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Journal articles on the topic 'Curriculum structure'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Esad Kurejšepi. "Misalignment of Cross-Curricular Areas in Primary Education in Kosovo." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2506–16. https://doi.org/10.52783/cana.v32.4556.

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Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus

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Gutu, Vladimir, and Veaceslav Boliev. "Curricular evaluation - curriculum evaluation: concept and methodology." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(185) (June 2025): 8–16. https://doi.org/10.59295/sum5(185)2025_01.

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The systemic/holistic approach to the educational curriculum also prefigures directions for its evaluation: conceptual, structural, processual and product one. In this sense, the curriculum focuses on the affirmation of priority role of educational purposes according to which the other components of the curricular paradigm are structured, which ensure: the unity of the psychocentric and sociocentric approach, the unity of education and training, the unity of teaching-learning-evaluation. From here we deduce the object of evaluation - educational curriculum, but also the aspects specific to the

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Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculu

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Choi, Hanseul, Hanjoon Yoo, Taehyeong Choi, and Sahoon Kim. "Analysis of the System and Linkage Structure of School Safety Education: Focusing on the Education Policy and Curriculum in Korea, Germany, and Japan." Korean Comparative Education Society 35, no. 2 (2025): 65–103. https://doi.org/10.20306/kces.2025.35.2.65.

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[Purpose] This study aims to compare and analyze safety education policy guidelines and curriculum documents from Korea, Germany, and Japan to identify an appropriate structural system and linkage strategies for Korea. [Method] A comparative analysis was conducted on the structure of educational content and patterns of curriculum linkage based on each country’s policy guidelines and curriculum documents. [Results] All three countries prioritized school safety education but differed in policy development, curricular reflection, and school-level implementation. Korea institutionalized safety edu

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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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Dong Joo Song and 하일규. "Analysis of Mechanical Engineering Curriculum and Model Curriculum Structure." Journal of Engineering Education Research 14, no. 4 (2011): 48–61. http://dx.doi.org/10.18108/jeer.2011.14.4.48.

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Raman, Maitreyi, Eldon Shaffer, and Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation." Canadian Journal of Gastroenterology 22, no. 6 (2008): 559–64. http://dx.doi.org/10.1155/2008/583190.

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BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was used, which is a method of qualitative research designed to help researchers understand people and the s

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Oliver, R., H. Kersten, H. Vinkka-Puhakka, et al. "Curriculum structure: principles and strategy." European Journal of Dental Education 12, s1 (2008): 74–84. http://dx.doi.org/10.1111/j.1600-0579.2007.00482.x.

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Potteiger, Kelly, Christopher David Brown, and Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time." Athletic Training Education Journal 7, no. 2 (2012): 60–69. http://dx.doi.org/10.4085/070260.

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Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training educati

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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.

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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and st

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

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

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Hadi, Nurul, Imam Asrori, and M. Abdul Hamid. "Bun-yat al-Manhâj Syibhu al-Muwâziyah li Qismi Ta’lîmi al-Lughati al-Arabiyyati bi Jâmi’ati Maulânâ Mâlik Ibrâhim al-Islâmiyati al-Hukûmiyati Mâlang." OKARA: Jurnal Bahasa dan Sastra 17, no. 2 (2023): 300–317. http://dx.doi.org/10.19105/ojbs.v17i2.6458.

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The frequent changes in government policies regarding higher education curricula pose a problem for many universities. One recent policy that has caused issues is the "MBKM" curriculum, which also influences State Islamic Religious Colleges. This study aims to reveal how the Arabic Language Teaching Department of UIN Maulana Malik Ibrahim Malang developed a semi-parallel structure by combining parallel and serial structures. A case study approach was employed, with the Arabic language teaching department of UIN Maulana Malik Ibrahim Malang as the main research subject. Data was collected throu

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Zakariyya, Zakariyya Said. "Investigating the Relevance of the NCCE Curriculum in Teaching Pre-Service Students the Syntactic Structure of Arabic Sentences." British Journal of Multidisciplinary and Advanced Studies 4, no. 5 (2023): 92–97. http://dx.doi.org/10.37745/bjmas.2022.0322.

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This research paper investigates the relevance of the National Commission for Colleges of Education (NCCE) curriculum in teaching pre-service students the syntactic structure of Arabic sentences. The study aims to assess the effectiveness of the current curriculum in developing students' understanding and proficiency in Arabic syntax. Through a mixed-methods approach, including surveys, classroom observations, and student assessments, data is collected to evaluate the alignment between the curriculum and students' learning outcomes. The findings reveal both strengths and areas for improvement

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Simion, Anca Georgiana, and Olga Chis. "Developing learning abilities through flexible teaching strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 336–43. http://dx.doi.org/10.18844/prosoc.v6i1.4186.

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The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Fi

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Charl, Vince L. Porlares, and B. Tan Emily. "The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice." International Journal of Social Science and Human Research 04, no. 05 (2021): 980–88. https://doi.org/10.47191/ijsshr/v4-i5-14.

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The school as a social variable is an important driver and agent of change. At its heart is the curriculum, which gears the school of different teaching-learning experiences as well as supporting activities that also contribute to the overall school experience. Curriculum, as a knowledge, equates to the stakeholders transmitting the content developed to the learners; as a process, involves the stakeholders in the actual teaching-learning practice; and as a product, is what the students have been equipped with— knowledge, skills, and values. All approaches underpin the involvement of vari

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Rice, Marion. "Curriculum Artifacts." Practicing Anthropology 8, no. 3-4 (1986): 6–19. http://dx.doi.org/10.17730/praa.8.3-4.j233522h2w7173hj.

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A quarter of a century spans the enactment of the National Defense Education Act (NDEA) of 1958 and the publication of A Nation at Risk in 1983. Both grew out of a concern for the condition of learning in our nation's schools. But there the resemblance ends. NDEA presaged a decade of curriculum creativity, focusing on the structure of the disciplines; the 1983 report thus far has produced primarily attempts to reform through school centralization and bureaucratic monitoring. Forgotten in the recent effort are the three most important ingredients of learning: the teacher, the pupil, and the par

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Bernátová, Renáta, Milan Bernát, Janka Poráčová, et al. "System of Logical Structures in Natural Science-Oriented Curriculum and its Effect on Teaching." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (2020): 59. http://dx.doi.org/10.3991/ijet.v15i22.17155.

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The system of logical structures in natural science- (biologically-, ecologically- and physics-) oriented curriculum is defined as a set of features, which depict the main ideas of a certain topic. Basically, it is a unique model presenting the topic´s key points. Graphical representation of the curriculum logical structure can be provided (implemented) as: a) traditional printed graphic form b) computer (virtual) form. When visualizing the logical structure system of natural science curriculum (including biologically-, ecologically- and physics-oriented school subjects), we mainly use the fol

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Kim, Bitna, and Hyunyoung Cho. "How to Embrace Values and Attitudes in Competency Based Curriculum: comparison of 2015 national curriculum and IBDP mathematics curriculum’s document." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 727–42. http://dx.doi.org/10.22251/jlcci.2022.22.18.727.

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Objectives This study analyzes curriculum documents in order to consider a way to reflect not only knowledge and skill but also value, attitudes for the curriculum pursuing competency development. In particular, it was intended to examine the significance and implications of the document system establishment method in the curriculum to cultivate competency through comparative analysis between the mathematics curriculum, which is a common high school subject, and IBDP. Methods Considering the similarity in content between the 2015 national curriculum and the IBDP's mathematics and curricu

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Ageev, Yu D., S. V. Fedoseev, Yu A. Kavin, S. G. Vorona, and I. S. Pavlovskiy. "Inconsistency evaluation of the curriculum logical structure." Statistics and Economics 15, no. 5 (2018): 73–80. http://dx.doi.org/10.21686/2500-3925-2018-5-73-80.

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Purpose of the study. The main purpose of creating a curriculum is to regulate academic disciplines in accordance with the logic of the learning process, defined by the relationship between the basic concepts of the disciplines. Violation of this logic becomes apparent only directly during the training sessions.A large variety of quantitative methods uses indicators that do not reveal structural deficiencies in the curriculum. This makes it difficult to improve the curriculum.The purpose of this work is to demonstrate the application of a general approach to the assessment of the structural in

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Dr. H M Naveen. "UGC Curriculum and Credit Framework for PG Programmes, 2024." International Journal of Scientific Research in Science, Engineering and Technology 11, no. 3 (2024): 406–14. http://dx.doi.org/10.32628/ijsrset24113147.

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The NEP 2020 strongly emphasises on multidisciplinary and holistic education. In response to this, the UGC has developed the Curriculum and Credit Framework for Post-graduate Programmes while considering the restructured degree programmes, entry and exit procedures, etc. the framework, which has no discipline-specific entry requirements and shows the credit structure and curriculum contents for both one-and two-year PG programmes, also offers an exit option at the end of the first year in two-year PG programmes. The framework is a testament to student empowerment, giving them freedom, flexibil

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Sahid, Abdul. "Impact of Curriculum Management on the Quality of Graduates at MI Yusuf Abdussatar Kediri, West Lombok Regency." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 2398–404. http://dx.doi.org/10.33487/edumaspul.v7i2.6604.

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Curriculum management is a comprehensive, systemic and systematic cooperative system for realizing curriculum achievement. This research was designed as a qualitative approach and took the research location in Madrasah Ibtidaiyah Yusuf Abdussatar Kediri, West Lombok Regency. Observation, interviews, and documentation carry out data collection procedures. Data analysis techniques use data reduction, data presentation, and conclusions. Meanwhile, data validity is checked by extending participation, observation diligence, triangulation of peer reviewing data and using sufficient references. Resea

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Niousha, Rose, Lexie Jingruo Guo, Rick Kaifeng Li, Narges Norouzi, and Lisa Zhang. "Comparing Artificial Intelligence Curricula in Canadian and US Universities." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 28 (2025): 29053–61. https://doi.org/10.1609/aaai.v39i28.35176.

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Artificial Intelligence (AI) has impacted the world tremendously in the last decade, causing an increased demand for accessible AI education globally. Students benefit from studying AI earlier in the curriculum; however, AI courses can require a range of prerequisites, which can be structured differently in various educational contexts. In this paper, we study the curriculum structure of AI, Machine Learning (ML), and Data Science (DS) courses in Canadian Universities and compare it with that of US Research-1 institutions. There are many similarities between AI, ML, and DS courses in Canada an

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Kim, So-Hyang. "Early Childhood Curriculum Management Decision Making Structure for Sustainable Early Childhood Education." Korea Association for Early Childhood Education and Educare Welfare 27, no. 3 (2023): 57–85. http://dx.doi.org/10.22590/ecee.2023.27.3.57.

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The purpose of this study is to provide a basis for sustainable development education in early childhood education by examining the decision-making structure of early childhood curriculum management as the governance structure of ESG related to sustainable development. The results of examining the five factors in the decision-making structure of early childhood curriculum management, such as children, parents, national level curriculum, directors of early childhood education institutions, and teachers are as follows. Children are divided into maturationism, behaviorism, and constructivism acco

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Karpov, Aleksandr Olegovich. "Knowledge transformation and educational recursion." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 33–57. http://dx.doi.org/10.51314/2073-2635-2015-1-33-57.

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The idea of knowledge transformation in the process of open education leads to the concept of the “transformative curriculum”, which implies the ability of the curriculum to rebuild its structure and informative activity patterns with due regard for the current generative assessment of a student. The transformative curriculum is regarded as an open self-reorganizing cognitive system. The concept of transformative limits (inflexibilities) of a curriculum has been brought in. For the recursive curriculum as a particular case of the transformative one, the recursive system structures and the curr

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Hadi, Nurul, M. Abdul Hamid та Imam Asrori. "Mushkilatu Tanfīdhi Manhaji Qismi Ta’līmi al-Lughati al-Arabiyyati Khilāla Taghayyuri Siyāsati al-Tarbiyyati al-Indonesiyyati: Dirasatu al-Hālati fī Jāmi’ati Madura al-Islamiyyati al- Ḥukūmiyyati". OKARA: Jurnal Bahasa dan Sastra 15, № 1 (2021): 199–219. http://dx.doi.org/10.19105/ojbs.v15i1.4540.

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In Indonesia, higher education curriculum policies have undergone many changes, from KBI, KBK, KPT, KPT-KKNI, and now KPT-KKNI-Merdeka Campus. Every change must leave much time-space for understanding, evaluation to the implementation stage. The reality is that many universities cannot adapt quickly. This study aims to determine how the Arabic Teaching Education Program of IAIN Madura breaks down the courses in a curriculum structure and the problems they face in implementing the curriculum, especially in formulating its curriculum structure. This study used a case study approach. The main sub

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Bisland, Beverly Milner (Lee). "Two Traditions in the Social Studies Curriculum for the Elementary Grades: The Textbooks of Paul R. Hanna and Harold O. Rugg." Journal of Social Studies Research 33, no. 2 (2009): 155–96. https://doi.org/10.1177/235227982009033002002.

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In the 1920s and 1930s, Paul R. Hanna and Harold O. Rugg developed new textbooks that integrated social studies curriculum bi the elementary grades for the first time. Each author' s curriculum; Hanna’s expanding environments framework and Rugg’s recurring concepts with a focus on contemporary issues has significantly impacted today’s elementary school social studies instruction, textbooks and standards. This study evaluates the Quality of the Hanna and Rugg curriculum materials based on an assessment of clear content goals in support of each author’s curriculum structure and categories that d

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Skrabankova, Jana. "Matrix Model of Structure of Biochemistry Curriculum." Journal of Modern Education Review 5, no. 12 (2015): 1118–31. http://dx.doi.org/10.15341/jmer(2155-7993)/12.05.2015/003.

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Perlman, Baron, and Lee I. McCann. "The Structure of the Psychology Undergraduate Curriculum." Teaching of Psychology 26, no. 3 (1999): 171–76. http://dx.doi.org/10.1207/s15328023top260302.

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PAPAJANI, Adrian. "Curriculum reform in pre-university education in Albania." Polis 20, no. 1 (2021): 7–19. http://dx.doi.org/10.58944/kpug2790.

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The study aims to provide a concise overview of the progress of the process of curriculum reform in pre-university education in general, the achievements and problems identified after 1991.After some initial corrections, the pre-university education curriculum changed but they did not follow the same philosophy at different levels of education, which affected the coherence of the changes. In the early 2000s, experts identified the main challenges related to improving the situation in this system. They were: a. national curriculum reform; and b. creating a stable and efficient structure for the

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Adrian, PAPAJANI. "Curriculum reform in pre-university education in Albania." POLIS, no. 20/1 (January 22, 2021): 7–19. https://doi.org/10.5281/zenodo.7682923.

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<strong>Abstract</strong> The study aims to provide a concise overview of the progress of the process of curriculum reform in pre-university education in general, the achievements and problems identified after 1991.After some initial corrections, the pre-university education curriculum changed but they did not follow the same philosophy at different levels of education, which affected the coherence of the changes. In the early 2000s, experts identified the main challenges related to improving the situation in this system. They were: a. national curriculum reform; and b. creating a stable and e

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Palacios Zumba, Efrén Mesías, María Gladys Cóndor Chicaiza, Martha Cecilia Peñaherrera Cueva, et al. "Competency-based Curriculum: A New Approach to Curricular Change." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 20, 2024): 779. http://dx.doi.org/10.56294/sctconf2024779.

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After the pandemic, education in Ecuador needed to align the curriculum with 21st-century skills and technological advances that occur in a global world. This adjustment must ensure that students acquire not only theoretical knowledge but also practical skills and essential competencies to thrive in a digitalized and interconnected world. The aim of this article is to justify why a competency-based curricular change is necessary, adopting a new educational paradigm. This article is based on theoretical research using the document review technique. The findings suggest a change to a new curricu

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Underwood, Sonia M., David Reyes-Gastelum, and Melanie M. Cooper. "When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula." Chemistry Education Research and Practice 17, no. 2 (2016): 365–80. http://dx.doi.org/10.1039/c5rp00217f.

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The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and properties evolves during the first two years of college chemistry courses. In addition, we investigate how an alternative general chemistry curriculum (Chemistry, Life, the Universe and Everything (CLUE)) impacts students' understanding during these first

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Park, Mi Jeong, and Nan Sook Yu. "Exploration of the Knowledge Structure in the Field of Home Economics Education Using Social Network Analysis (SNA): Focusing on the Papers Published in the Journal of Home Economics Education Research." Korean Home Economics Education Association 36, no. 2 (2024): 65–88. http://dx.doi.org/10.19031/jkheea.2024.6.36.2.65.

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This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited charac teristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is ce

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Yoo, Dong-Mi, and Wha Sun Kang. "A Practical Approach: Reform of the 6-Year Medical Curriculum at the Catholic University of Korea." Korean Medical Education Review 27, no. 2 (2025): 162–68. https://doi.org/10.17496/kmer.25.011.

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This case study explores the ongoing curricular reform efforts at the College of Medicine, the Catholic University of Korea, in response to the nationwide transition from the 2+4-year system to a 6-year integrated medical education model. To proactively address the shifting demands of the healthcare environment and future society, the institution launched two task forces to develop a future-oriented curriculum model grounded in the Catholic University of Korea’s distinctive educational philosophy. The first phase involved defining the core directions of future medical education through a struc

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Mejia-Mejia, Elias, and Francis Díaz-Flores. "Discrepancy analysis in university curriculum evaluation." Salud, Ciencia y Tecnología - Serie de Conferencias 2 (November 11, 2023): 541. http://dx.doi.org/10.56294/sctconf2023541.

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Curriculum evaluation in university education is crucial to improve the quality of professional education. This paper proposes a rubric to evaluate the university curriculum in order to obtain accurate information on its current state and to guide its restructuring according to the needs of updating and institutional demands. Emphasis is placed on the adoption of an objective methodological approach as opposed to subjective criteria. The methodology used, called "discrepancy analysis", is based on a theoretical model of an ideal curriculum with 10 components, each with a weighted value accordi

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Zhao, Linglan, and Wei Fan. "Conception, Features, and Framework of Curriculum and Instruction Integration." Education Research International 2023 (September 11, 2023): 1–9. http://dx.doi.org/10.1155/2023/8728567.

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Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students’ key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practic

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Zuardi, Antonio Waldo, Fernando Del Guerra Prota, and Cristina Marta Del-Ben. "Reduction of the anxiety of medical students after curricular reform." Revista Brasileira de Psiquiatria 30, no. 2 (2008): 136–38. http://dx.doi.org/10.1590/s1516-44462008005000006.

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OBJECTIVES: Curricular structure may interfere in students' anxiety level at medical schools. The objective of this study was to assess anxiety levels in medical students before and after a curriculum reform at the Medical School of Ribeirão Preto and to compare them with students at other courses that had no curricular changes in the same university campus. METHOD: Study samples were obtained in two moments: 1) two years before the reform; 2) after the reform when the reformed curriculum completed its fourth year. The pre-sample (former curriculum) consisted of 307 medical students and 217 st

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Kusuma Dewi, Ni Wayan Sri Prabawati, I Wayan Lasmawan, and I Gusti Putu Suharta. "CRITICAL ANALYSIS OF THE FORMAL PASRAMAN CURRICULUM." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 8, no. 1 (2024): 13–20. http://dx.doi.org/10.25078/vidyottama.v8i1.2840.

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Formal Pasraman is a form of Hindu Religious education, which consists of Primary Widya Pasraman, Adi Widya Pasraman, Madyama Widya Pasraman, Main Widya Pasraman and Maha Widya Pasraman. The Pasraman curriculum is regulated in articles 8 and 9, which state explicitly that the curriculum consists of the Hindu religious curriculum and the general education curriculum. The formal pasraman curriculum must be able to meet the competencies of 21st century graduates. The relevance of the formal pasraman structure as well as the rationalization of the curriculum structure that has been stipulated in P

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Curtis, C., and A. Mineyko. "P.118 Curriculum mapping can facilitate transition to Competence by Design." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (2021): S52—S53. http://dx.doi.org/10.1017/cjn.2021.394.

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Background: Curriculum maps outline the content of an educational program identifying links between targeted outcomes, educational opportunities, and assessments. The transition to Competence by Design (CBD) in Canadian specialty residency programs requires thoughtful reorganization of educational programming. A curriculum map may assist with understanding the existing curriculum and thereby facilitate planning for CBD. Methods: A map of the pediatric neurology residency curriculum at the University of Calgary was constructed by linking objectives with related learning activities and assessmen

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Ennis, Catherine D. "Analyzing Curriculum as Participant Perspectives." Journal of Teaching in Physical Education 9, no. 2 (1990): 79–94. http://dx.doi.org/10.1123/jtpe.9.2.79.

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For this study, curriculum was defined as a holistic set of perspectives that interact to create the educational environment. The Goodlad et al. (1979) domain concept was used as the theoretical structure for the examination of content in three elementary physical education programs. Two of the programs used a movement education curriculum (Logsdon et al., 1984) while the third was structured based on a traditional activity or sport and games approach. Data collection consisted of an examination of documents (ideological and formal domains), interviews with teachers and students (perceived and

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Park, Hye Jin, and Seung-Min Yoo. "Redesigning the Integrated 6-Year Medical Curriculum at Eulji University School of Medicine Based on Walker’s Naturalistic Model." Korean Medical Education Review 27, no. 2 (2025): 144–53. https://doi.org/10.17496/kmer.25.007.

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This study systematically examined the theoretical foundations and practical strategies embedded in the process of reconstructing the integrated 6-year curriculum at Eulji University College of Medicine. To overcome the limitations of the traditional two-phase structure (pre-medical and medical), and to reflect the philosophies of outcome-based and learner-centered education, Walker’s naturalistic model of curriculum development was applied as the analytical framework. Following the three stages of platform, deliberation, and design, the curriculum was redesigned based on a structured analysis

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Valdivia, Pedro Rolando Apolo, Fernando Esteban Núñez Vara, Francis Díaz Flores, and Felipe Guizado Oscco. "Integration of competencies to the curriculum lines of the Professional School of Art." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e15613. http://dx.doi.org/10.20952/revtee.v14i33.15613.

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This article includes in essence the revision of the curriculum structure in force at the Professional School of Art of the University of San Marcos, where the curriculum has been analyzed in detail, with the intention of showing the articulation of competences and their proper integration into the curricular lines that make up the educational program of the career. Also, for this purpose has it been prevailing to observe the egress profile, since only through the proper identification of the process’s evaluation can measure the achievement of skills, skills and skills required in artistic tra

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Chae, Youngran, and Myaw Htang. "Comparison of Structure, Purpose and Contents of Early Childhood Education Curriculum in Korea and Myanmar." Asia Europe Perspective Association 20, no. 1 (2023): 149–69. https://doi.org/10.31203/aepa.2023.20.1.008.

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This study aims to compare and analyze the structure, purpose and goal, and contents of each area of early childhood education curriculum in Korea and Myanmar. The subjects of the study are Korea's 2019 revised Nuri curriculum (Ministry of Education, Ministry of Health and Welfare, 2019) and Myanmar's curriculum for early childhood development (Myanmar Ministry of Social Welfare, 2007). In order to compare and analyze the early childhood education curriculum in Korea and Myanmar, data such as notices and commentaries of the 2019 revised Nuri curriculum, curriculum and class guidelines for earl

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Rohimajaya, Nur Azmi, and Welliam Hamer. "MERDEKA CURRICULUM FOR HIGH SCHOOL ENGLISH LEARNING IN THE DIGITAL ERA." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 7, no. 1 (2023): 1–8. http://dx.doi.org/10.33479/klausa.v7i1.673.

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The digital era is a digital education environment where technical resources support teaching and learning. To determine educational performance, the curriculum must be adaptive to all contemporary concerns and changes. Following several curriculum reforms, the Merdeka Curriculum is currently being implemented in Indonesia. The Indonesian government has fully changed the curriculum possible to complete the educational goals anticipated in this digital era. This study compares the 2013 curriculum to the Merdeka curriculum for learning English at the senior high school level in terms of the basi

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Jones, Anne, Kristin Bertsch, Deborah Williams, and Millicent Channell. "The Tensegrity Curriculum: A Comprehensive Curricular Structure Supporting Cultural Humility in Undergraduate Medical Education." Advances in Medical Education and Practice Volume 15 (May 2024): 381–92. http://dx.doi.org/10.2147/amep.s442569.

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Setiawati, Yulis. "Building a Foundation for Global Competence: Improving English Language Instruction in Indonesian Curriculum." Journal Of Foreign Language Learning and Teaching 3, no. 2 (2024): 11–20. http://dx.doi.org/10.23971/jfllt.v3i2.6955.

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The study intends to examine (1) curriculum planning for English study programs, (2) the English language curriculum's structure, (3) how the English language curriculum is put into practice to raise the caliber of graduates, and (4) other related topics. (5) To determine the encouraging and discouraging variables. To evaluate the English learning curriculum. The research technique uses qualitative methods to characterize study site activities, gather data through interviews, observations, and documentation, and evaluate planning and implementation to improve English study program graduates' a

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Alfaini, Sania. "Kurikulum Muatan Lokal Berbasis Pesantren Dengan Bī’ah Luġowiyyah ‘Arabiyyah." Taqdir 8, no. 1 (2022): 111–24. http://dx.doi.org/10.19109/taqdir.v8i1.11673.

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Curriculum is an important focus for educational institutions of various levels. Because it describes the vision, mission, and educational goals of the nation, there needs to be a good pattern and form of curriculum. To carry out the curriculum at an institution requires organized curriculum management, including concepts, planning, implementation and evaluation. MA Al-Ukhuwah sukoharjo is one of the educational institutions that has a structured curriculum management. The research method used is qualitatively descriptive, , by retrieving data through interviews and documentation from related

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Lee, Misuk, Ae-Young Yoon, In-Jung Ra, and BoMin Kim. "Literature Review on Internal and External Structure of Special Education Curriculum Textbooks and Utilization of Electronic Resources." Special Education Research Institute 27, no. 2 (2023): 115–32. http://dx.doi.org/10.56460/kdps.2023.27.2.115.

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Purpose: This study examined how the internal and external structure of special education curriculum textbooks are organized and how electronic resources are utilized. Method: For this study, journal articles and books related to curriculum, research forum data, and special education curriculum-related policies and government reports were included in the scope of the literature review. Results: The themes of the literature review included the legality of special education curriculum textbooks, the format of special education curriculum textbooks, development of special education curriculum tex

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Ahmadi, Aneka, Aceng Ali Nurdin, Ishmahani Sobarningsih, and Asep Herry Hernawan. "IMPLEMENTASI INTEGRASI KURIKULUM 2013 DAN MERDEKA BELAJAR DI SDIT AL FITRAH KOTA BANDUNG." Jurnal Visi Ilmu Pendidikan 15, no. 1 (2023): 60. http://dx.doi.org/10.26418/jvip.v15i1.54841.

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Education has a goal to create a generation that is intelligent and has good character. This study aims to describe the implementation of the Education Unit Level curriculum, K-13 or the Operational Curriculum of the SDIT Al-Fitrah Driving School in Bandung, which is based on KSDIT-AF Number 54 of 2021 and in accordance with the guidelines for developing KTSP in accordance with Permendikbud no. 81a of 2013 and This year's Al Fitrah SDIT curriculum adheres to the 2013 Curriculum. Using a qualitative descriptive approach. The object being observed is SDIT Al-Fitrah in Bandung. Data in the form o

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Vladimir, GUȚU. "PECULIARITIES OF MANAGING CURRICULUM FOR NON-FORMAL LEARNING AND EDUCATION OF ADULTS." STUDIA UNIVERSITATIS MOLDAVIAE Științe ale Educației, no. 5(155) (2022): 3–11. https://doi.org/10.5281/zenodo.6616975.

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This article tries to solve a problem which is current and opportune for the development of educational sector, in general, and also for the creation of conditions for adult learning and education. The emphasis is done on substantiating a managerial and pedagogical concept for designing and implementing the non-formal curriculum. The needs, theoretical approaches and methodology for designing the basic curriculum and curricula for training profiles and different types of activities specific to these profiles are described in detail. At the same time, the structure and description of the consti

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