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Relevant bibliographies by topics / Curriculum building

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Journal articles

Academic literature on the topic 'Curriculum building'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Curriculum building"

1

McClintock, Philip T. "Curriculum building." Music Educators Journal 78, no. 4 (1991): 7. http://dx.doi.org/10.2307/3398324.

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2

Russell, Joshua A. "Building Curriculum-Based Concerts." Music Educators Journal 92, no. 3 (2006): 34–39. http://dx.doi.org/10.2307/3401138.

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Pickover, Sheri. "Emotional Skills-Building Curriculum." Journal of Addictions & Offender Counseling 31, no. 1 (2010): 52–58. http://dx.doi.org/10.1002/j.2161-1874.2010.tb00066.x.

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4

Ragavan, Maya, Janine Bruce, Megan Bair-Merritt, et al. "Building a Novel Health Curriculum for Survivors of Intimate Partner Violence Residing at a Transitional Housing Program." Violence Against Women 24, no. 3 (2017): 266–85. http://dx.doi.org/10.1177/1077801217697206.

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We used a community-based participatory research approach to develop, implement, and evaluate one of the first health curricula for female intimate partner violence (IPV) survivors residing at a transitional housing program. The curriculum comprised 12 workshops that were developed based on the survivors’ experiences, needs, and interests. Evaluation participants included 20 of the 37 women who attended at least one workshop, 12 workshop facilitators, and two housing center staff. Participants found the curriculum to be engaging, interactive, and helpful in building a supportive community. Suggestions for curricular improvement as well as opportunities for further research and curricular development are discussed.

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Phillips, Janet M., Jerelyn Resnick, Mary Sharon Boni, et al. "Voices of Innovation: Building a Model for Curriculum Transformation." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 91–97. http://dx.doi.org/10.1515/ijnes-2012-0008.

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AbstractInnovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today’s health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

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Laribee, Janet F. "BUILDING A STRONGER IRM CURRICULUM." Information Systems Management 9, no. 2 (1992): 22–28. http://dx.doi.org/10.1080/10580539208906861.

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7

Langer, Lynn Johnson. "Building a curriculum for bioentrepreneurs." Nature Biotechnology 32, no. 9 (2014): 863–65. http://dx.doi.org/10.1038/nbt.3012.

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8

Hook, Sidney. "The Politics of Curriculum Building." Proceedings and Addresses of the American Philosophical Association 62, no. 4 (1989): 707. http://dx.doi.org/10.2307/3130372.

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9

Kraeplin, Camille, and Carrie Anna Criado. "Building a Case for Convergence Journalism Curriculum." Journalism & Mass Communication Educator 60, no. 1 (2005): 47–56. http://dx.doi.org/10.1177/107769580506000109.

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This paper examines the growth of convergence journalism training in the academy. It suggests that currently most programs with convergence curricula have implemented what could best be described as a multidisciplinary approach, which represents a lower level of integration across media. For instance, only two in ten heads of journalism divisions said they had substantially altered their curriculum to reflect the industry trend toward convergence, and most required students to specialize in a print, broadcast, or online track. It presents an interdisciplinary model, which is at a higher level of integration, as a better alternative for teaching convergence journalism.

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10

Young, Karen, Stuart Palmer, and Malcolm Campbell. "Good WIL hunting: Building capacity for curriculum re-design." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 215. http://dx.doi.org/10.21153/jtlge2017vol8no1art670.

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In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A ‘WIL Leadership Framework’ underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were ‘hunted-out’ and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.

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