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Relevant bibliographies by topics / Curriculum planning Education, Secondary

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Academic literature on the topic 'Curriculum planning Education, Secondary'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Curriculum planning Education, Secondary"

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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 the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.

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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.

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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.

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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.

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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.

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Rei, Sally M., and Joseph S. Renzulli. "The Secondary Triad Model." Journal for the Education of the Gifted 13, no. 1 (October 1989): 55–77. http://dx.doi.org/10.1177/016235328901300105.

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The Secondary Triad Model (Reis & Renzulli, 1985) evolved after several years of experience with numerous field test sites in which the Enrichment Triad Model had been implemented at the elementary level. In early attempts at the junior and senior high school levels, several problems emerged that were not easily resolved through the use of the elementary administrative design. These problems included scheduling, finding time for creative/productive work in “content crowded” classes, and developing administrative and staff support. How to blend the gifted program into already existing options such as advanced placement, honors classes and extra-curricular activities was an additional concern. The Secondary Triad Model, which has been implemented in many sites, begins with the formation of an Interdisciplinary Planning Team (IPT) that includes faculty members who volunteer to participate from each of the major academic areas. This team plans and organizes program goals and activities, and meets on a regular basis to discuss curriculum compacting options for students and to plan schoolwide enrichment opportunities. The Secondary Model also includes the formation of Talent Pool classes which are based in the Enrichment Triad Model. These classes actually become self-contained Triad programs within each discipline and allow regular curriculum to be compacted so that students may participate in Type I and Type II activities within the subject, and “revolve into” Type III experiences, if interests develop.

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Boddy, Gail, Alison Booth, and Anthony Worsley. "What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula." Health Education 119, no. 4 (June 3, 2019): 277–90. http://dx.doi.org/10.1108/he-04-2019-0018.

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Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.

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Pilkevics, Arturs, Rasma Jansone, and Inese Bautre. "E-Planner for Physical Education on the Secondary School Level in Latvia." LASE Journal of Sport Science 5, no. 2 (December 1, 2014): 25–29. http://dx.doi.org/10.1515/ljss-2016-0029.

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Abstract An innovative planning and assessment tool for the subject of Physical Education (PE) on the secondary school level has been created in the course of this research project. Evaluation of the research on the Latvian assessment system in PE has shown the current need for an online based curriculum planning tool (e-planner) which would help teachers to effectively and qualitatively determine the levels of knowledge, skills, personal trait attributes and development dynamics in PE. This finding has served as basis for the hypothesis of the work: creating an e-planner will have a positive influence on the planning and evaluation processes in the subject of Physical Education on secondary level. The author set put to determine the theoretical foundation and the desired content of the E-planner according to the curriculum standard of PE on the secondary level in Latvia and create the planner based on the free Google Forms online platform. Study included the evaluation of teachers’ opinion about using the E-planner for planning and evaluation purposes. The result of this project is the first on-line curriculum planning tool in the Latvian language which is based on the modern theoretical understanding of student-centered planning and the assessment approach in education. Implementing such a tool on a state level across the disciplines would improve the quality of planning and instruction in schools.

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Byrne, Jenny, Christopher Downey, and Ana Souza. "Planning a competence‐based curriculum: the case of four secondary schools in England." Curriculum Journal 24, no. 3 (September 2013): 335–50. http://dx.doi.org/10.1080/09585176.2012.731007.

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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum." Water 12, no. 7 (June 30, 2020): 1877. http://dx.doi.org/10.3390/w12071877.

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Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.

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Males, Lorraine M., and Ariel Setniker. "Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses." International Journal of Educational Research 93 (2019): 153–67. http://dx.doi.org/10.1016/j.ijer.2018.09.016.

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Henning, Mary Beth, and Sarah Johnston-Rodriguez. "Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles." Citizenship, Social and Economics Education 17, no. 2 (July 30, 2018): 118–35. http://dx.doi.org/10.1177/2047173418789593.

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Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

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Dissertations / Theses on the topic "Curriculum planning Education, Secondary"

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Leung, Lai-yung. "Value orientations in junior secondary social studies curriculum." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.

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Manat, Boonprakob Kennedy Larry DeWitt. "The development of a curriculum model for teaching science in secondary schools in Thailand." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510421.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 23, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, Michael A. Lorber, John R. McCarthy. Includes bibliographical references (leaves 116-132) and abstract. Also available in print.

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So, Fong-mei. "The development of a school-based curriculum project in a secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.

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Yuen, Suk-kwan. "School-based curriculum development a case study in Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35520383.

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Lo, Tang Yim-man. "A study of the dissemination activities used in a centralized education system : the case of the new 1989 certificate level geography curriculum /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035462.

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Leung, Wai-kwan. "Curriculum decision-making within the hierarchy of aided secondary schools during a period of curriculum change the case of advanced supplementary level in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23457156.

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Ebrahim, Radya. "Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15988.

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Bibliography: pages 91-96.
The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.

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Obi, Uloma Nkpurunma. "Stakeholders' participation in curriculum development in four secondary schools in Fort Beaufort education district, Eastern cape province: towards a participatory curriculum model." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5840.

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The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.

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Hui, Kwai-yin. "Teachers' perceptions of curriculum continuity in secondary school geography." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.

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Lai, Man-kit. "Junior secondary pupils' learning in the biological concepts included in the CDC science (Forms I-III) syllabus 1986 and prerequisite for the CDC human biology (Secondary IV-V) syllabus 1987 of Hong Kong." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036569.

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Books on the topic "Curriculum planning Education, Secondary"

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Reinhartz, Judy. Secondary education: Focus on curriculum. New York: HarperCollins, 1992.

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Reinhartz, Judy. Secondary education: Focus on curriculum. New York: HarperCollins, 1992.

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Secondary education. London, England: Cassell, 1990.

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ASTI Annual Education Conference (1993). Senior cycle planning for change: ASTI Annual Education Conference 1993. (Dublin): Association of Secondary Teachers, Ireland, 1993.

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Evans, Norman. Curriculum change in the secondary school. London: RoutledgeFalmer, 2005.

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School subjects and curriculum change: Studies in curriculum history. Washington, D.C: Falmer Press, 1993.

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School Curriculum Development Committee., ed. Modular approaches to the secondary curriculum. York: Longman for the School Curriculum Development Committee, 1987.

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Education, Ontario Ministry of. Le curriculum des écoles secondaires de l'Ontario. [Toronto]: Le Ministère, 1996.

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Bhatt, B. D. Principles of curriculum construction. Delhi: Kanishka Pub. House, 1992.

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Hammond, John. A global curriculum?: Development education and the Junior Certificate. Dublin: CDVEC Curriculum Development Unit, 1991.

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Book chapters on the topic "Curriculum planning Education, Secondary"

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Everley, Suzanne, and Andy Wild. "Planning for the contribution of physical education to cross-curricular teaching." In A Practical Guide to Teaching Physical Education in the Secondary School, 105–15. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-10.

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Theodoulides, Andrew. "Planning for pupils’ learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development." In A Practical Guide to Teaching Physical Education in the Secondary School, 82–92. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-8.

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Wood, Meena Kumari, and Nick Haddon. "Impact: Quality assuring education." In Secondary Curriculum Transformed, 173–92. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-21.

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Wood, Meena Kumari, and Nick Haddon. "Next step choices: Careers Education, Information, Advice and Guidance (CEIAG)." In Secondary Curriculum Transformed, 228–44. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-27.

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Veselovská, Michaela, and Karolína Mayerová. "LEGO WeDo Curriculum for Lower Secondary School." In Robotics in Education, 53–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62875-2_5.

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Chitty, Clyde. "The Erosion of the National Curriculum." In New Labour and Secondary Education, 1994–2010, 129–49. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137076328_7.

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VanTassel-Baska, Joyce, Jason S. McIntosh, and Kelly L. Kearney. "Secondary Affective Curriculum and Instruction for Gifted Learners." In The Handbook of Secondary Gifted Education, 509–39. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-24.

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Rennie, Léonie, Grady Venville, and John Wallace. "Making STEM Curriculum Useful, Relevant, and Motivating for Students." In STEM Education in the Junior Secondary, 91–109. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5448-8_6.

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Guiney, M. Martin. "Inventing and Defending the General Education of Literature." In Literature, Pedagogy, and Curriculum in Secondary Education, 89–120. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1_4.

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Guiney, M. Martin. "Introduction: Literature as Academic Discipline During Hard Times." In Literature, Pedagogy, and Curriculum in Secondary Education, 1–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52138-1_1.

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Conference papers on the topic "Curriculum planning Education, Secondary"

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Kováč, Milan, and Peter Demkanin. "Physics Experiments Planned by The Students Themselves - Higher Secondary Education." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8767.

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More than 15 years ago we started to implement in our physics curriculum for 17 years old pupils physics experiments planned by students themselves. Each student must learn, how to prepare and perform physics experiment. The leading idea of this endeavor is “student must do, what she/he wants, at least sometimes”. As a most problematic part of this task is, as has been proved, to teach students to formulate a problem - a question, which can be answered by an experiment and also to formulate a hypothesis, a prediction based on the previous knowledge or based on the information gathered from secondary sources. As important we also see the connection of planning experiments to the goals and aims of science education and sensibility of it from the view of pupils and their parents. Planning experiments by students themselves is a task involving a manifold cluster of means of knowledge gathering and utilization. As generally in creativity, the crucial role has memory. The student applies his/her knowledge. But, at the same time, he/she learns, what is the optimal, useful strategy and structure of working, optimal management for a teamwork. Within planning, a student flips through external sources of information, usually, electronic sources or textbooks, focus his/her attention to information interesting or potentially useful for the phenomenon examined by the experiment just planned. Student remembers, what equipment is available, looks for other equipment and material. Of course, the student also learns to write scientifically, to write in a manner, that nothing hampers understanding of the focus, process, and outcomes. Part of the article is devoted to the topic of development abilities of pre-service physics teacher‘s to scaffold the process of planning experiments of their future students.

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Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

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As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.

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Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.

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In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.

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Lee, Yujin, Ali Bicer, Hyunkyung Kwon, Michael S. Rugh, Robert M. Capraro, Mary M. Capraro, and Luciana Barroso. "Post-Secondary Ready:Does the STEM curriculum Matter?" In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028434.

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Ross, Mike, and Valerie Otero. "Challenging traditional assumptions of secondary science through the PET curriculum." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789724.

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Heinemann, Birte, Simone Opel, Lea Budde, Carsten Schulte, Daniel Frischemeier, Rolf Biehler, Susanne Podworny, and Thomas Wassong. "Drafting a Data Science Curriculum for Secondary Schools." In Koli Calling '18: 18th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3279720.3279737.

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Ben Ghalia, Mounir. "Integration of sensors and electrical engineering into secondary geometry curriculum." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685142.

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Van Vooren, Valerie, Martin Valcke, and André Mottart. "SECONDARY SCHOOL TEACHERS' BELIEFS FOR TEACHING WRITING ACROSS THE CURRICULUM." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2454.

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Kim, Seong-Won, and Youngjun Lee. "DEVELOPMENT OF THE SOFTWARE EDUCATION CURRICULUM MODEL FOR SECONDARY EDUCATION IN KOREA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0984.

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Malliou, Athina, Spyretta Vaxevanidi, and Lefkothea-Vasiliki Andreou. "BRAIN MUSIC: INTRODUCING RESEARCH THINKING TO THE SECONDARY EDUCATION CURRICULUM." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end105.

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Reports on the topic "Curriculum planning Education, Secondary"

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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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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Secondary to Postsecondary Education Transition Planning for Students With Learning Disabilities. Rockville, MD: American Speech-Language-Hearing Association, January 1994. http://dx.doi.org/10.1044/policy.rp1994-00133.

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