Relevant bibliographies by topics / Curriculum as process

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

Academic literature on the topic 'Curriculum as process'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Curriculum as process"

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Lawson, Raef A., Karen V. Pincus, James E. Sorensen, Kevin D. Stocks, and David E. Stout. "Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration." Issues in Accounting Education 32, no. 3 (2016): 137–52. http://dx.doi.org/10.2308/iace-51587.

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ABSTRACT Prior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-chan
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Arseven, Ayla. "The Reggio Emilia approach and curriculum development process." International Journal of Academic Research 6, no. 1 (2014): 166–71. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.23.

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Lim, V. K. E. "The Process of Medical Curriculum Development in Malaysia." International Journal of User-Driven Healthcare 2, no. 1 (2012): 33–39. http://dx.doi.org/10.4018/ijudh.2012010105.

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The first medical school established in Malaysia was the Faculty of Medicine at the University of Malaya in 1963 (Danaraj, 1988). Today, there are 33 medical schools, both public and private. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. These two regulatory bodies set the minimum standards for accreditation and they include standards that pertain to curricular issues. Apart from adhering to major broad principles, medical schools generally are given a free hand in designing and developing their own curricula. The faculty membe
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Sun, Haichun, and Tan Zhang. "Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis." Kinesiology Review 7, no. 3 (2018): 251–58. http://dx.doi.org/10.1123/kr.2018-0019.

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In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the re
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Kraft-Terry, Stephanie, and Cheri Kau. "Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students." NACADA Journal 39, no. 1 (2019): 60–76. http://dx.doi.org/10.12930/nacada-18-005.

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Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to ensure students achieve desired learning outcomes. An advising unit created a proactive advising curriculum for academically at-risk students through backward design that includes multiple assessment measures. Students in four categories of academic ri
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Rawle, Fiona, Tracey Bowen, Barb Murck, and Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies." Collected Essays on Learning and Teaching 10 (June 12, 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.

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Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular
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Crouch, Chris. "Curriculum Development as Process." British Journal of In-Service Education 11, no. 3 (1985): 156–59. http://dx.doi.org/10.1080/0305763850110308.

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Tarnekar, Seema A. "Framework for a Knowledge Management System for Curriculum Development Process." Journal of Information & Knowledge Management 13, no. 04 (2014): 1450031. http://dx.doi.org/10.1142/s0219649214500312.

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In this paper, a framework to facilitate development of knowledge management (KM) system for curriculum development process is suggested. It was validated through experts' opinions with thirty two experts. The components of the framework were supported by the experts by emphasizing their necessity and importance in the curriculum development process. Some model curricula and related guidelines were studied to identify components of good curriculum. The curriculum development process was studied through various models for curriculum development proposed by researchers and description of the pro
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Amantea, Alejandra, Graciela Laura Cappeletti, Estela Beatriz Cols, and Silvina Feeney. "Conceptions About Curriculum, School Content and The teachers in the process to produce texts Curriculum in Argentina." education policy analysis archives 12 (August 9, 2004): 40. http://dx.doi.org/10.14507/epaa.v12n40.2004.

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This work analyzes curriculum development processes that have taken place in Argentina during the period 1980-2000. The purpose of this article is to identify the main trends in the conceptions used by the key actors/designers of curriculum for school content, curricular texts and teachers´ place as interpreters of curricular texts. Three lines of thought are distinguished that have impacted curricular decision making processes carried out at the central levels of the system: the tradition of the General Didactics, the tradition of the Special Didactics, and the disciplinary tradition. Finally
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Davis, Elizabeth, Annemarie Sullivan Palincsar, Anna Maria Arias, Amber Schultz Bismack, Loren Marulis, and Stefanie Iwashyna. "Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process." Harvard Educational Review 84, no. 1 (2014): 24–52. http://dx.doi.org/10.17763/haer.84.1.g48488u230616264.

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In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in whic
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Dissertations / Theses on the topic "Curriculum as process"

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Kent, W. A. "Process and pattern of a curriculum innnovation." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019220/.

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This research focuses on the complex processes of inertia and change achieved through a case study approach. The innovation in question is the use made by secondary school geography departments of computer assisted learning. This longitudinal study (between 1983 and 1989) studies a selection of schools in two local education authorities. Particular emphasis is placed on the enabling and constraining roles of a range of 'actors' and 'environments'. 'Actors' include geography teachers, heads of department, advisers and heads. 'Environments' include departments, schools, local education authoriti
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Burke, Michael Terence. "Religious education as a multi-process curriculum." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19685.

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Annexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.<br>Bibliography: pages 181-187.<br>Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways
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Lauridsen, Dawn A. "What are teachers' perceptions of the curriculum development process." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054575263.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 213 p.; also includes graphics Includes bibliographical references (p. 191-198). Available online via OhioLINK's ETD Center
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Reina, Laura J. "Route-Finding: Developing Curricular Knowledge and Impacting Practice Through a Collaborative Curriculum Mapping Process." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7339.

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Research indicates curriculum mapping is beneficial for teachers and students. However, it is not effectively implemented because there are barriers in time, support, and knowledge. This research sought to remove those barriers and study the impact on teachers’ practice when they were able to work together to develop a curriculum map. The focus of the teachers’ map was the Kindergarten through third grade English Language Arts curriculum. This work included a series of professional development sessions where teachers worked collaboratively to gain a greater understanding of the curriculum and
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Pickles, John Finbarre. "The process oriented information technology curriculum : a model." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274273.

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Areaya, Solomon. "The process of curriculum development and implementation in Ethiopia." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437836.

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There are eight chapters in this thesis. Chapter One deals with current literature on curriculum implementation, which in a way helps as a theoretical framework. Chapter Two deals with methodological issues, and research questions asked. This involves discussion of qualitative case study design for studying issues of educational policy formulation, curriculum development, and implementation at school level. Chapter Three presents a brief historical account of the changing pattern of curriculum in Ethiopia with particular emphasis on the purpose of education, context of curriculum implementatio
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Roseborough, LaKisha B. "The Change Process: Curriculum Change from the Teacher's Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.

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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process. Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teach
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Dukes, Patricia P. "A Process Writing Curriculum for Kindergarten Through Third Grade." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/82.

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The curriculum that has been developed for this project is designed to promote the implementation of process writing in kindergarten through third grade classrooms. Writing activities are planned within the content areas and present writing as a natural way to communicate throughout daily activities. The review of research reflects over fifteen years of work that has predominantly been carried out in classroom settings with elementary school students and teachers. Patterns of writing development have been identified that indicate a positive correlation between the students skills attainment an
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Hartman, Jennifer D. "Exploring the Process of Developing a Glocally Focused Art Curriculum for Two Communities." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062845/.

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The world is becoming progressively interconnected through technology, politics, culture, economics, and education. As educators we strive to provide instruction that prepares students to become active members of both their local and global communities. This dissertation presents one possible avenue for engaging students with art and multifaceted ideas about culture, community, and politics as it explores the possibilities for creating a community-based, art education curriculum that seeks a merger of global and local, or "glocal" thinking. Through curriculum action research, I explored the
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Reynolds, James Michael. "Curriculum implementation as a political process, a New Brunswick case." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/771.

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Books on the topic "Curriculum as process"

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Coopersmith, Nancy. Curriculum process and connections. Office of Public Instruction, 1990.

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Curriculum improvement: Decision making and process. 7th ed. Allyn and Bacon, 1989.

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Doll, Ronald C. Curriculum improvement: Decision making and process. 9th ed. Allyn and Bacon, 1996.

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Curriculum improvement: Decision making and process. 8th ed. Allyn and Bacon, 1992.

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Curriculum improvement: Decision making and process. 6th ed. Allyn and Bacon, 1986.

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Montana. Office of Public Instruction. The curriculum process guide: Developing curriculum for the 1990s. The Office, 1990.

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Kemp, Jerrold E. The instructional design process. Harper & Row, 1985.

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Instruction, Montana Office of Public. Program assessment: A six-step process to curriculum improvement. Office of Public Instruction, 1992.

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1931-, Kelly A. V., ed. The primary curriculum: A process approach to curriculum planning. 2nd ed. Paul Chapman, 1988.

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Blenkin, Geva M. The primary curriculum: A process approach to curriculum planning. 2nd ed. Harper & Row, 1987.

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Book chapters on the topic "Curriculum as process"

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Antonucci, Yvonne Lederer. "Business Process Management Curriculum." In Handbook on Business Process Management 2. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-45103-4_23.

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Antonucci, Yvonne Lederer. "Business Process Management Curriculum." In Handbook on Business Process Management 2. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-01982-1_20.

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Harlacher, Jason E., Tami L. Sakelaris, and Nicole M. Kattelman. "The Curriculum-Based Evaluation Process." In Practitioner’s Guide to Curriculum-Based Evaluation in Reading. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9360-0_5.

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Letschert, Jos, and Joseph Kessels. "Social and Political Factors in the Process of Curriculum Change." In Curriculum Landscapes and Trends. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_10.

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Kumar, Ashwani. "Curriculum as a Process of Conditioning in Asia: Ideology, Politics, and Religion." In Curriculum in International Contexts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01983-9_5.

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Michael, Ali, and Eleonora Bartoli. "Comprehensive Multicultural Curriculum: Self-Awareness as Process." In Creating Cultural Safety in Couple and Family Therapy. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64617-6_7.

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Capon, Noel. "Curriculum Review and the Strategic Planning Process." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_6.

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Cook, D. A., and A. H. Walji. "Experience with the Process of Curriculum Innovation." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_25.

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Dark, Melissa, Matt Bishop, Richard Linger, and Luanne Goldrich. "Realism in Teaching Cybersecurity Research: The Agile Research Process." In Information Security Education Across the Curriculum. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18500-2_1.

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Capon, Noel. "The Process of Forging the Curriculum Review Proposal." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_9.

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Conference papers on the topic "Curriculum as process"

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Adamčíková, Veronika, Paul Tarábek, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Curriculum Process in Science Education." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479889.

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Pauley, Laura L., John S. Lamancusa, and Thomas A. Litzinger. "Curriculum Improvement Process in Mechanical Engineering at Penn State." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61691.

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This paper describes the process that was used to review and improve the Mechanical Engineering curriculum at Penn State University. The improvement process applied design methodology to review the present curriculum, develop alternate curriculum models, and evaluate those models. The curriculum models that were developed and challenges in implementing this process are also described.
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Jaakkola, Hannu, Jaak Henno, and Imre Rudas. "IT Curriculum as a Complex Emerging Process." In 2006 IEEE International Conference on Computational Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icccyb.2006.305731.

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Boisvert, Deborah, Robert Cohen, Oscar Gutierrez, and Joyce LaTulippe. "Achieving a regional process for curriculum development." In the 7th conference. ACM Press, 2006. http://dx.doi.org/10.1145/1168812.1168829.

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Xueping Chen. "Research on work-process-oriented curriculum development." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5608434.

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Yang, Shi. "The software engineering curriculum development based on working process oriented systematic curriculum system." In 2015 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Atlantis Press, 2015. http://dx.doi.org/10.2991/essaeme-15.2015.71.

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Dubas, Khalid M., and Barry Griffin. "Designing A Four Year Management and Marketing Degree Curriculum." In The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 1996. http://dx.doi.org/10.13033/isahp.y1996.031.

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Florez, German Alberto Chavarro, and Mariela Josefina Curiel Huerfano. "Curriculum Design Process for a Systems Engineering Program." In 2019 International Symposium on Engineering Accreditation and Education (ICACIT). IEEE, 2019. http://dx.doi.org/10.1109/icacit46824.2019.9130283.

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Sebern, Mark J., and Thomas B. Hilburn. "Integrating Software Engineering Process in an Undergraduate Curriculum." In Proceedings. 18th Conference on Software Engineering Education & Training. IEEE, 2005. http://dx.doi.org/10.1109/cseet.2005.23.

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Wei, Lingjun, Linghui Wei, and Jianjun Xu. "The Researching work process-oriented vocational colleges curriculum." In International Conference on Chemical,Material and Food Engineering. Atlantis Press, 2015. http://dx.doi.org/10.2991/cmfe-15.2015.131.

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Reports on the topic "Curriculum as process"

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Demartini-Svoboda, Jana. A study of art education in the elementary school curriculum as amplification of other academic subjects and as a promoter of creativity in the learning process. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3159.

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Pezzino, Mario. Bringing research outputs and processes into the Economics curriculum. The Economics Network, 2020. http://dx.doi.org/10.53593/n3323a.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: A Short Guide. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0029.

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In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This
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Shitova, I. Yu. The curriculum of the course "Modernization processes in education" (direction: 44.06.01 "Education and pedagogical sciences", level - postgraduate study). Science and Innovation Center Publishing House, 2016. http://dx.doi.org/10.12731/shitova.15092016.22149.

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education jo
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m
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