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Relevant bibliographies by topics / Factors that influence curriculum

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Academic literature on the topic 'Factors that influence curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Factors that influence curriculum"

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Alhamuddin, Ahmad Fanani, Ilyas Yasin, and Andi Murniati. "Politics of Education in Curriculum Development Policy in Indonesia from 1947 to 2013: A Documentary Research." Jurnal Pendidikan Islam 9, no. 1 (June 28, 2020): 29–56. http://dx.doi.org/10.14421/jpi.2020.91.29-56.

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The dynamics of curriculum development in Indonesia from 1947 to the latest 2013 curriculum cannot be separated from political influence. This paper investigates the politics of educational policy in Indonesia’s curriculum development from 1947 to 2013, a critical analysis of various polemics about Indonesian education’s aims and contents in schools. This paper is documentary research, which refers to related previous documents or literature. The study results indicate that the development of Indonesia’s education curriculum is closely influenced by political, economic, social, cultural, and globalization factors. The formulated curriculum content cannot be separated from these factors’ influence, as the 2013 curriculum was recently implemented. Of all these factors, government interests and political paradigms have the most significant influence in changing, developing, and refining the curriculum from time to time. The 2013 curriculum policy is intended to improve the various deficiencies that existed in the previous curriculum. The 2013 curriculum is structured by developing and strengthening attitudes, knowledge, and skills in a balanced manner. This research’s implication is hoped that policymakers can consider it in developing curriculum in Indonesia.

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Jama, Abdinasir Hersi, Dawood A. Y. Al-Hidabi, Suhailah Hussien, and Mohamed Ridhuan Abdullah. "Influence of Curriculum and Demographic Factors on Somali Students’ Civic Outcomes." IIUM Journal of Educational Studies 8, no. 1 (October 7, 2020): 53–72. http://dx.doi.org/10.31436/ijes.v8i1.305.

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Somalia is one of the most fiercely divided countries in the world. The people of Somalia face an identity crisis as they have more than one identity (i.e., clan, national, and religious). In addition to this, the development of good Somali citizens is impeded by the absence of a nation to belong to, as there are clan-based states, a lack of clarity as to whether the nation serves the needs of individuals or clans, and an absence of a feeling of obligation towards the nation. These various issues have led to an imperative need to explore how education as a whole and the curriculum, specifically, can build good Somali citizens with a sense of national identity and a participative attitude. Therefore, the current study investigated whether curriculum can be a panacea for the above-mentioned issues. A total of 400 Somali students in their final year of secondary education participated in this study in a cross-sectional survey. The data were analysed using multiple regression analysis. The study found that formal curriculum is a statistically significant contributor to civic development, and is potentially influential in building good citizenship and a national identity in students, hence paving the way for their progressive civic participation in the future. In addition, non-formal curriculum significantly influenced two out of three civic outcomes, i.e., national identity and civic participation. Male and female Somali students differed in their notions of national identity and good citizenship, but demonstrated the same level of or tendency for civic participation. Interestingly, parental education did not exercise any significant influence on any of the civic outcomes. Based on the results, the study recommends that a systematic analysis of the Somali education curriculum be conducted to properly assess the richness and depth of its content in relation to the required standards and coverage of civic education.

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Chen, Bo, Bing Wei, and Xiaoling Wang. "EXAMINING THE FACTORS THAT INFLUENCE HIGH SCHOOL CHEMISTRY TEACHERS’ USE OF CURRICULUM MATERIALS: FROM THE TEACHERS’ PERSPECTIVE." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 893–907. http://dx.doi.org/10.33225/jbse/20.19.893.

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This research aimed to examine the impact of different factors on high school chemistry teachers’ use of curriculum materials in China. The examination was conducted on a theoretical framework in which three aspects of curriculum materials and three ways of curriculum use are involved and nine factors are suggested. Through a questionnaire survey of 212 chemistry teachers, the findings included the following aspects. Firstly, the nine factors more induced teachers to supplement the teaching elements, but less affected teachers to delete the original contents in the curriculum materials. Secondly, among the nine factors, ‘knowledge about students’ was recognized as the core factor in the three dimensions of teaching objectives, teaching strategies, and teaching activities, whereas ‘class size’ was regarded as the peripheral factor in all three dimensions. ‘Teaching resources’ was another peripheral factor for the dimensions of teaching strategies and teaching activities. Thirdly, two factors were found to be significantly different among teachers who are in different areas of economic development: ‘knowledge about students’ and ‘class size’. Fourthly, ‘knowledge about curriculum’ and ‘knowledge about instructional strategies’ were two factors that made significant differences in the comparison among teachers who have different years of teaching experience. Keywords: curriculum materials, curriculum use, chemistry teachers, influencing factors

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Kuklick, Clayton, Stephen Harvey, and Roch King. "Influence of a Coach Development Curriculum on Preservice Coaches’ Habitus." International Sport Coaching Journal 8, no. 3 (September 1, 2021): 293–302. http://dx.doi.org/10.1123/iscj.2020-0027.

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The purpose of this cross-sectional study was to analyze the influences of a 4-year university-based coach development curriculum on coaching-students’ habitus. The occupational socialization framework and Bourdieu’s theory of practice were used to capture the socialization factors that influence how coaching habitus remain continuous or are modified across the temporal phases of coaching-students’ socialization (i.e., acculturation and preservice professionalization). Data were collected through interviews, interview reflections, and coaching philosophies, which were analyzed and compared across entering (ENCS; n = 23) and exiting (XCS; n = 10) cohorts. Habitus formation, enacting coaching habitus, and influences on coaching habitus were the main themes. XCS differed from ENCS by utilizing individualized instructional coaching, planning and programming, various methods of coaching, and reflection and lifelong learning as key strategies to enact their habitus, which showed the influence of preservice professionalization on gaining cultural capital in the coaching field. The findings provide support for how practicum cites, course content, and coach developers within the curriculum influenced coaching-students’ habitus. This research offers novel insights in regard to the approaches used in the curriculum, the integration of occupational socialization and Bourdieu’s theory of practice frameworks, and the cross-comparative design for analyzing programmatic effectiveness.

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Cameron, Tamiko. "An Investigation into Factors which Influence Teachers’ Implementation of Curriculum Reform: A Framework for Successful Implementation." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 144–68. http://dx.doi.org/10.46425/j119016397.

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This article reviews literature on teachers’ views of the implementation of curriculum reform and factors which influence teachers’ implementation of curriculum reform. It draws on published peer-reviewed articles and journals related to teachers and how they interface with new reforms within various subject areas and from various countries to organize the findings. It adopts the suggestions made by researchers Lim and Khine (2006) about managing barriers to curriculum reform as a benchmark to develop a framework for teachers’ successful implementation. The conclusion drawn is that curriculum reform is essential for successful development of a society and is best achieved through the bottom-up approach.

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Ratu Sarah Fauziah Iskandar, Aji Raditya, and Trisna Roy Pradipta. "ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS." Kalamatika: Jurnal Pendidikan Matematika 6, no. 1 (April 30, 2021): 99–110. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp99-110.

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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.

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Nghia, Tran Le Huu. "Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (March 10, 2017): 22–39. http://dx.doi.org/10.21153/jtlge2017vol8no1art624.

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Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education.

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Mas'ud, Bulqia. "Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (June 23, 2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.

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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.

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Priester, Mary Ann, Shanti Kulkarni, Annelise Mennicke, and Bethany A. Bell. "Factors Associated With Batterer Intervention Program Attrition." Violence and Victims 34, no. 2 (April 1, 2019): 296–311. http://dx.doi.org/10.1891/0886-6708.vv-d-17-00067.

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Batterer intervention programs' (BIPs) curriculum have been criticized for their one-size-fits-all approach to rehabilitation with recent research suggesting specialized and client-centric approaches to batterer intervention may be more effective than traditional programming. Adverse childhood experiences (ACEs) have been examined as a risk factor for intimate partner violence (IPV) perpetration and numerous studies suggest a relationship between ACEs and low mental health treatment engagement. However, absent from the conversation is how ACEs may influence BIP treatment engagement and more specifically how ACEs influence BIP program attendance and attrition. The current study used administrative data from a sample of 268 men enrolled in a county-operated BIP to explore this question. BIP participants who experienced any ACEs, only household dysfunction ACEs, and/or both household dysfunction ACEs and child abuse/neglect ACEs had decreased odds of BIP attrition compared to participants with no ACEs. These findings have practical implications regarding screening, service delivery, and BIP curricula and highlight additional research needed on this topic.

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Ji, Jie, and Jianqiang Gu. "Evaluation on the Effect of Service-Learning in E-Business Professional Curriculum." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (April 30, 2019): 115. http://dx.doi.org/10.3991/ijet.v14i08.10403.

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Based on structural equation model, this paper evaluated the effect of Service-Learning in E-business professional curriculum, and built a structural equation model of Service-Learning and its influencing factors from three aspects: project resource, teaching organization and student engagement，in order to understand the students satisfaction to the effect of Service-Learning and the relevant factors. The results show that, the effect of Service-Learning is influenced by the three aspects mentioned above. Among which, teaching organization and student engagement have a direct effect on the effect of Service-Learning, however, the influence of the project resource mainly displays the indirect influence.

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Dissertations / Theses on the topic "Factors that influence curriculum"

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Merrill, Adeline Burroughs. "Organizational and environmental factors that influence curriculum reform : a case study in school district improvement /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809454.

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Hainey-Turcotte, Andrea J. "The factors that influence middle level teachers to incorporate community service-learning into the curriculum /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135920.

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Fossum, Farrah W. "Factors that influence school board members when eliminating, expanding, or maintaining curriculum in visual arts education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fossumf.pdf.

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Wang, Li. "Investigating How Participation In a Techonology-Based Project Has Influenced Education Faculty Members' Beliefs and Practices with Technology Integration: Factors That Influence Faculty Technology Integration and Implications for Faculty's Integration of Technology." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/5.

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This qualitative research study investigated the experiences of five education faculty members about their experiences with technology. These faculty members come from different areas of education. They participated in a technology-based project, the purpose of which was to help faculty members integrate technology into their classrooms and implement technology in their instructions. Before the project, all of the faculty members had experiences with technology, such as emails, Internet searches and PowerPoint applications. During the project, most of them learned web page design and more technology integration into their curriculum and instruction. The purpose of this study is to respond to the need to identify, study and disseminate examples of technology using teachers and portray a group of education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and factors that influence their beliefs and practices with technology integration are the focus of this study. Based on the literature and the research studies, the following questions were formulated in the following: 1. How has participation in the technology-based project influenced faculty members' beliefs and practices with technology integration? 2. What are the factors that influence faculty members' practices regarding technology? The findings are the following. All participants have always believed that technology is an important tool and should be integrated into the teaching and learning. However they believe that technology is not the only tool that can be used to enhance teaching and learning. Their experienced in the grant project have increased their confidence and comfort in using technology by being exposed to presentations and having real hands-on activities within a certain time period that did not conflict their academic calendars. Factors that influence their beliefs and practices are: experiences in the project, access to technology and technical problems, Administrative support (from the department and project directors) and technical support: from the students, from faculty, from technician, technological leadership, communication within the community and outside, time, and subject Issues. Internal factors identified include personal belief, personal feelings with technology use, demand of time to learn, learning style, and classroom teaching.

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West, Dustin R. "Social Factors that Influence Religious Motivation of College-Age LDS Young Adults to Read Religious Texts: A Qualitative Study." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1030.

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This qualitative study investigated the religious motivation of college-age LDS young single adults. In particular, this study sought to answer the following question: “What are the contexts and social factors that influence religious motivation of collegeage LDS young adults to study religious texts?” To examine this question, a phenomenological approach was used to explore what participants had in common with feeling motivated to read religious texts. The primary sources of data came from one-on-one interviews that describe the personal experiences and perspectives of 10 college-age LDS young single adults. Sociocultural theory guided the analysis and interpretation of data and findings. Findings indicated the following: (a) regardless of the context, it appeared that involvement in discussions about the scriptures increased the likelihood of an individual feeling motivated to read, (b) even when other contexts included elements that encouraged scripture reading, it appeared that friends strongly influenced whether or not individuals felt motivated to read scriptures, (c) it appeared that environments of expectation influenced motivation to read, and (d) it appeared that individuals who spent time marking and writing in their scriptures felt motivated to read. Based on these findings, it is recommended that further research be done to explore the following: (a) What types of discussions influence motivation to read religious texts? (b) What other religious practices are influenced by friends? (c) How should expectations be communicated and maintained? (d) Is there a difference in motivation between marking (coloring) things in the scriptures and writing (journaling) in the scriptures? It is also important to examine these findings to see if they hold true within other religious contexts and denominations.

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Shafer, Frances Keller. "AN INVESTIGATION OF SELECTED FACTORS THAT INFLUENCE MIDDLE-LEVEL TEACHERS' PROFESSIONAL DEVELOPMENT CHOICES." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674093561&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008.
"Department of Curriculum and Instruction." Keywords: Availability of professional development, Curriculum director, Middle school designation, Middle-level teachers, Participation in professional development, Professional development. Includes bibliographical references (p. 73-85). Also available online.

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Jones, Kimberly. "Curricular, Instructional, and Co-curricular Factors Perceived to Influence Students Dropping Out." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5730.

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District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.

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Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.

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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this study. The research questions were designed to understand the factors that motivate students to remain engaged in academic courses. Ten students enrolled in a high school equivalency program in a large northeastern city participated in semi-structured, individual interviews. Coding and thematic analysis were used to identify, describe, and interpret the data collected. The findings indicated that factors such as individual drive, the instructor's encouragement and high expectations, relevant topics, and connection to school all contributed to sustain a learner's persistence. A professional development project was designed from the findings to provide instructors with research-based best practices and techniques to increase students' motivation and persistence through active learning experiences in student-centered classrooms. The project will impact social change by helping educators to have more insights on theories about adult learning styles and a deeper understanding of current approaches to inspire active participation, sustain learner motivation, and improve student academic performance.

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Fidge, Roy. "A study to identify the factors of influence on headteachers when considering whether or not to include sex education in the primary curriculum." Thesis, n.p, 1998. http://ethos.bl.uk/.

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Kimbugwe, Francis Kambugu. "An investigation of factors which influence integrating indigenous knowledge of medicinal plants into the learning programme for Grade 9 General Science." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003506.

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This study explores knowledge of some medicinal plants amongst the sub-urban community of and around a township in the Eastern Cape province. This qualitative interpretivist case study presents the prior knowledge of medicinal plants possessed by Grade 9 learners, which is used as a springboard toward interviewing traditional healers, herbal practitioners and lecturers at a university in the departments of Botany and Pharmacy. The data obtained from the informants reveals the factors that can influence integration of indigenous knowledge of medicinal plants in the learning programme for grade 9 General Science. These factors include: prior knowledge and enthusiasm of Grade 9 learners and teachers, support of the community which include parents, traditional healers, herbal practitioners and professionals who could introduce indigenous knowledge of medicinal plants into formal education, availability of resource materials and complexity of identifying pharmacologically tested plants from other indigenous medicinal plants. The analysis and discussion of the findings, have led me to conclude that the enthusiasm of learners who have a rich background of indigenous knowledge on medicinal plants is likely to be hampered by the unenthusiastic teachers as well as the reluctance of herbal practitioners in their communities to part with this knowledge. Hence I recommend that teachers be motivated through workshops and in-service training, conducted by goverr\ment paid herbal practitioners using the prior knowledge of learners as a stepping-stone.

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Books on the topic "Factors that influence curriculum"

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Donnelly, Michael. Factors which influence depression in adolescence. [s.l: The Author], 1990.

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Harrison, M. Contingent factors in lateral influence attempts. Oxford: Oxford Brookes University, 1995.

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Kamata, Eginaldo Shizuo. Influence of Psychological Factors on Product Development. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-48079-4.

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Verner, Dorte. What factors influence world literacy? Is Africa different? [Washington, D.C: World Bank, 2005.

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Peterson, Jeffrey Shawn. Influence of environmental factors on spark ignition probability. [Washington, D.C.?]: U.S. Dept. of the Interior, Bureau of Mines, 1995.

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Madore, Alex-Andrée. Factors that may influence relational aggression in preschoolers. Sudbury, Ont: Laurentian University, 2007.

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Murray, Orla. Factors effecting influence strategy selection in the service industry. Dublin: University College Dublin, 1997.

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Barnd, Daniel J. An evaluation of factors that influence service contract quality. Monterey, Calif: Naval Postgraduate School, 1989.

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Huang, Kuo S. How economic factors influence the nutrient content of diets. Washington, D.C: U.S. Dept. of Agriculture, Economic Research Service, 1997.

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Donkor, Ernestina Safoa. Factors which influence maternal stress during labour and delivery. [s.l: The Author], 1996.

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Book chapters on the topic "Factors that influence curriculum"

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Broadbent, Ewen. "Factors of General Influence." In The Military and Government, 85–108. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-09245-1_6.

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Stronach, Sandra M., Thomasine Rudd, and John N. Lester. "Influence of Environmental Factors." In Biotechnology Monographs, 59–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-71215-9_4.

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Ignatiev, Alexander A., and Alexander V. Lyashenko. "Influence of External Factors." In Heteromagnetic Microelectronics, 289–306. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6002-3_9.

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Farrell, Ann H., Katerina N. Schiralli, and Anthony A. Volk. "Factors That Influence Bullying." In Encyclopedia of Evolutionary Psychological Science, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_162-1.

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Farrell, Ann H., Katerina N. Schiralli, and Anthony A. Volk. "Factors That Influence Bullying." In Encyclopedia of Evolutionary Psychological Science, 2909–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_162.

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Thorn, Katherine. "A Window on Group Formation Factors." In Projects in the Computing Curriculum, 217–24. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_16.

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Zhang, Haihong, and Wenxue Zhang. "Some Factors Affecting Nursing Curriculum Implementation." In Lecture Notes in Electrical Engineering, 1026–31. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2386-6_134.

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Schulz-Aellen, Marie-Françoise. "Factors That Influence Human Longevity." In Aging and Human Longevity, 25–50. Boston, MA: Birkhäuser Boston, 1997. http://dx.doi.org/10.1007/978-1-4612-2006-0_2.

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Becker, Evvie, Elizabeth Rankin, and Annette U. Rickel. "Factors that Influence Sexual Behavior." In High-Risk Sexual Behavior, 31–50. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0107-1_2.

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Tagler, Michael J., and Christopher L. Thomas. "Factors that influence statistical power." In Activities for teaching statistics and research methods: A guide for psychology instructors., 61–64. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000024-013.

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Conference papers on the topic "Factors that influence curriculum"

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Sandifer, Cody. "Teacher and Curriculum Factors that Influence Middle School Students’ Sense-Making Discussions of Force/Motion." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084721.

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Yang, Jiying, Leah Li Echiverri, and Feng Tang. "Relationships Between External Factors and University Students' Attitudes towards Academic Research." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11123.

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Research is an important part of an academic career, yet it is not always frequently practiced by most students. This descriptive-correlational research aimed to find out the external factors that influence students’ attitudes toward research. We sampled 201 undergraduates at Wenzhou-Kean University and analyzed their responses to the questionnaire in order to determine the relationship between possible factors and their attitudes. The results revealed that the external factor of the training environment has a moderate positive influence on research attitude, while support from the university has a strong positive influence on research attitude. Specifically, factors of faculty support, curriculum design, on-campus academic activities, library service, and financial support all moderately influence students’ attitudes towards research in a positive way. The most salient influential factor of all is faculty support. The results suggested that to improve students’ attitudes towards research, sufficient support is vital, especially academic and financial support. Therefore, to externally encourage students to conduct academic research, faculty and university could give more consideration to support provision.

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Perry, Dustin K., Scott W. Smalley, and Michael L. Pate. "<i>Utilizing an Evidence Based Safety Curriculum: A review of Factors that may Influence Effectiveness</i>." In 2020 ASABE Annual International Virtual Meeting, July 13-15, 2020. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2020. http://dx.doi.org/10.13031/aim.202000241.

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Kershaw, Trina C., Carolyn Conner Seepersad, Katja Hölttä-Otto, Paul T. Williams, Adam P. Young, Sankha Bhowmick, and Molly A. McCarthy. "The Effects of the Undergraduate Curriculum and Individual Differences on Student Innovation Capabilities." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35540.

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Innovation is considered a key to competitiveness of the nation. In order to ensure that graduating students are equipped with innovation skills to meet this challenge, we must ensure that engineering curricula are enhancing students’ innovation capabilities. In this paper we investigate if the undergraduate engineering curriculum can have a significant positive effect on students’ innovation capabilities. In addition, we investigate if individual difference factors, such as engineering design self-efficacy and self-reported GPA, can be correlated with innovation capabilities. To test this, we assessed students’ solutions to specific open ended problems for their level of innovation, or more specifically, originality and technical feasibility. The experiments were replicated at two universities and with a variety of cohorts, including freshman students before and after an introductory engineering course and senior mechanical engineering students before and after a capstone course. We found that that students’ innovation capabilities were enhanced by the senior-level capstone course at both universities. Similar positive results can be found for the overall four year curriculum at both schools. While individual differences in academic performance and engineering design self-efficacy did not predict seniors’ performance, these individual difference factors did interact to influence originality in the freshmen students. At high levels of GPA, increased self-efficacy led to increased originality, but at low levels of GPA, increased self-efficacy led to lower originality scores. Results are discussed in relation to prior research and suggestions are made to track freshmen students to better train future engineers.

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Tatnall, Arthur, Mohini Singh, Stephen Burgess, and Bill Davey. "Curriculum Change and the Evolution of Postgraduate e-Business Subjects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3196.

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E-business courses were introduced in many universities around the world about ten years ago. Sometimes they were introduced at the undergraduate level, sometimes at postgraduate level and sometimes at both. This paper will present a case study examining the postgraduate e-business courses in two Australian universities and how they have changed over the last few years. The paper describes factors that influence the development of e-business courses and outlines a theory of subject development, originally intended to explain the development of new school subjects in 19fe century England. We make use of this theory to explain what has happened, and is still happening, in the case of e-business curriculum in Australia.

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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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Kolberg, Eli, Yoram Reich, and Ilya Levin. "Transforming Design Education by Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85390.

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Design is a contextualized activity influenced by many factors. In order to understand or teach it, a holistic approach that involves students in actual design activities is required. Often, such educational setup is called problem or project-based learning (PBL). There are many views about implementing PBL. Our approach to design education is different than others in the way we treat design courses as products with constraints and objectives. Following our experience in previous design courses, we set to create the best design course possible in our particular context by carefully designing it using design tools developed in design research. We elaborated the course objectives; observed and analyzed failures of design projects in previous courses; and proposed new design methods that could remedy those failures. The collection of potential design methods was evaluated and six methods were selected as the backbone of the design curriculum. The curriculum we designed was implemented in a mechatronic course for high school students. Careful study with several groups including control demonstrated that our design improves the existing course. We describe the course design; provide some details about the design methods that comprise the design curriculum and some examples of using these methods in the course to ground the discussion. A reader unfamiliar with mechatronic could skip these descriptions. The contribution of this paper is twofold. First, we show that there is no single general design methodology. For different products and contexts, different design methodologies should be designed. If we use design methods developed in design research, the methodologies could prove successful. Second, and more specifically, we present a new, possible, and successful design methodology for mechatronics. We are not aware of such comprehensive approach in the literature.

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Cabrillos, Edbert Jay M., and Rowena S. Cabrillos. "Pagdihon: The Art and Language of Pottery Making in Bari, Sibalom, Antique." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-1.

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Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.

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Staiger. "Curriculum redesign: psychological factors worth considering." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69387.

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Greenhill, Anita, and Gordon Fletcher. "Utilising Equipment Matrices for Information Technology in Primary Education Policy." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2663.

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This paper is a reflective discussion on the use of equipment matrices to determine infrastructure requirements in an education context. This position was originally presented within the wider framework of a government-funded research project to initiate national policies for implementing IT within primary schools. Equipment matrices were seen by the policymakers funding this reasearch as an appropriate method for representing the needs of a school. Equipment matrices represent a systematised and regularised understanding of the relationships between social practices and technological tools (Curriculum Materials Information Services, 1997). The users of these tools are enmeshed within the matrix through a complex combination of meanings and interaction. However, the correlation of variables within a two-dimensional matrix produces a ‘simple’ representation of the available information that is heavily abbreviated. Lost among this condensation are the needs and presence of the user, either individually or collectively. The ‘snapshot’ of information that matrices present is, however, refined by the direct inclusion of volatile information such as contemporary equipment and sofware specifications. In this paper we argue that the range of factors beyond technical specifications that influence the use and understanding of information technology are necessary elements within any consideration of IT infrastructure requirements. These, however, can only be simultaneously included in the equipment matrix representation with more expansive incorporation of multiple parameters. Simplification, we advocate, should not be the aim of the methods that determine educational infrastructure requirements but rather, in its place, is the need for sensitivity to the learners and their needs.

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Reports on the topic "Factors that influence curriculum"

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Perry, Anna. Factors Influence Consumers' Purchase Intention of Smart Closets. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1461.

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Lohmeyer, Terrie N., and Ron Jacobs. Running Head: Curriculum Influence of the Navy Intermediate Officer Leadership Training Course. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada367504.

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Morton, April M., Olufemi A. Omitaomu, Susan M. Kotikot, Elizabeth L. Held, and Budhendra L. Bhaduri. Evaluation of Factors that Influence Residential Solar Panel Installations. Office of Scientific and Technical Information (OSTI), March 2018. http://dx.doi.org/10.2172/1427606.

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Varney, Shawn M., Lisa M. Mannina, Vikhyat S. Bebarta, Victoria J. Ganem, Katherine R. Carey, and Rosemarie Ramos. Factors that Influence Physician Identification of Potential Opioid Misusers. Fort Belvoir, VA: Defense Technical Information Center, May 2013. http://dx.doi.org/10.21236/ada586766.

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Yoo, Jeong-Ju, and Seahee Lee. Identifying Factors Influence Individuals' Intention to Quit Tanning: Sociocultural Perspective. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1823.

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Dyer, J., and J. Shipmon. Analysis of Factors that Influence Infiltration Rates using the HELP Model. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1395976.

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Kim, Hye-Shin, and Michelle Ma. Consumer and Brand Factors that Influence Perceptions of Green Brand Extensions. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-933.

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Samms, Charneta, Susan Hill, Asisat Animashaun, Shanell Henry, Debra Patton, and Diane Ungvarsky. Development of a Taxonomy of Sociocultural Factors that Influence Decision Making. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada613744.

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Rando Cueto, D., JF Paniagua Rojano, and C. de las Heras Pedrosa. Influence factors on the success of hospital communication via social networks. Revista Latina de Comunicación Social, November 2016. http://dx.doi.org/10.4185/rlcs-2016-1140en.

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Perkey, David, Kelsey Fall, and S. Smith. Physical factors that influence muddy bed aggregate production, size, and durability. Engineer Research and Development Center (U.S.), September 2020. http://dx.doi.org/10.21079/11681/38257.

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