Relevant bibliographies by topics / Data-driven curriculum

Contents

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

Academic literature on the topic 'Data-driven curriculum'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Data-driven curriculum"

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Nasu, Iuri, Mikhail Sergeevich Drobinin, Mark Stanislavovich Efanov, and Viacheslav Vladimirovich Lanin. "Data-Driven Approach to Curriculum Analysis." Proceedings of the Institute for System Programming of the RAS 36, no. 2 (2024): 83–90. http://dx.doi.org/10.15514/ispras-2024-36(2)-7.

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The choice of an educational program is momentous in young people's lives. Given the shortage of time after exams, applicants usually do not have time to analyze possible educational tracks. Furthermore, it requires a thorough study of learning plans. This research addresses the problem proposing the algorithm to data-driven curriculum analysis based on natural language processing of course names or competences listed in learning plans. Moreover, the intelligent software system architecture is described. The method is tested on the curricula scraped from university websites. In order to store
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Walker, Kristen L., and Nora Moran. "Consumer Information for Data-Driven Decision Making: Teaching Socially Responsible Use of Data." Journal of Marketing Education 41, no. 2 (2018): 109–26. http://dx.doi.org/10.1177/0273475318813176.

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The marketing field is undergoing dramatic shifts in the digital age. The increasing reliance on, collection, and use of data enabled by technological innovations requires teaching the responsible use of data for personalization, and marketing educators play a critical role. Students, universities, accrediting agencies, and employers demand curriculum that equips students with appropriate knowledge, skills, and abilities to make data-driven decisions. We explore the curricular advantages of a unique marketing course that applies a social science lens to frame the emerging issue of socially res
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Meeker, Patricia B., and Jacqueline F. Byers. "Data-Driven Graduate Curriculum Redesign: A Case Study." Journal of Nursing Education 42, no. 4 (2003): 186–88. http://dx.doi.org/10.3928/0148-4834-20030401-11.

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Mendez, Gonzalo, Xavier Ochoa, Katherine Chiluiza, and Bram De Wever. "Curricular Design Analysis: A Data-Driven Perspective." Journal of Learning Analytics 1, no. 3 (2014): 84–119. http://dx.doi.org/10.18608/jla.2014.13.6.

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Learning analytics has been as used a tool to improve the learning process mainly at the micro-level (courses and activities). However, another of the key promises of Learning Analytics research is to create tools that could help educational institutions at the meso- and macro-level to gain a better insight of the inner workings of their programs, in order to tune or correct them. This work presents a set of simple techniques that applied to readily available historical academic data could provide such insights. The techniques described are real course difficulty estimation, course impact on t
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Burrill, Gail. "Data Driven Mathematics: A Curriculum Strand for High School Mathematics." Mathematics Teacher 89, no. 6 (1996): 460–540. http://dx.doi.org/10.5951/mt.89.6.0460.

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Duncan, James R., Katherine Henderson, Mandie Street, et al. "Creating and Evaluating a Data-Driven Curriculum for Central Venous Catheter Placement." Journal of Graduate Medical Education 2, no. 3 (2010): 389–97. http://dx.doi.org/10.4300/jgme-d-10-00007.1.

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Abstract Background Central venous catheter placement is a common procedure with a high incidence of error. Other fields requiring high reliability have used Failure Mode and Effects Analysis (FMEA) to prioritize quality and safety improvement efforts. Objective To use FMEA in the development of a formal, standardized curriculum for central venous catheter training. Methods We surveyed interns regarding their prior experience with central venous catheter placement. A multidisciplinary team used FMEA to identify high-priority failure modes and to develop online and hands-on training modules to
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Abisoye, Ajayi. "Developing a Conceptual Framework for AI-Driven Curriculum Adaptation to Align with Emerging STEM Industry Demands." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 1 (2023): 1074–83. https://doi.org/10.54660/.ijmrge.2023.4.1.1074-1083.

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The rapid evolution of science, technology, engineering, and mathematics (STEM) industries necessitates a dynamic approach to curriculum development that ensures educational programs remain aligned with emerging workforce demands. Traditional curriculum frameworks often struggle to adapt in real time, leading to skill gaps between graduates and industry expectations. This paper explores the development of a conceptual framework for artificial intelligence-driven curriculum adaptation, leveraging advanced technologies such as machine learning, natural language processing, and data analytics to
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Dr., David Augustine Bull. "Leveraging Data-Driven Curriculum Optimization to Improve Students' Course Performance Metrics in Healthcare Management Education." International Journal of Interdisciplinary Research and Innovations 13, no. 2 (2025): 21–34. https://doi.org/10.5281/zenodo.15433828.

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<strong>Abstract:</strong> This study examined the impact of data-driven curriculum optimization on student outcomes in an online undergraduate healthcare management program, with a sample of N=200 students. Using a quasi-experimental design, the research analyzed course performance metrics, course completion rates, and student engagement before and after the implementation of analytics-informed curriculum revisions. The first research question assessed whether the optimization improved final course grades. A one-way ANOVA revealed a statistically significant improvement in final grades [F(1,
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Zhu, Yaqiong. "A Data Driven Educational Decision Support System." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (2018): 4. http://dx.doi.org/10.3991/ijet.v13i11.9582.

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To make use of the latest Internet technology to provide innovative support for teacher education, a comprehensive study is made on DDEDSS (data driven education decision support system) and DDEDSS software prototype is designed and developed as an auxiliary tool for educational decision-making. At the same time, the two sessions of education data is collected and tested in practice. The multidimensional summation and average are carried out for different time, different source regions, different gender learners and different subjects. The research results show that the system can evaluate lea
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Dhillon, Ashpreet. "A data driven approach to curriculum development for responsible management education." International Journal of Technology Transfer and Commercialisation 18, no. 3 (2021): 261. http://dx.doi.org/10.1504/ijttc.2021.10042473.

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Dissertations / Theses on the topic "Data-driven curriculum"

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Wilderman, Susan Gail. "Data driven decisions in K-12 education a comparative case study about data driven decisions in two rural K-12 school districts /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4708.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.
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Sorrells, Michelle Lynnette. "Data-Driven Decision Making about Single-Sex Instructional Grouping at an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6485.

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Administrators at a Southeastern elementary school eliminated single-sex instructional grouping in 5th-grade classes without a proper analysis of all available data and later reflected upon whether this instructional model should be revived. Because data-based decisions may positively improve teaching and learning for all stakeholders, the purpose of this qualitative case study was to explore all available data leading to this decision, inform stakeholders about the decision-making processes in the local school, and provide data to inform future decisions. Conceptually framed with Mandinach's
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Washington, William Lee. "A Case Study of RTI Data Teams." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1631.

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This qualitative case study addressed the persistent achievement gaps in annual measurable objectives (AMO) data at a public rural elementary school in the Mideast United States. Response to intervention (RTI) data teams from 2010 did not produce expected student gains after 5 years of implementation in the school under study. Based on Mandinach and Jackson's data-driven decision making conceptual framework, the purpose of this study was to examine the work of the RTI data teams as they attempted to improve student learning and close achievement gaps. A purposeful sample of 13 staff members in
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Atkins, Rosa Stocks. "School Practices and Student Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29565.

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After implementing a statewide standardized testing program in 1998, the Virginia Department of Education realized that some schools were making great gains in student achievement while other schools continued to struggle. The Department conducted a study to identify the practices used by schools showing improvement. Six effective practice domains were identified. The current study was a follow-up to the research conducted by the Virginia Department of Education. A questionnaire measuring the six effective practice domains: (a) curriculum alignment, (b) time and scheduling, (c) use of data, (
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Books on the topic "Data-driven curriculum"

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Gregory, Gayle H., and Lin Kuzmich. Data Driven Differentiation in the Standards-Based Classroom. Corwin Press, 2004.

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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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Book chapters on the topic "Data-driven curriculum"

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Ladha, Namrata, Kaushal Yadav, Vivek Sharma, and Deepak Shrivastava. "Marketing Curriculum Evolution: Developing a Data-Driven Decision Making Mindset." In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87511-3_1.

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Boss, Katherine, and Emily Drabinski. "Looking for Information Literacy: Syllabus Analysis for Data-Driven Curriculum Integration." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_46.

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Czerwinski, Erin, Tanvi Domadia, and Yue Wang. "Learning Engineering Fellowship Program: A Case Study in Data-Driven Curriculum Design." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-92967-0_1.

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Nordin, Andreas. "On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approach." In Non-affirmative Theory of Education and Bildung. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_14.

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AbstractThis paper raises a critical argument on the normativity of data-driven curriculum policy-making in shaping and reshaping education at all levels along an evaluative rationale. The critique evolves in two steps, the first step is deconstructive in character and draws on the work of Porter (Trust in numbers: The pursuit of objectivity in science and public life. Princeton University Press, Princeton, 1995) and research on data-driven education. The second step is reconstructive in character, making use of the non-affirmative theory in education (Benner, On affirmativity and non-affirmat
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Zahedi, Siamack. "A Systemic Approach to Promoting Democratic Education in Schools." In Designing Democratic Schools and Learning Environments. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_36.

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AbstractDemocratic schools are characterized by an intentional alignment of key systems-level elements, including curriculum that promotes equitable opportunities for learning; a positive work environment driven by the values of transparency and honesty, trust, and collaboration; and distributed leadership that builds stakeholder capacity and provides opportunities to engage in data-driven decision-making and problem-solving.
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Bradbury, Alice. "Devotion to Data." In Datafizierung (in) der Bildung. transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839465820-010.

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The early childhood sector for children (0-5 years) in England has been a site of intense datafication in the last decade, with implications for how teachers see themselves and their roles (Bradbury and Roberts-Holmes, 2017). However, policy reforms beginning in 2020 have changed the curriculum and assessment demands for school-based early childhood teachers, with a move away from a data-driven 'tick box' approach of assessing children's development against set criteria presented as a positive step. At the same time, these policy changes have proved controversial with some professionals, provo
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Vassigh, Shahin, Biayna Bogosian, and Eric Peterson. "Performance-Driven VR Learning for Robotics." In Computational Design and Robotic Fabrication. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8405-3_30.

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AbstractThe building industry is facing environmental, technological, and economic challenges, placing significant pressure on preparing the workforce for Industry 4.0 needs. The fields of Architecture, Engineering, and Construction (AEC) are being reshaped by robotics technologies which demand new skills and creating disruptive change to job markets. Addressing the learning needs of AEC students, professionals, and industry workers is critical to ensuring the competitiveness of the future workforce. In recent years advancements in Information Technology, Augmented Reality (AR), Virtual Realit
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Ylimaki, Rose M., and Lynnette A. Brunderman. "School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_1.

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AbstractAcross the globe, we observe policy trends towards evidence-based school development, “scientific” research, and increasingly centralized curriculum, all occurring amidst growing digitalization and demographic changes resulting in increasingly pluralistic schools and communities. As a result of these policy pressures, many universities and other educational organizations have proposed various evidence-based school development models or projects aimed at continuous improvement. In this chapter, we contest evidence produced from quasi-experimental research designs with other empirically
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Care, Esther, and Mauro Giacomazzi. "Problem Solving in East Africa: A Contextualised Approach to Defining the Construct." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_4.

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AbstractProblem solving is a term that describes a vast number of processes and applications. Countries in East Africa, as well as globally, are looking to equip their young people with problem-solving competencies, which are then hoped to resolve the major issues that all societies confront. Accordingly, it is one of the competencies included in curricula developed by East African education systems. The development of conceptual and assessment frameworks by the ALiVE team was contextualised through reference to recent research undertaken in the ALiVE participating countries. Aspects of this c
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Varghese, Sangeeth. "Future of Learning and Education." In Future of Business and Finance. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36382-5_16.

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AbstractAccording to “A Scorecard for Humanity,” a report from the Copenhagen Consensus Center, our world gains every time an individual is educated, and our world pays a price when people go illiterate. In the future, those regions and nations of the world that manage to educate its people would gain, whereas those that do not pay much attention to this crucial aspect would continue to suffer losses, hidden in plain sight. Hence, by 2050, we suggest that though the world would have made tremendous progress in basic education, illiteracy would persist with almost 500 million uneducated in the
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Conference papers on the topic "Data-driven curriculum"

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Zarzycki, Andrzej. "BIM-Driven Curriculum for Integrated Design Studios: Maintaining data interoperability and design flexibility." In eCAADe 2024: Data-Driven Intelligence. eCAADe, 2024. http://dx.doi.org/10.52842/conf.ecaade.2024.2.027.

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Peng, Gaoxiang, Bo Wang, Liu Lei, and Huijin Fan. "Real-time Trajectory Planning for Hypersonic Entry Flight via Curriculum Reinforcement Learning." In 2024 IEEE 13th Data Driven Control and Learning Systems Conference (DDCLS). IEEE, 2024. http://dx.doi.org/10.1109/ddcls61622.2024.10606577.

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Li, Yu, Shang Qu, Jili Shen, Shangchao Min, and Zhou Yu. "Curriculum-Driven Edubot: A Framework for Developing Language Learning Chatbots through Synthesizing Conversational Data." In Proceedings of the 25th Annual Meeting of the Special Interest Group on Discourse and Dialogue. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.sigdial-1.35.

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Bartha, Anna. "DEVELOPMENT AND AUTOMATION OF A DATA-DRIVEN GRADING ANALYTICS FRAMEWORK FOR THE IMPROVEMENT OF THE CURRICULUM OF HIGHER EDUCATION PROGRAMS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0247.

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Laky, Montgomery D., Gintaras V. Reklaitis, Zoltan K. Nagy, and Joseph F. Pekny. "Smart Manufacturing Course: Proposed and Executed Curriculum Integrating Modern Digital Tools into Chemical Engineering Education." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.199586.

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The paradigm shift into an era of Industry 4.0, also referred to as the fourth Industrial Revolution, has emphasized the need for intelligent networking between process equipment and industrial processes themselves. This has brought on an age of research and framework development for smart manufacturing in the name of Industry 4.0 [1]. While the physical and digital advancements towards smart manufacturing integration are substantial the inclusion of engineers themselves amongst this shift is often less considered [2]. There are educational efforts in Europe to create and implement smart manuf
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Chang, Jung-Kuei, Nai-Lung Tsao, Chin-Hwa Kuo, and Hui-Huang Hsu. "Curriculum Design -- A Data-Driven Approach." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.163.

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Méndez, Gonzalo, Xavier Ochoa, and Katherine Chiluiza. "Techniques for data-driven curriculum analysis." In Proceedins of the Fourth International Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2567574.2567591.

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Fowler, Debra, Nathaniel Poling, Whitney Anthony, Jim Morgan, and Kelly Brumbelow. "Data-driven curriculum redesign in civil engineering." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044242.

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Knauf, Rainer, Yoshitaka Sakurai, Setsuo Tsuruta, Kouhei Takada, and Shinichi Dohi. "Personalized curriculum composition by learner profile driven data mining." In 2009 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2009. http://dx.doi.org/10.1109/icsmc.2009.5346317.

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Zhang, Shuaicheng, Tuo Wang, Stephen Adams, et al. "MentorPDM: Learning Data-Driven Curriculum for Multi-Modal Predictive Maintenance." In KDD '25: The 31st ACM SIGKDD Conference on Knowledge Discovery and Data Mining. ACM, 2025. https://doi.org/10.1145/3690624.3709388.

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Reports on the topic "Data-driven curriculum"

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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probabilit
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Lim, Kenneth Yang Teck, and Longkai Wu. The development of a framework for the effective translation of educational research into sustained practice in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27412.

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This project arose from the need to engage in translation and scaling efforts from previous technologically mediated research projects; this is in line with the strategic direction set by the third tranche of research funding at the OER. The concepts of diffusion, scaling and translation are contested and are sometimes framed too narrowly from the paradigm of numbers progressing along a unilinear trajectory alone; to an extent, this paradigm arises from how translation has been understood from the bioscience and pharmacological industries. Transposing these understandings to the Social Science
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Generalao, Ian Nicole, Pauline Joy Lorenzo, Chrislyn Joanna Eñate, et al. An Assessment of the Enterprise-Based Training Modality in the Philippines: Barriers, Incentives, and Policy Gaps. Philippine Institute for Development Studies, 2024. http://dx.doi.org/10.62986/dp2024.05.

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Demand-driven technical and vocational education and training (TVET) has been associated with positive economic outcomes for the trainees and the participating firms and enterprises. Despite these potential positive implications, numerous studies consistently show the limited involvement of the private sector in training provision and curriculum development in the Philippines. Thus, this study examines the enterprise-based training (EBT) modality in the country by identifying the barriers to entry of industries in co-developing and offering upskilling programs and by evaluating existing incent
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Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs, and Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004935.

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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speakin
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