Relevant bibliographies by topics / Curriculum Exit Preference

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Academic literature on the topic 'Curriculum Exit Preference'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Curriculum Exit Preference"

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Nighat Haroon Khan. "Learning approaches of undergraduate medical students at exit and entry of their medical schools." Professional Medical Journal 31, no. 05 (2024): 833–39. http://dx.doi.org/10.29309/tpmj/2024.31.05.8082.

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Objective: To Compare the learning approaches of medical students at the exit and entry of their medical school, to evaluate the influence of gender and to look for factors leading students towards a change in their learning approach, if any, through interviews. Study Design: Concurrent Mixed Method study. Setting: Ameer-ud-deen Medical College, Lahore. Period: March 2021 to March 2022. Methods: Sequential mixed method 100 first year and 100 Final year MBBS students were included in the study for quantitative analysis. ASSIST Questionnaire is used for identifying student’s approach to studying
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McMillan, F. J., C. Bond, J. Inch, S. Bartlett, A. Bullock, and J. Cleland. "Is the post-registration foundation programme fit for purpose for community pharmacists? An exploration of pharmacist experiences." International Journal of Pharmacy Practice 30, Supplement_1 (2022): i14—i15. http://dx.doi.org/10.1093/ijpp/riac021.020.

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Abstract Introduction The two-year, NHS Education for Scotland (NES) post-registration foundation programme supports early career pharmacists in patient-facing sectors of practice. The experiential programme, based on an eight-element competency framework, also includes webinars, online resources, and tutor support. Learners complete an online evidence portfolio and undertake a summative OSCE. Aim The aim of this paper is to report the experiences of the community-pharmacist participants, with a focus on the ‘fitness-for-purpose’ of the programme. Methods This was a longitudinal mixed-methods
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Hussain, Mohammed Sajjad, and Bharati Chand. "EMPIRICAL APPROACH FOR DEVELOPMENT OF PARENTAL PREFERENCES TO ADMIT CHILDREN IN SCHOOLS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 49 (2021): 12062–70. http://dx.doi.org/10.21922/srjhsel.v10i49.9747.

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The present study was taken up to research question of Parental Preference for School Type. When government schools do exist in sufficient numbers alongside private schools, will families choose to enroll children in private schools over government schools? Does curriculum matter? Do other cultural factors matter?
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Buxton, Amy, Jamie Jensen, Geoff Wright, et al. "Spiders or Butterflies? Despite Student Preference, Gender-Biased Lesson Models. Do Not Impact Interest, Attitude, and Learning in Biology." Advances in Social Sciences Research Journal 7, no. 4 (2020): 87–101. http://dx.doi.org/10.14738/assrj.74.8074.

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Background: Educational research often emphasizes the prevalent gender gap between males and females in science, technology, engineering, and mathematics (STEM) fields. In our study, we took a new approach on gender research by specifically considering whether there is a gender-oriented preference in curricular models (the specific lesson examples and content used to teach a broader biology topic, e.g., dust mites as a model of symbiosis) implemented to teach biology and how these models affect student interest, attitude, and learning. We sampled kindergarten through sixth grade students to de
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Gonzaga, Kristhen A., Nidine L. Dominese, and Zipporah Abegail C. Duyag. "The Four Exits of Senior High School: A Tracer Study in Ozamiz City." International Journal of Research and Innovation in Social Science VIII, no. XII (2025): 3833–44. https://doi.org/10.47772/ijriss.2024.8120320.

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Understanding the chosen exit paths of graduates is essential for evaluating the effectiveness of the SHS program and guiding future curriculum development. This study aims to trace the exit paths of senior high school graduates from a higher education institution in Ozamiz City, Misamis Occidental, focusing on their progression into tertiary education, employment, entrepreneurship, and middle-level skills development. The study employed a quantitative approach using a descriptive research design. Data were collected from 371 randomly selected graduates using questionnaires. The responses were
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Martin, James E., John H. Oliphint, and Greg R. Weisenstein. "ChoiceMaker: Transitioning Self-Determined Youth." Rural Special Education Quarterly 13, no. 1 (1994): 16–23. http://dx.doi.org/10.1177/875687059401300104.

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Individuals who are successful are self-determined. Unfortunately, too many youths with disabilities are not self-determined. Many individuals with disabilities exit our schools faced with a quality of life that looks quite different from their non-handicapped peers. Transition activities must be based on students' needs, preferences, and interests. School based transition planning should be directed toward employment outcomes. Students need opportunities to learn their vocational preferences, interests and skills relative to the available job market. By using a Self-Directed Employment Model,
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7

Debreli, Emre, and Nazife Onuk. "The Influence of Educational Programme on Teachers’ Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context." International Education Studies 9, no. 6 (2016): 76. http://dx.doi.org/10.5539/ies.v9n6p76.

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<p class="apa">In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students’ preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers’ preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers’ practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explor
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Afaq, Asma, and Usman Mahboob. "PICABOO: Effects of Hidden Curriculum on student's behavior." Health Professions Educator Journal 4, no. 2 (2021): 9–15. http://dx.doi.org/10.53708/hpej.v4i2.1091.

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Introduction: Hidden curriculum (HC) is “a sum of influences” that exist in the educational environment. It is the set of cultures, values, safety practices, and organizational structures within a school which affects students’ personal, professional development, learning, and behavior. HC is not documented but inferred by learners rather than delivered intentionally by faculty. In our educational system, Is the curriculum yet to be discovered, or has it been hidden by someone? The curriculum remains hidden until faculty and students get aware of it.Objective: To explore the effects of HC on s
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Ingrassia, Pier Luigi, Marco Foletti, Ahmadreza Djalali, et al. "Education and Training Initiatives for Crisis Management in the European Union: A Web-based Analysis of Available Programs." Prehospital and Disaster Medicine 29, no. 2 (2014): 115–26. http://dx.doi.org/10.1017/s1049023x14000235.

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AbstractIntroductionEducation and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailin
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Kolloff, Penny Britton. "Gifted Girls and the Humanities." Journal of Secondary Gifted Education 7, no. 4 (1996): 486–92. http://dx.doi.org/10.1177/1932202x9600700407.

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In recent years, attention has been drawn to differences between the school experiences of females and those of males. Although particular focus has been on conditions that contribute to attrition and underachievement of females in science and mathematics, similar conditions may exist in humanities classes. Specifically, students in English and history/social studies classes frequently encounter materials that are disproportionately by and about males and an overall classroom environment that is more supportive of males. All students need a curriculum that reflects the contributions of talente
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Book chapters on the topic "Curriculum Exit Preference"

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Vallera, Farah L., and Chris Harvey. "Making and Modalities." In Research Anthology on Makerspaces and 3D Printing in Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6295-9.ch036.

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The World Economic Forum's 2018 report indicated that students will need to be prepared for a rapidly changing, technology-filled world in which their future jobs likely do not yet exist. Recent education reform initiatives have focused on preparing the workforce for 21st century jobs by improving STEM literacy and acknowledging the importance of teacher preparation. Unfortunately, many teachers, designers, and technologists have not been trained in the same ways as they are expected to prepare students, and training opportunities are often delivered in traditional, business-as-usual formats.
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Vallera, Farah L., and Chris Harvey. "Making and Modalities." In Handbook of Research on Innovations in Non-Traditional Educational Practices. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4360-3.ch007.

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The World Economic Forum's 2018 report indicated that students will need to be prepared for a rapidly changing, technology-filled world in which their future jobs likely do not yet exist. Recent education reform initiatives have focused on preparing the workforce for 21st century jobs by improving STEM literacy and acknowledging the importance of teacher preparation. Unfortunately, many teachers, designers, and technologists have not been trained in the same ways as they are expected to prepare students, and training opportunities are often delivered in traditional, business-as-usual formats.
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You might also be interested in the extended bibliographies on the topic 'Curriculum Exit Preference' for particular source types:
Journal articles
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