Relevant bibliographies by topics / Education Curriculum evaluation

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

Academic literature on the topic 'Education Curriculum evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Education Curriculum evaluation"

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DiFlorio, Irene, Beverley Martin, Mary Ann Middlemiss, and Patricia A. Duncan. "Curriculum evaluation." Nurse Education Today 9, no. 6 (December 1989): 402–7. http://dx.doi.org/10.1016/0260-6917(89)90095-6.

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Norris, Nigel. "Curriculum Evaluation Revisited." Cambridge Journal of Education 28, no. 2 (June 1998): 207–19. http://dx.doi.org/10.1080/0305764980280206.

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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.

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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center
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Tican-Başaran, Semra, and Necdet Aykaç. "Evaluation of 2018 Turkish early childhood teacher education curriculum." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (August 6, 2020): 889–928. http://dx.doi.org/10.14527/pegegog.2020.028.

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This study aims to examine the characteristics of the Turkish Early Childhood Teacher Education Curriculum updated in 2018 and reveal the views of university lecturers as its end users. In the first stage of the study, previous and updated curricula were examined in order to reveal the characteristics of the latter, in the second stage, the curriculum-related views and recommendations of lecturers from private and public universities in Turkey were obtained. Increased number of elective courses was the most favored characteristic of the new curriculum while lack of flexibility, less practicum, and the failure of certain new courses to meet needs were the negative aspects. Increasing practicum and ensuring the participation of all stakeholders in the curriculum development process were the most vociferous recommendations of the lecturers.
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Hoeben, Wijnand Th J. G. "Curriculum evaluation and productivity." Studies in Educational Evaluation 20, no. 4 (January 1994): 477–502. http://dx.doi.org/10.1016/0191-491x(94)00038-i.

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O'Neill, Eileen Ledden Sjoberg. "Comprehensive Curriculum Evaluation." Journal of Nursing Education 25, no. 1 (January 1986): 37–39. http://dx.doi.org/10.3928/0148-4834-19860101-12.

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Fiedler, Craig R., and Richard L. Simpson. "Modifying the Attitudes of Nonhandicapped High School Students toward Handicapped Peers." Exceptional Children 53, no. 4 (January 1987): 342–49. http://dx.doi.org/10.1177/001440298705300409.

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Two curricular approaches for modifying nonhandicapped high school students' attitudes toward their exceptional peers were compared. One curriculum was structured around categories of exceptionality (e.g., mental retardation, sensory impairments) while the other focused on generic concepts, including values, conformity, individual differences, and labeling effects. Each curriculum was presented over a 10-week period and the effects assessed via two pencil-paper attitude evaluation scales. Results revealed that both curricula positively modified students' attitudes, with subjects exposed to the categorical curriculum demonstrating significantly greater attitude changes. The data are interpreted relative to the issue of labeling and the most effective means of positively modifying attitudes toward handicapped persons.
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Walker, William E., Andrew F. Newcomb, and Warren P. Hopkins. "A Model for Curriculum Evaluation and Revision in Undergraduate Psychology Programs." Teaching of Psychology 14, no. 4 (December 1987): 198–202. http://dx.doi.org/10.1207/s15328023top1404_1.

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This article outlines the response of the psychology department at a small liberal arts university to the need for curricular revision. A three-phase process began with the identification of the logic for establishing the new curriculum. Next, a structural model for a new curriculum was developed from information obtained by studying the institutional expectations/constraints, the ideal knowledge/skill base generated by interviewing former students and officials in various postgraduation settings, and the curricula of peer institutions. Four developmental features in the model were delineated and unified by emphasizing method of inquiry as the essential objective for the psychology major. This structural model was then used to specify a hierarchical set of course groups. Implementation of the model is also discussed.
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Deb, Anindita, Melissa Fischer, and Anna DePold Hohler. "Education Research: A framework for global health curricula for neurology trainees." Neurology 91, no. 11 (September 10, 2018): 528–32. http://dx.doi.org/10.1212/wnl.0000000000006155.

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As the global burden of neurologic disease increases, educating future neurologists about the principles of global health through global health curricula is of utmost importance. However, few neurology residency training programs have developed and implemented comprehensive global health curricula. This report outlines the design, implementation, and evaluation of the University of Massachusetts Medical School neurology residency global health curriculum. Using accepted curriculum development methods and incorporating an innovative use of technology, we created a global health curriculum focused on neurology to engage trainees. The implementation of curricula and organization of elective opportunities also incorporates learning objectives and an evaluation process. The University of Massachusetts Medical School neurology global health curriculum can be used as a framework for other residency programs developing global health programs. Global health education increases young neurologists' awareness of the growing burden of neurologic disease and, subsequently, may motivate them to address the need for neurologic expertise around the world.
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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.
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Dissertations / Theses on the topic "Education Curriculum evaluation"

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Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.

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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.
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Jennings, Megan Marguerite. "Success for all : the hidden curriculum." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.

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Matsubara, Amy A. (Amy Asa) Carleton University Dissertation Social Work. "Curriculum evaluation for anti-racist social work education." Ottawa, 1995.

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Barker, Chris A. "Students' assessment of biology education at Marshall University." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.

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Crose, Amanda Rose. "Scripted Programs: A Curriculum Evaluation." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7130.

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Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.
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Noe, Margaret Ann Lyle Laymon Ronald L. "An application of an analytical approach to the evaluation of educational programs in a selected Illinois high school." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014755.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 26, 2005. Dissertation Committee: Ronald Laymon (chair), Richard L. Berg, Larry D. Kennedy, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 222-225) and abstract. Also available in print.
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Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.

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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Al-Gahtany, Abdulrahman M. "The present status of geography education in boys' intermediate schools of Riyadh, Saudi Arabia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2177.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 152 p. Includes abstract. Includes bibliographical references (p. 119-125).
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Sethi, Lovleen. "The influence of educational leaders on curriculum design in higher education at a Northeastern U.S. university." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172480.

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There is limited literature regarding how higher education leaders influence and shape curriculum do for graduate students. The question is how the curriculum is influenced by higher education leaders. The purpose of this exploratory qualitative study was to discover how those in leadership positions in higher education influence and shape curriculum for business school graduate students. Examining the influence higher education leaders have on curriculum design will provide information to universities to evaluate their current processes and may help universities continue to improve program quality. An exploratory qualitative descriptive approach was taken for this study. Qualitative data was collected via eight interviews with those involved in curriculum design. Specifically, participants for this study were those in leadership positions (administrators, deans, associate deans, and senior faculty) in the masters of business administration (MBA) program at a selected university in the Northeast region of the United States. The data from the interview transcripts were analyzed to discover how those in leadership positions in higher education influence and shape curriculum for business school graduate students. The four major themes identified in this study were flexibility, streamlining, continuous improvement, and innovation. The study revealed that factors such as flexibility, communication (internal and external), adaptability, and technology all contribute to robustness of the graduate business curriculum and are a reflection of how those in leadership positions influence the curriculum. The findings from the study revealed similar views regarding participants’ experiences about their role in influencing and shaping the curriculum, challenges faced, and common experiences among several participants. The study revealed that the participants reported positive feedback on their level of participation with the curriculum design process. The practical implications that may result from the proposed research may explain the current leadership structures, both formal and informal, within department of business. Results of the study may also have the potential to inform the development of future curriculum design efforts to enable current and future department faculty and chairs to influence curriculum design as effectively as possible.

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Books on the topic "Education Curriculum evaluation"

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Tyler, Ralph Winfred. Education: Curriculum development and evaluation. Berkeley, Calif: University of California, 1987.

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McCormick, Robert. Curriculum evaluation in schools. 2nd ed. London: Croom Helm, 1988.

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McCormick, Robert. Curriculum evaluation in schools. 2nd ed. London: Croom Helm, 1988.

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McCormick, Robert. Curriculum evaluation in schools. 2nd ed. London: Routledge, 1990.

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Kemmis, Stephen. Evaluating curriculum. Geelong, Vic: Deakin University, 1988.

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Vance, Wilson Zebulon, and National Association of Independent Schools., eds. Paths to new curriculum. Boston, Mass: National Association of Independent Schools, 1991.

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Education, Ontario Ministry of. Curriculum management. Toronto, Ont: Queen's Printer for Ontario, 1988.

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Hannan, Bill. Teaching for outcomes: How and why. Carlton, Vic: Curriculum Corporation, 1996.

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A synthesized curriculum for the 21st century. Lanham, Md: University Press of America, 1998.

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Inyang-Abia, M. E. Curriculum development and evaluation in environmental education. Yaba, Lagos: Published by Macmillan Nigeria Publishers for Nigerian Conservation Foundation, 1995.

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Book chapters on the topic "Education Curriculum evaluation"

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Vaidya, Shipra. "Curriculum Evaluation." In SpringerBriefs in Education, 83–99. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1789-3_6.

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Quek, Chwee Geok. "Curriculum Evaluation." In Education Innovation Series, 223–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_14.

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Lawrenz, Frances, and Mao Thao. "Curriculum Evaluation." In Encyclopedia of Science Education, 267–70. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_150.

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Lawrenz, Frances, and Mao Thao. "Curriculum Evaluation." In Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_150-1.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_168-5.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education, 576–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_168.

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Osta, Iman. "Mathematics Curriculum Evaluation." In Encyclopedia of Mathematics Education, 417–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_168.

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Harlacher, Jason E., Tami L. Sakelaris, and Nicole M. Kattelman. "History of Education." In Practitioner’s Guide to Curriculum-Based Evaluation in Reading, 7–21. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9360-0_2.

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Galvão, Cecília, Cláudia Faria, Sofia Freire, and Mónica Baptista. "Curriculum Conception, Implementation and Evaluation: An Experience." In Science Education: A Global Perspective, 253–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32351-0_13.

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Thistlethwaite, Jill E. "Curriculum Development in Interprofessional Education in Health." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 211–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_12.

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Conference papers on the topic "Education Curriculum evaluation"

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Tatu (Boscodeala), Felicia Elena. "Rethinking Teaching in the Third Millennium. Possible Suggestions for History Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/35.

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Our research starts from the idea that evaluating the quality of the educational process in history, in the conditions of the educational process in history, in the conditions of 21st century education, is an attempt as difficult as it is interesting and instructive. In recent years, Romanian educations has undergone numerous transformations, both in terms of curricular aspects, respectively the curriculum, study programs and textbooks, as well as those related to the managerial component. In this process, operations of request and response, analysis and synthesis, evaluation and application have intervened and continue to intervene, all built on the basis of strategies in which all educational factors are involved.
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Yang, Yuxia. "Evaluation of a Curriculum." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.43.

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Khuluqo, Ihsana El, Istaryatiningtias, and Eva Syarifah. "Evaluation Implementation Curriculum 2013." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.038.

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Bashri, Ahmad, Muji Sri Prastiwi, and Rinie Pratiwi Puspitawati. "CIPP Model for Curriculum Evaluation of Biology Education." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.209.

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Srpak, Dunja, László Fülöp, and György Elmer. "EVALUATION OF THE INTERDISCIPLINARY CURRICULUM FOR NZEB." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1255.

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Noor, Mauluddin M., Albadi Sinulingga, and Sanusi Hasibuan. "Evaluation of Curriculum Implementation 2013 Batubara District." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.80.

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Ren, Ye, and Sa Xiao. "Modularity Curriculum Design and Effective Evaluation Analysis." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.219.

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Yuwono, Imam. "Evaluation of Curriculum Implementation and Curriculum Modifications in Inclusive Schools." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.24.

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Neira Embus, Manuel Fernando, Jesus Hernán Camacho Tamayo, and María Alejandra Guzmán Pardo. "Chart for Flexible Curriculum in terms of Time and Similarity." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11271.

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Within the framework of the evaluation of curricular reforms made in the programs of the Faculty of Engineering of the Universidad Nacional de Colombia, this proposal is designed as an evaluation tool for a flexible curriculum, to characterize the enrollment behavior of students and their possible relationships with demographics and academic success. The principle consists of plotting the median time and similarity coefficients of each student in the program on the axes of a two-dimensional Cartesian plane. On the X-axis, the time coefficient was plotted, consisting in the relationship between the time proposed by the program curriculum for each course, and the time when the student takes it. On the Y-axis, the similarity coefficient was plotted, consisting in the number of courses that were taken at the time indicated in the curriculum grid. The conclusions suggest that, for the program analyzed, there are no demographic biases. However, the findings of this study suggest that even though students seek to take the proposed curriculum with the highest possible similarity, they spend more time than the estimated to achieve academic success
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Dong, Cun-tian, Qin-mei Yu, and Xiao-ying Dong. "On qCredit Bankq Mechanism-based Engineering Education Curriculum Evaluation." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.101.

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Reports on the topic "Education Curriculum evaluation"

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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada204097.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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High impact: evaluating teen farmworker education: an evaluation of a high school ESL health and safety curriculum. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, October 2010. http://dx.doi.org/10.26616/nioshpub2011113.

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