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Journal articles on the topic 'Curriculum as process'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

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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Anužienė, Laimutė, and Vidmantas Tūtlys. "Enactment of the Vet Curricula in the Work Process." Vocational Training: Research And Realities 27, no. 1 (2016): 27–41. http://dx.doi.org/10.1515/vtrr-2016-0003.

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Abstract The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania

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Knight, Peter T. "Complexity and Curriculum: A process approach to curriculum-making." Teaching in Higher Education 6, no. 3 (2001): 369–81. http://dx.doi.org/10.1080/13562510120061223.

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Stearns, Dan T. "Including Stakeholders in the Curriculum Assessment Process." HortScience 31, no. 4 (1996): 567f—567. http://dx.doi.org/10.21273/hortsci.31.4.567f.

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Decisions regarding curricular direction are often made by departmental committees comprised of faculty who are most closely associated with the curriculum. While knowledgeable about current direction, these faculty may not be positioned to accurately forecast future shifts in industry focus. By including employers, potential employers, alumni, students, and representatives from similar programs in the process, alternative views and opinions critical to the visioning process are generated. Penn State's recent efforts in program assessment will be outlined.

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Bulan, Arif, Maman Suryaman, and Mardiah Mardiah. "The Process of English Language Teaching in the 2013 Curriculum." VELES Voices of English Language Education Society 4, no. 1 (2020): 85–93. http://dx.doi.org/10.29408/veles.v4i1.2007.

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Olson, Margaret. "Curriculum as a Multistoried Process." Canadian Journal of Education / Revue canadienne de l'éducation 25, no. 3 (2000): 169. http://dx.doi.org/10.2307/1585952.

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Namaziandost, Ehsan. "Process of Language Curriculum Development." Addaiyan Journal of Arts, Humanities and Social Sciences 1, no. 8 (2019): 61–70. http://dx.doi.org/10.36099/ajahss.1.8.5.

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There are various frameworks for the process of curriculum development. According to Graves (1996), many frameworks have been proposed for the process of curriculum development and course design through which they are broken down into their components and sub-components. Such frameworks are useful since they provide an organized way in understanding a complex process; they provide domains of inquiry for teachers, through which each component brings up ideas and raises issues for the teacher to pursue; and finally they provide a set of terms currently in vogue about course development and thus

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Sheehan, John. "Curriculum models: product versus process." Journal of Advanced Nursing 11, no. 6 (1986): 671–78. http://dx.doi.org/10.1111/j.1365-2648.1986.tb03384.x.

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Lemay, Jacinthe, and Pierre Moreau. "Managing a Curriculum Innovation Process." Pharmacy 8, no. 3 (2020): 153. http://dx.doi.org/10.3390/pharmacy8030153.

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Curriculum reform is a long-term project that needs to be managed through detailed strategy. To create this strategy, the management team has to analyse the current situation by doing a thorough environmental scan and by identifying the gap between the current state and the desired program. To be implemented, the vision of the new program needs to rely on the generation of several potential avenues to come up with optimal solutions, likely involving some form of innovation. Indeed, to come up with the most promising ideas, there needs to be an environment conducive to reflection and experiment

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Wardle, Francis. "Curriculum development: The process approach." Day Care & Early Education 13, no. 2 (1985): 26–29. http://dx.doi.org/10.1007/bf01619986.

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Taylor, Carol A., and Catherine Bovill. "Towards an ecology of participation: Process philosophy and co-creation of higher education curricula." European Educational Research Journal 17, no. 1 (2017): 112–28. http://dx.doi.org/10.1177/1474904117704102.

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This article brings together the authors’ previous work on co-created curricula (Bovill, 2013a, 2014; Bovill et al., 2011) and on partnership and ethics (Taylor, 2015; Taylor and Robinson, 2014), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead’s process philosophy to formulate a new way of considering co-creation in the curriculum and co-creation of the curriculum in higher education. Two empirical examples are used to illuminate what such an approach offers. From this, we outline three dimensions of an ecology of pa

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Druzhinina, Maria, Natalia Belkova, Elena Donchenko, Feng Liu, and Olga Morozova. "Curriculum Design in Professional Education: Theory and Practice." SHS Web of Conferences 50 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20185001046.

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This article discusses the problem of ensuring the curricula quality. The aim of the theoretical research carried out by the authors is to clarify the perception of “curriculum design” with reference to international and domestic requirements for the curriculum development and quality assessment. During the research process, the “curriculum design” definition was given and curricula quality assessment criteria were selected. The authors conducted a comparative analysis of innovative, for different institutions, curricula which are implemented in the system of professional education: secondary,

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Schneiderhan, Jill, Timothy C. Guetterman, and Margaret L. Dobson. "Curriculum development: a how to primer." Family Medicine and Community Health 7, no. 2 (2019): e000046. http://dx.doi.org/10.1136/fmch-2018-000046.

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Curriculum development is a topic everyone in the field of medical education will encounter. Due to the breadth of ages and types of care provided in Family Medicine, family medicine faculty in particular need to be facile in developing effective curricula for medical students, residents, fellows and for faculty development. In the area of medical education, changing and evolving learning environments, as well as changing requirements necessitate new and innovative curricula to address these evolving needs. The process of developing a medical education curriculum can seem daunting but when bro

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Edmundson, Elizabeth W., Susan C. Luton, Sarah A. McGraw, et al. "CATCH: Classroom Process Evaluation in a Multicenter Trial." Health Education Quarterly 21, no. 1_suppl (1994): S27—S50. http://dx.doi.org/10.1177/10901981940210s104.

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The purpose of this paper is to describe the process evaluation model for the classroom curricula of the Child and Adolescent Trial for Cardiovascular Health (CATCH) Project. The process evaluation plan specifically targets how much each curriculum was implemented, to what degree it was implemented as designed, and the barriers to implementation. Additionally, the rationale for each of the process evaluation measures and the instrument development process are presented. Data resulting from these measures will be essential in order to answer questions regarding the internal validity of the main

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Reid, Lynette, Anna Macleod, David Byers, et al. "Deliberative curriculum inquiry for integration in an MD curriculum: Dalhousie University's curriculum renewal process." Medical Teacher 34, no. 12 (2012): e785-e793. http://dx.doi.org/10.3109/0142159x.2012.687479.

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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.

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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay p

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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of t

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Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatom

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Hegde, Rupamanjari. "Curriculum under Siege." Contemporary Education Dialogue 15, no. 2 (2018): 217–26. http://dx.doi.org/10.1177/0973184918781218.

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Citizenship education being central to the process of nation-building, changing political regimes promote a re-imagination of the ‘ideal’ citizen. A perusal of the successive national curriculum frameworks introduced by the NCERT (1975–2005) shows how curricula and textbooks have been repeatedly re-designed to suit the requirements of changing political regimes, throwing up contesting visions of citizenship and nationhood. While this explains the seemingly inevitable state-curricular linkage, the announcement made by the current political dispensation regarding an urgent need for drastic reduc

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Viana, Joana, and Helena Peralta. "Online Learning: From the Curriculum for All to the Curriculum for Each Individual." Journal of New Approaches in Educational Research 10, no. 1 (2021): 122. http://dx.doi.org/10.7821/naer.2021.1.579.

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This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults’ representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The resul

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Glaser, Kelli. "A Process for Assessment and Quality Improvement of the Clerkship Curriculum." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051982587. http://dx.doi.org/10.1177/2382120519825873.

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Reliance on the apprenticeship model of education in the clerkship years of medical education persists despite concerns with variability in educational delivery and outcomes. Although many institutions are addressing this variability, there needs to be a clear and objective method to assess what is working. Evaluating these educational experiences is an essential component to ensure that students graduate prepared to enter residency. In 2014, A.T. Still University’s School of Osteopathic Medicine in Arizona (ATSU-SOMA) introduced a curricular change to address clerkship variability by implemen

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Chapman, Laura H. "Curriculum Development as Process and Product." Studies in Art Education 26, no. 4 (1985): 206. http://dx.doi.org/10.2307/1320843.

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Bressan, Elizabeth S. "The Curriculum Process in Physical Education." Quest 38, no. 2 (1986): 151–52. http://dx.doi.org/10.1080/00336297.1986.10483851.

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Truesdell, Lee Ann. "CURRICULUM-BASED ASSESSMENT: PROCESS AND APPLICATION." Reading & Writing Quarterly 3, no. 4 (1987): 281–89. http://dx.doi.org/10.1080/0748763870030402.

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HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.1.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relation

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HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.2.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relation

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Thiesen, Juarues Da Silva. "Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica." education policy analysis archives 27 (May 27, 2019): 58. http://dx.doi.org/10.14507/epaa.27.3622.

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The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official text

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Baron, Kristy A. "Changing to Concept-Based Curricula: The Process for Nurse Educators." Open Nursing Journal 11, no. 1 (2017): 277–87. http://dx.doi.org/10.2174/1874434601711010277.

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Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the

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Haidir, Haidir, Muhammad Alfaridzi Matondang, Chairul Azmi Lubis, and Aisyah Siregar. "The Strategy of Islamic Religious Education Teacher in Applying Hidden Curriculum to Increase Student Learning Activeness." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (2021): 848–58. http://dx.doi.org/10.33258/birci.v4i1.1685.

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In accordance with the formulation of the problem, this study aims to find out: PAI teachers 'strategies in implementing the hidden curriculum to increase the learning activity of students, Implementation of the hidden curriculum carried out by teachers to increase students' learning activeness, Barriers faced by teachers in implementing hidden curricula and solutions against the obstacles faced by teachers in implementing the hidden curriculum.The research method used is seen from the type of research is qualitative research, and in the data collection process, the authors use the method of o

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Khalil, Mohammed K., and Jonathan D. Kibble. "Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective." Advances in Physiology Education 38, no. 3 (2014): 199–209. http://dx.doi.org/10.1152/advan.00055.2014.

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This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins

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Maddalena, Victor, Amanda Pendergast, and Gerona McGrath. "Quality improvement in curriculum development." Leadership in Health Services 31, no. 4 (2018): 409–12. http://dx.doi.org/10.1108/lhs-09-2017-0053.

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Purpose There is a growing emphasis on teaching patient safety principles and quality improvement (QI) processes in medical education curricula. This paper aims to present how the Faculty of Medicine at Memorial University of Newfoundland engaged medical students in quality improvement during their recent curriculum renewal process. Design/methodology/approach In the 2013-2014 academic year, the Faculty of Medicine at Memorial University of Newfoundland launched an undergraduate medical education curriculum renewal process. This presented a unique opportunity to teach quality improvement by in

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Chen, Ang, Bo Shen, and Xihe Zhu. "Curriculum Intervention Research as a Source of Knowledge of Most Worth." Kinesiology Review 7, no. 3 (2018): 240–50. http://dx.doi.org/10.1123/kr.2018-0023.

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A major portion of Catherine Ennis’s scholarship and career was devoted to developing culturally relevant physical education curricula for K–12 students. She held a strong conviction that the efficacy of a curriculum lies in its ability to enhance students’ knowledge and skills of most worth for their lives. The approach she adopted for curriculum development is an evidence-supported curriculum-design process through which a curriculum is put to the rigorous process of intervention research to determine its efficacy. In this article the authors reflect on the experiences they had with her in t

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Subadi, Tjipto, Kuswaji Dwi Priyono, Dahroni Dahroni, and M. Musyiyam. "IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013 MELALUI LESSON STUDY DI SEKOLAH MUHAMMADIYAH KARTASURA." Warta LPM 18, no. 1 (2015): 62–75. http://dx.doi.org/10.23917/warta.v18i1.1168.

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The purpose of this community service, assess and understand; 1) learning implementation strategy IPS (Social Sciences) Curriculum 2013 based on lesson study in the School of Muhammadiyah Kartasura. 2) Rationalization and elements of curriculum change in 2013. 3) The process of learning and assessment processes appropriate to the curriculum in 2013. The method used; workshops and training. The Place; SMK Muhammadiyah Kartasura. Execution time; odd semester 2014/2015. Subject: Elementary School teachers, Junior High School, High School and Vocational High School Muhammadiyah Kartasura. The resu

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Luther, Vera, Rachel A. Shnekendorf, Spicer O. Jennifer, et al. "1111. #BeASteward: Transforming Infectious Diseases Fellows Into Antimicrobial Stewards Using the IDSA Antimicrobial Stewardship Curriculum." Open Forum Infectious Diseases 7, Supplement_1 (2020): S585—S586. http://dx.doi.org/10.1093/ofid/ofaa439.1297.

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Abstract Background The Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020. Methods IDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. Th

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Stechenko, Olena. "CURRICULUM OF MASTERS OF MEDICINE: CHANGES IN THE DESIGN OF THE EDUCATIONAL PROCESS." Educological discourse, no. 3-4 (2019): 220–39. http://dx.doi.org/10.28925/2312-5829.2019.3-4.220239.

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Pedagogical design of the educational process is the main lever of improvement of specialist`s training in higher education. Special attention in this aspect should be paid to the curriculum of specialty, which defines the main vectors of the educational trajectory for education applicants, and provides opportunities for the implementation of the educational program`s competency-building tasks. The main differences between the curriculum of masters of medicine and the previous version - curriculum of specialists training in “General Medicine” are analyzed in the article. The main features of t

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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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Stafford, Janaína Ribeiro. "O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative." Revista de Gestão e Avaliação Educacional 5, no. 10 (2016): 55. http://dx.doi.org/10.5902/2318133821972.

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Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de pa

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Walker, William E., Andrew F. Newcomb, and Warren P. Hopkins. "A Model for Curriculum Evaluation and Revision in Undergraduate Psychology Programs." Teaching of Psychology 14, no. 4 (1987): 198–202. http://dx.doi.org/10.1207/s15328023top1404_1.

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This article outlines the response of the psychology department at a small liberal arts university to the need for curricular revision. A three-phase process began with the identification of the logic for establishing the new curriculum. Next, a structural model for a new curriculum was developed from information obtained by studying the institutional expectations/constraints, the ideal knowledge/skill base generated by interviewing former students and officials in various postgraduation settings, and the curricula of peer institutions. Four developmental features in the model were delineated

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Ruesch Schweizer, Corinne, Antonietta Di Giulio, and Patricia Burkhardt-Holm. "Scientific Support for Redesigning a Higher-Education Curriculum on Sustainability." Sustainability 11, no. 21 (2019): 6035. http://dx.doi.org/10.3390/su11216035.

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This paper is devoted to how a team of experts scientifically supported redesigning the curriculum of an elective study program that promotes competences for sustainable development. In contrast to other case studies of higher education for sustainable development (HESD), the paper does not present the outcome of the curricular-redesign process but focuses on its scientific support. It shows how this process was initiated and facilitated. It understands curricular redesign as a social process. The premises are, first, that supporting curricular processes means guiding the decision-making of th

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Hues, Henning. ""Mandela, the Terrorist"." Journal of Educational Media, Memory, and Society 3, no. 2 (2011): 74–95. http://dx.doi.org/10.3167/jemms.2011.030205.

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This article focuses on how some aspects of the South African history curriculum are interpreted and "lived out" in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments from 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions, which reflect the reorganization of history teaching and serve as a benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicate

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Halbrooks, Mary C. "DACUM as a Model for Horticulture Curriculum Development and Revision: A Case Study." HortTechnology 13, no. 3 (2003): 569–76. http://dx.doi.org/10.21273/horttech.13.3.0569.

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DACUM (develop a curriculum) was implemented at Kent State University (KSU) to develop and revise curricular content of an associate degree program in horticulture technology. Initially, at KSU-Salem in 1990, a committee followed a typical DACUM process to develop a skills profile for the horticulture technology worker. The skills profile consisted of terminal and intermediate learning objectives that served as the content of basic data sheets for thirteen new courses in horticulture technology. This associate degree program was initiated at Salem in 1991 and offers three concentration areas:

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