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Relevant bibliographies by topics / Development of new curricula

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Academic literature on the topic 'Development of new curricula'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Development of new curricula"

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Ngouajio, M., K. Delate, E. Carey, A. N. Azarenko, J. J. Ferguson, and W. J. Sciarappa. "Curriculum Development for Organic Horticulture: Introduction." HortTechnology 16, no. 3 (January 2006): 413–17. http://dx.doi.org/10.21273/horttech.16.3.0413.

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As organic agriculture continues to grow, pressure from students and the public to develop novel curricula to address specific needs of this sector of agriculture also will increase. More students from the cities and with limited background in production agriculture are enrolling in agricultural programs with special interest in organic production. This new student population is demanding new curricula based on a better understanding of agroecology principles and more experiential training. Several universities throughout the nation have engaged in a profound curriculum transformation to satisfy the emerging need of students in organic production. This workshop was organized to bring together experts that are working on different organic and sustainable agriculture curricula throughout the country to share their experiences and lessons learned. Most of these curricula include a traditional classroom teaching component, a major experiential component, a student farm for hands-on experience and internships, and in some cases a marketing—typically a community supported agriculture (CSA)—component. Others programs are more extension oriented, providing applied training to growers outside of the university teaching curriculum.

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Bauer, Waldemar, and Karin Przygodda. "New Learning Concepts within the German System of Vocational Education and Training." European Educational Research Journal 2, no. 1 (March 2003): 22–40. http://dx.doi.org/10.2304/eerj.2003.2.1.8.

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In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved projects in the construction of learning fields, which were implemented in VET schools. These projects developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields.

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Fritz, Wilfred, Toni Stringer, and Anthony Staak. "Effective strategies in new curricula development at Higher Education Institutions in South Africa." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 27–34. http://dx.doi.org/10.2478/cplbu-2020-0004.

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AbstractRe-curriculation is currently the most talked about topic in Higher Education in South Africa because of the new Higher Education Qualification Sub-Framework alignment process required by all Higher Education Institutions. However, the lecturer in the classroom, especially new lecturers, are also faced with the task of designing the actual curricula of a subject once the new qualification is to be implemented, in terms of achieving the aims and objectives of the subject area. In other words, ensuring that the outcomes of the subject are achieved by the student. Ideally all lecturers at institutions of higher learning should develop strategies for their “own” curricula. Developing the aforementioned strategies might be challenging to first time lecturers. The methodologies of developing a new qualification and strategies for building curricula is discussed in this paper are different curriculum planning methods and strategies. The aforementioned strategies are focusing on students, mentoring, supportive tools such as software programmes, feedback and assessments. The findings of this paper are proper curricula development to enhance the ability to understand, recall and apply information. The main objective is to use proper curricula development to empower students with a diversity of cultures to understand the material presented by the lecturer. This paper concludes that curricula planning should allow students to be given space to grow and interact and ultimately attain deep life-long learning.

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Dumitru, Daniela Elena. "Reorienting higher education pedagogical and professional development curricula toward sustainability – a Romanian perspective." International Journal of Sustainability in Higher Education 18, no. 6 (September 4, 2017): 894–907. http://dx.doi.org/10.1108/ijshe-03-2016-0046.

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Purpose This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability. Design/methodology/approach A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed. Findings The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career. Research limitations/implications As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum. Practical implications The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact. Originality/value A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.

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Lyons, Oscar, Karina McHardy, Warwick Bagg, and Tim Wilkinson. "Leadership development in New Zealand and Australian medical schools: needs analysis." BMJ Leader 3, no. 4 (November 25, 2019): 123–28. http://dx.doi.org/10.1136/leader-2019-000147.

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BackgroundLeadership is a core competency of doctors. However, specific learning outcomes for leadership are often not well defined in medical school curricula. This article uses New Zealand (NZ) and Australian medical school curricula as a case example for conducting a needs analysis of leadership learning outcomes.AimsTo identify which elements of medical leadership development are already met by Australian Medical Council (AMC) Outcomes for Graduates, which elements are missing, and which missing elements might reasonably be included in prequalification curricula in NZ and Australia.MethodsThe Medical Leadership Competency Framework (MLCF) was selected as the reference framework for a general needs analysis of leadership development in the AMC curriculum.To identify curriculum gaps, we first assessed the achievability of MLCF Domains at an undergraduate level. We then considered whether the AMC Outcomes for Graduates would satisfy each MLCF Domain. Where MLCF Domains were judged unachievable at the undergraduate level, we considered whether foundations were sufficiently laid for future development.ResultsFive of eight (63%) undergraduate MLCF Domains and 7 of 12 (58%) postgraduate domains were found to be already satisfied by the AMC Outcomes for Graduates.Some key elements of leadership as described in the MLCF are not yet encapsulated in the AMC Outcomes for Graduates. Two particularly notable absences are audit and quality improvement.ConclusionsLeadership is multidimensional. Some dimensions may be more appropriately learnt after medical school. There are, however, significant gaps in current curricula in Australia and NZ as defined by the AMC. These could be met more effectively using the MLCF.

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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.

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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.

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Schneiderhan, Jill, Timothy C. Guetterman, and Margaret L. Dobson. "Curriculum development: a how to primer." Family Medicine and Community Health 7, no. 2 (March 2019): e000046. http://dx.doi.org/10.1136/fmch-2018-000046.

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Curriculum development is a topic everyone in the field of medical education will encounter. Due to the breadth of ages and types of care provided in Family Medicine, family medicine faculty in particular need to be facile in developing effective curricula for medical students, residents, fellows and for faculty development. In the area of medical education, changing and evolving learning environments, as well as changing requirements necessitate new and innovative curricula to address these evolving needs. The process of developing a medical education curriculum can seem daunting but when broken down into smaller components can become very straightforward and easy to accomplish. This paper focuses on the curriculum development process using a six-step approach: performing a needs assessment, determining content, writing goals and objectives, selecting the educational strategies, implementing the curriculum and, finally, evaluating the curriculum. This process may serve as a template for Family Medicine educators, and all medical educators looking to design (or redesign) their own medical education curriculum.

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Whitelaw, Pauline, and John Russell. "Psychiatry Curricula 2022." BJPsych Open 7, S1 (June 2021): S161—S162. http://dx.doi.org/10.1192/bjo.2021.449.

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AimsThe aim of our review was to ensure that:Curricula are aligned to the GMC's GPC and Excellence by Design FrameworksCurricula are capability focusedCurricula promote a flexible and adaptable approach to trainingCurricula are succinct, user friendly, patient-centred and reflective of current training in practiceBackgroundIn response to recommendations outlined in the Shape of Training Review (2013), the GMC developed their new framework for postgraduate medical education Excellence by Design (2015), alongside their Generic Professional Capabilities (GPC) Framework (2015).MethodGovernanceTo manage the review, a Curriculum Revision Working Group (CRWG) was set up to monitor and govern the review process. Members include Specialty Advisory Committee (SAC) chairs, trainee and patient/lay representatives.Curriculum Development & FrameworkThe CRWG, alongside SACs and specialty working groups, have undertaken a “Why, What, How” approach in developing the curriculum framework. Each curriculum is structured as follows:High Level Outcomes (HLOs) – These outline the “Why”, and provide an overarching view on what should be achieved by trainees. Each HLO is mapped directly onto each of the nine GMC GPC domains.Key Capabilities – These outline the “What”, and provide key detail on what trainees need to undertake to fulfil specific aspects of the curriculum.Training illustrations – These outline the “How”, and supplement the Key Capabilities by providing real-world examples of how to achieve each capability.Development of the curricula included:Mapping current Intended Learning Outcomes (ILOs) to the new HLO frameworkRe-writing competencies so that they were capability focusedUndertaking a thematic analysis of the curricula, to develop key themes/groupings for capabilitiesReview and update Workplace Based Assessments (WBPAs) to ensure they align to the new frameworkStakeholder EngagementPart of the review has been to ensure Key Stakeholders are involved at each stage of curriculum development. To ensure that all key stakeholders are provided opportunity for consultation, a stakeholder map was developed.Stakeholder engagement has included:Direct trainee/trainer/patient/lay involvement at curriculum review meetingsConsultation surveys at each development stage, including feedback on the draft curriculum framework and feedback on full draft curriculaAttendance at meetings with key stakeholders, including NHS Employers and Royal College meetingsResultThe review is currently ongoing. In 2020 we were successful in submitting all 10 of our curricula to the GMC for approval. We are continuing to further develop our curriculum framework, which includes: Psychiatry “Silver Guide”Curricula documentsTraining illustrationsARCP Decision AidsSupplementary GuidanceConclusionThe review of RCPsych curricula has provided an excellent opportunity to broaden curriculum capabilities, and ensure that the curricula are achievable and deliverable. Our aim is to ensure that the new curricula promote flexibility and adaptability within training, and are user friendly for both trainees and trainers.

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Viirpalu, Piret, Edgar Krull, and Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum." Journal of Teacher Education for Sustainability 16, no. 2 (December 1, 2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.

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Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.

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Halaszi, Monica, and Mușata Bocoș. "The curricular model of personal development and the multimodal text in the context of new curricula for Romanian language and literature. Diachronic and synchronic perspective." Educatia 21, no. 19 (December 19, 2020): 111–17. http://dx.doi.org/10.24193/ed21.2020.19.14.

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The new pedagogies have forced a rethinking of the educational system, including the curriculum. The curricular model of personal development, dominant in the school curricula applied in the gymnasium, shifts the focus to the student, favors active-participatory methods and favors reflection on oneself, on others and on the world. Although there is more talk now about this curricular model, it is recurrent in visions of education from Aristotle to Dewey, being explicitly found in Bain's vision of “exceptional learning”. The inclusion of the multimodal text in the Romanian language and literature curriculum for the gymnasium, built on the curricular model of personal development, is justified precisely because it stimulates self-knowledge, understanding of the world and creativity. Although the concept of multimodal text is present in the school curriculum, including at the level of competences, textbooks do not pay much attention to it.

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Dissertations / Theses on the topic "Development of new curricula"

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Carter, Patricia Elizabeth. "Language arts curriculum development for Barbados, a new approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ39511.pdf.

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Casanas, Magi. "Towards a new framework of modern language curriculum development." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19613.

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The purpose of this thesis is to contribute to our understanding of instructed language learning among adolescents. It addresses the educational question of how adolescent classroom learners can best develop the ability to use a foreign language (in this case English) for their individual purposes. The empirical data for the study derive from the record of a pedagogical experiment carried out with two groups of 38 secondary school learners in Catalunya. The purpose of the experiment was not only to improve their proficiency in the target language but also their attitude towards language learning. In line with contemporary curriculum theory, and on the basis of the set of procedures followed during the experiment and the views and attitudes expressed by the participants, the author proposes an alternative to the traditional framework of modern language curriculum development. The new framework, which is centred on the notion of learner autonomy, is devised to achieve a more successful learning outcome as a result of a more suitable learning environment. In this study two major hypotheses are explored: 1. Instructed language learning is the result of multiple interaction between individual learners and the constraints imposed by the learning/teaching environment.2. As far as adolescents are concerned, successful language learning is closely related to personal involvement in the process of the negotiation of meaning; and this, in turn, is directly linked to their perception of learning activity as personally meaningful and relevant to their perceived needs and interests. The description, evaluation and interpretation of the experiment provide evidence of the positive effects of the alternative framework proposed in a specific classroom context and the two hypotheses are supported. Nevertheless, language learning is a complex phenomenon and the author is aware of the need to replicate the experiment and contrast it with further research before any wider claims can be made about adolescent modern language learning.

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Yousef, Dalia Abdullah. "Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993.

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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Horne, Courtney Ayana. "Developing Confidence in Late Adolescents: A New Theatre Curriculum." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492437412092612.

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Bennett, Douglas Shields. "Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in a rural school jurisdiction in southern Alberta. Through a qualitative analysis, this study shared teachers' perceptions as they described the role professional development plays in enhancing teacher efficacy and changing teaching practices in the implementation of new curriculum. Data were collected during face-to-face, semi-structured interviews, and the analysis of data revealed six topics: the need for change, professional development and curriculum implementation, professional development and teaching practices, professional development and teacher efficacy, professional development and student learning and motivation. Major findings from this study concluded that teacher participants recognize PD as the common thread that motivates teachers, improves their sense of efficacy, assists them in successful curriculum implementation, heightens their awareness of the need to improve teaching practices and the need to become student-centered and improve student learning. Principal participants concurred with teacher participants, and recognize the role leaders play in motivating teachers to become actively engaged in professional learning activities. Professional development plays a key role in providing teachers with knowledge and skills to hone their teaching practices, to rejuvenate them, and to improve student learning. It also assists teachers in successfully implementing new curricula. As teachers become aware of the need to change teaching practices in order to improve teacher efficacy, professional development provides opportunities to gain confidence and heighten their sense of personal efficacy.

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Bennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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Ross, Angus R. "Science achievement in Papua New Guinea : matching curriculum development with assessment strategies." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335036.

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Fernandez, Teresa Sushama. "From the drawing board into schools : an analysis of the development and implementation of a new physics curriculum in New Zealand secondary schools /." The University of Waikato, 2007. http://hdl.handle.net/10289/2551.

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This thesis explored the introduction of a new physics curriculum in New Zealand secondary schools. It was part of a nationwide overhaul of the whole school curriculum from primary to secondary schools, initiated in the early 1990s. The study of curriculum change is inextricably woven with teacher change, as the teacher is seen as central to any real change in curricula in the classroom. Some theories of teacher change are reviewed here and synthesised into a list of criteria relevant to bringing about effective change in teachers and their practices. A sociocultural perspective emerged as being a useful theoretical approach in analysing and explaining these processes of curriculum change and teacher change because it takes a holistic approach that deals with 'people, places and things' and the discourses involved therein. In particular, Wenger's sociocultural theory was used to study the introduction of a new senior physics curriculum. His terms 'reification' and 'participation' were seen to apply to this research: the curriculum document was taken to be a reified communication artifact, and 'participation' is involved in every stage of its development and implementation. In the context of this theorising, data was procured from in-depth interviews with the three curriculum writers and ten physics teachers in and around a provincial city in New Zealand. The teachers were interviewed three times over a period of three years: before, during and after the first year of implementation; namely 1996 to 1998. The interviews showed that most of these ten physics teachers did not undergo any significant change in their teaching because of the introduction of 'Physics in the New Zealand Curriculum'. The reasons or barriers identified, such as lack of guidelines and clarity, and contentment with their own existing practice, were aligned with factors that have been identified by other researchers as important influences on teachers undergoing change, such as clarity of change and need for change. Three key elements were identified from these issues emerging from the data as necessary conditions or resources for teacher change: knowledge, support and time. In the present study, there was very limited knowledge held by the teachers about 'what', 'how' and 'why' changes were being implemented. Secondly, there was little social and system support for the curriculum change. Finally, teachers had little time to focus on and reflect on the change. A model of curriculum change, incorporating Wenger's notions of 'reification' and 'participation', but extended to include 'dereification' emerged from the data. 'Dereification' highlighted an important stage whereby the curriculum document as an artifact, needed to be incorporated into the plane of lived experiences of teachers. The introduction of the term 'dereification' supported the development of this model of curriculum change incorporating teacher change whereby the model outlined processes of reification and dereification involved in a mandated curriculum change. The model of curriculum change developed here also contained a screen that symbolises the lack of intersubjective linkage between teachers and the designers of the new curriculum. There was no follow-up teachers' guide, not enough explanation of the curriculum document, no direct communication between the writers and the teachers, and insufficient professional development for the teachers using it. The research findings led to three propositions: the curriculum document as a key artifact was not sufficient to effect a curriculum change; the lack of transparency of the curriculum document development was a constraint on teachers' commitment to the curriculum change; and the lack of support for teachers in their dereification of the curriculum document impacted negatively on curriculum change. The key elements of knowledge, support and time identified as crucial for teachers to effect any real change in their practice are critical at different points in the model of curriculum change. It is suggested that using such an interplay between the factors underlying teacher change and the sociocultural analysis of curriculum change, might enable more pro-active intervention at the various stages of the process of a curriculum change to effect a real change.

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Imoro, Kari Benge. "Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228117.

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This study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of Mind and propose an additional Habit of Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a mind-centered approach in the visual arts classroom and the use of a mind-centered template for unit and lesson planning.

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Books on the topic "Development of new curricula"

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Mmbaga, S. School-based curriculum and staff development for Tanzanian schools: A new approach to curriculum planning and development. Dar es Salaam, Tanzania: Press and Publicity Centre, 1985.

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Reynolds, William M. Reading curriculum theory: The development of a new hermeneutic. New York: P. Lang, 1996.

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Jafari, Ali. Development of a new university-wide course management system. Hershey, PA: Idea Group Pub., 2000.

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Shek, Daniel T. L., Hing Keung Ma, and Joav Merrick. Positive youth development: A new school curriculum to tackle adolescent developmental issues. Hauppauge, New York: Nova Science Publisher's, Inc., 2012.

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Vaught, C. Guidelines for the development of a new miner training curriculum. Pittsburgh, PA: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, Pittsburgh Research Laboratory, 2008.

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Vaught, C. Guidelines for the development of a new miner training curriculum. Pittsburgh, PA: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, Pittsburgh Research Laboratory, 2008.

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Vaught, C. Guidelines for the development of a new miner training curriculum. Pittsburgh, PA: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, Pittsburgh Research Laboratory, 2008.

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Vaught, C. Guidelines for the development of a new miner training curriculum. Pittsburgh, PA: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, Pittsburgh Research Laboratory, 2008.

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Heffernan, Peter J. French as a second language, facilitators' guide for implementing the new program of studies: Professional development manual. Edmonton, Alta: Alberta Education, Language Services Branch, 1992.

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Building leaders one hour at a time: Guidebook for leadership development. East Rochester, NY: CJM Books, 2013.

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Book chapters on the topic "Development of new curricula"

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Šestić, Munira, Elvir Čizmić, Mirha Bičo Ćar, and Dženana Hodžić. "Techno-Entrepreneurship: Interdisciplinary Curricula Challenges for 4IR in Bosnia and Herzegovina." In New Technologies, Development and Application III, 899–905. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46817-0_101.

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Mitra, Madhumi, Abhijit Nagchaudhuri, and M. S. Xavier Henry. "Sustainability in BioEnergy Academy for Teachers (BEAT): Changing Perspectives and Practices Toward “Greening” the Curricula." In New Developments in Engineering Education for Sustainable Development, 185–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32933-8_17.

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Barrella, Elise M., and Mary Katherine Watson. "Comparing the Outcomes of Horizontal and Vertical Integration of Sustainability Content into Engineering Curricula Using Concept Maps." In New Developments in Engineering Education for Sustainable Development, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32933-8_1.

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Madaus, George F., and Daniel L. Stufflebeam. "New Dimensions in Curriculum Development." In Educational Evaluation: Classic Works of Ralph W. Tyler, 201–7. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2679-0_7.

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Jones, Christopher. "A Proposal for Integrating DevOps into Software Engineering Curricula." In Software Engineering Aspects of Continuous Development and New Paradigms of Software Production and Deployment, 33–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06019-0_3.

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Soudien, Crain. "Development, Decolonisation and the Curriculum: New Directions for New Times?" In Curriculum Challenges and Opportunities in a Changing World, 25–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61667-0_2.

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Capon, Noel. "Early Development of a New Curriculum Design." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 151–77. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_8.

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Capon, Noel. "Implementing the New Curriculum." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 255–70. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_12.

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Capon, Noel. "Executing the New Curriculum." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 271–91. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_13.

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Mingying, Tang. "The New Curriculum in China." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education, 99–105. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_12.

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Conference papers on the topic "Development of new curricula"

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Popa, Teodor, Iulian Ionel Roman, and Ovidiu Sorin Cupsa. "NEW TECHNOLOGIES AND NEW RULES – MAIN FACTORS FOR UPDATES OF COURSE CURRICULA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2024.

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Łyko, Janusz. "NEW TECHNOLOGIES VS. CURRICULA OF QUANTITATIVE COURSES FOR STUDENTS OF ECONOMICS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0591.

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Dias, Diana, and Diana Soares. "RETRIEVING CIVIC DIMENSIONS IN HIGHER EDUCATION CURRICULA: IS LEARNING IMPROVING STUDENTS’ CIVIC DEVELOPMENT?" In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0785.

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Teixeira, J. C. F., J. C. F. L. Silva, and P. Flores. "Development of Mechanical Engineering Curricula at the University of Minho." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15170.

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The implementation of the Bologna protocol in the EU has set new goals for the whole higher education system as: a) a quality assessment for university courses; b) a framework for the exchange of students and academics and c) an opportunity for changing the teaching/learning procedures and methodologies. Within the context, the mechanical engineering curricula at the University of Minho has been comprehensively formulated in order to meet these and future challenges and expectations. The whole process has been based upon various cornerstones: the legal framework for the higher education system; the introduction of new learning methodologies and an accurate survey and understanding of the existing strong and week points of the previous experience. For this purpose, a comprehensive evaluation has been carried out with former students and a detailed map has been formulated regarding their professional careers and experiences. Furthermore, a discussion has been carried out in order to define the mission of the graduate in Mechanical Engineering. In brief, such mission may be referred by his ability to participate in the wealth creation through technology based innovation. Within this context, the curriculum has been structured in order to meet such goals. In addition to strong foundations in physics and mathematics, new subjects are introduced into the curriculum. The whole education is based upon project development which stimulates the students initiative, responsibility and their ability to integrate knowledge. Throughout the curriculum, students are enrolled into research projects developed in the department and it is expected that a few selected projects may be taken into a quasi industrial stage.

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PÕDER, Anne. "ENTREPRENEURSHIP ACTIVITIES AND ENTREPRENEURSHIP COMPETENCIES OF ESTONIAN UNIVERSITY GRADUATES FROM BIO-ECONOMY FIELDS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.219.

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Constant and rapid global economic and social developments and environmental processes create considerable new challenges, but also new opportunities for bio-economy. Entrepreneurs have a crucial role harnessing the new opportunities and addressing the challenges through innovation. The aim of the present paper is to study the entrepreneurship activities and entrepreneurial competencies of Estonian university graduates in the fields connected with bio-economy. The paper studies the data from a survey of three Estonian universities carried out in 2016 in the program “Systemic Development of Entrepreneurship education throughout all educational levels”. The analysis focuses on the share of entrepreneurs, assessments of the entrepreneurship competencies among the alumni, who graduated university in the fields of agriculture, forestry, fisheries; life-sciences, and veterinary medicine, and on their comparison with alumni of the other curricula. Chi-square test, ANOVA are used the compare the entrepreneurship activities, competencies of alumni of different curricula. The results show that the graduates’ field of study had significant impact on their entrepreneurship activities after the graduation, and on the attainment of entrepreneurship competencies. A quarter of the agriculture, forestry and fisheries, and a fifth of veterinary alumni were entrepreneurs, although a significantly smaller share of them in comparison with graduates of other fields had received entrepreneurship education during their studies. The share of entrepreneurs was lowest among all the fields of study in case of life-sciences alumni. The study demonstrates the need to integrate entrepreneurship education into the agricultural and life-sciences education and to address the attainment of key competencies in university’s curricula.

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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.

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Tseng, Hua Hui. "THE RELATIONS BETWEEN MUSICIANSHIP AND CORE COMPETENCIES IN PROFESSIONAL MUSIC TRAINING—THE TUT EXPERIENCE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end003.

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After being asked to respond to the Arts Education Act of 2015 by the Ministry of Education, Taiwan, concerning curricula and their impact on music education, what follows are some observations and reflections from the Tainan University of Technology (TUT), Taiwan, about its educators' experiences of teaching undergraduate music and music degrees. The idea put forward isthatskills/knowledge competency reflects an emergent sensibility in contemporary music cultures, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the legitimacy of new and varied forms of musicianship and acknowledging the ways in which course curricula continue to grow in their range of practices and necessary literacies, strategies can be developed to support broader, cohesive, inclusive, diverse, meaningful, and useful experiences for music students.

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Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

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Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.

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Tatnall, Arthur, and Bill Davey. "Curriculum Development in the Informing Sciences: Ecological Metaphor, Negotiation or Actor-Network?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2579.

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Change in higher education information systems, and other informing science curricula is inevitable. This paper offers a brief consideration of three different models that can be used to describe how this change occurs. Most curriculum texts give prime consideration to approaches to curriculum change based on research, development and diffusion models, and the paper outlines some objections to the application of models of this type to describing how university curriculum in the informing sciences is built and rebuilt. It offers instead three alternate models; one based on an ecological metaphor, another on curriculum negotiations and the third on innovation translation from actor-network theory, to describe how this process occurs. This is a theoretical paper that does not advocate one model over another, and does not propose the use of any one of these models in devising a new curriculum. It is concerned only with obtaining a better understanding of how this complex process occurs.

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Gokool, Trishel, and Boppana Chowdary. "SURVEY OF CURRENT TRENDS IN MANUFACTURING ENGINEERING POSTGRADUATE PROGRAMMES IN THE UK." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/hsok1657.

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The promotion of innovation and current trends in the Manufacturing Engineering curriculum is essential to support the adoption and creation of advanced manufacturing technologies. However, the content and teaching methods employed by the engineering departments have long faced issues with incorporating industry needs and new developments into their various curricula. Manufacturing Engineering (MfgE) is no exception as there exists significant gaps between the MfgE curricula, latest advances in research and current industrial practices in Trinidad and Tobago (TT). The present paper investigates the trends in postgraduate programmes in the United Kingdom (UK) in the area of MfgE. It highlights the current curricula structure and content of universities in a developed region with a similar education system to TT with the aim of identifying key areas of MfgE focus. The study reveals that UK universities balance soft skills with technical learning, as research skills, management, manufacturing systems, systems simulation and, design and innovation are the top course themes. Moreover, there exists significant collaborative efforts between UK universities, industry and the government which drives research and development of emerging technologies. The findings of this study will be useful as a benchmarking tool for improving the TT MfgE curriculum in the future.

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Reports on the topic "Development of new curricula"

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Brandewie, Brooke, and Injoo Kim. Re-designing Fashion Design Curricula for a New Generation of Learners. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.9788.

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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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Wedwick, Jim. New Propellant Formulation Development. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada609068.

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Pestovich, Kimberly Shay, and Kenneth James McClellan. New Scintillator Discovery and Development. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1463578.

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D. Yogi Goswami. Development of New Thermodynamic Cycles. Office of Scientific and Technical Information (OSTI), April 2002. http://dx.doi.org/10.2172/803214.

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Robert F. Buck. Development of New Stainless Steel. Office of Scientific and Technical Information (OSTI), August 2005. http://dx.doi.org/10.2172/850283.

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Kitada, Koji. Development of New Series Clutch. Warrendale, PA: SAE International, May 2005. http://dx.doi.org/10.4271/2005-08-0035.

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David B. Burnett. DEVELOPMENT OF NEW DRILLING FLUIDS. Office of Scientific and Technical Information (OSTI), August 2003. http://dx.doi.org/10.2172/821094.

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Dhawan, B. N. Evaluation of New Antimalarials. Development of New Antimalarial Drugs. Fort Belvoir, VA: Defense Technical Information Center, September 1991. http://dx.doi.org/10.21236/ada242409.

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Lendaro, V. L. A New Approach to Officer Development. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada491610.

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