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Relevant bibliographies by topics / Curriculum subject

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Academic literature on the topic 'Curriculum subject'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Curriculum subject"

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Komulainen, Kauko Pekka, Sara Sintonen, Seija Kairavuori, and Aleksi Ojala. "Approaching the renewed Finnish basic education curriculum as a potential and an option for aesthetics." Educare - vetenskapliga skrifter, no. 1 (March 20, 2020): 34–52. http://dx.doi.org/10.24834/educare.2020.1.3.

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This article provides an overview of how aesthetics is treated in the current Finnish basic education core curriculum document. Relatively little research has been conducted on aesthetics in Finnish curricula, particularly from an interdisciplinary approach. In the broader picture, the position of aesthetics and the appreciation of arts subjects in curricula has paradoxically weakened globally over recent decades, particularly in English-speaking cultures. At the same time, the significance of aesthetics has increased in postmodern culture with, for instance, increasingly more commercial brands. Finland has a broad national core curriculum, and although aesthetics (as a school subject) is not officially part of it the traditional arts subjects (arts, music, crafts), aspects of aesthetics are nevertheless involved in the curriculum. In this study, we investigate how aspects of aesthetics feature in the renewed Finnish curriculum text for basic education. Our analysis shows that only a few specific references to aesthetics can be found in the Finnish renewed curriculum. Conceptually, the lack of postmodern aesthetics is noticeable, particularly in the subject of art, where one can see features of it without the concept being explicitly mentioned. In order to successfully incorporate aesthetics into basic education curricula, we conclude that the subject needs to better reflect notions of participation, self-expression, and divergent thinking.

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Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I." At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, no. 1 (June 30, 2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.

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Abstract: This research background is originated from increasing number of madrasah and general school curriculum as a curriculum support, especially on the subject of islamic religious education (PAI). It makes some institutions maintain either lodge, hostel, or boarding school, in order to encourage school programs. For instance, MAN Yogyakarta 1 established boarding school ‘Al Hakim’ to increase horizon of students towards scientific references to Islam. The question is, how do implementation of Kemenag curriculum and boarding school curriculm impact to elevate learning outcomes of PAI. This study attempts to determine for applicating two curriculum derived from kemenag and boarding school. This study utilizes qualitative research. The results show that in practice, kemenag curriculum remains a priority rather than boarding school curriculum; impact and achievement in the implementation of two curriculum have positive impact on learning outcomes such as to have better values on cognitive, affective, and psychomotor; excess two curricula are applied properly will create more students mastering the subject matter of religion. However, drawbacks occur discrepancy between the curriculum from kemenag and boarding school because the materials are not delivered properly and allocated short time. Keywords: Curriculum, Learning Outcomes, Islamic Religious Education

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김규훈. "Integrated Contents Construction of Korean Subject Curriculum - In 2011 Curriculum "Reading & Grammar" Subject." KOREAN EDUCATION ll, no. 89 (January 2012): 29–54. http://dx.doi.org/10.15734/koed..89.201201.29.

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Shin, Soo-Bum, Kyu-Jung Han, and Byung-Oh Go. "Information Domain Curriculum Composition Direction in Subject-Centered Curriculum." Journal of The Korean Association of Information Education 25, no. 2 (April 30, 2021): 309–15. http://dx.doi.org/10.14352/jkaie.2021.25.2.309.

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Yueh, Mei-Chun Michelle, and Miles Barker. "Framework Thinking, Subject Thinking and “Taiwan-ness” in Environmental Education." Australian Journal of Environmental Education 27, no. 1 (2011): 134–48. http://dx.doi.org/10.1017/s0814062600000136.

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AbstractIn the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum's framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become offcially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

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LUNGU, Mariana. "Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 101–10. http://dx.doi.org/10.4312/ala.8.1.101-110.

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In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

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Mardliyyah, Aisyam, and Tulus Musthofa. "Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 59–76. http://dx.doi.org/10.14421/almahara.2020.061.04.

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Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum. Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.

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Sanches, Luiz Miguel Picelli, Rodrigo Jensen, Maria Inês Monteiro, and Maria Helena Baena de Moraes Lopes. "Informatics teaching in undergraduate nursing programs at Brazilian public institutions." Revista Latino-Americana de Enfermagem 19, no. 6 (December 2011): 1385–90. http://dx.doi.org/10.1590/s0104-11692011000600015.

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This descriptive study aimed to verify the inclusion of subjects about informatics in undergraduate nursing programs at Brazilian (state and federal) public education institutions. The programs were located through the e-MEC system. The Internet was used to search for the curricula of the campuses offering the nursing program and identify subjects related to informatics. Eighty-one higher education institutions and 123 campuses were located. Only 100 campuses provided the curriculum on the Internet, 35 of which offered the subject. The highest proportion occurred in the Northeast (46.1%) and the lowest in the North (8.6%). The subject is mostly offered as an elective discipline (57%) in the first and second year (80%), with an average workload of 47 classroom hours. The low supply of this undergraduate subject goes against job market trends and the National Curriculum Guidelines for Undergraduate Nursing Programs.

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Kartikasari, Devfy, and Zulfikar Mujib. "Hambatan Pengimplementasian Kurikulum 2013 Pada Proses Pembelajaran Universalime Islam (PAI)." Belajea; Jurnal Pendidikan Islam 5, no. 2 (December 30, 2020): 181. http://dx.doi.org/10.29240/belajea.v5i2.1606.

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This study aims to analyze the problems in the learning process of the Islamic Universalism (PAI) subject and the challenges in implementing the 2013 curriculum. In addition, this study is useful as a reference in finding solutions to problems in implementing the 2013 curriculum in the learning process of Islamic Universalism (PAI) subjects) at SMA Budi Mulia Dua Yogyakarta. This research method uses qualitative methods with a case study approach. The data collection techniques used was interviews, observation, and documentation. The results of data collection are then compared to become material for analysis. As a result, the implementation of the 2013 curriculum on the subject of Islamic Universalism (PAI) was carried out by involving the principal, teachers, students, learning resources, and related infrastructure. The implementation of the 2013 curriculum in the UI/PAI subjects encountered obstacles, namely because the school was a school that combined the Cambridge curriculum and the national curriculum, it needed students who were able to meet the standards of the two curricula, while a case was found in the field that there was a gap in student readiness in reading and writing Quran. The solution to this problem, the school has an effort, namely by carrying out the School Literacy Movement and the Quran corner

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Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.

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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.

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Dissertations / Theses on the topic "Curriculum subject"

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Thorpe, Anthony Richard. "Religious education in schools as a subject in the modern curriculum." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341340.

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Taylor, K. Lynn. "Thinking skill development in the context of a mainstream subject area." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/10568.

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University teaching and learning experiences which are characterized as unsatisfactory by many faculty and students can be more precisely defined as manifestations of poorly developed higher order thinking skills. Two hypotheses relevant to this problem are explored in this thesis. The first is that it is possible to use the characteristics of good and poor problem solvers documented in the literature as a productive way of recognizing and understanding the learning problems experienced by many university students. The second hypothesis is that the integration of the characteristics of effective problem solvers into a framework of general problem solving heuristics is a practical and effective strategy to move students along a continuum to better developed higher order thinking skills within the broader context of knowledge acquisition. The teaching strategy developed from the literature and illustrated in a case study, is designed to capitalize on the scholarship of faculty often underutilized in their teaching, by encouraging faculty to be more self-conscious in making process skills explicit in a way that is meaningful to their students. As demonstrated in the case study, it is a strategy which utilizes teaching opportunities and data sources available in the classroom situation. The results of the case study indicated that, in this case: (1) characteristics of good and poor problem solvers were observable in the classroom situation; (2) faculty could learn and use the strategy effectively in the context of discipline teaching; (3) the strategy did not seriously restrict the amount of content to be taught; (4) students did acquire skills specific to the strategy implemented; and (5) that particular areas of concern for further applications were encouraging students to actively engage in process tasks, to have more confidence in their use of reasoning as a tool and to place more emphasis on the cognitive skill of evaluation.

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McDougall, Julian. "Subject media : a study in the sociocultural framing of discourse." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/556/.

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This research offers an analysis of social practices and discourses at work in the assessment of Media Studies students following the OCR AS specification produced for ‘Curriculum 2000’, in its first examination session - January 2001. The purpose of the research is not to scrutinise the accuracy of such assessment, or its value, but to raise questions about subject identity at the institutional level represented by an awarding body. In particular, the intention is to investigate further issues about assessment as a social practice raised by Nick Peim in his analysis of the cultural politics of English teaching. In addition the thesis sets out to ‘test’ his suggestion that Media Studies might offer an alternative to the cultural problems he identifies within the practices of ‘Subject English.’ The method adopted is discursive and theoretical, applying critical discourse analysis, phenomenology and deconstruction. The writers whose ideas and ways of thinking about discourse, language and pedagogy are most significantly ‘applied’ to data acquired through the research are Michel Foucault and Basil Bernstein. The conclusions drawn offer a response to Peim’s suggestions, and raise more questions about subject identity for Media teachers to consider. In particular, the data analysed lends itself to an analysis of the assumptions, logical inconsistencies and oppositions set up by ‘Subject Media’ and to a discussion about the relationship between a subject’s ‘spirit’ and the reality of its assessment practices. As such it provides a ‘micro’ analysis of the boundaries placed around academic and vocational ways of learning, and seeks to question such categories.

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Greimel-Fuhrmann, Bettina, Christiane Schopf, and Doris Buchmaier. "Why Combining Interrelated Subjects does not Make a Global Subject - Lessons Learnt from the Latest Curriculum Reform of Austrian Commercial Schools." Elsevier, 2014. http://dx.doi.org/10.1016/j.sbspro.2014.01.244.

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In order to enhance students' understanding of the interrelationships between business administration, business mathematics and accounting, the recently developed curriculum of Austrian commercial schools comprises one global subject in which the contents of these three subjects have been combined. A second subject called "business practice" has been introduced to provide sufficient time to apply the acquired business knowledge to practice-oriented tasks. The results of a formative evaluation study show that several teachers have considerable difficulties to put the main ideas of these two subjects into practice and that many students find it hard to understand the identity of these two subjects. (authors' abstract)

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Beauchamp, Anthony Paul. "An investigation into IT in the secondary school curriculum : servant or subject?" Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409230.

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Seow, Dorothy Tricia Ing Chin. "The subject conceptions and practice of pre-service geography teachers in Singapore." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018404/.

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This thesis focuses on understanding the complex relationships between geography teachers’ conceptions and practice. Through the use of a Foucauldian (1971, 1979) perspective on discourse, knowledge and power, it examines the discursive structures that produce knowledge about geography and ‘good’ geography teachers (Moore, 2004) in Singapore. The research explores why pre-service teachers conceive geography in particular ways, and the links between their conceptions and practice. It emphasises the ways in which discursive power affects this relationship. The study focuses on six geography pre-service secondary school teachers over the course of one year of teacher education. Utilising concept maps, elicitation exercises and in-depth interviews, it highlights that the national curriculum was powerful in shaping respondents’ discussions of geography, but its impact was mediated by their own professional identities and past experiences of geography. The data also suggests that these conceptions did not always translate into practice because of discourses operating in the school context, which placed respondents in asymmetrical power relationships with their mentors. The mentors’ conceptions of ‘good’ geography teaching usually influenced respondents’ practice more than their own conceptions of geography. Nevertheless, respondents sometimes resisted their mentors, especially if they experienced conflict between the type of teaching that was demanded of them and their own professional identities. iv The research calls on teacher educators and policy makers to acknowledge that programmes to develop teachers’ knowledge in their academic disciplines can be undermined by powerful competing discourses that stress examinable content in school curricula. It highlights the need for teacher education institutions to examine their partnerships with schools for possible conflicts between discourses about ‘good’ teaching in schools and institutional intended outcomes. It suggests that there is a need to strengthen the professional identities of teachers as ‘geographers’ given that identity forms an important base from which teachers respond to discourse.

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Petersen, Joy. "The development of tourism as a young school subject : a comparative curriculum study." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13774.

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This dissertation is a comparative analysis of three different curricula with the aim of tracking key elements in the development of the South African tourism curriculum. Using Bernstein's theory of the reproduction of pedagogical discourse, the study elucidates the what and how of the intended and assessed tourism curriculum. Within a sociological framework, it employs specifically developed analytical tools to examine different facets of the curriculum. Throughout, the complex and dynamic nature of curriculum development is highlighted. The conclusion illuminates the difficulty of curriculum design of a young subject that has been developed from a fragmented canon and attempts a description of where the South African tourism curriculum finds itself at present.

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Smith, Vincent Titos, and B. T. Gamede. "Subject advisers’ perception of curriculum delivery in the intermediate phase within King Cetshwayo district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1794.

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A dissertation submitted in the Faculty of Education in partial fulfilment of the requirements for the Masters of Education Degree in the Department of Social Science Education at the University of Zululand, 2018.
Subject advisors encountered problems that affected curriculum delivery in the intermediate phase of schools in South Africa and other countries. There are factors influencing curriculum delivery in different countries ranging from what happens in and with the government to what takes place and is obtained in the classroom. If challenges or factors influencing curriculum delivery, such as political interference, social, economic, access to technology and environmental factors, are not addressed, this will have detrimental consequences not only to the delivery and implementation of curriculum but also to our education system. Teacher education curriculum, recruitment, training and retaining of teachers, non- professionalization of teachers, poor funding and insufficient ICT access; are the reasons for the challenges faced in the actual delivery of the curriculum. This quantitative research design was conducted in King Cetshwayo District in Kwa-Zulu Natal Province with the aim of finding out what the subject adviser`s perceptions are in curriculum delivery. The sample consisted of educators, SMT`s and subject adviser`s. Data was collected through questionnaires and quantitative research. The study revealed the need for the Department of Education to increase the number of Subject Advisers` with the purpose of educating more educators about the curriculum, through facilitated workshops and other refresher training. The study also divulged the need for the government to improve the existing infrastructures in the schools, in order to motivate educators and members of the school management team in the discharge of their duties.

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Rock, Terryl. "SSE: Improving Task 2 and Task 3 Scores by Planning, Teaching, Assessing the Subject Specific Emphasis." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6034.

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Prestage, Stephanie Anne. "An exploration of teachers' mathematical subject knowledge through considering progression in the National Curriculum." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314057.

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Books on the topic "Curriculum subject"

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

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J, Anstead Christopher, and Mangan John Marshall 1947-, eds. Subject knowledge: Readings for the study of school subjects. London: Falmer Press, 1998.

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McGrath, Simon A. Changing the subject: Curriculum change and Zimbabwean education since independence. [Edinburgh]: Centre of African Studies, University of Edinburgh, 1993.

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School subject and curriculum change: Studies in curriculum history. London: Falmer Press, 1986.

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Paechter, Carrie. Crossing subject boundaries: The micropolitics of curriculum innovation. London: HMSO, 1995.

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Wragg, E. C. Your child and the national curriculum: A complete subject-by-subject guide for parents to the newnational curriculum. [London]: The Observer, 1989.

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1950-, Holden Phil, and Lawlor Hugh, eds. Effective subject leadership. London: Routledge, 2000.

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1958-, Harris Alma, and Wise Christine, eds. Subject leadership and school improvement. London: P. Chapman, 2000.

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Judd, Judith. Children, computers and the National Curriculum: A subject-by-subject guide for parents to the use of computers inthe National Curriculum. Coventry: NCET, 1991.

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Millar, Peter G. Curriculum provision in small primary schools: The role of curriculum support and the subject specialist. [s.l: The Author], 1991.

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Book chapters on the topic "Curriculum subject"

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Jilin, Li. "Subject Plans for a Contextualized Curriculum." In Curriculum and Practice for Children’s Contextualized Learning, 87–146. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55769-3_3.

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Nishioka, Kanae. "Performance assessment in subject teaching." In Curriculum, Instruction and Assessment in Japan, 127–42. New York, NY : Routledge, 2016. | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-10.

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Nishioka, Kanae. "Performance assessment in subject teaching." In Curriculum, Instruction and Assessment in Japan, 127–42. New York, NY : Routledge, 2016. | Series: Routledge series on schools and schooling in Asia: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-13.

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Pinar, William F. "Epilogue: The Recurring Question of the Subject." In The Character of Curriculum Studies, 123–44. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015839_9.

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Lyle, Ellyn. "Autoethnographic Approaches to an Identity Conscious Curriculum." In At the Intersection of Selves and Subject, 1–8. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-113-1_1.

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Rata, Elizabeth. "Powerful Knowledge and a Progressive Subject Curriculum." In SpringerBriefs in Education, 3–9. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2908-2_1.

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Nandurkar, K. N., and A. S. Kamble. "Application of Curriculum Innovation for Production Management Subject." In Proceedings of the International Conference on Transformations in Engineering Education, 571. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1931-6_71.

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Clark, Urszula. "Developing Literacy Across the Curriculum for Subject English." In Developing Language and Literacy in English across the Secondary School Curriculum, 127–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93239-2_4.

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Murillo, Fernando M. "The Formation of the Subject: Curriculum as an Unfinished Symptom." In A Lacanian Theory of Curriculum in Higher Education, 9–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99765-0_2.

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Wallin, Jason J. "I’m Not There: The Cinematic Time-Image, Cultural Curriculum Studies, and the Political Arts of an Untimely Subject." In A Deleuzian Approach to Curriculum, 95–122. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115286_7.

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Conference papers on the topic "Curriculum subject"

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Burcik, Vladimir, Gary DeLorenzo, Fred Kohun, and Robert Skovira. "Analysis of Cultural Effects on Business Curricular Subject Matter." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3284.

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It has been argued that culture effects how individuals implement, understand, and teach the curriculum of business courses within a society’s educational institutions (Burcik, Kohun, & Skovira, 2007; DeLorenzo, Kohun, & Skovira, 2006; Hofstede & Hofstede, 2005). The curricula and their subject matter of business faculties reflect the societies in which the curricula are developed and in which they are taught. The essay presents a rubric for analyzing this curricular phenomena based on Hofstede and Hofstede’s (2005) conception that a society’s culture constituted in and presented in individuals’ views and routines is determinate of professorial understandings and teachings of business subject matter. In particular, Hofstede’s indices on Power Distance, Uncertainty Avoidance is applied to select business curricula from the Slovak Republic and the United States. The analysis includes a rubric of curricular attributes from a convenience sample of select university business programs in the Slovak Republic and the United States for comparative purposes.

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Sirulhaq, Ahmad. "Media Literacy and Educational Curriculum: Reviewing Bahasa Indonesia Subject in the “Curriculum 2013”." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007299300950099.

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Bílek, Martin, Jiri Rychtera, and Katerina Chroustová. "IDENTIFICATION OF KEY AND CRITICAL POINTS IN EARLY CHEMISTRY CURRICULUM IN CZECH REPUBLIC." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.25.

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In the contribution possibilities and limits of the early chemistry curriculum innovation in the Czech Republic at time of current curricular reform are discussed. An example of chemistry subject matter in educational content and the context are focused. Methodology of research is based on interview with chemistry teachers, and partial results present problems with cognition overload of the pupils and the necessity to improve the content, particularly to build stronger connection to everyday life and forming of science literacy. Keywords: early chemistry education, key and critical points of curriculum, chemistry teachers.

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Popa, Lavinia-Aniela. "Personal Development, A New Romanian Curriculum Subject. Request For An Innovative Approach." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.62.

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Jovanov, Mile, Emil Stankov, Marija Mihova, Sashko Ristov, and Marjan Gusev. "Computing as a new compulsory subject in the Macedonian primary schools curriculum." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474623.

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Winangun, M. Mamduh, and Deni Kurniawan. "The Barriers of School Using Subject Design Curriculum in Implementing STEM Education." In the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3341042.3341053.

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Kim, Yeon-ja, and Mi-hwan Chin2. "Effects of Flipped Learning, Curriculum Subject for Fundamentals of Nursing on Learning Ability." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.07.

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Šmeringaiová, Anna. "EXPECTATIONS AND EXPERIENCES FOR CURRICULUM DESIGN OF THE SUBJECT BASICS OF MANUFACTURING TECHNOLOGY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1521.

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Tatnall, Arthur, Mohini Singh, Stephen Burgess, and Bill Davey. "Curriculum Change and the Evolution of Postgraduate e-Business Subjects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3196.

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E-business courses were introduced in many universities around the world about ten years ago. Sometimes they were introduced at the undergraduate level, sometimes at postgraduate level and sometimes at both. This paper will present a case study examining the postgraduate e-business courses in two Australian universities and how they have changed over the last few years. The paper describes factors that influence the development of e-business courses and outlines a theory of subject development, originally intended to explain the development of new school subjects in 19fe century England. We make use of this theory to explain what has happened, and is still happening, in the case of e-business curriculum in Australia.

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Rogerson, Ann. "ENGAGING ACADEMICS IN CURRICULUM REVIEWS: LOOKING BEYOND A SUBJECT TO WHOLE OF COURSE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1776.

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Reports on the topic "Curriculum subject"

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

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

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Demartini-Svoboda, Jana. A study of art education in the elementary school curriculum as amplification of other academic subjects and as a promoter of creativity in the learning process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3159.

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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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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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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.

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