Relevant bibliographies by topics / Curriculum knowledge

Contents

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

Academic literature on the topic 'Curriculum knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Curriculum knowledge"

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Amelia Simeoni, Irene, Romina Caballero, and Carlos Oscar Lepez. "Curricular innovation in the knowledge society." Seminars in Medical Writing and Education 3 (January 27, 2024): 58. http://dx.doi.org/10.56294/mw202458.

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Introduction: the problematization of the phenomenon of curricular innovation has been approached by research in the international and local context and confronting positions have emerged around the curriculum; and in order to make effective the transformation in the educational field and in a peculiar way in the decisions of the Curriculum, it is necessary to assume policies of change in the educational management. The objective of this work focuses on the characterization, reflection and theoretical deepening of curricular innovation within the framework of the knowledge and information soci
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Beck, John. "Powerful knowledge, esoteric knowledge, curriculum knowledge." Cambridge Journal of Education 43, no. 2 (2013): 177–93. http://dx.doi.org/10.1080/0305764x.2013.767880.

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Schwartz, Henrietta. "Unapplied Curriculum Knowledge." Teachers College Record: The Voice of Scholarship in Education 89, no. 5 (1988): 35–59. http://dx.doi.org/10.1177/016146818808900503.

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Saranovic-Bozanovic, Nadezda, and Slobodanka Milanovic-Nahod. "Knowledge and curriculum." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 65–78. http://dx.doi.org/10.2298/zipi0204065s.

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The paper raises the questions as follows: What is knowledge in general? What is it that a student should know? What does it mean that somebody knows something? Those questions point to a volume of dilemmas related to the epistemological issue of the nature of knowledge. Regardless of some authors' views that knowledge has not been defined yet, in the present paper knowledge is a subject matter of analysis from the aspect of various theoretical conceptions. The fact is that curricula development as well as the conception of student cognitive development depends on how knowledge is defined. Als
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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory
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Yue, Hongwei, Hanhui Lin, Yingying Jin, Hui Zhang, and Ken Cai. "Opening Knowledge Graph Model Building of Artificial Intelligence Curriculum." International Journal of Emerging Technologies in Learning (iJET) 17, no. 14 (2022): 64–77. http://dx.doi.org/10.3991/ijet.v17i14.32613.

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The knowledge points setting of artificial intelligence curriculum has shortcomings in connection between theory and practices. To overcome the problem, this study designs an open knowledge point design model based on knowledge graph. Fist, to promote the construction of the knowledge graph (KG) of curriculums, associated teaching research was analyzed visually. Then the order and hierarchical structure of the knowledge points were defined, and the ontology structure of curriculum knowledge and the relationship between knowledge points and posts were designed as well. Moreover, an overall logi
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张, 越. "Interdisciplinary Curriculum Knowledge Organization." Advances in Education 14, no. 11 (2024): 255–61. http://dx.doi.org/10.12677/ae.2024.14112049.

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Scott, David. "Knowledge and the curriculum." Curriculum Journal 25, no. 1 (2014): 14–28. http://dx.doi.org/10.1080/09585176.2013.876367.

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Wyse, Dominic, Louise Hayward, Kay Livingston, and Steve Higgins. "Knowledge across the curriculum." Curriculum Journal 27, no. 3 (2016): 295–97. http://dx.doi.org/10.1080/09585176.2016.1207417.

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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of t
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Dissertations / Theses on the topic "Curriculum knowledge"

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Winkler, Gisela Gertrud. "Teacher knowledge, identity and curriculum reform." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437278.

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Anders, Deborah Ann. "Teachers' classroom knowledge as curriculum script." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185646.

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This study was designed to capture and portray a teacher's classroom knowledge as curriculum script. The task framework suggested by Doyle (1980, 1983, 1986) was combined with the descriptions of the activity organization and materials used to convey the content, to examine activities embedded within classroom events in order to determine the patterns which might suggest the content and character of the teacher's knowledge for one content area, mathematics. The teacher taught two math groups each week: a second grade, homogeneous group three days per week, and her combination second and third
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Madelin, Richard. "Social processes and curriculum knowledge in further education." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315206.

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Tribe, John Douglas Arthur. "The philosophic practitioner : tourism, knowledge and the curriculum." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019144/.

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Tourism is an important and growing activity in the world. It produces significant impacts not only on businesses and the economy, but also on people and the planet. Tourism education at university level has grown just as rapidly as its target phenomenon. However, a vocationalist orthodoxy, focusing predominantly on business and the economy, is evident in the emerging curricula. Recent curriculum proposals in the tourism literature describe partial framings that legitimate this vocationalist trend. This thesis addresses concerns about what should be taught. Its initial review of methodological
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Brading, Aungelique R. "Impact of Core Knowledge Curriculum on Reading Achievement." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4717/.

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The purpose of this study was to examine the impact of Core Knowledge curriculum, a Comprehensive School Reform model, on the reading achievement of elementary students located in a north Texas suburban school district. A repeated measures, matched-comparison design was employed using longitudinal data over a three year period. Repeated measures analyses of variance (ANOVA) were conducted to determine if there were any significant differences in student achievement scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The experimental and control school were examined
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Reina, Laura J. "Route-Finding: Developing Curricular Knowledge and Impacting Practice Through a Collaborative Curriculum Mapping Process." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7339.

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Research indicates curriculum mapping is beneficial for teachers and students. However, it is not effectively implemented because there are barriers in time, support, and knowledge. This research sought to remove those barriers and study the impact on teachers’ practice when they were able to work together to develop a curriculum map. The focus of the teachers’ map was the Kindergarten through third grade English Language Arts curriculum. This work included a series of professional development sessions where teachers worked collaboratively to gain a greater understanding of the curriculum and
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Stoop, Graham Charles. "The management of knowledge : text, context, and the New Zealand English curriculums, 1969-1996." Thesis, University of Canterbury. Education, 1998. http://hdl.handle.net/10092/1045.

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This is a study of the New Zealand English curriculums, 1969-1996. The study is organised around three phases of reform: the initial changes made to the teaching of English in the first three years of secondary school; the later reform of the senior-school English syllabus; the more recent development of an integrated national curriculum statement for the teaching of English. These reforms are charted in a narrative fashion, although the thesis does not purport to be a full history of English teaching in the period under review. Instead, the various developments and changes to English te
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Seguin, Kimberley. "Difficult Knowledge and Alternative Perspectives in Ontario's History Curriculum." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39384.

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This study used qualitative research methods to analyze the ways in which difficult knowledge is represented in Ontario’s 2013 and revised 2018 history curriculum (Grades 7, 8, 10). Difficult knowledge promotes serious discussions about weighty topics – often entrenched in collective memory – and invites readers to reflect on the different values, beliefs, and perspectives around such topics. In this study, difficult histories refer to contested depictions of past violence and oppression as they appear in historical narratives and curricular frameworks (Epstein and Peck, 2017). Examining the c
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Meier, Lori T. "Visual Concept Mapping in Curriculum Studies: A Pedagogical Canvas for Emerging Knowledge." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5894.

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Hill, Landon. "Unique forms of knowledge and curriculum in hip-hop pedagogy." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.

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<p> Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black a
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Books on the topic "Curriculum knowledge"

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Moncrieffe, Marlon Lee, ed. Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8.

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Nick, Taylor, ed. Inventing knowledge: Contests in curriculum construction. Maskew Miller Longman, 1993.

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C, Short Edmund, ed. Curriculum professors' specialized knowledge. University Press of American, 1985.

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Behar-Horenstein, Linda S. The knowledge base of curriculum: An empirical analysis. University Press of America, 1994.

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King, Joyce E., and Ellen E. Swartz. Heritage Knowledge in the Curriculum. Routledge, 2018. http://dx.doi.org/10.4324/9781351213233.

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Goodson, Ivor F. Subject knowledge: Readings for the study of school subjects. Falmer Press, 1997.

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Whitty, Geoff. Sociology and school knowledge: Curriculum theory, research, and politics. Methuen, 1985.

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Whitty, Geoff. Sociology and school knowledge: Curriculum theory, research and politics. Methuen, 1985.

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Loveless, Douglas J. Academic knowledge construction and multimodal curriculum development. Information Science Reference, 2014.

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Barrett, Brian, and Elizabeth Rata, eds. Knowledge and the Future of the Curriculum. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137429261.

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Book chapters on the topic "Curriculum knowledge"

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Surma, Tim, Claudio Vanhees, Michiel Wils, et al. "Knowledge and the Curriculum." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-74661-1_3.

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AbstractThe curriculum is a complex concept central to educational debates. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. In this chapter, we consider the lessons learned from both extremes, proposing a knowledge-rich curriculum as the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhanc
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Bartlett, Jayne, and Emma Housden. "Identifying curriculum knowledge." In Developing an Outstanding Curriculum. Routledge, 2023. http://dx.doi.org/10.4324/9781003298274-4.

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Beck, John. "Powerful Knowledge, Esoteric Knowledge, Curriculum Knowledge." In Knowledge and the Future of the Curriculum. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137429261_4.

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Wood, Meena Kumari, and Nick Haddon. "Knowledge through skills." In Secondary Curriculum Transformed. Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-10.

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Markowska-Manista, Urszula. "Decolonising Education Through Bottom-Up Participatory Activities in Poland." In Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_11.

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Kustatscher, Marlies, Edwar Calderón, E. Kay M. Tisdall, William A. Evanko, and Juan Manuel Gomez Serna. "Decolonising Participatory Methods with Children and Young People in International Research Collaborations: Reflections from a Participatory Arts-Based Project with Afrocolombian and Indigenous Young People in Colombia." In Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_2.

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Abawi, Zuhra. "Decolonising Early Childhood Curricula: A Canadian Perspective." In Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_8.

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Nghikefelwa, Josephine Mwasheka, Frances Wyld, and Gina Wisker. "Creating and Curating: Three Voices from Namibia, Australia and the UK on Decolonising the Literary-Related Doctorate." In Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_4.

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Bhandari, Nub Raj, and Marlon Lee Moncrieffe. "Decolonising Curriculum Knowledge Using Arts-Based Approaches for Teaching and Learning Civic Education with Young People in Nepal." In Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_3.

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Charles, Marie. "Developing a Reframed Curriculum for the UK: Who Were the Ancient Britons?" In Decolonising Curriculum Knowledge. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13623-8_9.

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Conference papers on the topic "Curriculum knowledge"

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Wang, Wenxuan, Wei Huang, and Jianbin Jiao. "Curriculum-Based Knowledge Distillation: From Ranking to Distribution." In 2025 10th International Conference on Cloud Computing and Big Data Analytics (ICCCBDA). IEEE, 2025. https://doi.org/10.1109/icccbda64898.2025.11030448.

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Wang, Changlong, Xiujuan Sang, Xijie Wang, Yuan Gao, and Yi Liu. "Research on Knowledge Graph Extraction Methods for Chinese STEM Curriculum." In 2024 7th International Conference on Machine Learning and Natural Language Processing (MLNLP). IEEE, 2024. https://doi.org/10.1109/mlnlp63328.2024.10800180.

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Liang, Zheng, and Wenxiang Zhang. "Exploration of the Construction of Curriculum System Based on Knowledge Graph." In 2024 5th International Conference on Information Science and Education (ICISE-IE). IEEE, 2024. https://doi.org/10.1109/icise-ie64355.2024.11025427.

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Akintunde, Ruth Okoilu, Preya Shabrina, Veronica Catete, Tiffany Barnes, Collin Lynch, and Teomara Rutherford. "Data-informed curriculum sequences for a curriculum-integrated game." In LAK '20: 10th International Conference on Learning Analytics and Knowledge. ACM, 2020. http://dx.doi.org/10.1145/3375462.3375530.

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"KNOWLEDGE REPRESENTATION FRAMEWORK FOR CURRICULUM DEVELOPMENT." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003052303270330.

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De Block, Tessa, and Kelly Martens. "ECLIPS: UNCOVERING KNOWLEDGE ACROSS THE CURRICULUM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1013.

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Tang, Yumou, Kun Zhan, Zhibo Tian, Mingxuan Zhang, Saisai Wang, and Xueming Wen. "Curriculum Knowledge Switching for Pancreas Segmentation." In 2023 IEEE International Conference on Image Processing (ICIP). IEEE, 2023. http://dx.doi.org/10.1109/icip49359.2023.10222027.

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Dong, Ying-bo, and Xia Hou. "A Knowledge Graph for Curriculum System." In 2018 International Conference on Education Reform and Management Science (ERMS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/erms-18.2018.78.

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Yang, Yuwen, Chang Liu, Xun Cai, Suizhi Huang, Hongtao Lu, and Yue Ding. "UNIDEAL: Curriculum Knowledge Distillation Federated Learning." In ICASSP 2024 - 2024 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2024. http://dx.doi.org/10.1109/icassp48485.2024.10447769.

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Narvekar, Sanmit, Jivko Sinapov, and Peter Stone. "Autonomous Task Sequencing for Customized Curriculum Design in Reinforcement Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/353.

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Transfer learning is a method where an agent reuses knowledge learned in a source task to improve learning on a target task. Recent work has shown that transfer learning can be extended to the idea of curriculum learning, where the agent incrementally accumulates knowledge over a sequence of tasks (i.e. a curriculum). In most existing work, such curricula have been constructed manually. Furthermore, they are fixed ahead of time, and do not adapt to the progress or abilities of the agent. In this paper, we formulate the design of a curriculum as a Markov Decision Process, which directly models
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Reports on the topic "Curriculum knowledge"

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Marsh, Ruth H., and Anthony L. Rogers. Knowledge Boosting Curriculum for New Wind Industry Professionals Final Technical Report. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1059057.

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Schall, Lecia. Focus on a STEM, Based in Place, Watershed Curriculum: A confluence of stormwater, humans, knowledge, attitudes, and skills. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2349.

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Chahine, Ricardo, Prince Adu Gyamfi, Nandhesh Subash, et al. Design of Educational Material and Public Awareness Campaigns for Improving Work Zone Driver Safety. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317375.

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This project aims to help improve work zone driver safety in Indiana through driver education and public awareness campaigns. The project focused on two specific objectives: (1) to design a public awareness campaign to increase drivers’ knowledge and influence positive attitudes about work zone driver safety practices; and (2) to prepare educational materials to be incorporated into driver’s education or training curriculum prior to taking driving test and getting a driver’s license issued. The campaign was informed by formative research, conducted using a survey to assess public knowledge and
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Schray, Vickie. A study of prospective entrepreneurs' perceptions of knowledge required for success : and its implications for curriculum development and revision. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6030.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, 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
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Squires, Alice, Art Pyster, Brian Sauser, et al. Applying Systems Thinking via Systemigrams(TM) for Defining the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASE) Project. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada522654.

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Baytar, Fatma, and Allison Meyer. Equipping apparel design students with the knowledge of 3D/ 2D simulation technologies: A case study and its implications for curriculum development. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-781.

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Chea, Sathya, Sopheak Song, and Seyhakunthy Hun. Competency-Based TVET in Cambodia: Promise and Reality. Cambodia Development Resource Institute, 2020. https://doi.org/10.64202/wp.124.202008.

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Modernisation brings new economic and social challenges around the globe. In this era of the knowledge economy, knowledge and skills have become valuable assets for national development. Many countries have been working out how best to enhance their knowledge and skills pool. Focus has recently turned to competency-based training (CBT), which is believed to enrich students with practical competencies relevant to labour market needs and thus enhance their productivity and, ultimately, national economic growth. The CBT is characterised by a student-centred approach and module-based course with a
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Bright, Nicola, Keita Durie, Renee Tuifagalele, and Taniora Robinson. Ngā whai painga o Te Ao Haka | The positive impacts of Te Ao Haka for ākonga, whānau, and kaiako. NZCER, 2023. http://dx.doi.org/10.18296/rep.0027.

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This report It sets out out to understand what benefits and changes can occur for ākonga Māori, whānau, and kaiako when a subject such as Te Ao Haka—that is grounded in te Ao Māori and centres Māori culture, language and identity, knowledge systems, and iwi traditions—has mana ōrite or equal status within NCEA and The New Zealand Curriculum.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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