues that academic culture is composed of three interrelated dimensions: the formal curriculum (official academic programs), the co-curriculum (extracurricular activities and student engagement), and the hidden curriculum (implicit norms and values). By integrating foundational works by Hoy and Miskel (2008), Scott (2003), Weick (1976), and Tierney (1988), it demonstrates how higher education insti

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Jamil, Muhammad, Wahid Mehmood, and Mahwish Aziz. "Development of Critical Thinking Skills: An Analysis of English Curriculum Grades I-XII (2019)." Spry Contemporary Educational Practices 3, no. 1 (2024): 507–20. http://dx.doi.org/10.62681/sprypublishers.scep/3/1/27.

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Introduction: This quantitative study analysed the English Language Curriculum for Grades I-XII (2019) to assess how well it promotes critical thinking among secondary school students. The study aimed to determine the extent to which the curriculum facilitates the development of critical thinking skills. Methodology: The curriculum document was selected through purposeful sampling and analyzed using qualitative content analysis with NVivo 12 software. This method enabled a detailed examination of the curriculum content to identify elements related to critical thinking. Results/Findings: The an

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Aditya Dalahmas, Asri Indri Luthfita, Aura Ayuni Hermansyah, and Maisha Kemala Putri. "AN ANALYSIS OF TEXTBOOK FOR TEACHING ENGLISH C13 AT SMA NEGERI 1 CIRUAS: A BENEFICIAL OR DETRIMENTAL." Aisyah Journal of English Language Teaching (AIJELT) 2, no. 2 (2023): 120–28. http://dx.doi.org/10.30604/aijelt.v2i2.1433.

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The textbook is at the heart of instruction and plays an important role in the curriculum. However, it is frequently discovered that the materials of a textbook do not accurately represent the purpose of the curriculum. Given this perspective, the purpose of this research is to determine the relevance of the textbook elements to the 2013 curricular materials. Using qualitative research conducted on PLP activities to find the teacher’s rationale for using the textbook and the document checklist to find the relevance of the textbook to the 2013 curriculum (C13), this study discovered that the En

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Budiarti, Budiarti, and Giri Rachmawati Fahmi. "CONTENT OF WOMEN HISTORY IN THE CURRICULUMOF HISTORY FOR SENIOR HIGH SCHOOL COMPARISON STUDY OF 1994, 2004, AND 2006." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 1 (2013): 69. http://dx.doi.org/10.17509/historia.v14i1.1921.

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This paper reviewed the content of women in history in the 1994, 2004 (KBK), and 2006 curriculums. It uses content analysis method. The result of this research shows that the content of women history was not increased and in different in from curriculum to the others. In 1994 Curriculum, women history only focused on the woman organizations in national movement period. In KBK and KTSP, there was women history in Hinduism-Buddhism era, and in the colonial era. In KBK and 2006 curriculums, students could learn more although the material was not as complete as in 1994, but they can learn it from

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Yousif, Alhassan Abdellah, and Mohamed Gubair Da'oud. "Curriculum Development: Sharing an Experience." International Journal of Arts, Social Sciences and Humanities 02, no. 02 (2024): 08–13. https://doi.org/10.5281/zenodo.11653984.

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This article describes the process of reforming the English curriculum for the University Requirement (EUR) program at the University of Khartoum. The original curriculum was a one-size-fits-all approach that did not meet the needs of the diverse student population. The reform process involved needs analysis, content and skills selection, and a new curriculum series development. The new curriculum (entitled Bridging the Gap) is designed to be more flexible and meet the students' needs at different levels. It also incorporates non-linguistic skills and is future-oriented, aiming to prepare stud

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Soto, Sandy T. "An Analysis of Curriculum Development." Theory and Practice in Language Studies 5, no. 6 (2015): 1129. http://dx.doi.org/10.17507/tpls.0506.02.

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Jayawickramarajah, P. T. "The Analysis of Medical Curriculum." Medical Teacher 9, no. 2 (1987): 167–78. http://dx.doi.org/10.3109/01421598709089931.

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Schooley, Angela, Jonathan Kuhn, and Charlotte Strahm. "Curriculum Evaluation Using Path Analysis." Nurse Educator 43, no. 6 (2018): 334–37. http://dx.doi.org/10.1097/nne.0000000000000505.

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Startseva, L. V., D. V. Kuznetsov, and Yu B. Nabieva. "Analysis of the Master’s Curriculum." IOP Conference Series: Materials Science and Engineering 463 (December 31, 2018): 022070. http://dx.doi.org/10.1088/1757-899x/463/2/022070.

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Buss, D., D. Rosenberg, and D. Tosh. "Curriculum Perceptions: a multivariate analysis." Educational Studies 14, no. 3 (1988): 243–55. http://dx.doi.org/10.1080/0305569880140301.

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