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Journal articles on the topic 'Dynamics of curriculum change'

Author: Grafiati

Published: 26 June 2021

Last updated: 9 February 2022

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1

HALL, ROBIN. "Knowledge Use and the Dynamics of Managing Curriculum Change." Science Communication 18, no. 4 (1997): 342–61. http://dx.doi.org/10.1177/1075547097018004004.

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Vicente, Diego A., Obinna Ugochukwu, Michael G. Johnston, Chad Craft, Virginia Damin, and Matthew D. Tadlock. "Preparing Austere Maritime Surgical Teams for Deployment During the COVID-19 Global Pandemic: Is It Time to Change the Training Pipeline?" Military Medicine 186, no. 9-10 (2021): e873-e878. http://dx.doi.org/10.1093/milmed/usaa574.

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ABSTRACT Introduction Navy Medicine's Role 2 Light Maneuver (R2LM) Emergency Resuscitative Surgical Systems (ERSS) are austere surgical teams manned, trained, and equipped to provide life-saving damage control resuscitation and surgery in any environment on land or sea. Given the restrictions related to the COVID-19 pandemic, the previously established pre-deployment training pipeline for was modified to prepare a new R2LM team augmenting a Role 1 shipboard medical department. Methods The modified curriculum created in response to COVID-19 related restriction is compared and contrasted to the

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J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.

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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – T

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Farmer, Lesley S. J. "School librarians in Sweden: A case study in change." IFLA Journal 45, no. 4 (2019): 344–52. http://dx.doi.org/10.1177/0340035219845018.

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This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing

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Shofa, Rizka Amalia. "Kurikulum dan Dinamika Perubahannya di Pondok Pesantren Universitas Islam Indonesia Yogyakarta." MANAGERIA: Jurnal Manajemen Pendidikan Islam 1, no. 1 (2018): 101–14. http://dx.doi.org/10.14421/manageria.2016.11-06.

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This paper is intended to express the concept and dynamics of curriculum change of Pondok Pesantren Universitas Islam Indonesia. The importance of the problem discussed is related to curriculum that is used by Pondok Pesantren as one of the foundations of the development of Islamic educational institutions that would potentially affect the development of Islamic education in Indonesia in general. The concept of curriculum which is applied does not follow the national curriculum that is used at school or college. The result of the research showed that there is a change in the destination and se

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Gibbs, Trevor. "Curriculum development: A dynamic change inside the chrysalis." Medical Teacher 40, no. 5 (2018): 434–36. http://dx.doi.org/10.1080/0142159x.2018.1457286.

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Maharajh, Lokesh R., Thandi Nkosi, and Mbekelezi C. Mkhize. "Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal." Africa’s Public Service Delivery and Performance Review 4, no. 3 (2016): 371. http://dx.doi.org/10.4102/apsdpr.v4i3.120.

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This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS). The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum

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Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprisin

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Adu-Gyamfi, Samuel, and Eugenia Anderson. "History education in Ghana: a pragmatic tradition of change and continuity." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (2021): 18–33. http://dx.doi.org/10.52289/hej8.201.

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History education in Ghana has been situated within the pre-colonial, colonial and postcolonial trajectories and debates. Whereas there is a conscious effort by history teacher associations, academics and other interest groups to advance and develop the teaching of the subject at different levels of the educational system in Ghana, little attention has been paid to how the textbooks have conceptualised the cultural, ethnic and indigenous histories with their attendant differences and how they have affected or complicated narratives in the postcolonial setting of Ghana. Essentially, this contri

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Zaman, Moh Kamilus. "PENGEMBANGAN KURIKULUM PAI BERBASIS KEMAJEMUKA." Edupedia 3, no. 2 (2019): 43–49. http://dx.doi.org/10.35316/edupedia.v3i2.250.

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Social and development change requiring changes and developments in education curriculum.The dynamics of diversity in this country leads to nation disintegration which insists national education and institutions respond quickly for NKRI’s wholeness, because sometimes radical movements and thoughts on behalf of Islam. In relation with this problem, there are three steps in curriculum development that can be offered in this article, they are development of educational goals, materials or contents, and institutions

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Evenhouse, David, Nimit Patel, Maria Gerschutz, et al. "Perspectives on pedagogical change: instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum." European Journal of Engineering Education 43, no. 5 (2017): 664–78. http://dx.doi.org/10.1080/03043797.2017.1397605.

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Madsen, Wendy, and Tanya Bell. "Using health promotion competencies for curriculum development in higher education." Global Health Promotion 19, no. 1 (2012): 43–49. http://dx.doi.org/10.1177/1757975911428818.

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Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricu

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Crișciuc, Viorica. "Current Situation in the Dynamics of General Education in the Republic of Moldova." Review of Artistic Education 22, no. 1 (2021): 283–87. http://dx.doi.org/10.2478/rae-2021-0035.

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Abstract Currently, the education system in the Republic of Moldova is in a specific political, economic, value, demographic context and is periodically influenced by external factors: globalization, internationalization, computerization, etc. At the same time, there are continuous changes in the education system at the level of educational policies, in accordance with the political system of the Republic of Moldova: decentralization of managerial functions, financing the system per student, reconstruction of networks of educational institutions, resizing continuous training of managers and te

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Lutfi, Zainal. "KRISIS DISIPLIN PENDIDIKAN ISLAM: ANTI PLURALISME." Paedagogia: Jurnal Pendidikan 7, no. 2 (2019): 61–86. http://dx.doi.org/10.24239/pdg.vol7.iss2.20.

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This article discusses the problem of Islamic education from a theological and sociological point of view. The emergence of normative and verbalist Islamic education curriculum distorts the universality of Islam. Islam that is contextual in space and time, always in contact with sociological aspects, should be understood as something that can change its partiality dynamics continuously, even though there is a universal thing that is maintained as a normative belief. On the other hand, the failure of education to produce educational output that is dignified and virtuous has caused some people t

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Arifai, Ahmad. "PENGEMBANGAN KURIKULUM MASA DEPAN." Raudhah Proud To Be Professionals : Jurnal Tarbiyah Islamiyah 4, no. 2 (2019): 11–26. http://dx.doi.org/10.48094/raudhah.v4i2.45.

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Curriculum development is something that can happen at any time according to need. The rapid development of science and technology and the changes that occur in social and national life are things that must be responded to immediately and considered in curriculum development at every level of education. The emergence of new laws and regulations has had implications for the new paradigm in the curriculum development process. Current conditions and trends that will occur in the future require preparation from young people and students who have multidimensional competence. Referring to these matt

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Chimbi, Godsend T., and Loyiso C. Jita. "Emerging Trends in Metaphoric Images of Curriculum Reform Implementation in Schools: A Critical Literature Review." International Journal of Learning, Teaching and Educational Research 20, no. 6 (2021): 194–210. http://dx.doi.org/10.26803/ijlter.20.6.10.

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Curriculum reform is often difficult to conceive, disseminate, and implement, resulting in the use of metaphors to make sense of how changes initiated at national level are enacted in schools. This theoretical paper, which employs Critical Metaphor Analysis (CMA), constructs an account of emerging trends in metaphoric language to unlock the complexity of reform implementation. A deductive critical review of literature was adopted as the qualitative design to glean insights into how metaphors have been used to shape mental images of curriculum reform across time and space. Findings indicated co

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Beauchamp, Gary. "Musical elements and subject knowledge in primary school student teachers: lessons from a five-year longitudinal study." British Journal of Music Education 27, no. 3 (2010): 305–18. http://dx.doi.org/10.1017/s0265051710000252.

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The introduction of a National Curriculum to England and Wales in 1988 provided the first compulsory framework for music education. Writing in 1996, Mills suggested that in ten years time the impact of this change would result in primary school student teachers needing refreshment, and not development, of their musical knowledge. This five-year study examines primary school student teacher's knowledge of the musical elements as they entered the one year Post Graduate Certificate in Education (PGCE) course in one institution. The results suggest that some elements as defined by the relevant nat

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Brooker, Abi, Meredith McKague, and Lisa Phillips. "Implementing a Whole-of-Curriculum Approach to Student Wellbeing." Student Success 10, no. 3 (2019): 55–63. http://dx.doi.org/10.5204/ssj.v10i3.1417.

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This article reports and extends on an emerging initiative presetned at the 2018 STARS Conference (Auckland, New Zealand). Many universities are invested in student mental health, but solutions can be hindered by concerns about the fit, cost, effectiveness, or sustainability of diverse initiatives. We argue that university staff looking to support student wellbeing should first consider how their specific university contexts can support or diminish wellbeing, and then design initiatives that will fit within supportive systems. This argument is embedded within dynamic systems theory, which cons

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Brink, Sonja. "Employing a multifocal view of ECD curriculum development at a rural settlement community in South Africa: Themes from a ‘design by implementation’ early childhood education programme." South African Journal of Childhood Education 6, no. 1 (2016): 11. http://dx.doi.org/10.4102/sajce.v6i1.405.

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<p>Early childhood curriculum development is challenged by the vast contextual variability of sites in South Africa. In this article, the author reports on the implementation of an early childhood development programme at an informal rural settlement community by an external societal agent. The article looks at the complex dynamics at play within such an early education development situation and examines the main themes that emerged from the process. Referring to the tensions that emanated from the implementation of this programme as a positive driver for change, it concludes that the em

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Oppong, Charles Adabo, Moses Allor Awinsong, and Stephen Kwakye Apau. "The Middle Ground of Curriculum: History Teachers’ Experiences in Ghanaian Senior High Schools." African Journal of Teacher Education 8 (May 11, 2019): 111–38. http://dx.doi.org/10.21083/ajote.v8i0.4451.

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This study explores Ghanaian history teachers’ experiences of the "middle ground of curriculum; a crucial stage of curriculum negotiation and a process, according to Harris (2002), that includes what “teachers individually and collectively perceived and enacted. . . prior to classroom implementation” The study employed the concurrent parallel design (Quan-qual). The researchers collected quantitative data from sixty history teachers in Cape Coast Metropolis through the census method. Six teachers were randomly selected from the sixty to participate in the qualitative phase of the study. The qu

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Mandinach, Ellen B., and Hugh F. Cline. "Classroom Dynamics: The Impact of a Technology-Based Curriculum Innovation on Teaching and Learning." Journal of Educational Computing Research 14, no. 1 (1996): 83–102. http://dx.doi.org/10.2190/9mh6-lb76-7ef5-c43m.

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The Systems Thinking and Curriculum Innovation Network Project is a multiyear curriculum development, implementation, and research effort that examines the impact of using systems thinking and modeling on teaching and learning activities. Data reported here indicate positive effects on students' cognitive and motivational processes. The systems thinking approach also fundamentally changes the dynamics of the classroom and the role of the teacher by creating a constructivist, learner-centered environment. Implications for the design and installation of such environments are discussed.

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Kift, Sally. "A TALE OF TWO SECTORS: DYNAMIC CURRICULUM CHANGE FOR A DYNAMICALLY CHANGING PROFESSION." Journal of Commonwealth Law and Legal Education 2, no. 2 (2004): 5–22. http://dx.doi.org/10.1080/14760400408520458.

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Makrakis, Vassilios, Nikos Larios, and Gkolfo Kaliantzi. "ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum." Journal of Teacher Education for Sustainability 14, no. 2 (2012): 54–72. http://dx.doi.org/10.2478/v10099-012-0009-5.

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Abstract A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). T

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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.

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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextua

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Kucina, Aina. "Dynamics of Changes in Preschool Teacher Preparation Programs (1950-2010)." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 96. http://dx.doi.org/10.17770/sie2012vol1.23.

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<p>Each period is characterized by its specific features which are the base for forming learning values, educational process principles for higher education, educational aims for future teachers. The development of pedagogy subject as an academic discipline is a prime example of political and social developments of society impact.<br />The preparation of professional pre-school teacher and the implementation of the curriculum are topical problems in previous and current Latvian socio-economic and educational context. Changes in preschool teacher preparation program design and imple

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Duan, Xiaocong. "Automatic Generation and Evolution of Personalized Curriculum Based on Genetic Algorithm." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (2019): 15. http://dx.doi.org/10.3991/ijet.v14i12.10812.

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In order to solve the automatic generation and evolution of personalized curriculum, the method of using genetic algorithm to realize the evolution of personalized learning content is proposed to solve the dynamic personalized needs of users. Through the research and implementation of personalized curriculum generation technology, firstly, the structures of curriculum generation, genetic algorithm and curriculum scene, as well as the method and technology of personalized curriculum generation and evolution system framework are described in detail. Then, the framework structure based on genetic

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Allsop, Yasemin, and John Jessel. "Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom." International Journal of Game-Based Learning 5, no. 1 (2015): 1–17. http://dx.doi.org/10.4018/ijgbl.2015010101.

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This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This research also considers the interview findings in relation to the dynamics between curriculum design, learning culture and practice when implementing game-based learning. A strong link was found between how learning is designed to incorporate digital

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Abidinsyah, Abidinsyah. "KURIKULUM 2013 SEBAGAI PERWUJUDAN DINAMIKA KONSTRUKTIF YANG BERKARAKTER." Florea : Jurnal Biologi dan Pembelajarannya 3, no. 2 (2016): 1. http://dx.doi.org/10.25273/florea.v3i2.793.

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<p>Constructive dynamics of the curriculum in 2013 became part integrated with changes and developments in the national education curriculum. Through the structure and the basic framework of a scientific approach to a more humane, is expected to print competent future generations to meet the challenges of a more competitive future. Outputs being targeted is the inability of students to think<br />logically, systematically, and creative, as well as the character in order to counteract the aberrant behavior. The improvement of the curriculum implementation shortfall in 2013 is expect

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Bradea, Adela, and Karla Peter. "THE ROLE OF OPTIONAL DISCIPLINES IN DEVELOPING TRANSFERABLE COMPETENCES: A CASE OF ROMANIA." Problems of Education in the 21st Century 62, no. 1 (2014): 21–28. http://dx.doi.org/10.33225/pec/14.62.21.

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In Romania, the curriculum is traditionally strongly based on disciplines, the teachers being primarily specialised in one discipline only. Developing transferable competences requires new ways of teaching and learning, which transcend the traditional boundaries among disciplines. As they are being developed, these competences become important factors in the process of learning competences specific to certain disciplines, while also help the individual to adapt to the dynamics of a complex reality. Thus, given the importance of transferable competences, along with the reform of the curriculum,

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Goldstein, Susan B. "Cross-Cultural Psychology as a Curriculum Transformation Resource." Teaching of Psychology 22, no. 4 (1995): 228–32. http://dx.doi.org/10.1207/s15328023top2204_3.

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Many teachers of psychology are turning to the cross-cultural literature in their efforts to address issues of diversity in their courses. This cannot be accomplished, however, by simply inserting findings from cross-cultural research into general psychology courses. Along with changes in course content, we must address ways of presenting this material effectively and the possible impact of these efforts on classroom dynamics. Recommendations are made for more effective use of cross-cultural resources that concern (a) avoiding the marginalization of cross-cultural materials and perspectives, (

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Mansir, Firman. "Diskursus Sains dalam Kurikulum Pendidikan Agama Islam di Sekolah dan Madrasah Era Digital." Kamaya: Jurnal Ilmu Agama 3, no. 2 (2020): 144–57. http://dx.doi.org/10.37329/kamaya.v3i2.437.

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The changes in curriculum and everything in between such as development of Islamic education, science, development innovation, change and others are inevitability which generate new challenges in the field. Facing this reality, all element of society expects that the role of Islamic religious education which indeed has taught moral and spiritual value. Therefore the urgency of Islamic religious education in providing teachings or guidelines for social activities becomes a very urgent need. In line with the statement, we need an educators who have creativity and innovation to be able to develop

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Giæver, Katrine, and Elena Tkachenko. "Mot en ny satsing på flerspråklighet – en analyse av språkpolitiske føringer i barnehagens styringsdokumenter." Nordic Studies in Education 40, no. 3 (2020): 249–67. http://dx.doi.org/10.23865/nse.v40.2442.

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In this article, we discuss how language policy for multilingualism in Norwegian early childhood education has changed during the last 30 years. Drawing on discourse analysis of central official policy documents from different time periods, we discuss the change towards a monolingual language policy. Our analysis shows controversies and inconsistencies in the policy. As we critically question this development, we also discuss the opportunities the current early childhood curriculum opens for supporting multilingual children and connect it to recent research on superdiversity and dynamic and fl

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Bothun, G. D., S. D. Kevan, S. Micklavzina, and D. Mason. "Networked Physics Curriculum: From Static Web to Dynamic Java." International Journal of Modern Physics C 08, no. 01 (1997): 79–95. http://dx.doi.org/10.1142/s0129183197000084.

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We describe our efforts at the University of Oregon to use Web-based Instructional Technology (IT) supplemented with interactive Java virtual experiments to change the standard pedagogy associated with large, introductory undergraduate classes in physics and astronomy. We begin by examining some of the problems associated with the standard pedagogy in these classes and how these problems motivated our development of networked courseware. Although we identify and describe five empirical positive outcomes associated with IT, we conclude that the use of HTML-based course material and assignments

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Valente, Wagner Rodrigues, André Francisco de Almeida, and Marylúcia Cavalcante Silva. "Knowledge in (Trans)Training and the Role of Experts: Curricula, Mathematics Education and Teacher Training, 1920-2020." Acta Scientiae 22, no. 5 (2020): 65–83. http://dx.doi.org/10.17648/acta.scientiae.6004.

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Background: Mathematics for basic and elementary schools and teacher education changes over time; and their official expression is given by these documents that guide teaching work in schools. Objective: What processes and dynamics are involved in the systematisation of new knowledge in the production of curriculum references? In particular, the text focuses on mathematics for the first school years. Design: The analysis of curricular reforms, considering official documents, prioritises the role of specialists, treated as experts, considering that following the actions of these researchers it

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Cornejo, Melanie Gisela, Brian O'Hara, Francisco Tarazona-Vasquez, Francisca Barrios, and Mauricio Power. "Moray: Bridging an Ancient Culture of Innovation with Emerging Pedagogies in Engineering." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (2018): 43. http://dx.doi.org/10.3991/ijep.v8i4.8139.

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From its inception, Universidad de Ingeniería y Tecnología (UTEC) has functioned under the mandate of causing a disruptive effect in society by educating a new generation of holistic engineers bound to become empowered change agents. The university has recently embarked on a radical transformation of its educational model, in order to deliver this promise. A flexible curriculum provides students not only with a strong STHEAM backbone imparted in a student-centered active-learning format, but also exposes them to real engineering challenges and promotes the acquisition of professional skills fr

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Sahoo, Ranjan Kumar. "Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (2019): 66–80. http://dx.doi.org/10.31098/ijtaese.v1i2.27.

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The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in

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Sahoo, Ranjan Kumar. "Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (2019): 66–80. http://dx.doi.org/10.31098/ijtaese.v1i2.34.

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The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in

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MOSKALENKO, MYKOLA MOSKALENKO. "DEVELOPMENT OF EXPECTED LEARNING OUTCOMES IN BIOLOGY MAJOR COURSE AT HIGH SCHOOL." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 11–18. http://dx.doi.org/10.25128/2415-3605.20.2.2.

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The modern educational process reform considers a competence approach as a way to achieve the expected learning outcomes. Following the approach in 2017 the Ministry of Education and Science of Ukraine updated the curricula for general secondary education institutions. The main change is as follows: the focus was shifted from content to learning outcomes. The point of expected learning outcomes as part of the competence approach is widely discussed in the educational environment. At the same time, the issue of achieving the expected learning outcomes while studying the specific chapters of the

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Jaskólski, Krzysztof. "Application for Simulating Gyro-Compass Behavior." Annual of Navigation 23, no. 1 (2016): 159–72. http://dx.doi.org/10.1515/aon-2016-0011.

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Abstract Resolution of International Maritime Organization (IMO Res. A.424 (XI)), International Convention for the Safety of Life at Sea (SOLAS V/19.2.5) and consequently ‘Provisions Survey of Ships Marine’, part V, contained in the Polish Register of Shipping impose an obligation to fit ships with gyro-compass as one of the most complex marine equipment has found in the curricula of seafarers at the operational level (IMO Model Course 7.03). Curriculum involves the use real navigation devices. In addition, the adaptation of teaching facilities to meet the needs of the training process often r

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Kumar Sahoo, Ranjan. "Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (2020): 66–80. http://dx.doi.org/10.31098/ijeiece.v1i2.52.

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The Information and Communication Technology (ICT) in now a day plays a very strategic role in thetransforming phase of education. Thus government also taking many initiatives and tried to integrateICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies inits effective use in classroom. Is teacher being competent enough in use of ICT in classroom, whatare the some of the changes teachers are making when they used ICT tools with their students inthe classroom and how strategies are changing, what contributes to the change, and what is thechange in class

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Allen, Dee, and Colin Simpson. "Inquiry Into Graduate Attributes: Reviewing the Formal and Informal Management Curricula." Journal of Management Education 43, no. 4 (2019): 330–58. http://dx.doi.org/10.1177/1052562919839736.

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This article is aimed at any departmental faculty or head of school in charge of conducting curriculum review and presents a holistic approach based on Appreciative Inquiry and recently used by a University Business School in the Southwest of England. As a future-facing or strength-based approach, our Inquiry into Graduate Attributes brought together students, academics, employers, and employment consultants to agree on the most desirable generic attributes of business management graduates 5 years into the future, and to propose changes to course content, assessment, and cocurricular activitie

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Robertson, Lloyd Hawkeye. "The Medicine Wheel Revisited: Reflections on Indigenization in Counseling and Education." SAGE Open 11, no. 2 (2021): 215824402110152. http://dx.doi.org/10.1177/21582440211015202.

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Indigenization involves relating traditional cultures to modern methods, concepts, and science to facilitate their use by those populations. Despite attempts to indigenize both the practice of counseling and the content of educational curricula, mental health and educational deficits in Amerindian communities have remained. This article suggests indigenization in the North American context is often based on a reified view of culture that discounts naturalistic and scientific approaches, and that this dynamic inhibits progressive cultural change at institutional and community levels. A secular

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Seguin, Rebecca A., Urshila Sriram, Leah M. Connor, Ashley E. Silver, Beining Niu, and Alexis N. Bartholomew. "A Civic Engagement Approach to Encourage Healthy Eating and Active Living in Rural Towns: The HEART Club Pilot Project." American Journal of Health Promotion 32, no. 7 (2018): 1591–601. http://dx.doi.org/10.1177/0890117117748122.

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Purpose: To assess the feasibility and effectiveness of a civic engagement curriculum (encouraging Healthy Eating and Activity in Rural Towns [HEART] Club) designed to engage rural residents in improving their local food or physical activity environment. Design: Pre–post surveys and focus groups. Setting: Three rural Northeastern towns in the United States. Participants: Twenty-six rural residents (7-12 per town) recruited by local extension educators. Measures: Online surveys were used to assess outcomes related to feasibility (satisfaction) and effectiveness (knowledge, awareness, motivation

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Adams, Skye, Anniah Mupawose, Che Kelly, and Sharon Moonsamy. "Is Speech-Language Pathology’s Clinical Training Responsive to the South African Context?" Journal of Decolonising Disciplines 1, no. 2 (2021): 52–70. http://dx.doi.org/10.35293/jdd.v1i2.36.

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The absence of equitable speech- language pathology services for South Africa’s black majority has triggered a need to decolonise the clinical curriculum. The purpose of this study was to describe the experiences of clinical educators when supervising diverse students in various community settings. A qualitative approach was employed, including interviewing seven clinical educators in speech-language pathology, in a focus group. The responses from the discussions were analysed using thematic content analysis. The participants highlighted themes and certain challenges (i) Differences (ii) disco

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Pan, Gary, Poh-Sun Seow, and Grace Koh. "Examining learning transformation in project-based learning process." Journal of International Education in Business 12, no. 2 (2019): 167–80. http://dx.doi.org/10.1108/jieb-06-2018-0022.

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Purpose The purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insig

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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.

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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching

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Tsui, Eric, and Nikolina Dragicevic. "Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation." Management & Marketing 13, no. 2 (2018): 848–58. http://dx.doi.org/10.2478/mmcks-2018-0009.

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AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, whic

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Strachan, Amy. "An exploration of how teachers’ attitudes to global learning can be used to inform primary science education." International Journal of Development Education and Global Learning 12, no. 2 (2020): 121–32. http://dx.doi.org/10.14324/ijdegl.12.2.04.

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This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary sci

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�� and I. Chechel. "Post-Technocratic Model for Providing Life-Long Professional Improvement to General Education Institutions Headmasters." Standards and Monitoring in Education 2, no. 2 (2014): 47–56. http://dx.doi.org/10.12737/3795.

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Dynamics of changes in the Model of specialists� professional improvement in the light of European requirements toward the supplementary professional education system is tracked, from the traditional one, through the deficit model and to post-technocratic model. Specific features of post-technocratic model are considered, including formalized (linear), non-formal and informal (non-linear) forms of education. Drawing as an example life-long professional development of general education institutions� headmasters, the author highlights the logic of post-technocratic model implem

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Budiwati, Susi. "KEMAMPUAN GURU DALAM MERENCANAKAN, MELAKSANAKAN DAN MENILAI PENGAJARAN DONGENG DI SMP PILOTING PROJECT KURIKULUM 2013 KOTA CIMAHI." LOKABASA 7, no. 2 (2016): 192. http://dx.doi.org/10.17509/jlb.v7i2.9172.

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Penelitian ini membahas kemampuan guru bahasa Sunda di SMP Piloting Project Kurikulum 2013 dalam merencanakan, melaksanakan dan menilai kemampuan mendongeng berdasarkan Kurikulum 2013 pada tahun pelajaran 2015-2016. Latar belakang penelitian ini adalah (1) perkembangan Kurikulum 2013 yang sangat dinamis dan; (2) pedoman pelaksanaannya yang terus berubah, sehingga muncul pertanyaan apakah perubahan ini sampai kepada guru bahasa Sunda. Tujuan penelitian ini untuk mengetahui kemampuan guru dalam merencanakan, melaksanakan, dan menilai pembelajaran khususnya materi dongeng berdasarkan Kurikulum 20

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