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Journal articles on the topic 'Curriculum building'

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Published: 4 June 2021

Last updated: 1 February 2022

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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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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. Sug

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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

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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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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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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

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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 appr

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Venkatesan, Arun, Felicia C. Chow, Allen Aksamit, et al. "Building a neuroinfectious disease consensus curriculum." Neurology 93, no. 5 (2019): 208–16. http://dx.doi.org/10.1212/wnl.0000000000007872.

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ObjectiveTo delineate a comprehensive curriculum for fellowship training in neuroinfectious diseases, we conducted a modified Delphi approach to reach consensus among 11 experts in the field.MethodsThe authors invited a diverse range of experts from the American Academy of Neurology Neuro-Infectious Diseases (AAN Neuro-ID) Section to participate in a consensus process using a modified Delphi technique.ResultsA comprehensive list of topics was generated with 101 initial items. Through 3 rounds of voting and discussion, a curriculum with 83 items reached consensus.ConclusionsThe modified Delphi

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Galambos, Colleen, and Roberta R. Greene. "A Competency Approach to Curriculum Building." Journal of Gerontological Social Work 48, no. 1-2 (2006): 111–26. http://dx.doi.org/10.1300/j083v48n01_08.

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&NA;, &NA;. "Curriculum Revolution: Community Building and Activism." Nursing Administration Quarterly 16, no. 4 (1992): 82. http://dx.doi.org/10.1097/00006216-199201640-00018.

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Pilling, Bruce K., Edward E. Rigdon, and Harvey J. Brightman. "Building a Metrics-Enabled Marketing Curriculum." Journal of Marketing Education 34, no. 2 (2012): 179–93. http://dx.doi.org/10.1177/0273475312450390.

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The lack of analytical preparation of marketing students was a key concern at a large, public university in southeastern United States, leading to the decision to create a new required undergraduate marketing metrics course. This article describes the development of that course, designed specifically to strengthen analytical skills across the marketing curriculum. The process that guided course development is presented. The specific stages in course design are briefly discussed, and the instructional plan and specific teaching strategies are presented. This discussion includes the allocation o

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15

Charles, Ramona. "Curriculum Revolution: Community Building and Activism." Journal of Continuing Education in Nursing 23, no. 5 (1992): 235. http://dx.doi.org/10.3928/0022-0124-19920901-17.

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16

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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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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18

Dietiker, Leslie, Lorraine M. Males, Julie M. Amador, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategi

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Ray, Moira K., Sherril B. Gelmon, Matthew DiVeronica, and Kimberly Lepin. "Faculty Development in Improvement Science: Building Capacity and Expanding Curricula Across an Academic Health Center." Journal of Graduate Medical Education 11, no. 6 (2019): 678–84. http://dx.doi.org/10.4300/jgme-d-19-00287.1.

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ABSTRACT Background The ability of health professions faculty to design, teach, evaluate, and improve relevant curricula is vital for teaching improvement science (IS) skills to trainees. Objective We launched a Foundational Improvement Science Curriculum (FISC) to build faculty competence in IS teaching and scholarship, and to develop, expand, and standardize IS curricula across one institution. Methods FISC consisted of 9 full or half-day sessions over 10 months in 2015–2016 and 2016–2017 academic years. Each session required pre-work, including readings, Institute for Healthcare Improvement

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Plitt Donaldson, Linda, Barbara P. Early, and Min-Ling Wang. "Toward Building a Culture of Strengths in U.S. MSW Programs." Advances in Social Work 10, no. 2 (2009): 211–29. http://dx.doi.org/10.18060/230.

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Social work has embraced the strengths perspective as a vital part of micro, mezzo, and macro practice. Yet the authors’ experience suggests that the medical model of deficits, disease, and disorder remains the dominant paradigm. This exploratory study sought to determine how and to what extent strengths-based practice is integrated into the MSW practice curriculum. Forty-four (44) of 181 programs responded to a 12-item web-based survey. Quantitative and qualitative responses indicate an almost universal awareness of and attention to integrating strengths-based content. However, a smaller numb

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Gerver, Robert, Lauren Santucci, and Hanah Leventhal. "Building a High School Math Research Curriculum." Mathematics Teacher 111, no. 1 (2017): 34–39. http://dx.doi.org/10.5951/mathteacher.111.1.0034.

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Stone, Suzanne Last. "Nation-Building and Curriculum Innovation in Israel." Academic Questions 33, no. 4 (2020): 564–71. http://dx.doi.org/10.1007/s12129-020-09935-1.

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Snyder, John R. "Building Consensus for Medical Technology Curriculum Reform." Laboratory Medicine 24, no. 2 (1993): 73–74. http://dx.doi.org/10.1093/labmed/24.2.73.

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24

Daraban, Bogdan. "Building a Curriculum for Social Business Entrepreneurship." Studies in Business and Economics 11, no. 2 (2016): 19–25. http://dx.doi.org/10.1515/sbe-2016-0017.

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Abstract In recent years social entrepreneurship has been emerging as a viable alternative to government policies for addressing some of the society’s most pressing issues. Academics have also started to take note but only a small number of institutions of higher education offer educational opportunities for students who want to become social entrepreneurs. In this paper I show how business schools are well equipped to offer a coherent curriculum for social business entrepreneurs at a relatively low marginal cost and argue that a business-heavy curriculum is appropriate.

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Shafer, Sherri. "Building Public Speaking Skills across the Curriculum." International Journal of Learning: Annual Review 17, no. 2 (2010): 279–84. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46895.

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Shedd, John A., and Katherine A. Young. "Constructing Buildings, Bridges, and Minds: Building an Integrated Curriculum through Social Studies." History Teacher 28, no. 2 (1995): 282. http://dx.doi.org/10.2307/494499.

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27

Pfund, Christine, Kimberly C. Spencer, Pamela Asquith, Stephanie C. House, Sarah Miller, and Christine A. Sorkness. "Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers." CBE—Life Sciences Education 14, no. 2 (2015): ar24. http://dx.doi.org/10.1187/cbe.14-10-0184.

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Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confiden

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Thies, Linda C. "Building Staff Capacity through Reflecting on Collaborative Development of Embedded Academic Literacies Curricula." Journal of University Teaching and Learning Practice 13, no. 5 (2016): 82–105. http://dx.doi.org/10.53761/1.13.5.8.

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Most Australian universities articulate some policies around the integration of graduate learning outcomes in courses. This paper draws on a Federal Government funded project that adopted a developmental approach to students’ acquisition of course learning outcomes, through the embedding of academic literacies in course curricula. The project was part of a Higher Education Participation and Partnership Program (HEPPP), which focused on courses with a high proportion of students from a low socio-economic status (SES) background. However, the project took an inclusive approach to curriculum deve

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Thomas, Christine, and Carmelita Santiago. "Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections." Mathematics Teaching in the Middle School 7, no. 9 (2002): 484–88. http://dx.doi.org/10.5951/mtms.7.9.0484.

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Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students devel

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Chen, Mei-hui, Yenchun Wu, and Kune-muh Tsai. "Building an Industry-Oriented Business Sustainability Curriculum in Higher Education." Sustainability 10, no. 12 (2018): 4698. http://dx.doi.org/10.3390/su10124698.

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In the past, research addressing the issues reflecting industrial needs for sustainability-related curriculum design in higher education has been limited. To narrow this gap and to provide students with better business sustainability curricula, we propose employing a mapping concept to extract the opinions and needs of industrial professionals. A total of 14 industrial professionals were invited to brainstorm on topics of business sustainability to be included in the curriculum, and we were able to obtain 52 topics. The participants were then asked to group the topics on the basis of their own

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Mas'ud, Bulqia. "Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.

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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrat

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Leverette, John, Arthur Froese, and Vincenzo DiNicola. "Building Curriculum for Training in Community Child Psychiatry." Canadian Journal of Psychiatry 41, no. 6 (1996): 400–405. http://dx.doi.org/10.1177/070674379604100612.

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Objective: To present a practical approach to curriculum design for community-based care in child psychiatry. Method: A design template is presented, steps for a curriculum review are derived from it, and as an example, a small academic division's program is reviewed. Results: The division's curriculum was developed according to the template, resulting in an enhanced focus and improved coverage of topics through a combination of experiential and didactic teaching. Conclusion: The suggested format is considered applicable to child psychiatric training programs of all sizes and offers an opportu

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Bush, Shirley H., Valérie Gratton, Monisha Kabir, et al. "Building a Medical Undergraduate Palliative Care Curriculum: Lessons Learned." Journal of Palliative Care 36, no. 1 (2020): 29–37. http://dx.doi.org/10.1177/0825859720916565.

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Previous literature demonstrates that current palliative care training is in need of improvement for medical students in global, European and Canadian contexts. The training of medical undergraduates is key to ensure that the ongoing and increasing need for enhanced access to palliative care across all settings and communities is met. We describe building a comprehensive palliative and end-of-life care curriculum for medical undergraduates at our university. As with recent European and US studies, we found that the process of university curriculum renewal provided a critical opportunity to int

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Turra-Díaz, Omar Rolando. "Curriculum and Building Identity in Chilean Indigenous Contexts." Educación y Educadores 15, no. 1 (2012): 81–95. http://dx.doi.org/10.5294/edu.2012.15.1.5.

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Kafel, Donna, Andrew Creamer, and Elaine Martin. "Building the New England Collaborative Data Management Curriculum." Journal of eScience Librarianship 3, no. 1 (2014): 60–66. http://dx.doi.org/10.7191/jeslib.2014.1066.

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Lanier, Vincent. "The Fourth Domain: Building a New Art Curriculum." Studies in Art Education 28, no. 1 (1986): 5. http://dx.doi.org/10.2307/1320429.

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37

Ritchhart, Ron. "Generative Topics: Building a Curriculum around Big Ideas." Teaching Children Mathematics 5, no. 8 (1999): 462–68. http://dx.doi.org/10.5951/tcm.5.8.0462.

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Data from the Third International Mathematics and Science Study (TIMSS) point out “a comparative lack of focus and coherence in the American mathematics curriculum” and an absence of “meaningful connections between the big ideas of mathematics” (Schmidt 1997). These findings, along with those reported in other international comparisons (e.g., Stevenson and Stigler 1992), suggest that we must carefully examine the actual content of both our written and our implemented mathematics curriculum to be sure that it gives students the focus and coherence they need to develop mathematical understanding

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Jankouskas, Tara Seifert. "A CONTINUOUS CURRICULUM FOR BUILDING CODE BLUE COMPETENCY." Journal for Nurses in Staff Development (JNSD) 17, no. 4 (2001): 195–98. http://dx.doi.org/10.1097/00124645-200107000-00008.

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Jones, Tricia S., and Rebecca Sanford. "Building the container: Curriculum infusion and classroom climate." Conflict Resolution Quarterly 21, no. 1 (2003): 115–30. http://dx.doi.org/10.1002/crq.52.

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Lumsden, Peter John. "Building Personal Development Planning (PDP) into the curriculum." Planet 15, no. 1 (2005): 33–35. http://dx.doi.org/10.11120/plan.2005.00150033.

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Asher, Jenny. "Building work‐based learning into the school curriculum." Education + Training 47, no. 1 (2005): 64–69. http://dx.doi.org/10.1108/00400910510580647.

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42

Evans, Dason E., and Claudia S. Estcourt. "A practical guide to building a national curriculum." British Journal of Hospital Medicine 68, no. 11 (2007): 612–15. http://dx.doi.org/10.12968/hmed.2007.68.11.27685.

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43

Hall, E., S. Rose, and K. Baltzell. "Building a curriculum for global health nurse competencies." Annals of Global Health 82, no. 3 (2016): 361. http://dx.doi.org/10.1016/j.aogh.2016.04.081.

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Joseph, Dawn. "Internationalising the curriculum: building intercultural understandings through music." Journal of University Teaching and Learning Practice 9, no. 1 (2012): 97–108. http://dx.doi.org/10.53761/1.9.1.8.

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This article reports of the power (influence) of music to develop intercultural understandings to better internationalise the curriculum. It argues that through internationalisation, we learn more about other people’s cultures hence, by providing an international/intercultural dimension into the teaching unit of ‘Discovering Music A’, tertiary students at Deakin University have opportunities to experience, investigate and participate in a different music and culture. Using the metaphor of the ‘talking drum’, this article reports through anecdotal notes, observations, journaling and student eva

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Cosma Oneţ, Mihaela-Gabriela. "Towards a Transdiciplinary Systemic Approach to National Heritage-Based Learning. Curricular Insights into the Romanian Art Education Reform in the Glocal Transformative Age." Educatia 21 20 (April 28, 2021): 110–19. http://dx.doi.org/10.24193/ed21.2021.20.14.

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The aporia of the collapsology threats in the contemporary era of globalization, as well as our need for psychosocial-ecological resilience and well-being have shown the crucial imperative to improve education. Thus, it is through innovating the curriculum design and its intimate features that humanity will be able to restore the world’s health and wealth. Consequently, the author stresses an original approach to curricula renewal in order to bridge the gap between school and society while building students’ 21st century competencies. Given the challenges of today’s technological and glocal er

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Sabarudin, Sabarudin. "A Discourse of Transformative Islam within Curriculum Transformation at State Institute for Islamic Studies of Purwokerto (IAIN Purwokerto)." Jurnal Pendidikan Islam 6, no. 1 (2017): 223. http://dx.doi.org/10.14421/jpi.2017.61.223-237.

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Abstract This research is aimed to trace the thoughts and actions as efforts to achieve vision and mission of state institute for Islamic studies of Purwokerto (IAIN). The study is directed to answer following questions. Firstly, why transformative Islam becomes a discourse on curriculum development. Secondly, how a discourse of transformative Islam implicates in curriculum development at state institute for Islamic studies of Purwokerto (IAIN). Then, the findings show that a discourse of Islam tranformative in curriculum development at state institute for Islamic studies of Purwokerto (

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Fregoso Bailón, Raúl Olmo, and Noah De Lissovoy. "Against coloniality: Toward an epistemically insurgent curriculum." Policy Futures in Education 17, no. 3 (2018): 355–69. http://dx.doi.org/10.1177/1478210318819206.

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This study interrogates the colonial and Western epistemology underlying mainstream curricula and proposes a decolonial approach that can build an epistemically insurgent curriculum that takes into account non-Western epistemologies. We begin with an analysis of coloniality in Western culture and knowledge systems, including in education. Then, building on the epistemological challenge proposed within decolonial literary works by Pablo Neruda, Eduardo Galeano, and Josías López Gómez, we describe how history and literature curricula can foreground non-dominant saberes (ways of knowing) that cal

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Horton, Robert M., Vicki Phillips, and John Kenelly. "Building Your Own Regression Model." Mathematics Teacher 97, no. 4 (2004): 284–88. http://dx.doi.org/10.5951/mt.97.4.0284.

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Regression has rightfully assumed an important role in the secondary mathematics curriculum. Graphing calculators can perform many types of regression quickly and easily, and students can learn a great deal in analyzing the results.

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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipl

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Ameliyana, Novi, and Dadang Suyadi. "Persepsi Guru Teknik Gambar Bangunan Tentang Kurikulum 2013." Jurnal PenSil 2, no. 2 (2013): 129–40. http://dx.doi.org/10.21009/jpensil.v2i2.9873.

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This study aimed to determine the perceptions of teachers about curriculum drawing technique building 2013. Where the research was conducted in Central Jakarta SMK 1 , SMK Negeri 56 Jakarta Utara , SMK Negeri 52 Jakarta Timur , SMK Negeri 26 Jakarta Timur , and SMK Negeri 35 Jakarta west . This study took place in November 2013 held at SMK in Jakarta on teacher drawing technique building .In this study using a survey method using a Guttman scale of 1-0 . The population in this study were teachers of engineering drawings in class X which implement the curriculum in 2013 the number of 19 respond

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