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Relevant bibliographies by topics / Factors influencing curriculum change

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Academic literature on the topic 'Factors influencing curriculum change'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Factors influencing curriculum change"

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Ferreira, Jo-Anne, Lisa Ryan, and Daniella Tilbury. "Planning for Success: Factors Influencing Change in Teacher Education." Australian Journal of Environmental Education 23 (2007): 45–55. http://dx.doi.org/10.1017/s0814062600000707.

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AbstractTeacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.

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Alfaraidy, Hamdah Abdullah. "Factors Influencing Saudi Parents’ Choice of International Schools in Saudi Arabia." Journal of Research in International Education 19, no. 3 (December 2020): 220–32. http://dx.doi.org/10.1177/1475240920976259.

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The Saudi Ministry of Education has recently begun to allow all Saudi families to enroll their children in international schools. The international curriculum offered by such schools represents a notably different choice compared with Saudi traditional public and private schools, both of which teach the same state-mandated curriculum. As a result of the change, there has been a surge in demand for international education; the number of schools has increased rapidly, and there has been a steady “student leak” towards them and away from traditional schools. Little is known about why Saudi parents choose to enroll their children in international schools. We explored this question by surveying 431 Saudi parents of children attending such schools to identify the main factors contributing to their choice. Although all factors examined were important to parents, curriculum and overall school quality emerged as the most important; socioeconomic status was not influential in their decisions.

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Buckley, Ryan, Anthony Spadaro, Roy Rosin, Judy A. Shea, and Jennifer S. Myers. "Comparing the Effects of Design Thinking and A3 Problem-Solving on Resident Attitudes Toward Systems Change." Journal of Graduate Medical Education 13, no. 2 (April 2, 2021): 231–39. http://dx.doi.org/10.4300/jgme-d-20-00793.1.

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ABSTRACT Background Quality improvement (QI) is a required component of graduate medical education. Many medical educators struggle to foster an improvement mindset within residents. Objective We conducted a mixed-methods study to compare a Design Thinking (DT) approach to QI education with a Lean, A3 problem-solving approach. We hypothesized that a DT approach would better promote a mentality of continuous improvement, measured by residents' resistance to change. Methods Thirty-eight postgraduate year 2 internal medicine residents were divided into 4 cohorts during the 2017–2018 academic year. One cohort participated in an experimental QI curriculum utilizing DT while 3 control cohorts participated in the existing curriculum based on Lean principles. Participants voluntarily completed a quantitative Resistance to Change (RTC) scale pre- and post-curriculum. To inform our understanding of these results, we also conducted semistructured interviews for qualitative thematic analysis. Results The effect size on the overall RTC score (response rate 92%) was trivial in both groups. Three major themes emerged from the qualitative data: factors influencing the QI learning experience, factors influencing creativity, and general attitudes toward QI. Each contained several subthemes with minimal qualitative differences between groups. Conclusions This study found similar results in terms of their effect on attitudes toward systems change, ability to promote creative change agency, and educational experience. Despite positive educational experiences, many residents still did not view systems-based problem-solving as part of their professional identity.

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Hidayati, Dian, and Andi Arif Rifa’i. "Factors Influencing Parents’ Decisions on Choosing an Islamic Primary School in Bandung Indonesia." Randwick International of Social Science Journal 1, no. 1 (April 25, 2020): 121–26. http://dx.doi.org/10.47175/rissj.v1i1.15.

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The era of disruption has brought about the impact of fundamental changes in the digital-based information presentation globally. Easy access to information and communication through social networks makes children no longer care about the surrounding environment and tends to be "uncivilized". The condition makes parents try to instill a filter through the selection of schools with a religious character curriculum. That fact encourages the emergence of schools labeled with religion with "extra" religious curriculum offers. So, the considerations in choosing a school from a Muslim family, in particular, can indirectly be seen from the curriculum character offered by the school and the character of its graduates. The purpose of this study was to determine the factors that influence parents in choosing an Islamic school. The method used is quantitative with 100 parents who have school-age children from grade 1 to grade 3 who have a middle to the upper economic background in the Bandung. The results of the study found that the factors of parents choosing an Islamic primary school that has primary school graduates accustomed to speaking good words such as please, sorry, thank you and Toyyibah sentences, accustomed to pray 5 times a day, reading the Quran, memorizing the Quran and language skills (Indonesian and English)

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Barac, Karin, Marina Kirstein, Rolien Kunz, and Bernice Beukes. "Factors influencing students’ learning approaches in auditing." Meditari Accountancy Research 24, no. 3 (August 8, 2016): 390–413. http://dx.doi.org/10.1108/medar-06-2013-0018.

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Purpose This paper aims to report on an investigation to understand factors influencing students learning approaches in the discipline of auditing. Design/methodology/approach By using the Approaches and Study Skills Inventory for Students research instrument the learning approaches of students in auditing at a South African residential university were measured on both undergraduate and postgraduate levels. This was followed by focus group discussions to obtain a deeper understanding of the factors that influenced the ways their audit studies were approached. Findings The results revealed a contrasting view with that presented in the literature, in that senior students were more inclined to adopt a surface approach. This could be attributed to learning environment dimensions such as the teaching and assessment practices as well as students’ perceptions of the workload. Further statistical analysis revealed that gender and race influenced students’ learning approaches at specific levels. Research limitations/implications The data are drawn from audit students at a residential university in South Africa; the findings of the study may thus not be generalisable beyond that context. Originality/value The study extends the existing student learning literature by adding perspectives from the discipline auditing. It could stimulate educators’ scholarly interest in pedagogic research which could contribute to curriculum and teaching method changes that equip audit educators to promote deep learning.

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Mann-Isah, Nabila Aisha, Nuzla Ameen, and Ghufran Jassim. "Career Choices Among Medical Students and Factors Influencing Their Choices." Global Journal of Health Science 11, no. 4 (March 25, 2019): 132. http://dx.doi.org/10.5539/gjhs.v11n4p132.

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BACKGROUND: Physicians’ specialty choices have a direct impact on medical workforce. As medical students progress through medical school, it is observed that their interests in specialties change due to one reason or another. The aim of this study is to firstly identify factors that influence medical students’ career choices using a cross sectional study. Secondly, to analyze which factors are the most influential with the aim of informing the work force and curriculum developers and thus enhance the employability of graduates. METHODS: A computer generated random sample of 131 medical students was taken from the preclinical second-year medical students at the Royal College of Surgeons in Ireland-Medical University of Bahrain. Questionnaires were distributed face to face and later retrieved for data collection and analysis. RESULTS: Eighty-four (70%) students responded to the survey. Thirty-two (38.1%) of the respondents were male and fifty-two (61.9%) were female. The top three preferred specialty choices were Surgery 22 (26.5%) followed by Internal medicine 12 (14.5%) and Paediatrics 11 (13.3%). The most popular factor in specialty choice was interesting field and the least popular factor was geographical location of the hospital or health instituation. CONCLUSION: The top three career choices were selected because those students felt they were interesting fields. The least important factors were geographical location of the hospitals or health instituations, media influence and financial reasons respectively.

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Mouton, Nelda, and Gert L. Strydom. "Quality Education And The Impact Of Public And Independent Schools Writing The National Senior Certificate." International Business & Economics Research Journal (IBER) 13, no. 1 (December 31, 2013): 157. http://dx.doi.org/10.19030/iber.v13i1.8366.

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A new education curriculum for a new democratic dispensation was welcomed and unavoidable in South Africa after the first democratic election in 1994. The main reason for this radical change within education was that policymakers needed to move away from the apartheid curriculum with all its attendant political baggage and address the laudable outcomes of skills, knowledge and values for purposes of achieving social justice, equality and development. Within this curriculum, the South African Schools Act (Act 84 of 1996) recognises two broad categories of schools public and independent schools. All public schools follow the National Curriculum Statement (NCS) and independent schools have the freedom to choose which curriculum and which examination body they want their learners to write, as long as the examining body is recognised by Umalusi. This article will reflect on the quality of education provided in schools by analysing the roles and impact of public and independent schools writing the National Senior Certificate in South Africa. It is important, in this context, to provide a historical overview of the background of examination bodies that have impacted on the South African school system. It is also deemed necessary to reflect on and discuss the public and independent school sector by focussing on factors influencing the logistical orientation of these sectors as well as reflecting on indicators influencing the Grade 12 examination. After analysing these factors and reflecting on issues that influence quality education in South Africa, recommendations will be made in an effort to contribute to the improvement of the standard of education in South Africa.

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Lee, Heewon, Isobel R. Contento, Pamela Koch, and Angela Calabrese Barton. "Factors Influencing Implementation of Nutrition Education in the Classroom: An Analysis of Observations in the Choice, Control, and Change (C3) Curriculum." Journal of Nutrition Education and Behavior 41, no. 4 (July 2009): S37—S38. http://dx.doi.org/10.1016/j.jneb.2009.03.045.

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Curtner‐Smith, Matthew D. "The More Things Change the More They Stay the Same: Factors Influencing Teachers' Interpretations and Delivery of National Curriculum Physical Education." Sport, Education and Society 4, no. 1 (March 1999): 75–97. http://dx.doi.org/10.1080/1357332990040106.

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Furtado, Vairi, and Ellen Kitson-Reynolds. "Changing the tide: influencing factors for midwives on vaginal breech birth skill acquisition." British Journal of Midwifery 29, no. 8 (August 2, 2021): 454–62. http://dx.doi.org/10.12968/bjom.2021.29.8.454.

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Background Breech presentation at term occurs in 3%–5% of pregnancies. Many midwives are not skilled in vaginal breech births which affects the safety of vaginal breech birth. This research study begins to explore the influencing factors for skill attainment and potential areas for change to enhance education and competence. Method This was a small exploratory qualitative study that used a focus group with four participants for data collection. Findings The influence of internal and external factors in midwives' competence are represented by a ‘continuum of change’ and by moving from a place of fear to one of educational enlightenment. This encompasses three themes: ‘not a good place’, ‘changing the tide’ and ‘new normal’. Conclusion Education of student midwives and registered midwives is key in creating a safe space for vaginal breech births. Introducing normal physiology early in curriculums can impact the initial framing of vaginal breech birth. The uptake of specialised physiological breech birth training by registered midwives and other birth practitioners is upskilling all practitioners.

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Dissertations / Theses on the topic "Factors influencing curriculum change"

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

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Kubheka, Praise-God Ntandokayise Mandla. "Factors influencing employee engagement during change." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3135.

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A lot of attention over the years has been focused on understanding employees resistance to change. A few researchers have provided insights into the reasons why some employees remain positive and engaged during times of uncertainty and changes in the organosation. To help build this knowledge area the study was aimed to investigating the factors that drive employee engagement during change. One-hundred-and-twenty employees, across a cross-section of jobs at a specific bank in South Africa, were surveyed. The empirical results obtained from the survey showed that independent variables such as dialogue, organisational culture and a clear4 career plan were congruent with the expected results. In other words these vriables displayed a significant association with the de[endent variables (e.g. job involvement, organisational commitment and organisational citizenship behaviour.).

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Stroud, C. A. "Gender differences in the factors influencing option choice." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376409.

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Marcela, Michael Richard. "Factors influencing curriculum in elementary self-contained special education classrooms." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10052007-143103/.

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Rawlins, Owen. "Factors influencing middle managers to enable or inhibit change." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64918.

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Organisations undergo various change initiatives as a result of both external and internal pressures in order to survive and prosper, yet it is estimated that approximately 70% of change initiatives fail. Middle managers play a vital role in change initiatives; however, little is known about their views regarding the factors that enable them to commit to change initiatives. The purpose of this study is to ascertain which factors influence middle managers to enable or inhibit change. Qualitative, exploratory research methods were employed in this study, with the data being analysed utilising thematic content analysis. Fifteen semi-structured interviews were conducted with middle managers from four different industries, representing nine different companies in South Africa. The study was conducted in one city (Durban), with middle managers who had been through a change initiative in the past three years. The findings identified four broad factors (categories) which enable or inhibit middle managers in their role as change agents, namely personal factors, social factors, organisational factors and change-specific factors. For each of these factors multiple contributing factors were identified. The underlying factor that enables middle managers to commit to change is good leadership that engages employees, i.e. leaders must provide consultation, communication, and support. There is ample literature on the roles of middle managers in implementing change initiatives, but there is a lack of research on the factors that influence them to enable or inhibit change initiatives. Two models of enabling and inhibiting factors were thus developed to illustrate the myriad of factors contributing to middle managers acting as change agents. This will assist senior managers to prepare for successful change initiatives.
Mini Dissertation (MBA)--University of Pretoria, 2017.
km2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Gray, H. Joey. "Factors influencing responses on student evaluations of teachers in recreation curriculum." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219896.

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Thesis (Ph.D.)--Indiana University, Dept. of Recreation and Park Administration, 2006.
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1995. Adviser: Sarah J. Young. "Title from dissertation home page (viewed June 21, 2007)."

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Thomas, Christie Jane. "Forces influencing home economics curriculum change in British Columbia secondary schools 1912-1985." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26615.

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The purposes of this study were to describe the changes that have occurred in home economics curricula in the province of British Columbia during the period 1912 - 1985, to identify the forces that have influenced these changes and to determine the role of home economics professionals in this process of curriculum change. Documents concerning the six major home economics curriculum revisions were analyzed using Cuban's (1979) four curricular determinants: social, political and economic movements; political-legal decisions; influential groups; and influential individuals. Four major changes in the home economics curriculum were noted. These included an expansion of the central focus on concerns of the home and family to include vocationalism in the workplace and community interaction; expansion and contraction in the educational relevance and status of home economics education; the evolution of home economics as a course of study for females to one which is coeducational; and changes in the format of the curriculum documents. The major determinants found to influence these changes were broad social, political and economic movements, especially trends in educational philosophy. There were other movements, such as social movements and changes in economic conditions, which also had an impact. The major secondary force influencing curriculum change was political-legal decisions. These decisions defined the nature of education and of intended curriculum change and determined the process of curriculum change. While both groups and individuals have had an influence on the home economics curriculum through advocacy and/or implementation of educational policies, these efforts have been subject to potential veto by the Department (Ministry) of Education. As bureaucratization in education in B.C. has increased, there was an apparent decline in the influence of individuals. In this study, B.C. home economics professionals assumed a role in the process of home economics curriculum change through making recommendations, implementing educational policy and in some cases, mediating educational policy. The influence of home economics professionals has been as individuals or as members of groups rather than as policy-makers. Some suggestions for further study have been made.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Chipunza, Crispen. "Factors influencing survivor qualities after downsizing." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1219.

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Today organisations all over the world have to cope with the ever-increasing rate of local and global change. Those in developing countries have to cope with the inefficiencies engendered by state-led economic, developmental and political strategies, such as new government regulations. These have had an impact on the management of human resources and are exemplified by an increasing adoption of strategies meant to reduce pressure on costs and margins. An increasing popular management response to these challenges has been to engage in some form of organisational restructuring such as downsizing. Often employees who remain (survivors) after downsizing are not given much attention, yet the achievement of new strategic goals depends on the survivors having positive attitudes, relentless commitment and high motivation. Research indicates that employees who are motivated and committed contribute vastly to the financial-bottom-line of the organisation. Therefore, downsizing organisations should continuously search for ways to increase such qualities among their survivors. The objective of this study was to identify the factors that influence the attitudes, commitment and motivation of survivors in a developing economy with a volatile environment. To achieve this objective, a theoretical survivor quality model was presented. In order to present the model, firstly, a literature survey on the importance of survivor quality in terms of attitudes, commitment, and motivation among survivors was conducted. Secondly, literature survey pertaining to the drivers of survivor quality was done, and thirdly, literature dealing with strategies to deal with survivor quality was surveyed. The theoretical survivor quality model was used to compile the research instrument that determined the attitudinal, commitment and motivational levels of survivors, how the three constructs are related after downsizing, as well as the factors influencing the observed levels. The questionnaire was randomly distributed among survivors in the selected manufacturing organisations in Zimbabwe. The empirical results obtained from the study showed that survivors in a developing economy with a volatile environment had moderate levels of attitudes, commitment ad motivation. Two categories of factors were identified as important in influencing these levels. They were downsizing strategy and demographic factors. The downsizing strategy factors were communication and victim support, while education, age, and number of years employed emerged as the demographic factors. The study further highlighted that older survivors with less education contributed more to the moderate levels of attitude, commitment and motivation observed. The study highlights that these variables must be taken into consideration when implementing downsizing in an economically volatile environment in order to manage survivor quality. A further point emanating from the study is that prior to downsizing, organisations should adopt effective communication strategies throughout the process. The key factors identified as influencing survivor quality in this study were integrated into the survivor quality model which can be used by other organisations in a similar context to manage survivor quality in order to increase their efficiency, effectiveness, iv and competitive advantage after downsizing.

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Packery, Ronalda. "Change management and communication: factors influencing the successful communication of change at a workplace." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1009.

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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Business Administration in the Faculty of Business and Management Sciences at the Cape Peninsula University of Technology
Change management and communication have been studied by researchers in the past. In this case the researcher identified the need to investigate specific factors influencing the successful communication of change at a workplace. The organisation used in this study recently experienced a range of changes and was the perfect case for the study. The paper deals with the communication of change to employees of different (1) age groups, (2) levels of education, and (3) positions in the organisation. The planning for this study was presented in a research proposal to the higher degrees committee (HDC) of Cape Peninsula University of Technology (CPUT). The researcher reviewed literature from previous studies and defined key concepts to be used in this study. The revised literature of previous studies, applicable to this study, can be found in Chapter 3 of this thesis. The researcher used the mixed method research design for the study. Data was collected through qualitative and quantitative research methods, using a questionnaire and interviews as data collection tools. The data collected with the questionnaire was analysed by use of the statistical package for social science (SPSS) to generate descriptive results. The data collected during the interviews was analysed qualitatively. The research findings indicate that the organisational change communication strategy does not provide for differentiation between age groups, varying education levels or positions in the organisation. The division, in which the research was performed, has its own internal ways of dealing with the differences in education levels and positions. Recommendations and suggestions are presented in Chapter 7. It is intended that this research will contribute to academic knowledge in the fields of change management and change communication fields. Further studies on this phenomenon will be required as the organisational environments are ever-changing.

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Sumner, Lesley. "Life cycle development and career change : an exploration of factors influencing career change decisions." Thesis, Cranfield University, 1993. http://dspace.lib.cranfield.ac.uk/handle/1826/3563.

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The purpose of this research was to identify factors which influence decisions concerning significant career moves among older workers and women returners. A questionnaire survey of older workers was conducted in order to elicit the salient attitudes to, experience of, and satisfaction with work of job changers and non-changers aged 50 years and over, employed within a nationwide retail organisation. Results were based on 228 questionnaires. Respondents ranged in age from 50 to 73 years, 54% were female, 46% male. Respondents demonstrated a significant increase in self-perception the perceived benefits of working far outweighed perceived difficulties. There were differences between men and women in the prompts to change employment and in salient attitudes to work. A questionnaire survey of women returners was conducted to explore items women considered when embarking on college courses, their experience of these same items while at college, and the relationship between the decision considerations and subjective well-being. The results of 336 questionnaires were analysed. Respondents ranged in age from 16 to 62 years. The expected benefits of attending college were given greater consideration than expected risks, confirming work by Janis and Mann (1977). Actual benefits and actual problems were overall the most useful predictors of college related well-being. There were differences between young and mature students, women with and without partners, and those with and without dependents in terms of items on the motivator for college attendance, expected benefit and risk and actual benefit and problem scales. The Warr Subjective Well Being (SWB) scale was shown to be a reliable measure of college related well-being. The wide age range and life experience of respondents in both studies confirms the utility of life event models of development and the desirability of developing a flexible person-centred counselling model for decision making.

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Books on the topic "Factors influencing curriculum change"

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Blaylock, Latimer Paul. Implementing a new agreed syllabus for religious education: A case study of factors influencing curriculum change. [s.l.]: typescript, 1995.

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Strees, A. Factors Influencing Productivity Change In The Forest Products Industry. Minneapolis: NTIS, 1985.

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Tanner, Janice Christine. Factors influencing health behaviour change in hypertensive blue collar workers. Ottawa: National Library of Canada, 1994.

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Gray, Joan. A report on factors influencing how teachers implement the new grade 8 social studies curriculum in Saskatchewan. Regina: Research Centre, Saskatchewan School Trustees Association Research Centre, 1988.

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Lund, Ann S. The existence of factors associated with the implementation of instructional change as reported by teachers in small, medium, and large suburban elementary districts. Ann Arbor, Mich: UMI Dissertation Information Service, 1991.

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Chibwana, Mike. Factors affecting teacher effectiveness in the implementation of general studies curriculum in the lower primary classes in Malawi. [Zomba, Malawi?]: University of Malawi, Centre for Educational Research and Training, 1997.

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Hebdon, S. A. Factors influencing organisational change illustrated by reference to the introduction of BS 5750 quality management systems into two similar companies working in the heavy engineering industry. Salford: University of Salford, 1992.

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Leigh, R. J. An examination of the factors influencing community orientation of the curriculum with major reference to a secondary school in Staffordshire and minor reference to a secondary school in Wolverhampton. [Coventry]: typescript, 1987.

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McCarthy, Cameron. Race and curriculum: Social inequality and the theories and politics of difference in contemporary research on schooling. London: Falmer, 1990.

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Harewood, Gordon N. Spanish as a foreign language in Guyana: An analysis of participants' views on the curriculum and the factors influencing these views. 1985.

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Book chapters on the topic "Factors influencing curriculum change"

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Gedera, Dilani, John Williams, and Noeline Wright. "Identifying Factors Influencing Students’ Motivation and Engagement in Online Courses." In Motivation, Leadership and Curriculum Design, 13–23. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_2.

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Zhu, Yan. "Factors Influencing the Implementation of the Danyang Project." In Language Curriculum Innovation in a Chinese Secondary School, 147–68. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7239-0_7.

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Piya, Luni, Keshav Lall Maharjan, and Niraj Prakash Joshi. "Adaptation Strategies and Factors Influencing the Adaptation Choices." In Socio-Economic Issues of Climate Change, 161–90. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5784-8_12.

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Letschert, Jos, and Joseph Kessels. "Social and Political Factors in the Process of Curriculum Change." In Curriculum Landscapes and Trends, 157–76. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_10.

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Assude, Teresa, Chantal Buteau, and Helen Forgasz. "Factors Influencing Implementation of Technology-Rich Mathematics Curriculum and Practices." In New ICMI Study Series, 405–19. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0146-0_19.

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Andrews, Nadine, Stuart Walker, and Kathryn Fahy. "Between Intention and Action: Psychosocial Factors Influencing Action on Climate Change in Organisations." In Climate Change Management, 275–87. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25814-0_19.

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Clement, Stephen L., Damon S. Husebye, and Sanford D. Eigenbrode. "Ecological Factors Influencing Pea Aphid Outbreaks in the US Pacific Northwest." In Aphid Biodiversity under Environmental Change, 107–28. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8601-3_7.

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Soren, N. M., Veerasamy Sejian, Megolhubino Terhuja, and George Dominic. "Enteric Methane Emission in Sheep: Process Description and Factors Influencing Production." In Sheep Production Adapting to Climate Change, 209–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4714-5_10.

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Bailey, Scott W. "Geologic and Edaphic Factors Influencing Susceptibility of Forest Soils to Environmental Change." In Ecological Studies, 27–49. New York, NY: Springer New York, 2000. http://dx.doi.org/10.1007/978-1-4612-1256-0_2.

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Olayide, Olawale Emmanuel, Samuel A. Donkoh, Isaac Gershon Kodwo Ansah, William Adzawla, Patrick J. O’Reilly, Sean Mayes, Aryo Feldman, et al. "Assessing Socioeconomic Factors Influencing Production and Commercialization of Bambara Groundnut as an Indigenous Climate-Resilient Crop in Nigeria." In Handbook of Climate Change Resilience, 1237–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93336-8_158.

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Conference papers on the topic "Factors influencing curriculum change"

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Sondlo, Aviwe, and Umesh Ramnarain. "THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end106.

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Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.

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Canfora, Gerardo, Luigi Cerulo, Massimiliano Di Penta, and Francesco Pacilio. "An Exploratory Study of Factors Influencing Change Entropy." In 2010 IEEE 18th International Conference on Program Comprehension (ICPC). IEEE, 2010. http://dx.doi.org/10.1109/icpc.2010.32.

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Kosior-Kazberuk, Marta. "ANALYSIS OF FACTORS INFLUENCING THE CURRICULUM DESIGN IN TECHNICAL UNIVERSITIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0529.

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Yanjiang, Cheng, Wang Dan, and Xie Lang. "Influencing Factors of Continuous Improvements and Tendency of Change." In 2006 IEEE International Conference on Management of Innovation and Technology. IEEE, 2006. http://dx.doi.org/10.1109/icmit.2006.262259.

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Arifin, Kamarul. "Factors Influencing Employee Attitudes Toward Organizational Change: Literature Review." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.039.

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Firican, Diana Andreea. "Snapshot into Factors Influencing Employees’ Readiness for Change Before a Change is Initiated." In 7th BASIQ International Conference on New Trends in Sustainable Business and Consumption. Editura ASE, 2021. http://dx.doi.org/10.24818/basiq/2021/07/059.

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Yue, Qin, and Zihao Shao. "Analysis of Curriculum Implementation Effectiveness and Influencing Factors Under Inter-School Study Mode." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.003.

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Li, Jing, Ju-Tai Lin, and Chi-Hui Wu. "Deterministic Factors Influencing Learners' Online Learning Behaviors by Applying IT-assisted Music Curriculum." In ICMET '20: 2020 the 2nd International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401861.3401874.

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"Research on the Influencing Factors of Traditional Entrepreneurial Curriculum on College Students' Entrepreneurial Tendency." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.111.

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Li, Jing, Fang-Jie Shiu, and Hsiu-Chin Huang. "Deterministic Factors Influencing Learners' Learning Behaviors and Outcomes by Applying Information Technology-assisted Music Curriculum." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009413503270335.

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Reports on the topic "Factors influencing curriculum change"

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Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1460.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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