Academic literature on the topic 'Established curricula'
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Journal articles on the topic "Established curricula"
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Bree, Kelly K., Shari A. Whicker, H. Barrett Fromme, Steve Paik, and Larrie Greenberg. "Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?" Journal of Graduate Medical Education 6, no. 2 (2014): 237–48. http://dx.doi.org/10.4300/jgme-d-13-00308.1.
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Abstract Background Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) identify curricula that training programs could feasibly adopt. Methods We performed a literature review using PubMed, Medline, Scopus, PsycINFO, ERIC, and Embase. Key search words included residents, residents as teachers, teaching, internship and residency, and curriculum. In addition, a search of MedEdPORTAL was performed using the same key terms. Articles were evaluated based on the reproducibility of curricula and the assessment tools. Evaluation of educational outcomes was performed using the Kirkpatrick model. Results Thirty-nine articles were deemed appropriate for review. Interventions and evaluation techniques varied greatly. Only 1 article from the literature was deemed to have both curricula and assessments that would be fully reproducible by other programs. Conclusions A literature review on RAT curricula found few articles that would be easily reproduced for residency programs that want to start or improve their own RAT curricula. It also demonstrated the difficulty and lack of rigorous outcome measurements for most curricula.
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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.
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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.
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Arakawa, Naoko, Andreia Bruno, and Ian Bates. "A A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study." INNOVATIONS in pharmacy 11, no. 1 (2020): 18. http://dx.doi.org/10.24926/iip.v11i1.2093.
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Background: Time-tabled curricular contents and syllabi reflect the actual delivery of the academic programme and one of key quality components in healthcare professional education. There is a need of global evidence base of Initial Pharmacy Education and Training (IPET) curricula for assisting the advancement of IPET globally.
 Objectives: To seek the differences and similarities among IPET curricula and to explore relative trends and weighting of IPET curricula globally.
 Methods: Sample curricular documents were collected purposively either through a parallel survey study investigating the structures and processes of IPET globally in collaboration with the International Pharmaceutical Federation Education (FIPEd), or through research team network. Collected textual documents containing IPET curricular contents were analysed by a mixed approach of the comparative content and framework analyses, using curriculum clusters in a guideline from the PHARMINE project.
 Results: IPET curricular documents were collected from 16 countries and territories. The study showed study years spent in the IPET years range from four to six years, and a sample mean of average syllabus time spent per year is 728 hours/year (excluding outlier). There was a biggest variance in the pharmacy practice cluster (PRAC) among samples, ranging from 49.3 to 12.8%, showing a significant negative correlation with the chemical science cluster (CHEM) g = -0.77 (p<.0001). Categorised further into three curricular content groups, the study identified that there was variances in a tendency of the curricular orientation of science or practice-focus between countries.
 Conclusion: The study allowed a first global comparison of IPET curricula from all WHO regions, which provided a better understanding of current IPET practice and delivery across nations and established evidence base to address challenges and gaps for further improvement of IPET curriculum in any country.
 
 Article Type: Original Research
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Čuřín, Michal, and Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic." European Journal of Social & Behavioural Sciences 30, no. 3 (2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.
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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.
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Spalter, Anne Morgan, and Rosemary Michelle Simpson. "Integrating interactive computer-based learning experiences into established curricula." ACM SIGCSE Bulletin 32, no. 3 (2000): 116–19. http://dx.doi.org/10.1145/353519.343134.
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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 established pre-deployment R2LM ERSS curriculum. Subject Matter Experts and currently deployed R2LM members critically evaluate the two curricula. Results Both curricula included the team R2LM platform training and exposure to cadaver based team trauma skills training. The modified curriculum included didactics on shipboard resuscitation, anesthesia and surgery, shipboard COVID-19 management, and prolonged field care in austere maritime environments. Conclusions We describe Navy Medicines R2LM ERSS capability and compare and contrast the standard R2LM pre-COVID-19 curriculum to the modified curriculum. Central to both curricula, the standard R2LM platform training is important for developing and honing team dynamics, communication skills and fluid leadership; important for the successful function austere surgical teams. Several opportunities for improvement in the pre-deployment training were identified for R2LM teams augmenting shipboard Role 1 medical departments.
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Adebayo, Oluwakemi Ayodeji, and Ronicka Mudaly. "CREATING A DECOLONISED CURRICULUM TO ADDRESS FOOD INSECURITY AMONG UNIVERSITY STUDENTS." Problems of Education in the 21st Century 77, no. 2 (2019): 179–94. http://dx.doi.org/10.33225/pec/19.77.179.
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A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: “How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?” and “What are the consequences of pre-service teachers’ engagement with decolonised curricular activities which respond to food insecurity?” Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers’ consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice. Keywords: decolonised curriculum, food gardening, indigenous knowledge, qualitative methodology, self-reliance, transformation.
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Alviar-Martin, Theresa, and Mark Baildon. "Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore." education policy analysis archives 24 (May 16, 2016): 58. http://dx.doi.org/10.14507/epaa.24.2140.
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This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship.
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Lim, V. K. E. "The Process of Medical Curriculum Development in Malaysia." International Journal of User-Driven Healthcare 2, no. 1 (2012): 33–39. http://dx.doi.org/10.4018/ijudh.2012010105.
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The first medical school established in Malaysia was the Faculty of Medicine at the University of Malaya in 1963 (Danaraj, 1988). Today, there are 33 medical schools, both public and private. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. These two regulatory bodies set the minimum standards for accreditation and they include standards that pertain to curricular issues. Apart from adhering to major broad principles, medical schools generally are given a free hand in designing and developing their own curricula. The faculty members of the school determine the nature of the curriculum with the dean playing a vital role in moderating competing demands from the various academic departments. The influence of the Medical Education Department or Unit varies. The Ministry of Health, as the predominant employer of doctors, gives regular feedback to the deans on the performance of their graduates. There has not been any major initiative to involve other important stakeholders, including the public, in the design and development of medical curricula in the country.
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Wahlström, Ninni. "Democracy and curriculum—the task still before us." European Educational Research Journal 19, no. 4 (2019): 351–63. http://dx.doi.org/10.1177/1474904119889795.
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This article explores how John Dewey’s concept of democracy can contribute to our understanding of what is required from education amid growing nationalism and populism, even in what are usually perceived as established democracies. The purpose of the study is to explore how standards-based curricula for citizenship education can be problematised in relation to the broad concept of democracy. The meaning of citizenship education in curricula is examined through two cases from western countries (Sweden and the USA) with standards-based curricula. These social studies curricula deal with democracy as something ‘to teach about’, rather than focusing on helping students learn to understand and recreate democracy for their own generation. However, the concept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculum logic of standards and knowledge outcomes emphasising measurability. Now, when democracy is challenged, also seems to be the right time to confront the logic of a standards-based curriculum and the selective traditions of subjects within the social studies, as well as to ask the questions ‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.
Dissertations / Theses on the topic "Established curricula"
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Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
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This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
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Kobashigawa, Mutsu-ko. "Parâmetros curriculares nacionais de matemática para o ensino fundamental: das prescrições ao currículo praticado pelos professores." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11092.
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EDM - Mutsu-ko Kobashigawa.pdf: 573531 bytes, checksum: f918f3523e1bae0ae73a299fb358f7fe (MD5)
Previous issue date: 2006-10-03<br>Secretaria da Educação do Estado de São Paulo<br>The aim of the present work was to analyse how the directions introduced by
the established curricula, in the present case the National Curricular Parameters
(PCN) for Elementary School mathematical area, are being considered, and if they
are being interpreted and applied by the teachers. In accordance with a documental
research, an analysis was made about the historical trajectory of the curricular
reforms of the Brazilian math education and about the relationship between the
implementation of the curricular innovations and the teacher´s education. The
research work was carried out in two steps. In the first one, a questionnaire was
made and used to collect some general informations about the relationship between
the teachers and the PCN. In this step, the process involved 67 math teachers from
the public school network. These teachers belong to the Educational Directory of the
São Vicente Region, with representation of all the municipal districts from this region.
In the second step, 33 teachers were selected and distributed in three groups, being
each one composed by 11 teachers. Each group took a part in a meeting, when the
more specific informations were obtained by using a procedure named focal group.
For a more detailed analysis only one group of those groups was selected. The
results have shown that, although the teachers reveal to know the orientations found
in the PCN, they did not participate with a deep discussion. In many times they have
made a contradictory discuss about the subject, making difficult any conjecture about
the implementation of the PCN in the classroom. Although there is concordance with
some principles such as problem´s solution, connections with subjects from other
courses of study, connection with the daily routine and internal articulations, in the
practice the teachers showed a great difficulty to implement those ideas. However,
they also revealed a great interest into looking for new knowledges, but at the same
time they have a certain disappointment about the offered college education<br>O presente trabalho tem como objetivo analisar como as diretrizes veiculadas
por currículos prescritos, no caso os Parâmetros Curriculares Nacionais (PCN) para
o Ensino Fundamental - área de Matemática - estão sendo apropriadas,
interpretadas e aplicadas pelos professores. Por meio de pesquisa documental
fizemos uma análise da trajetória histórica de reformas curriculares de Matemática no
Brasil, da relação existente entre implementação de inovações curriculares e
formação de professores. A pesquisa de campo foi realizada em duas etapas, sendo
que na primeira etapa, questionários foram elaborados e utilizados, para coleta de
dados mais gerais sobre a relação dos professores com os PCN, envolvendo 67
professores de Matemática da rede estadual, pertencentes à Diretoria de Ensino-
Região São Vicente, com representação de todos os municípios dessa região. Na
segunda etapa, 33 desses professores, distribuídos em três grupos de 11
professores, participaram de reuniões em que foram coletados dados por meio de
procedimentos dos chamados grupos focais. Para uma análise mais detalhada
selecionamos apenas um desses grupos. Os resultados mostram que, embora os
professores declarem que conhecem as orientações contidas nos PCN, não as
discutiram em profundidade e fazem muitas vezes um discurso contraditório a
respeito deles, ficando difícil levantar conjecturas sobre sua implementação em sala
de aula. Embora haja concordância com princípios como resolução de problemas,
conexões com temas de outras disciplinas, com o cotidiano e articulações internas,
na prática, os professores revelam grandes dificuldades para a implementação
dessas idéias. No entanto também revelam grande interesse por buscar novos
conhecimentos mas, ao mesmo tempo, um certo desencanto com as formações que
têm sido oferecidas
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Stewart, David, Stacy D. Brown, Cheri Clavier, and Michael Crouch. "Innovative Teaching Strategies Within the Curriculum of a Newly Established College of Pharmacy." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5292.
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Moyer, Dean W. "Worship renewal for the vocational worship pastor an eight-week renewal curriculum established upon redemptive themes inherent in the theologies of baptism, Sabbath rest, and Imago Dei /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Liao, Yi-Cheng, and 廖翊成. "Applying Ontology and AHP to Establish the Curriculum Framework of Agricultural Environmental Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94884610808070413982.
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碩士<br>國立臺灣大學<br>環境工程學研究所<br>103<br>In this research, Ontology was applied to develop framework of educational curriculum for agriculture and environment. Moreover, questionnaire was designed to investigate the survey by Analytic Hierarchy Process (AHP). In the survey, 40 valid questionnaires, which were answered by scholars and governmental experts, were collected. The weighting system of framework of educational curriculum for agriculture and environment was developed based on the results of questionnaires. Further analyses were conducted and a 120-hours training course is designed for agricultural and environmental education.
The courses are divided into three levels. The first level is target layer. The purpose of target layer is to establish framework of educational curriculum for agriculture and environment. The second level is the domain layer divided into five areas, including environment of agriculture, technology of agricultural production, agricultural production and environment, operation and management of agriculture, and policy and regulation of agriculture. The third level is fundamental layer. which include 16 elements within five areas. Based on the results of AHP , the importance of elements are arranged sequentially. The order is biological environment, prevention and control of agricultural pollution, biodiversity, climate and environment, sustainable agriculture, organic agriculture, plant diseases and insect pest, water resources, introduction to crop production ,soil resources, special crop production, agricultural management, agricultural policy, agricultural regulations, leisure agriculture, landscape.
According to the research conclusion, suggestions were made and provided to COA and EPA for promoting professional certification of Agricultural Environmental Education.
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Jung, Chiou Chi, and 邱麒忠. "To Establish School-Based Curriculum Evaluation Indicators In Elementary Schools of MiaoLi County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/32725360288108995276.
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碩士<br>國立新竹師範學院<br>課程與教學碩士班<br>91<br>The purpose of this study is to establish a set of school-based curriculum evaluation indicators in elementary school , which may serve as a reference for the curriculum design of other school.
A Total of 12 experts were recommended to help developing the evaluation indicators .The subjects , consisting of educators , principals , directors , coordinators , and teachers in elementary schools of MiaoLi County , were implemented with questionnaires . The main work of these experts was to judge the availability of indicators . The results were analyzed by percentage , and formed pretest questionnaire . Then , by random sampling of 10 schools for pretest , the pretest results were analyzed by Cronbach α, and formed formal questionnaire of “The School-Based Curriculum Evaluation Indicators In Elementary Schools of MiaoLi County “. Finally , the questionnaire was administered to 294 samples according to the school size of elementary school in MiaoLi county . Data was then analyzed by Mean , Standard Division , t-test , and One-way ANOVA , yielding the following results：
1. The school-based curriculum evaluation indicators in elementary schools of MiaoLi County were constructed by input , process , and output categories . The Cronbach α of the total scale was .9899 .
2. The input category comprised four dimensions：preparation for predevelopment , planning and goals , instrumental resource and equipment , and teachers’ competence . There are four third- order indicators under these dimension indicators .
3. The process category encompassed eight dimensions：organization and operation , teaching objectives , instructional resources operating , curriculum choice , curriculum organization , teaching strategies , instructional evaluation , and teaching periods . Each of these dimension indicators contains four or five third- order indicators .
4. The output category contained three dimensions：curriculum quality , curriculum satisfaction , and teachers’ professional growth . Each of these dimension indicators contains four third- order indicators .
5. Significant difference didn’t exist in teachers’ gender , academic degree , duty , seniority , and school environment variables（size , curriculum evaluation group）within each category and dimension of school-based curriculum evaluation indicators in elementary schools of MiaoLi County .
Based on the study results , the author proposes some concrete suggestions for curriculum evaluation models of elementary schools , establishing evaluation indicators and further research .
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吳培綺. "A Study of Status and Demand on the Integration of Financial Education into Established Curriculum by Elementary School Teachers-A Survey on Changhua County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/f7hqyc.
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碩士<br>國立彰化師範大學<br>財務金融技術學系<br>102<br>Abstract
The study was aimed at discussing how the status and demand on the Integration of financial education into established curriculum by elementary school teachers in Changhua County differ in the correlation between the two issues. A Questionnaire survey was used in this study. The population of the research were elementary school teachers in Changhua County through the stratified random sampling and 451 samples were effective. The research tools were the scales of teachers’ professional growth and demand on the Integration of financial education into established curriculum. The study adopted the self-edited questionnaire to be the study instrument, conducted analysis based on descriptive statistics, independent sample t-test, one-way analysis of variance and person product-moment correlation. The conclusion was as follows:
1. Teachers were highest average on the dimension of teaching strategy and the lowest on the curriculum design.
2. Teachers’ performance in the demand of professional growth in the course content and the course style were better than the degree of the course teacher.
3. Female teachers in the state of teaching strategies performed better than male teachers. Male teachers in the state of teaching evaluation performed better than female teachers.
4. Teachers aged over 50 teachers in curriculum design above the age of 30. Over the age of 50 teachers in the teaching evaluation was higher than 31-40 year old teachers. Over the age of 50 on the status of teachers was higher than the age of 30 teachers.
5. The graduate of the institute teachers in the state of teaching strategies graduate teachers was higher than normal.
6. The number of classes of 36 or more classes school teachers in the state of teaching strategies was higher than the number of classes to 12 classes of teachers.
7. 50 year old teachers in the demand of professional growth in the courses style were higher than 31-40 year old teachers.
8. School teachers from other backgrounds in the demand of professional growth of teachers were higher than the non-business school background.
9. Elementary school teachers in the status and demand on the Integration of financial education into established curriculum, with positive effects in between.
The study proposed its suggestions in the conclusion served as a reference for education authorities, school administrators and elementary school teachers.
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Adams, Rozlyn N. "The effects of an individualized instructional fitness program taught in conjunction with the established physical education curriculum, upon selected health-related fitness performance scores of fifth grade students." 2003. http://www.oregonpdf.org.
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Li, Hsiao-Chung, and 李孝忠. "Using web-base learning community in All-Out Defense curriculum to establish national perspective-High school students in Kaohsiung city as an example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/2rcu45.
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碩士<br>義守大學<br>資訊管理學系<br>104<br>This study is intended to understand how students of senior high and vocational high schools in Kaohsiung establish international perspectives by taking international relations curriculum of all-out defense education that incorporates web-based learning community as teaching and learning method. Teachers and students discuss social events in the class, which motivates them to think, research and analyze related issues and then share their gained knowledge of international perspectives with each other in the community. The thesis focuses on the way in which knowledge is passed between teachers and learners who exploit internet to maximize the effect of teaching and learning. With the vigorous development of internet, today’s teaching and learning is no longer limited to schools and materials. While learning approaches are increasing, learners are more likely to learn automatically and choose on their own what they like to learn. In this way of teaching and learning, teachers are able to observe students engaging in the all-out defense curriculum, and to review and discuss the flaws thereof, and furthermore, to effectively communicate gained knowledge with each other.
In the traditional teaching and learning situation, the relationship between the military instructor (teacher) and the students (learners) is the main linking channel. The military instructor used to follow a teaching plan to teach all-out defense curriculum, which made the class monotonous and not interesting, thus almost all the time reducing students’ motivation to learn. The present study utilizes the online social networking, which is popular with students, to create a web-based learning community for the all-out defense curriculum. It is hypothesized that teachers and learners’ roles can be reshaped and both benefited by taking part in a web-based learning community incorporated in the international relations curriculum of all-out defense education in which they exchange and share acquired knowledge with each other. This is exactly the so-called knowledge spiral that emphasizes knowledge is obtained through social interaction. Therefore by such teaching and learning approach, students gradually develop into youths holding international perspectives.
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ke and 劉銘凱. "The exercise game curriculum implement exercises the study of ability result to the infant－An Example in Yuan-Don Elementary School attach establish kindergarten." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/61254561635115324066.
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碩士<br>大葉大學<br>運動事業管理學系<br>93<br>The infant exercise game curriculum is a wreath of the athletics, is also a living entity in infant, expecting the development that the infant reaches the mind and body well balanced by such teaching, and from the teacher's leading descend develop the characteristic of its imagination to then promote the creativity of the infant.
The purpose of this research compare the member east elementary school attach to establish the kindergarten the experiment the set and control an infant after carrying out the different exercise game curriculum exercise the difference of the ability and experiment the set is male, woman the infant implement exercises game curriculum front, back, exercise ability it more.
Exercise the influence of the ability to the infant through the different exercise game curriculum implement, with 25 meters of run soon, the softball tosses far, sign certainly the broad-jump, hands props up the power and combines the leg to jump the five in etc. continuously, being used as to examine the item.
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Books on the topic "Established curricula"
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Green, Patricia M. An examination of the changing role of Home Economics with special reference to one school's attempt to establishit as part of a cross-curricular approach to technology. [University of Surrey], 1990.
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Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics: Established by Consensus Panel, September 21-22, 2005. American Nurses Association, 2006.
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Commission des écoles catholiques de Montréal., ed. Course of studies established in the schools under the control of the Roman Catholic School commissioners of the city of Montreal. s.n.], 1987.
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Synopsis of the system of education established by the University of King's College, Fredericton, New Brunswick: Founded by Royal Charter under the government of Sir Howard Douglas, Bart., A.D. 1828. J. Simpson, 1986.
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Alison, Rice, ed. Revitalizing an established program for adult learners. Teachers of English to Speakers of Other Languages, Inc., 2007.
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MacKenzie, Judith-Anne. 8. Acquisition of an estate by adverse possession. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198748373.003.0008.
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Course-focused and comprehensive, the Textbook on series provide an accessible overview of the key areas on the law curriculum. Another way to acquire an estate in land is by adverse possession. The Land Registration Act 2002 (LRA 2002) makes major changes to the process of acquiring registered land by adverse possession, but the old rules continue to apply to unregistered land (and to registered land where the period of adverse possession was completed before the new Act came into force). This chapter considers what is required to establish adverse possession, and then uses the example of another house in Trant Way to illustrate the three systems now in operation: adverse possession of unregistered land; adverse possession of registered land under LRA 1925; and the new system of adverse possession of registered land established by LRA 2002. The chapter concludes with a consideration of the human rights issues arising from adverse possession.
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Jones, Emily. Edmund Burke and the Invention of Modern Conservatism, 1830-1914. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198799429.001.0001.
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Between 1830 and 1914 in Britain a dramatic modification of the reputation of Edmund Burke (1730–97) occurred. Burke, an Irishman and Whig politician, is now most commonly known as the ‘founder of modern conservatism’—an intellectual tradition which is also deeply connected to the identity of the British Conservative Party. The idea of ‘Burkean conservatism’—a political philosophy which upholds ‘the authority of tradition’, the organic, historic conception of society, and the necessity of order, religion, and property—has been incredibly influential in international academic analysis and in the wider political world. This is an intellectual construct of high significance, but its origins have not yet been understood. This book demonstrates that the transformation of Burke into the ‘founder of conservatism’ was in fact part of wider developments in British political, intellectual, and cultural history in the nineteenth and early twentieth centuries. Drawing from a wide range of sources, including political texts, parliamentary speeches, histories, biographies, and educational curricula, this volume shows how and why Burke’s reputation was transformed over a formative period of British history. It bridges the significant gap between the history of political thought as conventionally understood and the history of the making of political traditions. By 1914, it is demonstrated that Burke had been firmly established as a ‘conservative’ political philosopher and was admired and utilized by political Conservatives in Britain who identified themselves as his intellectual heirs. This was one essential component of a conscious re-working of C/conservatism which is still at work today.
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PEREIRA DE AGUIAR, REINALDO, ANDERSON LUIS DA PAIXÃO CAFÉ, BRUNO BATISTA DOS ANJOS, ELINEUZA DOS SANTOS FERREIRA, and ADELMÁRIA IONE DOS SANTOS. Múltiplos Olhares Sobre Questões Emergentes do Século XXI. Casa Publicadora, 2021. http://dx.doi.org/10.53312/zaqwsx854.
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This work deals with the importance of decolonizing the curriculum in basic schools as an effective form of inclusion, both public and private and, by extension, in universities as determined by laws 10.639 / 03 and 11.645 / 08. The objective is to propose and analyze the construction of the curriculum in the Eurocentric mold. To carry out the research, a literature review was carried out, in which we spoke especially with Fausto Antonio (2015) and Nilma Gomes (2012). The results show that Eurocentrism and the concept of epistemicide aim at invisibilization and the inferiorization of another non-Western knowledge. Equally, Eurocentrism highlights its cultural values and, consequently, establishes a kind of model, that is, a pattern that makes other people’s knowledge production systems unfeasible and compromised.
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Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
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First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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Tubaro, Marco, Nicolas Danchin, Gerasimos Filippatos, Patrick Goldstein, Pascal Vranckx, and Doron Zahger, eds. The ESC Textbook of Intensive and Acute Cardiac Care. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199584314.001.0001.
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The ESC Textbook of Intensive and Acute Cardiac Care is a key reference for training and accreditation in this specialty. It serves as a reference for experienced and trainee cardiologists and intensivists from all over Europe. It establishes a common basis of knowledge in the field and a uniform and improved quality of care, is fully consistent with guidelines specified in the ESC Core Curriculum for Acute Cardiac Care, and features numerous videos as well as images that are downloadable to Powerpoint.
Book chapters on the topic "Established curricula"
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Japanwala, Natasha. "Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_5.
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AbstractThis chapter identifies the urgency for climate change education in vulnerable communities that are already experiencing the effects of climate change-related disasters. Designing curricula for vulnerable communities, in this case out-of-school youth in Badin, a rural district in Pakistan’s Sindh province, demands a focus on strategies that can be leveraged for survival. This chapter illustrates the need to match curriculum design with research and reportage about the needs communities are facing. In Badin, where the local economy is driven by agriculture and threatened by the salinization of land as well as an increased risk to flooding, the possibility of migration is real. This shifts our understanding of what adaptation and mitigation mean for this population—youth need to be prepared not only to survive where they are, but to survive where they might end up.Vulnerable communities tend to reside in districts where the rates of literacy, school enrolment and retention are low—this is certainly the case in Badin. This curriculum had to rely on pedagogies for which literacy was not a pre-requisite. Project-based learning provided a unique solution to the conundrum of designing a no-literacy curriculum to teach strategies for survival in a community where best practices for adaptation, mitigation or migration have not yet been established: it allowed youth to work in teams, building their social and collaborative skills, to develop their own solutions and recognize the power of their own voice to advocate for their rights.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.
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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.
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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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Gould, Robert, Roger D. Peng, Frauke Kreuter, Randall Pruim, Jeff Witmer, and George W. Cobb. "Challenge to the Established Curriculum: A Collection of Reflections." In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_13.
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Mittal, Pankaj. "Creating Responsible and Engaged Students." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_30.
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AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.
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Ahamer, Gilbert. "Quality Assurance in Transnational Education Management." In Handbook of Research on Transnational Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch015.
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This chapter deals with quality assessment for interdisciplinary university curricula. As a case study, it analyses the recently established “Global Studies” (GS) developmental curriculum at Graz University, Austria. After reviewing literature on concepts of quality for curricula, key concepts for multi-disciplinarity, inter-disciplinarity, and trans-disciplinarity, approaches for their monitoring, and necessary ingredients for multi-paradigmatic inputs, processes, and outputs, this chapter applies these criteria to the ethically and globalization-oriented curriculum Global Studies at Graz University, Austria. A practical set of criteria assessing quality in curricula and in courses is identified, a list of assessment exercises that have been performed so far is provided, and assessment of academic performance and suggestions for future improvements are given. Recommendations focus on the implementation of inter-paradigmatic mutual understanding and include setting up a regular, peer-oriented discourse among all stakeholders and founders of the curriculum and the inclusion of expertise into the curricula commission. All such concrete measures shall underpin the key capability of inter-paradigmatic studies, namely to see complex phenomena as perceived by other stakeholders, friend or foe.
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Evia, Carlos. "Defining Technical Communication in the United States and India: A Contrastive Analysis of Established Curricula and Desired Abilities." In Outsourcing Technical Communication: Issues, Policies and Practices. Baywood Publishing Company, Inc., 2008. http://dx.doi.org/10.2190/otcc2.
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Kay, Emma Sophia, David E. Pollio, and Carol S. North. "Psychoeducation as an approach to treatment of severe mental illness." In Psychotic Disorders, edited by Elyn R. Saks. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190653279.003.0058.
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Psychoeducation is a well-established approach to patient care for individuals coping with severe mental illness. Psychoeducation is an umbrella term for a group of intervention models designed to provide information, guidance, and support to individuals with severe mental illness and their families. Originally developed to help families and patients with schizophrenia and other serious mental illness, psychoeducation has subsequently been adapted to other mental and chronic illness. Psychoeducation curricula have been tailored to distinct cultures, norms, and health payer systems. Because most psychoeducation models allow a certain amount of flexibility in curriculum, psychoeducation can readily translate into community settings. Given the increasing importance of patient education as part of the hospital discharge process and demonstrated cost savings associated with multifamily psychoeducation groups, it is likely that psychoeducation will grow in importance for application not only to psychiatric illness but also to other medical conditions.
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Javorsky, Kristin H., Laurie A. Friedrich, Lauri Nichols, and Guy Trainin. "Aligning Children's Books With Digital Tools for Reader Response." In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0246-4.ch011.
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Through an exploration of three vignettes, the authors share innovative ways young learners and their teachers are responding to children's literature using digital tools in the context of new literacies. In the first example, primary grade students use digital tools to gain agency in their literacy practices as part of project-based learning within a STEAM curriculum. In the second, struggling readers in an after-school program integrate traditional and out-of-school literacies to produce authentic literacy products outside the constraints of standards and established curricula. Finally, an example from a teacher education program shows how the next generation of teachers can become leaders in the use of new literacies through their own experiential learning. Despite the differences in context and content of each vignette, all three demonstrate strong use of literacies pedagogy to guide selection of digital tools for the creation and consumption of text.
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Fejes Tóth, Péter. "Inferential statistics – Research on the introduction of a new topic in the Hungarian high-school curriculum." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.10.
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In the Hungarian high school, statistical education is currently limited to descriptive statistics, with a few minor exceptions. In 2016, the Hungarian Academy of Sciences established the Complex Mathematics Education Research Project. One of the purposes of this project is to examine how to introduce inferential statistics into the curriculum so that the teachers accept it and teach it accordingly. Our task is to examine the international learning paths and curricula and to adapt these approaches to the situation in Hungary. The phase of the design of educational activities is finished. Activities include, amongst others, the famous lady-tasting-tea experiment and the study of experiments with regular or counterfeit coin and dice. The planned activities are currently in the test phase by selected teachers. However, the feedback is difficult to access due to the current situation with the pandemic. Nevertheless, already available feedback is analysed; we describe the planned curriculum and its background. Classification: K10, K70, K50, D20. Keywords: Stochastic teaching, elementarisation, task systems, statistical inference, Varga’s approach, teaching activities, simulation.
Conference papers on the topic "Established curricula"
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Spalter, Anne Morgan, and Rosemary Michelle Simpson. "Integrating interactive computer-based learning experiences into established curricula." In the 5th annual SIGCSE/SIGCUE ITiCSEconference. ACM Press, 2000. http://dx.doi.org/10.1145/343048.343134.
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Mitra, Aniruddha. "Incorporating Finite Element in Mechanical Engineering Technology Program via Three Existing Courses and by Introducing a Senior Level Elective in the Curriculum." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-59054.
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Finite Element Analysis has become a powerful tool for Industry, specially, in the Design and Development sector. In response to that, Mechanical Engineering Programs followed by Mechanical Engineering Technology programs all across the country are incorporating Finite Element Analysis as a part of their curricula. This paper describes the distribution of Finite Element Analysis amongst the junior and senior level courses in Mechanical Engineering Technology curriculum at Georgia Southern University. The links between these classes with sophomore classes are established. A stand alone senior level elective course that covers more in depth of Finite Element theory is also developed.
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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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Samuel, Robello. "Petroleum Energy Engineering Education Reform: Flipping the Curriculum." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206305-ms.
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Abstract The syllabus getting outdated, classroom attendance getting less importance, fast advancements of technology and changing workforce, and demography require us to rethink and re-examine the core curricula being taught at petroleum schools. The changing landscape like clean energy and carbon neutral delivery are adding pressure to re-examine the subjects taught in the classroom so that the long-term sustainability is established. So, acquiring interdisciplinary skills is crucial with the reformed curricula. The questions to be addressed include: "What is the fundamental problem in the present petroleum education?," "Is there any problem with the present theoretical framework?," "Is the petroleum education aligned with the latest developments such as edge devices, sensors, machine learning and artificial intelligence?," "Is there an academia-industry-regulatory agencies tighter participation?," and "What are the structural changes needed like rebranding as energy engineering?." The paper addresses these questions by proposing a new approach to petroleum engineering education by way of a changed energy engineering program, which involves fundamentals of engineering, sciences, and technologies that culminates in the development of experiential learning on cyber-physical systems.
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Belu, Radian, Richard Chiou, Tzu-Liang (Bill) Tseng, and Lucian Cioca. "Advancing Sustainable Engineering Practice Through Education and Undergraduate Research Projects." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38501.
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Major challenges such as energy, food, water, environment, health and so many more have never been more prominent than they are today. Engineers and educators, as problem solvers should be addressing these issues and challenges in sustainable ways. They have an enormous opportunity to help create a more sustainable world. Technology problems interconnecting sustainability challenges such as climate change, loss of biodiversity, environmental pollution, economic and social instability are becoming increasingly major concerns for mankind. However, the engineers and scientists have failed on large extend to fully address the sustainability issues. It was also found that engineering graduates do not possess necessary skills to tackle sustainability related problems. Engineering practice and education are changing as social expectations and conditions for engineering practice change too. Students have the responsibility and opportunity to continue improving our life while reducing or even reversing the negative impacts that our industrial society is having on the environment. Current engineering curricula are not equipping them to properly deal with these challenges due to little integration of sustainable and green design strategies and practice. Transforming higher education curricula for sustainable development is a tough challenge, dealing with the complexness of sustainability concepts and integration into engineering education. Teaching students the sustainability principles and equipping them with necessary tools help them to make better choices on materials and energy use, or design. These concepts and methods are still relatively new to engineering curriculum and are not an established practice for most of such programs. Meanwhile, today’s students have a strong desire to improve the world through their work, and sustainability connects with these interest and motivations. However, students’ hunger for knowledge often outstrips what is available in their courses and the experiences of their professors. Furthermore, to make sustainable design compelling to a wider base of engineering students, we need to craft sustainable design in terms of mainstream design problems that are important, cutting-edge, and achievable. Then we need to help them how to effectively deal with environmental and societal needs and constraints as part of their core design process. The paper highlights the process required for embedding sustainability and green design into our programs, curriculum design, implementation and impediments to surmount for sustainability and green design in engineering education. This was done through a project-based approach, developing three new courses and appropriate changes in a number of existing courses. The skill requirements were studied and finally the list of subjects, topics, teaching and learning methods are identified and discussed in this paper.
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Tomasz Jarmoszko, Andrzej, and Michael Gendron. "Data Communications and Networking in IS Curriculum: Framework for the Class Project." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2506.
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Both practitioners and academics have recognized the importance of Data Communications and Networking (DCN) in undergraduate and graduate Information Systems education. This is confirmed, in particular, by the content of IS’97 and MSIS 2000 model curricula for degree programs in Information Systems (note IS’97.6 and MSIS2000.3). Experience shows that one of the most effective ways to teach Information Systems concepts is via the juxtaposition of theory and practice in the setting of a group class project. Yet, in contrast to other IS courses, there appears to be no established way to conduct the class project in a DCN course, particularly in relation to the methods of logical and physical network design, and cost/benefit evaluation of network implementation. Our research addresses this shortcoming through an attempt to synthesize the experience of IS programs, and through an effort to take that experience a step forward.
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Mason, Neal, James Harrigan, and Ryan Yonk. "Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2681.
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The collaborative contagion model is a byproduct of a three-year endeavor to identify and address curricular deficiencies in business ethics and entrepreneurship (BE&amp;E) courses. Designed to increase curriculum adoption using professional educators’ established networks, the model combines a series of four-day disruptive innovation workshops with an online forum to promote collaboration in the design of BE&amp;E materials, and to provide ongoing support for educators with unique contextual constraints. Our primary goal in developing the collaborative contagion model was to create a framework through which teachers could prototype, refine, and distribute BE&amp;E course materials at no monetary cost. Given the variety of participants invited to the disruptive innovation workshops, we expected to produce curricular materials that incorporated a wide array of perspectives and experiences relating to BE&amp;E instruction. After our first year of workshops, 20 K-12 and 20 higher education participants helped formulate 10 modules and 60 grade-specific K-12 lesson plans. Through the process, we have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. In addition to providing educators with professional development opportunities and an enhanced academic network, we conclude that the collaborative contagion model promotes improved curriculum quality, and increases the likelihood of curriculum implementation.
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López-Parra, Marcelo, Vicente Borja, Alejandro Ramírez-Reivich, and Osiris Ricardo-Torres. "Embedding the Innovation Process in the CDMIT: Mexican Engineers Face New Challenges Today." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70167.
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Since 1976 the Mechanical Design Center of UNAM (CDMIT) has worked under the premise that experiential learning is a scheme that substantially helps in the task of educating engineers. The work of the CDMIT over the years has yielded good results that have underpinned the education process of its engineering students. Using real-world sponsored projects to integrate engineering knowledge taught in the classroom is not a novel idea though; CDMIT’s method of organizing teams of students essentially follows Kolb’s framework of learning through experience (LTE). The CDMIT implemented a way of bringing real-world engineering projects closer to the students, sometimes emulating such experiences in the classroom and some other times via the realization of senior capstone projects that involve the design and manufacture of automatic machine systems that are developed to either displace intensive manual work needed in production lines or to avoid importing expensive pieces of production equipment. This paper reports on the results and impact that these design projects and application of the LTE model have had on the students’ education. On the other hand, Mexico is also experiencing new opportunities and challenges; the country became the fourth world largest exporter of automobiles not long ago, in 2014. The automotive companies established in Mexico are mainly looking for engineers that have a generic and solid technical background in the core knowledge areas of the curriculum, this allows their training and development departments to better guide young engineers towards specific strategic technical fields that are considered important. The automotive industry boom, besides creating new job positions, has helped Mexico to come onboard the train of future transportation technologies. This trend has been particularly appealing to young engineers who envisage great business opportunities. Under this scenario, the LTE method has therefore to be strengthened in different ways. The second part of the paper explains how the CDMIT is embedding the innovation process in the curricula; the final goal is to help students learn the tools that will allow them to develop a design ability, emphasizing innovation and ingenuity.
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Peirson, Bradley, and Nael Barakat. "Global Engineering Ethics: A Marketing Approach." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12789.
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There is no doubt that the world is shrinking in many ways, including the ways that engineers from various nations collaborate and share ideas. Along with major international projects such as the international space station, corporations in the United States and abroad are carrying out international engineering tasks on a daily basis. Such collaborations have been of great benefit to the engineering profession because of the free exchange of ideas and engineering talents. One of the main problems facing engineers in the international arena, however, is the lack of a common ethical background. The debate about how to create a common, global code of ethics for engineers has been carried out for several years. The aim of this paper is not add to the arguments about what should be included in a global code of ethics. The purpose of this paper is, in fact, to present a method by which an international organization tasked with the development and administration of such a code could go about attracting potential members. A common code of ethics, containing tenets that most engineering societies around the world already agree upon, is laid down as the framework. From this the basic operation of an international engineering society is outlined. With this basic starting point established the discussion proceeds to the techniques that an international society would need to employ in order grow in numbers and gain credibility among the profession. Further discussion leads to incorporation of these ideas into the education of engineers at the undergraduate level. Ethical training is currently incorporated into undergraduate curricula at many universities in the US. In many cases, however, this portion of the curriculum is limited to western ethical philosophies and the codes of ethics of the American engineering societies. Undergraduate engineering education is designed to develop the next generation to lead their engineering fields. With the prevalence of international collaboration in engineering it is almost assured that these future engineers will be international engineers, to some degree. This paper presents not only a method for attracting potential members to an international engineering society, but also means to prepare future engineers to be responsible members of the international engineering community.
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Romanovska, Alina, and Irina Presnakova. "The role of internationalisation in students’ cultural literacy and intercultural communication." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11233.
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The internationalisation of studies is one of the most current trends in higher education, aimed at improving the quality of higher education and preparing students for the global labour market. Student mobility is one of the most common forms of internationalisation. As part of the given study, an interview with the groups of exchange and local students at a regional university has been conducted in order to clarify their views on the role of internationalisation in the educational process, general cultural literacy, promoting intercultural cooperation and building a global world view. The study took place in a bachelor's degree-level programme at a regional university in Latvia, using the qualitative method. A thematic analysis of the interviews was undertaken using an iterative, inductive approach to the generation of codes and themes. Coding was established using NVivo 12. In general, the internationalisation of studies (particularly student mobility) has been evaluated very positively by both local and exchange students. The advantages of internationalisation are associated with the possibility of obtaining specific cultural expertise and learning life-friendly soft skills. In the future, the respondents see themselves employed in international teams taking as an advantage the experience gained in the internationalisation process. In addition, exchange students have pointed out that the mobility experience specified in Curricula vitae could be considered by an employer as added value thus enhancing the opportunities to get a better job.
Reports on the topic "Established curricula"
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, 2021. http://dx.doi.org/10.29242/brief.jhu2021.
Full textAbstract:
This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.
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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.
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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.4.
Full textAbstract:
A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.