Relevant bibliographies by topics / Curriculum (education)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum (education)'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Curriculum (education)"

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Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination." Journal for the Education of the Gifted 11, no. 2 (January 1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

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Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) course descriptions, and (5) skeletal unit plans.
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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 (December 1, 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’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.
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Sun, Haichun, and Tan Zhang. "Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis." Kinesiology Review 7, no. 3 (August 1, 2018): 251–58. http://dx.doi.org/10.1123/kr.2018-0019.

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In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.
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Ghassan, Ayesha, Irfan Shukr, Naushaba Sadiq, and Rabia Ahsan. "CURRENT TRENDS IN DENTAL EDUCATION." PAFMJ 71, no. 3 (June 30, 2021): 1107–13. http://dx.doi.org/10.51253/pafmj.v71i3.6318.

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The dental profession is an important segment of human health care services all over the world. Dental schools in Europe and United States have evolved their curriculum to keep abreast with advances in dentistry; like connective tissue biophysics and molecular engineering through an objectively structured and clinically oriented curriculum. However, dental education in our country is still mostly traditional. This article examines the new approaches to teaching and learning in dental schools/colleges that are shaping dental curriculum globally. Articles relating to curricular trends in dental education and advancement in the dental profession published between 2010-2020 were searched in medical search engines. However, few relevant articles published before this period were also consulted. The current trends in dental curricula show new teaching, learning, and assessment methods like small group discussions, case-based learning, competency-based learning, Inquiry-based teaching-learning, and peer-assisted learning. The curricular format is integrated and new innovative assessment techniques like the assessment of multiple systematic reviews (AMSTAR) are being employed. Virtual reality, interdisciplinary teaching, and distributed community models in dental education are being implemented. The emergence of COVID-19 has also affected dental education and as a result, e-learning formats and assessment techniques have become increasingly popular. Dental schools abroad have revamped their curriculum with the advances in newer technologies and research related to dentistry. There is a need to immediately update and redesign the present dental curriculum in our country as well.
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Khasanah, RR Ninik Barokatul, and Hendro Widodo. "PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM MODEL KURIKULUM 2013 DI SD MUHAMMADIYAH YOGYAKARTA." Muaddib : Studi Kependidikan dan Keislaman 1, no. 1 (April 24, 2019): 64. http://dx.doi.org/10.24269/muaddib.v1i1.1450.

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The curriculum is a reference component for each education unit and directs all forms of educational activities to achieve educational goals. The curriculum becomes an absolute requirement of education and becomes an integral part of education and teaching.Muhammadiyah Jogokariyan Elementary School Yogyakarta is one of Muhammadiyah's Business Charities under the Regional Education Council of Muhammadiyah Yogyakarta Regional Leaders also uses 2 curricula (government curriculum and Muhammadiyah Yogyakarta Regional Leadership curriculum).One of the curriculums developed at Muhammadiyah Jogokariyan Elementary School in Yogyakarta is about memorizing the Qur'an, thank God that with Tahfidz every year his students always increase and gain the trust of the community.
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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (April 1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.

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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.
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Algabri, Hayder Kareem. "Curriculum Technology Integration for Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, no. 1 (February 13, 2020): 295–300. http://dx.doi.org/10.5373/jardcs/v12i1/20201043.

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Simangaliso Kumalo, R. "Educating for Social Holiness in Institutions of Higher Education in Africa: Toward an Innovative Afrocentric Curriculum for Methodist Theological Education." Holiness 6, no. 1 (January 1, 2020): 21–34. http://dx.doi.org/10.2478/holiness-2020-0004.

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Abstract In 2016, South Africa saw student and staff protests calling for the decolonisation of the teaching curriculum in institutions of Higher Education. Although these protests were centred in public universities, the issue of decolonisation also affects private institutions such as seminaries that need to transform curricula from being permeated with Western idealism to being authentically African. This article explores this issue for Methodist theological education. It argues that decolonisation affects not only the content of the teaching curriculum but also matters such as staffing and curriculum development. Its focus is to develop ways of implementing an Afrocentric curriculum in African Methodist seminaries.
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Shively, Kate, and Jennifer Palilonis. "Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework." Journal of Education 198, no. 3 (October 2018): 202–14. http://dx.doi.org/10.1177/0022057418811128.

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This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.
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Thiesen, Juarues Da Silva. "Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica." education policy analysis archives 27 (May 27, 2019): 58. http://dx.doi.org/10.14507/epaa.27.3622.

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The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.
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Dissertations / Theses on the topic "Curriculum (education)"

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Clarke, Terence. "Curriculum development in religious education." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294021.

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Peach, Sam. "Understanding curriculum in higher education." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439139.

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Eastman, Michael G. "The Journey from Engineering Educator to Engineering Education Researcher." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279363.

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Abstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri & Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd & Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson & Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation.

My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals “not cut out” to become engineers.

My study is driven by the following research questions: (1) What are engineering educators’ perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?

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Marks, Lori J. "Curriculum-Based Measurement: Writing." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3680.

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Stock, David M. "Educating for Democracy: Reviving Rhetoric in the General Education Curriculum." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd985.pdf.

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Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
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Neville, Michael William. "Internationalizing the curriculum in teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0012/MQ52803.pdf.

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Carroll, Raymond F. "Ethics education in the accounting curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ65805.pdf.

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Hoadley, Sarah L. "Environmental education : factors behind curriculum adoption." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/S_Hoadley_070907.pdf.

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Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.

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This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom.
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Books on the topic "Curriculum (education)"

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Carrollton-Farmers Branch Independent School District (Tex.). Curriculum. Carrollton, TX: The Dist., 1988.

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Emeh, J. U. Curriculum in primary education. [Calabar, Nigeria]: Institute of Education, University of Calabar, 1992.

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The cubic curriculum. London: Routledge, 1997.

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Cornbleth, Catherine. Curriculum in context. London: Falmer Press, 1990.

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Glatthorn, Allan A. Curriculum leadership. Glenview, Ill: Scott, Foresman, 1987.

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Cassone, Mary Margaret. Early years curriculum: (used curriculum). [Dublin, Ont.]: Huron-Perth County Roman Catholic Separate School Board, 1995.

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Wisconsin. Dept. of Public Instruction., ed. Planning curriculum in international education. Madison, Wis: Wisconsin Dept. of Public Instruction, 2002.

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Sharpes, Donald K. Curriculum traditions and practices. New York: St. Martin's Press, 1988.

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Curriculum traditions and practices. London: Routledge, 1988.

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Curriculum leadership. Glenview, Ill: Scott, Foresman, 1987.

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Book chapters on the topic "Curriculum (education)"

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Ensor, Paula. "Curriculum." In Higher Education Dynamics, 179–93. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4006-7_14.

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Orpwood, Graham. "Curriculum." In Encyclopedia of Science Education, 254–56. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_146.

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Orpwood, Graham. "Curriculum." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_146-5.

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Coker, J. Kelly, and Savitri Dixon-Saxon. "Curriculum Development." In Preparing the Educator in Counselor Education, 120–44. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695-7.

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McComas, William F. "Curriculum." In The Language of Science Education, 30. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_27.

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Vaidya, Shipra. "Curriculum Evaluation." In SpringerBriefs in Education, 83–99. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1789-3_6.

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Quek, Chwee Geok. "Curriculum Evaluation." In Education Innovation Series, 223–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_14.

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Hudson, Brian, and Chris Shelton. "The curriculum." In Education System Design, 141–53. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-16.

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Ford, Donna Y. "Multicultural Curriculum." In Multicultural Gifted Education, 105–75. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-6.

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Flores, Maria Assunção. "Teacher Education Curriculum." In International Handbook of Teacher Education, 187–230. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0366-0_5.

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Conference papers on the topic "Curriculum (education)"

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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.

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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.
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Da, Li. "Computer hardware curriculums, curriculum contents and teaching methods." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228319.

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McDaniel, Elizabeth, Brenda Roth, and Michael Miller. "Concept Mapping as a Tool for Curriculum Quality." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2898.

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Concept mapping is typically used as a classroom tool for students to construct their own learning by illustrating the relationships and linkages among complicated concepts and their component parts. This paper reports on the application of concept mapping to create curricular schematics for academic programs that must be aligned to specific competencies. The competencies are mapped and represented in a visual framework to give administrators and faculty, as well as students, a better understanding of main ideas and how key concepts are integrated. Mapped representation of curriculum can be used to validate complicated curricula content and to assess student learning.
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Tatu (Boscodeala), Felicia Elena. "Rethinking Teaching in the Third Millennium. Possible Suggestions for History Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/35.

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Our research starts from the idea that evaluating the quality of the educational process in history, in the conditions of the educational process in history, in the conditions of 21st century education, is an attempt as difficult as it is interesting and instructive. In recent years, Romanian educations has undergone numerous transformations, both in terms of curricular aspects, respectively the curriculum, study programs and textbooks, as well as those related to the managerial component. In this process, operations of request and response, analysis and synthesis, evaluation and application have intervened and continue to intervene, all built on the basis of strategies in which all educational factors are involved.
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Bílek, Martin, Jiri Rychtera, and Katerina Chroustová. "IDENTIFICATION OF KEY AND CRITICAL POINTS IN EARLY CHEMISTRY CURRICULUM IN CZECH REPUBLIC." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.25.

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In the contribution possibilities and limits of the early chemistry curriculum innovation in the Czech Republic at time of current curricular reform are discussed. An example of chemistry subject matter in educational content and the context are focused. Methodology of research is based on interview with chemistry teachers, and partial results present problems with cognition overload of the pupils and the necessity to improve the content, particularly to build stronger connection to everyday life and forming of science literacy. Keywords: early chemistry education, key and critical points of curriculum, chemistry teachers.
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Srinivasan, S. "Computer forensics curriculum in security education." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940985.

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Edge, Crystal, and John Stamey. "Security education on a budget." In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940949.

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Garrido, Jose M., and Tridib Bandyopadhyay. "Simulation model development in information security education." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940983.

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Al-Hamdani, Wasim A., and Wendy D. Dixie. "Information security policy in small education organization." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940991.

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Dunn, H. Scott. "FERPA compliance in higher education." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670740.

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Reports on the topic "Curriculum (education)"

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Shaffer, Brenda, Huantian Cao, Kelly Cobb, Marsha A. Dickson, and Shameeka Jelenewicz. Textile and Apparel Curriculum Development for Sustainability Education. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8375.

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Keith, Jason, Daniel Crowl, David Caspary, Jeff Naber, Jeff Allen, Abhijit Mukerjee, Desheng Meng, John Lukowski, Barry Solomon, and Jay Meldrum. Hydrogen Education Curriculum Path at Michigan Technological University. Office of Scientific and Technical Information (OSTI), January 2012. http://dx.doi.org/10.2172/1032499.

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Mead, Nancy R., Elizabeth K. Hawthorne, and Mark Ardis. Software Assurance Curriculum Project Volume 4: Community College Education. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada610465.

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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada204097.

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Weigand, Lynn. Enhancing Bicycle and Pedestrian Education through Curriculum and Faculty Development. Portland State University Library, January 2013. http://dx.doi.org/10.15760/trec.1.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Davis, Lizhau, Li Zhao, and Dean Davis. It Is About the Time! Incorporate Entrepreneurship Education in Fashion Merchandising Curriculum. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8374.

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Altonji, Joseph. The Effects of High School Curriculum on Education and Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, August 1992. http://dx.doi.org/10.3386/w4142.

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Shitova, I. Yu. The curriculum of the course "Modernization processes in education" (direction: 44.06.01 "Education and pedagogical sciences", level - postgraduate study). Science and Innovation Center Publishing House, September 2016. http://dx.doi.org/10.12731/shitova.15092016.22149.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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