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Journal articles on the topic 'Curriculum change'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Williams, JN, and W. Mayberry. "Curriculum change." Journal of Dental Education 60, no. 5 (May 1996): 446–47. http://dx.doi.org/10.1002/j.0022-0337.1996.60.5.tb03048.x.

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2

Estrellado, Carie Justine, and of Interdisciplinary Perspectives Journal. "MATATAG Curriculum: Why Curriculum [must] Change?" Journal of Interdisciplinary Perspectives 2, no. 1 (December 11, 2023): 6–10. https://doi.org/10.5281/zenodo.10336930.

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<i>Curriculum changes dovetail with societal needs and advancements. As the world evolves, the educational landscape adapts to prepare students effectively. Technological progress, globalization, political acumen, and shifts in societal values necessitate updates to curriculum content and paradigms. This paper stimulates a macro-sociological vista on the MATATAG curriculum in the Philippine context. This revised curriculum, effective from the school year 2024 to 2025, addresses challenges faced by the current K to 12 curriculm, including numerous contents, misplaced prerequisite learning compe

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3

Fikri, Naufal Mufatih Al, and Willy Prasetya. "Indonesian English Teachers’ Narratives on Adapting to Curriculum Change." IJECA (International Journal of Education and Curriculum Application) 7, no. 3 (December 3, 2024): 304. https://doi.org/10.31764/ijeca.v7i3.26251.

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Curriculum change has occurred multiple times in Indonesia. The latest curriculum change to Kurikulum Merdeka (Emancipated Curriculum) posed some challenges and difficulties among teachers because they were required to implement the curriculum and any policies from the central government in a relatively short time. The present study aims to describe how two Indonesian EFL teachers adapted to such curriculum change. Two English teachers with over a decade of experience were involved. One taught at a vocational high school in a rural area, focusing on practical English. The other taught at an ur

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4

Sklar, David P. "Implementing Curriculum Change." Academic Medicine 93, no. 10 (October 2018): 1417–19. http://dx.doi.org/10.1097/acm.0000000000002350.

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5

Carnegie, Teena A. M., and Kate Crane. "Responsive curriculum change." Communication Design Quarterly 6, no. 3 (January 22, 2019): 25–31. http://dx.doi.org/10.1145/3309578.3309581.

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6

Barnett, Ronald, Gareth Parry, and Kelly Coate. "Conceptualising Curriculum Change." Teaching in Higher Education 6, no. 4 (October 2001): 435–49. http://dx.doi.org/10.1080/13562510120078009.

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McGregor, Heather E. "Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit." Articles 47, no. 3 (March 18, 2013): 285–302. http://dx.doi.org/10.7202/1014860ar.

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Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles

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Brown, Lyn Mikel, and Jenny Flaumenhaft. "Student-empowered curricular change." Phi Delta Kappan 100, no. 6 (February 25, 2019): 13–19. http://dx.doi.org/10.1177/0031721719834023.

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Lyn Mikel Brown and Jenny Flaumenhaft describe the use of student-centered principles to engage in curricular reform in an underresourced rural elementary school. With a specific focus on student empowerment and self-determination, and in collaboration with students and teachers, Transforming Rural Experience in Education (TREE) integrated students’ desire for more movement and time outdoors into the curriculum through project-based activities called somedays and microadventures. Making the curriculum more student-driven has been especially helpful for students who have experienced trauma and

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Sukawati, Dewi, Tono Suwartono, and Asti Diah Palupi. "VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ VOICE OF CURRICULUM CHANGE." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 12, no. 2 (November 30, 2023): 281–97. http://dx.doi.org/10.26618/exposure.v12i2.12649.

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Teachers' attitudes toward curricular changes cause a variety of challenges regarding the implementation of school-based teaching and learning. The objective of this descriptive-qualitative research is to explore teachers' voice toward curriculum change from 2013 Curriculum to Freedom-to-Learn Curriculum at private vocational high schools. Data was gathered from two vocational high school English teachers volunteers in Banyumas City, Indonesia. They were recruited through convenience sampling. In-depth interviews and corresponding documents were used to obtain data. The interview focuses on te

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10

Palacios Zumba, Efrén Mesías, María Gladys Cóndor Chicaiza, Martha Cecilia Peñaherrera Cueva, Lilia Maritza Bustillos Tapia, Miriam Janeth Toalombo Tipán, Ageda Raquel Simba Pozo, Lena Cleotilde López Orozco, and Richar Jacobo Posso Pacheco. "Competency-based Curriculum: A New Approach to Curricular Change." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 20, 2024): 779. http://dx.doi.org/10.56294/sctconf2024779.

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After the pandemic, education in Ecuador needed to align the curriculum with 21st-century skills and technological advances that occur in a global world. This adjustment must ensure that students acquire not only theoretical knowledge but also practical skills and essential competencies to thrive in a digitalized and interconnected world. The aim of this article is to justify why a competency-based curricular change is necessary, adopting a new educational paradigm. This article is based on theoretical research using the document review technique. The findings suggest a change to a new curricu

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11

Pasterczyk, Catherine E. "Involvement in Curriculum Change." College & Research Libraries 47, no. 1 (January 1, 1986): 7–15. http://dx.doi.org/10.5860/crl_47_01_7.

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12

Thiessen, Dennis. "Curriculum and Social Change." Curriculum Inquiry 37, no. 4 (December 2007): 299–302. http://dx.doi.org/10.1111/j.1467-873x.2007.00388.x.

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13

Harpe, Barbara de la, and Ian Thomas. "Curriculum Change in Universities." Journal of Education for Sustainable Development 3, no. 1 (March 2009): 75–85. http://dx.doi.org/10.1177/097340820900300115.

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14

Hayles, Carolyn S., and Sarah E. Holdsworth. "Curriculum Change for Sustainability." Journal for Education in the Built Environment 3, no. 1 (July 2008): 25–48. http://dx.doi.org/10.11120/jebe.2008.03010025.

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15

Voogt, Joke, and Hans Pelgrum. "ICT and Curriculum Change." Human Technology: An Interdisciplinary Journal on Humans in ICT Environments 1, no. 2 (October 31, 2005): 157–75. http://dx.doi.org/10.17011/ht/urn.2005356.

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16

Kondrla, Peter, Radoslav Lojan, Patrik Maturkanič, Yulia Nickolaeva Biryukova, and Ernel González Mastrapa. "The Philosophical Context of Curriculum Innovations with a Focus on Competence Development." Journal of Education Culture and Society 14, no. 2 (September 28, 2023): 78–92. http://dx.doi.org/10.15503/jecs2023.2.78.92.

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Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments i

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17

Tetley, Linda. "Innovations in Curriculum: Implementing Change: Rewards and Challenges." Mathematics Teaching in the Middle School 4, no. 3 (November 1998): 160–65. http://dx.doi.org/10.5951/mtms.4.3.0160.

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18

Cornbleth, Catherine. "Echo Effects and Curriculum Change." Teachers College Record: The Voice of Scholarship in Education 110, no. 10 (October 2008): 2148–71. http://dx.doi.org/10.1177/016146810811001009.

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Background/Context This project is framed by a critical pragmatism, which is evident in the questioning of how social conditions and events outside schools influence classroom practice and in exploring the question of who benefits, collectively and individually, socially and politically, as well as pedagogically. Purpose/Objective/Research Question/Focus of Study The intent of this work is to better our understanding of the school-society nexus generally and, more specifically, of curriculum practice and change in relation to societal conditions and events. This goal is pursued by means of ana

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19

Muwaniki, Chenjerai, Simon McGrath, Muneta Grace Manzeke-Kangara, Volker Wedekindv, and Tafireyi Chamboko. "Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities." Journal of Vocational, Adult and Continuing Education and Training 5, no. 1 (November 17, 2022): 22. http://dx.doi.org/10.14426/jovacet.v5i1.248.

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There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in technology and climate change. The current agriculture curriculum was developed for a different context altogether; therefore, it now lacks relevance to the prevailing socio-economic, political and environmental changes. There is a need for the curriculum to respond to the evolving needs of farmers, AEOs and institutions providing agricultural ext

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20

Arifin, Muhammad Arifin. "PAI Curriculum Innovation In Public College To Improve Student Competency." Ilomata International Journal of Social Science 2, no. 1 (January 28, 2021): 64–72. http://dx.doi.org/10.52728/ijss.v2i1.156.

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Innovation is defined as renewal in the face of change or improvement. Change is a shift in position or situation that is likely to result in a significant increase. Practical The curriculum is changed due to several factors, for example the development of science and technology. There is a possibility that the benefits of a predetermined or expected curriculum change could go wrong. Changing the curriculum in a very short period of time is considered a failure in certain cases, but is also believed to be an attempt to achieve improvement. Curriculum reform involves several components or sever

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21

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 (September 1, 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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22

Bakhtiar, Muhammad, Almas Khattak, Usman Mahboob, Maria Mufti, and Anum Bakhtiar. "Perception of Senior Faculty Regarding Frame Factors in Curriculum Change at Undergraduate Level in Medical and Dental Schools." Journal of Gandhara Medical and Dental Science 8, no. 4 (October 4, 2021): 25–31. http://dx.doi.org/10.37762/jgmds.8-4.252.

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OBJECTIVES: To determine the perceptions of senior faculty regarding frame factors influencing curriculum change at undergraduate level in public and private medical and dental schools at Peshawar, Pakistan. METHODOLOGY: This was qualitative exploratory case study and senior faculty was interviewed regarding the frame factors influencing integration and changes in undergraduate medical curriculum. Data was collected through in-depth interviews. Transcription, thick description was analyzed, coding was done, and similar codes were converted into categories. Finally, themes wer

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23

Kline, Madeleine C., Julia R. Malits, Natalie Baker, Hugh Shirley, Ben Grobman, William Éamon Callison, Stephen Pelletier, Kari Nadeau, David S. Jones, and Gaurab Basu. "Climate Change, Environment, and Health: The implementation and initial evaluation of a longitudinal, integrated curricular theme and novel competency framework at Harvard Medical School." PLOS Climate 3, no. 5 (May 29, 2024): e0000412. http://dx.doi.org/10.1371/journal.pclm.0000412.

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Climate change, air pollution, and ecological degradation impact health through numerous, complex mechanisms. To train future physicians to understand these impacts, medical schools can deliver longitudinal climate curricula in undergraduate medical education, but the field remains nascent. This report describes the development, implementation, and evaluation of the longitudinal, integrated Climate Change, Environment, and Health curricular theme and novel competency framework at Harvard Medical School (HMS). A group of HMS students collaborated with faculty to integrate climate content into t

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24

Auerbach, Anna Jo, and Elisabeth E. Schussler. "Curriculum Alignment with Vision and Change Improves Student Scientific Literacy." CBE—Life Sciences Education 16, no. 2 (June 2017): ar29. http://dx.doi.org/10.1187/cbe.16-04-0160.

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The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration.

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25

Pramesti, Wahyu, Mauliddhina Imas Permatasari, and Muhamad Chamdani. "PROBLEMS WITH THE 2013 CURRICULUM CHANGE ON THE QUALITY OF TEACHER TEACHING." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 495. http://dx.doi.org/10.20961/shes.v1i2.26828.

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<p><em>Curriculum always develops following the current times. the change of curriculum implementation encountered many obstacles both from schools, teachers and students. . This research is a qualitative descriptive study. Data collection techniques used are questionnaires. this research aims to identify the problems of teachers in implementing the 2013 curricullum learning in elementary schools. this research is expected can give useful information about the 2013 curriculum problem on how the way the teacher teaches to improve the teaching learning qualityThe results of the study

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Şentürk, Cihad, and Mevlüt AYDOĞMUŞ. "Comparison of Turkish Elementary School Science Curriculum: 2005-2013-2017." International Journal of Modern Education Studies 1, no. 1 (December 31, 2017): 46. http://dx.doi.org/10.51383/ijonmes.2017.10.

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Change is an inevitable reality of life. The developments in the world affect the qualities expected from individuals and this reflects on the educational systems. For this reason, the high competitiveness of the countries in the international arena requires that the education systems comply with the requirements of the age. In Turkey, it is seen that the curriculum has been changed in various times since the announcement of the Republic. In 2005, a major change was done and the curriculum was prepared in line with the philosophical and structural approach as well as the the requirements of th

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27

Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.

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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers se

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Khandaghi, Maghsoud Amin, and Ali Baraei. "Studying the Compatibility of Iran's New Primary School Curriculum with the Curriculum Change Principles." Modern Applied Science 11, no. 7 (May 14, 2017): 13. http://dx.doi.org/10.5539/mas.v11n7p13.

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Some principles are key to any change process and considering them in practice make the change process effective. The advocators for "down-up" change believe that the thoughts and ideas of individuals with practical and direct experience of the situation are more effective for making change. As main actors of curriculum, teachers have beneficial views on change plans. This survey aimed to investigate the primary school teachers' viewpoints on the compatibility between Iran's Primary School Curriculum changes and the 12 Curriculum Change Principles. Finding showed that in Iran's primary school

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29

Mendis, Lalitha. "Why change a medical curriculum." Ceylon Journal of Medical Science 45, no. 1 (June 23, 2002): 5. http://dx.doi.org/10.4038/cjms.v45i1.4856.

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30

Rentschler, Dorothy Devine, and Adele Mattinat Spegman. "Curriculum Revolution: Realities of Change." Journal of Nursing Education 35, no. 9 (December 1996): 389–93. http://dx.doi.org/10.3928/0148-4834-19961201-04.

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31

Lumby, Jacky. "Curriculum Change in Further Education." Journal of Vocational Education & Training 48, no. 4 (January 1996): 333–48. http://dx.doi.org/10.1080/1363682960480402.

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32

Elgström, Ole, and Mats Hellstenius. "Curriculum debate and policy change." Journal of Curriculum Studies 43, no. 6 (December 2011): 717–38. http://dx.doi.org/10.1080/00220272.2011.584562.

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33

Tobin, P. "New technology and curriculum change." Teaching Mathematics and its Applications 17, no. 3 (September 1, 1998): 97–105. http://dx.doi.org/10.1093/teamat/17.3.97.

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34

Rudduck, Jean. "Curriculum change: management or meaning?" School Organisation 6, no. 1 (January 1986): 107–14. http://dx.doi.org/10.1080/0260136860060114.

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35

Posch, Peter. "Curriculum Change and School Development." Environmental Education Research 2, no. 3 (October 1996): 347–62. http://dx.doi.org/10.1080/1350462960020307.

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36

Lowry, S. "Strategies for implementing curriculum change." BMJ 305, no. 6867 (December 12, 1992): 1482–85. http://dx.doi.org/10.1136/bmj.305.6867.1482.

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37

Alkahtani, Aishah. "Curriculum change management and workload." Improving Schools 20, no. 3 (June 5, 2017): 209–21. http://dx.doi.org/10.1177/1365480217706789.

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This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers’ performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space require committee negotiations between head teachers, teachers, and higher level management in the project. The results show the importance of open communication, and a bottom-up as well as a top-down flow of decision-making. Communication and decisi

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38

Westbury, Ian, Jessica Aspfors, Anna-Verena Fries, Sven-Erik Hansén, Frank Ohlhaver, Moritz Rosenmund, and Kirsten Sivesind. "Organizing curriculum change: an introduction*." Journal of Curriculum Studies 48, no. 6 (November 2016): 729–43. http://dx.doi.org/10.1080/00220272.2016.1186736.

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39

Rawling, Eleanor. "Ideology, Politics and Curriculum Change." Geography 85, no. 3 (July 2000): 209–20. http://dx.doi.org/10.1080/20436564.2000.12219752.

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40

Beattie, Catherine. "The Politics of Curriculum Change." Journal of Educational Thought / Revue de la Pensée Educative 14, no. 3 (May 11, 2018): 231–32. http://dx.doi.org/10.55016/ojs/jet.v14i3.44029.

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41

Pautler, Albert J. "CURRICULUM LEADERSHIP, INNOVATION, AND CHANGE." Community Junior College Research Quarterly of Research and Practice 16, no. 2 (January 1992): 133–40. http://dx.doi.org/10.1080/0361697920160202.

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42

Newman, A. "Additional dividends of curriculum change." Academic Medicine 69, no. 2 (February 1994): 127. http://dx.doi.org/10.1097/00001888-199402000-00013.

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W. D. Shoup. "Effects of Curriculum Name Change." Applied Engineering in Agriculture 5, no. 3 (1989): 412–14. http://dx.doi.org/10.13031/2013.26536.

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McCahan, J. F. "Turf wars and curriculum change." Academic Medicine 73, no. 3 (March 1998): 221. http://dx.doi.org/10.1097/00001888-199803000-00001.

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45

Ullman, Richard, and Robert Turk. "Side Effects To Curriculum Change." NASSP Bulletin 72, no. 509 (September 1988): 123–25. http://dx.doi.org/10.1177/019263658807250920.

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46

Peter, Margaret. "Progress Reports on Curriculum Change." British Journal of Special Education 18, no. 4 (May 31, 2007): 162. http://dx.doi.org/10.1111/j.1467-8578.1991.tb00865.x.

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Louden, William. "Collegiality, curriculum and educational change." Curriculum Journal 2, no. 3 (September 1991): 361–73. http://dx.doi.org/10.1080/0958517910020309.

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48

Greenbowe, T. J., and Kathy A. Burke. "Distance education and curriculum change." TechTrends 40, no. 5 (October 1995): 23–25. http://dx.doi.org/10.1007/bf02818829.

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49

Ritchie, JB. "Management strategies for curriculum change." Journal of Dental Education 50, no. 2 (February 1986): 97–101. http://dx.doi.org/10.1002/j.0022-0337.1986.50.2.tb01975.x.

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Kuske, Terrence T. "Curriculum Change in the 1980s." JAMA 254, no. 19 (November 15, 1985): 2783. http://dx.doi.org/10.1001/jama.1985.03360190089030.

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