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Journal articles on the topic 'Curriculum development'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Gutu, Vladimir, and Carolina Turcanu. "Continuous development of school curriculum: concept, models, experiences." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 3–13. https://doi.org/10.59295/sum9(179)2024_01.

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The development of school curriculum is a complex problem that involves different perspectives of approach: psychological, pedagogical, didactic, managerial, etc. This article attempts to define and characterize the notion of „curricular development” from a modern and postmodern perspective. The development of school curriculum is presented in two senses: the conception of new school curriculum/discipline and the optimization, modernization, and updating of the school curriculum in function. At the same time, a model of school curriculum development focused on five steps is proposed: curriculu

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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.

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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not c

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Kranthi, K. "Curriculum Development." IOSR Journal of Humanities and Social Science 22, no. 02 (2017): 01–05. http://dx.doi.org/10.9790/0837-2202030105.

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Ahmed, Rukshana. "Curriculum Development." Bangladesh Journal of Anatomy 18, no. 1 (2020): 1–2. http://dx.doi.org/10.3329/bja.v18i1.75523.

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Foley, Kimberly P., Treah S. Haggerty, and Natasha Harrison. "Curriculum development." International Journal of Psychiatry in Medicine 50, no. 1 (2015): 50–59. http://dx.doi.org/10.1177/0091217415592360.

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Zeina, Abdel Amir Hassan. "Curriculum Development." Journal of Global Scientific Research 10, no. 1 (2025): 3754–66. https://doi.org/10.5281/zenodo.14604614.

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ABSTRACT  The curriculum is a set of procedures that are carried out with the intention of bringing about a qualitative change in one or some of the components of the curriculum, or all of these components with the intention of increasing the effectiveness of this curriculum in achieving the desired goals.    All the steps, actions and procedures through which the curriculum can be reformed and improved, so that the starting point is to study the current curriculum to identify its strengths and weaknesses and translate its goals into living reality in preparation for develo

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Betkerur, Jayadev. "Curriculum Development and Dermatology Training." Nepal Journal of Dermatology, Venereology & Leprology 15, no. 1 (2017): 5–11. http://dx.doi.org/10.3126/njdvl.v15i1.18044.

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Curriculum is an integral part of any educational cycle. Curriculum development is a systematic process involving designing, implementing , evaluating and redesigning. There are different types of curriculums being practiced by institutions. Subject based curriculum is a widely used but competency based curriculum is the best. There is an urgent need to have relook at the existing curriculum as it is beset with many problems. The faculty development (FD) is one factor affecting curriculum development. We need to identify the other issues and address them. Presently Dermatology postgraduate tra

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Song, Naree, and Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.

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Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage coll

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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambul

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Walden, Joseph L. "Military Doctrine Development and Curriculum Development." Journal of Curriculum and Teaching 8, no. 2 (2019): 17. http://dx.doi.org/10.5430/jct.v8n2p17.

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One of the complaints about the development of military doctrine over the past several decades is that “we arealways preparing to fight the last war.” One of the complaints that surfaced during a four year long study into thedevelopment of a common framework for supply chain management curriculum development was that the text booksused in the curriculum development process were out of date. In other words, we are preparing students for the realworld by teaching them about the historical business world and not the emerging business world. While thisapproach may work in the liberal arts such as

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Yousif, Alhassan Abdellah, and Mohamed Gubair Da'oud. "Curriculum Development: Sharing an Experience." International Journal of Arts, Social Sciences and Humanities 02, no. 02 (2024): 08–13. https://doi.org/10.5281/zenodo.11653984.

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This article describes the process of reforming the English curriculum for the University Requirement (EUR) program at the University of Khartoum. The original curriculum was a one-size-fits-all approach that did not meet the needs of the diverse student population. The reform process involved needs analysis, content and skills selection, and a new curriculum series development. The new curriculum (entitled Bridging the Gap) is designed to be more flexible and meet the students' needs at different levels. It also incorporates non-linguistic skills and is future-oriented, aiming to prepare stud

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Lee, AndrewG, and Ying Chen. "Structured curricula and curriculum development in ophthalmology residency." Middle East African Journal of Ophthalmology 21, no. 2 (2014): 103. http://dx.doi.org/10.4103/0974-9233.129744.

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Almadani, Tiara Nur Fatimah, Akhmad Ali Mirza, and Zaitun Qamariah. "The Analysis Four Curriculum Development Approach in English Teaching." Journal Of Foreign Language Learning and Teaching 3, no. 2 (2024): 1–10. http://dx.doi.org/10.23971/jfllt.v3i2.6880.

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The curriculum is a collection of educational learning strategies that are conceived, produced, and implemented to accomplish a certain objective. The process of developing a curriculum is broken down into phases, but it can also be thought of as a set of actions that go into developing a new curriculum or improving an old one. Approaches curriculum development include two models, Top-Down approach (administrative model) and Grass-Root approach. The Tyler curriculum development model, Taba's curriculum development model, Olivia's curriculum development model, and Beauchamp's curriculum develop

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Sayer, John. "Managing curriculum development." School Organisation 6, no. 1 (1986): 149–54. http://dx.doi.org/10.1080/0260136860060119.

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McKay, Sandra Lee. "Eil Curriculum Development." RELC Journal 34, no. 1 (2003): 31–47. http://dx.doi.org/10.1177/003368820303400103.

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PETTY, EVAN R. "Materials Curriculum Development." European Journal of Engineering Education 12, no. 1 (1987): 93–98. http://dx.doi.org/10.1080/03043798708939344.

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CREUZOT, C. "EBO curriculum development." Acta Ophthalmologica 87 (September 2009): 0. http://dx.doi.org/10.1111/j.1755-3768.2009.2474.x.

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Cabello, Maria M., and William K. Mygdal. "Geriatrics Curriculum Development:." Gerontology & Geriatrics Education 12, no. 4 (1992): 79–84. http://dx.doi.org/10.1300/j021v12n04_07.

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Rovi'i, Abdul, Nur Ahid, Muhammad Arif Musafak, and Yanwar Kurniadi. "Madrasah curriculum development." Educenter : Jurnal Ilmiah Pendidikan 2, no. 2 (2023): 242–51. http://dx.doi.org/10.55904/educenter.v2i2.768.

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The development of madrasah curriculum in Indonesia has undergone various transformations since the colonial period until now. The purpose of this research is to find out the development of madrasah curriculum in Indonesia. The research method used by researchers is library research. Based on the analysis, it can be concluded that the development of madrasah curriculum in Indonesia has undergone significant changes, especially after Indonesia's independence. The Indonesian government issued various policies to advance education in Indonesia, including Islamic religious education and madrasah.

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Tamir, Pinchas. "Integrating Research and Curriculum Development: Curriculum Development Dissertations in Israel." Studies in Science Education 20, no. 1 (1992): 183–88. http://dx.doi.org/10.1080/03057269208560008.

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Diniarty puluhulawa, Sri Yuliyani Monoarfa, Nurul Waliya Uno, et al. "Primary Curriculum Development History of Elementary Curriculum Development in Indonesia." International Journal of Advanced Technology and Social Sciences 1, no. 4 (2023): 309–18. http://dx.doi.org/10.59890/ijatss.v1i4.1114.

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Education continues to develop over time, aiming to improve the quality of education itself. This article was created so that readers better understand the development of the curriculum in Indonesia from time to time which underwent changes starting from the 1947 1952 1964 1966 1998 1975 1984 1994 1999 2004-2006 2003 curriculum until independence of learning. In this article we use several methods to search for material that will be included in the article, namely data collection methods which include collecting data from several books, articles and journals as well as collecting data from the

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Puluhulawa, Diniarty, Sri Yuliyani Monoarfa, Nurul Waliya Uno, et al. "Primary Curriculum Development History of Elementary Curriculum Development in Indonesia." Primary Curriculum Development History of Elementary Curriculum Development in Indonesia 1, Vol. 1 No. 4 (2023): December 2023 (2024): 10. https://doi.org/10.59890/ijatss.v1i4.1114.

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Education continues to develop over time, aiming to improve the quality of education itself. This article was created so that readers better understand the development of the curriculum in Indonesia from time to time which underwent changes starting from the 1947 1952 1964 1966 1998 1975 1984 1994 1999 2004-2006 2003 curriculum until independence of learning. In this article we use several methods to search for material that will be included in the article, namely data collection methods which include collecting data from several books, articles and journals as well as collecting data from the

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23

Vladimir, Guțu. "The 2019 National Curriculum: Conceptual, Methodological, and Managerial Implications." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 4-5 (116-117) (2019): 3–9. https://doi.org/10.5281/zenodo.3520997.

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This article is dedicated to presenting the value axes of the curriculum reform for general education, to characterize the conceptual foundations and methodological orientations of curriculum development, the emphasis being placed on the teleological, content- and process-based approach towards the school curriculum. At the same time, the stages of curricular reform in the Republic of Moldova, starting with the 1990s, are described retrospectively, as well as innovative approaches to the developed curriculum.

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Lai, Steven, Bradley M. Buchheit, Kellie Kitamura, et al. "Five Key Articles on Curriculum Development for Graduate Medical Educators." Journal of Graduate Medical Education 16, no. 1 (2024): 75–79. http://dx.doi.org/10.4300/jgme-d-23-00208.1.

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Background Curriculum development is an essential domain for medical educators, yet specific training in this area is inconsistent. With competing demands for educators’ time, a succinct resource for best practice is needed. Objective To create a curated list of the most essential articles on curriculum development to guide education scholars in graduate medical education. Methods We used a modified Delphi method, a systematic consensus strategy to increase content validity, to achieve consensus on the most essential curriculum development articles. We convened a panel of 8 experts from the Un

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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, et al. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is

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Roure, Bastien, Chirjiv Anand, Véronique Bisaillon, and Ben Amor. "Systematic curriculum integration of sustainable development using life cycle approaches." International Journal of Sustainability in Higher Education 19, no. 3 (2018): 589–607. http://dx.doi.org/10.1108/ijshe-07-2017-0111.

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Purpose The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success. Design/methodology/approach This paper thus proposes a framework for the systematic integration of SD through the lenses of life cycle approach and associated tools to attain effective curriculum integration. The proposed framework suggests the following five steps: mapping

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Daud, Darmawan, Muhammad Nasir, and Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)." Journal on Education 6, no. 4 (2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adal

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Cindy Durtschi, Cindy Durtschi, and Tawei (David) Wang Cindy Durtschi. "The Development of Accounting Data Analytics Curriculum." International Journal of Computer Auditing 2, no. 1 (2020): 001–4. http://dx.doi.org/10.53106/256299802020120201001.

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<p>Accounting programs are now being encouraged to incorporate data analytics into their programs. This article will provide suggestions on how to set up a data analytics program in a school of accountancy, answer why it is important to incorporate data analytics within accounting programs, and nally how to create a well-integrated curriculum.</p> <p>&nbsp;</p>

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Fachru Abdul Rahman and Ika Kartika. "Pengembangan Kurikulum Pesantren Muadalah." Jurnal Dirosah Islamiyah 7, no. 1 (2025): 127–36. https://doi.org/10.47467/jdi.v7i1.6457.

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The regulations for the development of the muadalah Islamic boarding school curriculum contained in the Regulation of the Minister of Religion of the Republic of Indonesia number 31 of 2020 emphasize the importance of maintaining the characteristics of each Muadalah Islamic boarding school. development consisting of planning, implementation and evaluation is a crucial aspect in this process. This research method uses a qualitative approach with triangulation data collection techniques. The research location is at the Rafah Islamic Boarding School. The results of this research indicate that the

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Hasriadi, Siswanto, and Ahmad Muktamar. "Islamic Religious Education Curriculum Development Model." ETDC: Indonesian Journal of Research and Educational Review 2, no. 4 (2023): 55–69. http://dx.doi.org/10.51574/ijrer.v2i4.936.

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The field of education is ever-evolving and always changing in the direction of perfection, both in terms of future readiness and adaptability to the environment and time in which it exists. In essence, the curriculum serves as a roadmap for carrying out the educational process in both schools and even colleges. There is no denying that curriculum implementation in the millennial era requires curriculum to change to meet the demands of the times. Islam itself strongly encourages movements for constructive development and change, believing that these are the keys to advancement and improvement.

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Marques, Aline Rabelo. "Collapse in the foundations of the curricular development process for brazilian basic education." OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, no. 2 (2024): e3242. http://dx.doi.org/10.55905/oelv22n2-097.

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This text presents analyzes of the ideological discourse that fueled the collapse in the intentionality of selection and distribution of knowledge considered valid. Specifically, problematizing as curricular documents proposed after the reform of the curriculum in the 1990s, they presented, discursively, questions related to knowledge. It is assumed that the links established with the market, from the neoliberal perspective, caused a collapse in the fundamentals of curriculum development, directly affecting the process of construction of the curriculum and/or curriculum documents. In this cont

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Ariwidodo, Eko. "An Educational Philosophy Perspective On Teaching in Contemporary Curriculum Development." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 11, no. 1 (2023): 57–76. http://dx.doi.org/10.36052/andragogi.v11i1.325.

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Current research supports the significance of critical consciousness development in the educational process. The research on reflective participatory learning and critical consciousness to foster critical consciousness in higher education may be far superior, notwithstanding a few shortcomings. More research is needed to determine the nature of critical consciousness in the higher education curriculum's philosophy of education and the best ways to support these students' vital development of consciousness. The critical consciousness technique was used in this investigation, and critical consci

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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students&rsquo; key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment

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Viirpalu, Piret, Edgar Krull, and Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum." Journal of Teacher Education for Sustainability 16, no. 2 (2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.

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Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curr

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Shawer, Saad F. "Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters." Teaching and Teacher Education 26, no. 2 (2010): 173–84. http://dx.doi.org/10.1016/j.tate.2009.03.015.

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Holycross, Jennifer. "Curriculum Mapping—An Essential Tool for Curriculum Development." Journal of Physician Assistant Education 17, no. 4 (2006): 61–64. http://dx.doi.org/10.1097/01367895-200617040-00036.

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Frey, Karl, Alfons Frei, and Rolf Langeheine. "Do curriculum development models really influence the curriculum?" Journal of Curriculum Studies 21, no. 6 (1989): 553–59. http://dx.doi.org/10.1080/0022027890210606.

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KONNO, Yoshikiyo. "Special Issue: Curriculum School Curriculum Development in Japan." Comparative Education 1989, no. 15 (1989): 62–78. http://dx.doi.org/10.5998/jces1988.1989.15_62.

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Nafisah, Nisa'atun. "ISLAMIC EDUCATION CURRICULUM DEVELOPMENT MODEL 2013 CURRICULUM VERSION." Journal on Research and Review of Educational Innovation 1, no. 1 (2023): 25–33. http://dx.doi.org/10.47668/jrrei.v1i1.722.

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Position Islamic Religious Education Curriculum (PAI) as the center in the whole process of education, as direction for all activity education to achieve the purpose. Because of that to reach something successful curriculum it is necessary a nice system that loads components of the best curriculum and is supported by the structure of the best curriculum. The Aim of PAI curriculum is to Upgrade productive, creative, innovative, and effective operating faith and piety, for Upgrade what ever studied participants educate about religion as well as life practice every day. The method used in the stu

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Effendi, Silma Mazia. "Various Approaches in Islamic Religious Education Curriculum Development." Jurnal Ar Ro'is Mandalika (Armada) 3, no. 3 (2024): 131–40. http://dx.doi.org/10.59613/armada.v3i3.2832.

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   The curriculum encompasses learning plans in schools or conferences, with a modern interpretation emphasizing a holistic understanding of objectives, teaching methods, and content. However, challenges related to the alignment of the Islamic Religious Education (PAI) curriculum with modern demands necessitate continuous efforts to adapt to the evolving times, integrate technology, and ensure the curriculum's relevance and quality. The role of the PAI curriculum in Indonesia is to guide behavior and commercial activities in line with Islamic values, fostering harmony among p

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Waiyawak, Pennapa. "Development of the Online Nora Dance Training Curriculum." Parichart Journal, Thaksin University 36, no. 1 (2023): 198–212. http://dx.doi.org/10.55164/pactj.v36i1.259317.

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Development of the Online Nora Dance Curriculum is a developmental study aimed to investigate and promote an online Nora dance curriculum for youths and interested individuals. The curriculum was grounded on Hilden Taba’s concept of curricular development and coordinated in the development process by academics, local artists, experts in art and culture, and Nora dance performance. The study results suggested that the development of the online Nora Dance curriculum comprised 7 steps. The online Dance curriculum consisted of 4 underlined courses namely 1) Nora Dance Course featuring 9 lessons, 2

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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia." Journal of Education and Vocational Research 8, no. 3 (2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.

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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the

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Tabin, Nathalie, Carine Pannetier, and Daiana Stolz. "Methodology of curriculum development." Journal of Thoracic Disease 13, no. 3 (2021): 2035–37. http://dx.doi.org/10.21037/jtd.2019.01.89.

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Văn Cường, Nguyễn. "Competency-oriented Curriculum Development." Journal of Science, Educational Science 61, no. 3 (2016): 3–9. http://dx.doi.org/10.18173/2354-1075.2016-0021.

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Strom, Robert, Shirley Strom, Pat Collinsworth, Paris Strom, and Dianne Griswold. "Black Grandparents: Curriculum Development." International Journal of Aging and Human Development 43, no. 2 (1996): 119–34. http://dx.doi.org/10.2190/j1wa-wh8g-h6n2-dpqa.

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The performance of Black grandparents was examined to determine the most suitable content for an educational program intended to assist them in their role. A sample of 626 non-consanguineous subjects included 204 grandparents, 128 parents, and 294 grandchildren. Each generation group completed a separate version of the Grandparent Strengths and Needs Inventory to identify the favorable qualities of grandparents and aspects of their relationships in which further growth was necessary. A combination of multivariate analysis of variance procedures, univariate analysis of variance tests, and t-tes

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Bryant, Lara M. P. "Geospatial Technology Curriculum Development." International Journal of Applied Geospatial Research 5, no. 1 (2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.

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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their

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Tribe, John. "Curriculum, Development and Conflict." Journal of Teaching in Travel & Tourism 3, no. 1 (2003): 25–45. http://dx.doi.org/10.1300/j172v03n01_03.

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Gregory, Kenneth J. "Curriculum development in geomorphology." Journal of Geography in Higher Education 12, no. 1 (1988): 21–30. http://dx.doi.org/10.1080/03098268808709022.

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SHAPIRO, DANIEL F. "Facilitating Holistic Curriculum Development." Assessment & Evaluation in Higher Education 28, no. 4 (2003): 423–34. http://dx.doi.org/10.1080/0260293032000066245.

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Alsagoff, Lubna, and Ee-Ling Low. "Challenges in Curriculum Development." RELC Journal 38, no. 2 (2007): 229–46. http://dx.doi.org/10.1177/0033688207079707.

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