To see the other types of publications on this topic, follow the link: Factors that influence curriculum.
Journal articles on the topic 'Factors that influence curriculum'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Factors that influence curriculum.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Fajri, Karima Nabila. "Proses Pengembangan Kurikulum." ISLAMIKA 1, no. 2 (July 31, 2019): 35–48. http://dx.doi.org/10.36088/islamika.v1i2.193.
Full textAbstract:
The curriculum is one component and guideline that facilitates the implementation of education in achieving its objectives. The curriculum becomes an important component in education, because it regulates all educational processes from planning to evaluation. The curriculum development process is a step to develop a curriculum, it can also be interpreted as steps to produce a curriculum or perfect an existing curriculum. In curriculum development there are supporting factors and inhibitors that influence. This study discusses the curriculum development process, the stages of curriculum development, and the supporting factors of inhibiting funds in the curriculum development process. The method used in this draft article is library research, by examining some literature on curriculum development. How can you know the curriculum development process that is being carried out to develop the curriculum.
12
Gurung, Ganga B., David Moltow, and Peter Brett. "Exploring the influence of the curriculum on student learning in culturally and ethnically diverse classroom contexts: Praxis, paradoxes and perspectives of stakeholders." Waikato Journal of Education 24, no. 2 (November 21, 2019): 53–64. http://dx.doi.org/10.15663/wje.v24i2.671.
Full textAbstract:
This paper explores the perceptions and lived experiences of Nepalese educators and stakeholders in relation to the school curriculum and its influence upon student learning in a culturally and ethnically diverse classroom context. The study adopted a qualitative research design using face-to-face semi-structured interviews and focus group discussions to gather the perceptions of students, teachers, school principals and curriculum experts from three different schools representing distinct and diverse Nepalese settings. The findings identified that there are six main factors that affect curriculum delivery in Nepal: a centralised education system; social, economic and cultural diversity; political instability; curriculum content; the involvement of curriculum development stakeholders; and teachers’ content and pedagogical knowledge and related attributes. These six factors all contribute to a significant influence on student learning.
13
Susiawati, Iis, and Moch Hasyim Fanirin. "ARABIC LEARNING AT MADRASAH ALIYAH BASED ON THE 2013 CURRICULUM." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 7, no. 2 (December 30, 2020): 251–63. http://dx.doi.org/10.15408/a.v7i2.17444.
Full textAbstract:
The purpose of this study was to obtain information and data about the implementation of the 2013 curriculum from the aspects of planning, implementation and evaluation as well as the factors that influence the process of implementing the 2013 curriculum at Madrasah Aliyah Nurul Hikmah Haurgeulis Indramayu. The study was conducted in Madrasah Aliyah Nurul Hikmah Haurgeulis as a representation of madrasas that have implemented the 2013 Curriculum in learning Arabic. This research was a field research with a qualitative approach. Data obtained from three sources, namely observation, interviews and documentation. The subjects of this study were the principal, the curriculum section and the tenth grade students of Madrasah Aliyah Nurul Hikmah Haurgeulis Indramayu. The results of this study indicate that the implementation of the 2013 Curriculum at Madrasah Aliyah Nurul Hikmah Haurgeulis Indramayu, especially in learning Arabic, was still not running optimally according to the parameter criteria. There were several factors that influence the implementation process of the 2013 Curriculum, namely teachers, students and infrastructure.
14
Mukhtar, Sajida, Abdul Hameed, and Seema Arif. "Factors Influencing the Successful Curriculum Implementation in Secondary Schools of Punjab." Global Educational Studies Review V, no. III (September 30, 2020): 340–49. http://dx.doi.org/10.31703/gesr.2020(v-iii).33.
Full textAbstract:
The role of the principal has been explored through using Goleman's leadership styles and leadership strategies in curriculum implementation. However, there are certainly other factors as well which influence successful curriculum implementation, such as teaching characteristics and provision of facilities. The data was collected from 600 teachers and 36 headteachers across Punjab using multistage sampling. The data were organized and recorded with SPSS 21. Descriptive and inferential analysis was used to determine the interactive effect of factors (leadership styles, teaching characteristics, and leadership strategies) in curriculum implementation. The results indicate that both dissonant and resonant leaders achieve their objectives in different ways. Resonant leaders adopt more visionary and coaching style to be successful with progressive teachers; whereas, dissonant leaders use the more commanding style with traditional teachers. Content analysis has been used to analyze structured interviews with headteachers; comparison between the responses of teachers and school principals helped us to identify gaps in leadership and successful implementation of the curriculum.
15
Elvén, Maria, Jacek Hochwälder, Elizabeth Dean, and Anne Söderlund. "Predictors of Clinical Reasoning Using the Reasoning 4 Change Instrument With Physical Therapist Students." Physical Therapy 99, no. 8 (March 14, 2019): 964–76. http://dx.doi.org/10.1093/ptj/pzz044.
Full textAbstract:
AbstractBackgroundAlthough physical therapist students must be well prepared to integrate biopsychosocial and behavioral perspectives into their clinical reasoning, there is a lack of knowledge regarding factors that influence such competence.ObjectiveThis study explored the associations among the independent variables—knowledge, cognition, metacognition, psychological factors, contextual factors, and curriculum orientation vis-à-vis behavioral medicine competencies—and the dependent variables—outcomes of input from client (IC), functional behavioral analysis (FBA), and strategies for behavior change (SBC) as levels in physical therapist students’ clinical reasoning processes.DesignThis study used an exploratory cross-sectional design.MethodsThe Reasoning 4 Change instrument was completed by 151 final-semester physical therapist students. Hierarchical multiple regression analyses for IC, FBA, and SBC were conducted. In the first step, curriculum orientation was inserted into the model; in the second step, self-rated knowledge, cognition, and metacognition; and in the third step, psychological factors.ResultsAll independent variables except contextual factors explained 37% of the variance in the outcome of IC. Curriculum orientation explained 3%, cognitive and metacognitive factors an additional 22%, and attitudes another 15%. Variance in the outcomes of FBA and SBC were explained by curriculum orientation only (FBA change in R2 = 0.04; SBC change in R2 = 0.05). Higher scores of the dependent variables were associated with a curriculum having behavioral medicine competencies.LimitationsThe limitations of this study are that it was cross-sectional.ConclusionsCognitive and metacognitive capabilities and skills and positive attitudes are important predictors of physical therapist students’ clinical reasoning focused on behavior change at the IC level. Curricula with behavioral medicine competencies are associated with positive outcomes at all clinical reasoning levels.
16
Andrian, Dedek. "Developing an instrument to evaluate the influential factors of the success of local curriculum." Research and Evaluation in Education 5, no. 1 (June 27, 2019): 75–84. http://dx.doi.org/10.21831/reid.v5i1.23980.
Full textAbstract:
The purpose of this study is to create an instrument to evaluate the factors that influence the success of the local curriculum in senior high school. The instrument developed is essential to find out what factors influence the success of the local curriculum. This research is a research and development which consists of three stages: (1) initial investigation, (2) design and validation stages, (3) trials, evaluations, and revisions. The results of small scale trials were analyzed using EFA (Exploratory Factor Analysis), obtaining one invalid item from 32 items. The results of a wide-scale test analyzed using CFA (Confirmatory Factor Analysis) obtained all indicators have loading factors> 0.3 and reliability constructs> 0.7. The results of the analysis show that the developed instrument fits the data obtained in the field. From the constructs of the instrument development, it is indicated that there are nine influential factors, consisting of regional government support, local community support, local industry support, academic community support, student interest, student motivation, practical tools, practical materials, and funds to buy lab material. The instrument developed has been used properly to obtain information about the factors that influence the success of the local curriculum.
17
Yasin, Nabilah, and Hamidah Yamat. "Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 44–51. http://dx.doi.org/10.32996/ijels.2021.3.2.6.
Full textAbstract:
English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.
18
Pratiwi, Esti Rahmah. "PENGARUH HIDDEN CURRICULUM TERHADAP PEMBENTUKAN KARAKTER SISWA DI SMP IT MASJID SYUHADA’ KOTABARU YOGYAKARTA." Jurnal Pendidikan Agama Islam 14, no. 2 (March 27, 2018): 233–48. http://dx.doi.org/10.14421/jpai.2017.142-04.
Full textAbstract:
Character building for student should be applied in the early age. It is important because early age is the crucial time for student to develop their potential ability. The purpose of this research is to determine the real form of character building through hidden curriculum theory. The research uses a quantitative method. The results showed that: 1) the implementation of the hidden curriculum in SMP IT (integrated Islamic of junior high school) Masjid Syuhada belong in a good category. With the highest percentage value of 29.54%, the group score indicates as good criteria. 2) Character building in the 2 grade of SMP IT (integrated Islamic of junior high school) Masjid Syuhada categorized as good enough, with the highest percentage value of 27, 28%. The group score indicates as good enough criteria. 3) There is a positive and significant influence of hidden curriculum in the student's character, as if the score of hidden curriculum increased by 0.649. Hidden curriculum influence 52.7% in student’s characteristic, while 47.3% are influenced by other factors.
19
Ruppar, Andrea L., Heather Allcock, and Jean Gonsier-Gerdin. "Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities." Remedial and Special Education 38, no. 1 (August 2, 2016): 53–63. http://dx.doi.org/10.1177/0741932516646856.
Full textAbstract:
In this review, we applied Bronfenbrenner’s ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.
20
Tjahjadinata, Christine, Natalia Puspadewi, and Elisabeth Rukmini. "PRECLINICAL STUDENTS’ PERCEPTION TOWARDS FACTORS OF ACHIEVING MEDICAL COMPETENCE." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 193. http://dx.doi.org/10.22146/jpki.45370.
Full textAbstract:
Background: Based on the existing research, medical competence achievements in DKI Jakarta’s primary health care was lower than other provinces in Indonesia. Some of the competence achievements in preclinical years were also lower than the level of competence achievement in the Standard of Indonesian Doctor Competence, regardless the diseases are at the third and fourth levels. This research aimed at exploring the factors which influenced the competence achievement of the preclinical years based on student’s perceptions.Methods: The research was a descriptive analytic study with a qualitative approach using Focus Group Disscussion (FGD). Nine preclinical students of 2013 batch were chosen purposefully based on the recommendation from faculty members and students. Data were analyzed qualitatively using thematic analysis method.Results: There are several factors that influence the competence achievement of the preclinical students. These included the factors of student, curriculum, faculty, environmental, and facility. There were four participants in the first meeting and five participants in the second meeting.Conclusion: Based on student’s perception, the factors which affect the competence achievements in preclinical years are student factors, curriculum factors, faculty factors, environmental factors, and facility factors. Keywords: competence, medical education, preclinical, qualitative
21
Lieber, Joan, Gretchen Butera, Marci Hanson, Susan Palmer, Eva Horn, Carol Czaja, Karen Diamond, et al. "Factors That Influence the Implementation of a New Preschool Curriculum: Implications for Professional Development." Early Education & Development 20, no. 3 (June 2009): 456–81. http://dx.doi.org/10.1080/10409280802506166.
Full text
22
Lou, Mingkun, and Greg Restall. "Learner-Centredness in Teachers’ Beliefs: A Qualitative Multiple-Case Study of Chinese Secondary Teachers of English as a Foreign Language." English Language Teaching 13, no. 11 (October 27, 2020): 113. http://dx.doi.org/10.5539/elt.v13n11p113.
Full textAbstract:
China’s National English Curriculum Standard, launched in 2001, clearly reflects a philosophy and characteristics of learner-centeredness. However, limited evidence is available as to how far the learner-centred philosophy has, through interacting with the local contexts, influenced teachers’ beliefs, which will translate into a core philosophy and culture affecting teacher behaviours and practices at the school and classroom levels. Drawing on semi-structured interview data of a larger project, this study reports on three secondary school teachers’ overall educational beliefs regarding English teaching, the alignment of their beliefs with learner-centredness and factors influencing their beliefs. The analysis uncovers a wide range of English-teaching related beliefs that positions the three teachers variously on a learner-centred continuum. It also unveils the possible factors that influence teacher beliefs and mediate teachers’ application of beliefs. Factors influencing teachers’ beliefs range from schooling to significant others. Teachers’ reflectiveness is identified as an important influence of teachers’ beliefs and uptake of the curriculum reform. Teachers’ perceptions and responses to a range of contextual factors mediate the application of their beliefs. This study sheds light on the current status of curriculum reform and the uptake of the learner-centred philosophy by teachers.
23
Podstawski, Robert, Krzysztof Borysławski, Marta Zurawik, Alena Bukova, Bojan Masanovic, Ferenc Ihasz, Miloš Marković, and Aneta Omelan. "INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 1027–37. http://dx.doi.org/10.33225/pec/20.78.1027.
Full textAbstract:
The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students’ (UCS) fitness levels and physical activity (PA). The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing. Keywords: higher education, university college students (UCS), physical education, European tertiary institutions, PE curriculum, organisational factors
24
Marshall, M. C. "Where is the Curriculum Hidden? Some sociopolitical factors that influence certain curriculum materials for English instruction in a Southern African country." Language Matters 24, no. 1 (January 1993): 106–23. http://dx.doi.org/10.1080/10228199308566072.
Full text
25
Araya-Ramírez, Iliana María, Lilliam Quirós-Arias, and Amalia Ruiz-Hernández. "ABORDAJE DE FACTORES DE ÉXITO ACADÉMICO DESDE LA UNIDAD ACADÉMICA: EL CASO DE LA ESCUELA DE CIENCIAS GEOGRÁFICAS, UNIVERSIDAD NACIONAL, COSTA RICA." Revista Electrónica Calidad en la Educación Superior 1, no. 1 (June 28, 2011): 61–79. http://dx.doi.org/10.22458/caes.v1i1.401.
Full textAbstract:
La educación superior enfrenta el reto de responder al cambio social, tecnológico y a las nuevas formas de organización del trabajo. La autoevaluación de carreras universitarias contribuye al mejoramiento continuo de las prácticas de gestión curricular y de la calidad de la educación impartida. La carrera de Ciencias Geográficas con énfasis en Ordenamiento del Territorio de la Universidad Nacional (CCG-UNA) inició un proceso de autoevaluación con miras a la acreditación desde el año 2005, éste ha permitido visibilizar algunos de los factores que contribuyen al éxito académico.El propósito de esta ponencia es identificar los factores de éxito académico que inciden en la graduación, inserción al mercado de trabajo, deserción y rezago.Palabras clave: educación superior, autoevaluación, gestión curricular y de la calidad, éxito académico.AbstratHigher education is challenged to respond to social changing, technological and new forms of work organization. The university self-assessment contributes to the continuous improvement of management practices curriculum and the quality of education provided. The college degree of Geographical Sciences, with emphasis on Land Use Planning National University (CCG-UNA) initiated a process of selfassessment with a view to accreditation since 2005, it has enabled more visible some of the factors that contribute to academic success. The purpose of this paper is to identify factors that influence academic success at graduation to the labor market integration, desertion and lag. Keywords: higher education, self-assessment, curriculum management and quality, academic success.
26
Martinho, Domingos Santos, Eulália Maria Santos, Maria Isabel Miguel, and Dina Sousa Cordeiro. "Factors that Influence the Adoption of Postgraduate Online Courses." International Journal of Emerging Technologies in Learning (iJET) 13, no. 12 (December 20, 2018): 123. http://dx.doi.org/10.3991/ijet.v13i12.8864.
Full textAbstract:
A research about factors that lead students to choose online courses, as well as the acceptance of these courses, can provide very relevant information for higher education institutions’ decision makers to amend these offers to students’ interests and needs. An investigation through questionnaire was developed involving students who attended online post-graduate courses. It was intended to know which factors affect students' decision to opt for postgraduate online courses. A model, based on the TAM (Technology Acceptance Model), was tested to find out what factors determine the intention to use online learning. The results shows that most respondents favour online courses and that their decision, when choosing this type of course, is mainly influenced by time management flexibility, avoiding going to school and the course curriculum interest. The test of the model, with structural equations, shows that attitude regarding online courses and perceived usefulness are factors that predict the intention to use. It was also concluded that the perceived ease of use induces a direct and indirect effect on the intention to use. The most significant results are consistent with published studies and can help the higher education institutions to define offer and communication strategies to reach a greater number of candidates for online learning.
27
Tian, Jing, and Yun Zeng. "Simulation for Affect Factor of Curriculum Teaching System." Applied Mechanics and Materials 444-445 (October 2013): 1708–12. http://dx.doi.org/10.4028/www.scientific.net/amm.444-445.1708.
Full textAbstract:
Main affect factors of curriculum teaching system are teaching rhythm ratio and learning damping of students. However, the lacks of appropriate methods research the relationship between two main factors and expressed characteristics of curriculum teaching system. Based on built physical model of curriculum teaching system in this paper, and refer to course assessment grade which is main expressed characteristics of curriculum teaching, the model parameterization is done. Taking course assessment grade of a teaching class as case, the distribution of learning damping, teaching rhythm ratio, and both of comprehensive influence are simulated by means of Matlab software. Simulation results show that learning damping and teaching rhythm ratio nearly submit to the law of normal distribution, and distribution between learning damping and teaching rhythm ratio is saddle-type.
28
Jereb, Eva. "Elements Influencing Study Success." Organizacija 43, no. 1 (January 1, 2010): 9–20. http://dx.doi.org/10.2478/v10051-010-0002-5.
Full textAbstract:
Elements Influencing Study SuccessStudy success can be influenced by following factors: (i) social elements (social class position, parents' education, parents' profession, parents' income); (ii) student-related factors (motivation, aptitude, effort, IQ, time spend on study, opportunity to learn, pre-university education); (iii) quality of instruction (organisation, course material, communication, assignments, exams, grading, course outcomes); (iv) curriculum (number of courses, sequence of courses, test schedule, system-block or parallel); (v) government (grant, student accommodation). In the paper the influence of these factors on study success is presented. Social and academic integration are central aspects. In the research we found out that "social elements" greatly influence the decision to enrol, but have less influence on marks received and the duration of study. Grants also greatly influence study success. We were surprised when we found out that factors from the "quality of instruction" group can only explain 12.3% of the variance of exam results.
29
Haynes, Cynthia, Kimberly Hilgers, and Joanne Olson. "Assessing a Garden-based Curriculum for First Graders in Iowa: Parental Perceptions of Change." HortScience 41, no. 4 (July 2006): 974C—974. http://dx.doi.org/10.21273/hortsci.41.4.974c.
Full textAbstract:
The interest, use, and recognized benefits of gardens as educational tools for youth has increased in recent decades and has prompted the development of garden-based curricula for use in schools. Iowa State University Extension developed Growing in the Garden (GITG), a curriculum designed for use in kindergarten through third grade classrooms. This study examined the impact of the GITG curriculum on the awareness and interest of first graders in the areas of science, nutrition, and the environment. A survey was used to determine parental perceptions of their child's interest and awareness after experiencing three lessons from the GITG curriculum. Forty-seven parents (60.2% response rate) of first graders from four classrooms in Iowa completed the survey. A significant number of parents surveyed noted an increased awareness and interest of their children in the areas of science and the environment. Factors such as socio-economic status, ethnicity, and gender did not influence the outcomes.
30
김기철. "A Study on the factors that influence the generation gaps and countermeasures of P.E. curriculum." EDUCATIONAL RESEARCH 55, no. ll (December 2012): 207–40. http://dx.doi.org/10.17253/swueri.2012.55..007.
Full text
31
Cole, Stuart Robert, Alex Harding, and Denis Pereira Gray. "What factors influence the introduction of a national undergraduate general practice curriculum in the UK?" Education for Primary Care 31, no. 5 (June 7, 2020): 270–80. http://dx.doi.org/10.1080/14739879.2020.1758965.
Full text
32
Poulis, D., and J. Minadakis. "Designing an Engineering Curriculum for the 21st Century." Industry and Higher Education 14, no. 2 (April 2000): 121–24. http://dx.doi.org/10.5367/000000000101294968.
Full textAbstract:
This paper discusses the formulation of an engineering curriculum for the electrical engineer of the 21st century. The analysis follows a logical approach by setting objectives, analysing inputs to the system, identifying the necessary resources and constructing the basis for the curriculum. In places, the authors focus on key factors that influence the final product (ie the curriculum). In the discussion paragraphs they present some new ideas that arise from the mismatch between needs and available resources.
33
Ghaffari, Firoozeh, Orthodoxia Kyriacou, and Ross Brennan. "Exploring the Implementation of Ethics in U.K. Accounting Programs." Issues in Accounting Education 23, no. 2 (May 1, 2008): 183–98. http://dx.doi.org/10.2308/iace.2008.23.2.183.
Full textAbstract:
Accounting education researchers, as well as practitioners, have identified the need for ethics in the accounting curriculum. This paper explores efforts of U.K. higher education institutions to integrate ethics into the accounting curriculum. Specifically, our survey of U.K. educational institutions suggests that ethics is widely included in the accounting curriculum and is predominantly taught in upper-division courses, especially in financial accounting and auditing. Our survey results also indicate that a substantial minority of U.K. universities see recent accounting scandals as a driving force behind the inclusion of ethics in the curriculum. Finally, our survey results suggest that, while most U.K. universities include ethics in the accounting curriculum, different factors influence curriculum design across university types.
34
Harro-Loit, Halliki. "Cost effectiveness of journalism education in a small nation state." Žurnalistikos Tyrimai 2 (January 1, 2009): 138–55. http://dx.doi.org/10.15388/zt/jr.2009.2.78.
Full textAbstract:
The article discusses the role of journalism as a discipline in a small nation state and provides analysis of the economic factors that influence the journalism programs. The article discusses some of the economic aspects of journalism education at the academic university and provides a case study on the basis of the two programs provided by the University of Tartu: Bachelor (BA) and Master’s (MA) programs. The curricula are held by the Institute of Journalism and Communication. Keywords: journalism curriculum, education, cost, small market. p>
35
Eneji Chris-Valentine Ogar, Petters Janet Sunday, Onnoghen Usang Nkanu, and Asuquo Edung Etim. "Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria." GIS Business 15, no. 2 (February 9, 2020): 136–58. http://dx.doi.org/10.26643/gis.v15i2.18903.
Full textAbstract:
This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study. A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.
36
Hilgers, Kimberly R., Cynthia Haynes, and Joanne Olson. "Assessing a Garden-based Curriculum for Elementary Youth in Iowa: Parental Perceptions of Change." HortTechnology 18, no. 1 (January 2008): 18–23. http://dx.doi.org/10.21273/horttech.18.1.18.
Full textAbstract:
The interest and use of gardens as educational tools for youth has increased in recent decades. The positive connection found between children and horticulture has prompted the development of garden-based curricula for use in schools. Iowa State University Extension developed the Growing in the Garden (GITG) curriculum for use in kindergarten through third-grade classrooms. This study examined what impact the GITG curriculum had on the awareness and interest of first graders in the areas of science, nutrition, and environmental awareness. Impact was assessed by a parental survey asking for perceptions of their child's interest and awareness after experiencing three lessons from the GITG curriculum. The sample population consisted of 78 parents of first-grade students from four classrooms in Iowa. The response rate was 60.2%. Results indicate that a significant number of parents completing the survey noted an increased awareness and interest of their children in the areas of science and the environment. Factors such as socioeconomic status, ethnicity, and gender did not influence the outcomes.
37
Tardin, Jacqueline Rego, and Iêda Aleluia. "Influência dos currículos (formal e oculto) na formação da identidade profissional dos estudantes de medicina." International Journal of Health Education 4, no. 1 (October 9, 2020): 32. http://dx.doi.org/10.17267/2594-7907ijhe.v4i1.2792.
Full textAbstract:
BACKGROUND: The professional identity of the medical student is formed during graduation and is subject to the interference of factors included in the formal curriculum and informal curriculum of the student. PURPOSE: This study aims to describe the influences that the formal curriculum and the hidden curriculum exert in the formation of the professional identity in the students of the medical course. METHODS: This is a cross-sectional, descriptive study with qualitative-quantitative methodology. A questionnaire was applied for the evaluation of the students about activities that occurred during graduation, insertion of humanism in academic practice, and socio-demographic description and group profile, and 200 participants received these questions. Quantitative data were analyzed using the statistical program SPSS 20.0, considering as statistically significant p <0.05 and qualitative data by content analysis and categorization. RESULTS: 111/200 students answered the questionnaire, the majority coming from the 8th semester of the institution. There was perception of the influence of mentors, the contribution of the curriculum and socialization in the formation of the student's professional identity. The analysis of the participants' speeches showed the internalization of the humanization occurs mainly through the importance of example, the contact with the patient and the importance of the previous formation of character and personality of the student. CONCLUSIONS: There is influence of the graduation and faculty in the professional identity of the medical student, in addition to the evidence of the need for new research that describes the impact of the hidden curriculum.
38
Duchovičová, Jana, and Nina Kozárová. "Responsibility and Task Structuring as the Basic Attributes of Learning Styles and Their Relation Towards Consistency and the Quality of Hierarchy of a Learner’s Mind Map." Acta Technologica Dubnicae 6, no. 2 (August 1, 2016): 29–46. http://dx.doi.org/10.1515/atd-2016-0010.
Full textAbstract:
Abstract The study focuses on the identification of the relationship between the learning style and mental representation of curriculum content. The research problem identifies the relationship between the learning style factors - responsibility and task structuring and the selected categories of curriculum content representation - consistency and the quality of hierarchy identified through mind mapping. For the purposes of the research, we used the LSI Questionnaire by R. Dunn, K. Dunn and G. E. Price, a mind mapping test and chi-square statistics were used for the evaluation of research findings. The research sample consisted of 115 respondents. By means of analysis, we found out that a learning style in the observed factors of responsibility and task structuring does not influence students’ mental representation of the curriculum content.
39
Henderson, Chelsea N., Jeannine Clunk Lawrence, and Crystal Clark Douglas. "Health professions students demonstrate limited knowledge of health risks associated with early menarche." Health Education Journal 79, no. 4 (November 27, 2019): 446–57. http://dx.doi.org/10.1177/0017896919888546.
Full textAbstract:
Objective: The documented decline in age at menarche is concerning as early pubertal development presents immediate and long-term health risks. Menarcheal timing is influenced by environmental factors, necessitating the importance of increased education within the health sciences curricula. This study examined health professions students’ awareness and knowledge of menarche, including factors that influence age at menarche and the health risks associated with early menarche (⩽11 years). Design: A mixed retrospective/prospective analysis using an on-line survey was employed to explore student knowledge. Setting: A public university in USA. Methods: Students enrolled in a general nutrition course at a US university were invited to complete a survey during class time. Pearson correlations were used to assess relationships among variables. Independent-samples t-tests compared knowledge to identify differences by gender and race, and χ2 tests compared frequency of correct knowledge answers according to race. Results: Participants included 126 students (88% female, 50% Caucasian), the majority (90%) of whom were enrolled in health sciences programmes. Nearly 25% of female participants reported early menarche; yet, reported age at menarche was not related to knowledge ( r = –.056, n = 110, p > .05). Future health risks of early menarche were correctly identified by 16.7% of participants, all women. Knowledge of menarche differed according to race ( p < .05). Conclusion: Discovery of knowledge gaps in this population may improve curriculum design and, ultimately, better prepare students for a future in health care. Future clinicians may benefit from training that addresses factors that influence pubertal timing and familiarises them with the health risks associated with earlier menarche. There is a need for knowledgeable and skilled health workers, which is why the inclusion of this subject in the preservice training curriculum is important.
40
Eagle, Lynne, David Low, Peter Case, and Lisa Vandommele. "Attitudes of undergraduate business students toward sustainability issues." International Journal of Sustainability in Higher Education 16, no. 5 (September 7, 2015): 650–68. http://dx.doi.org/10.1108/ijshe-04-2014-0054.
Full textAbstract:
Purpose – This paper aims to report on findings from the first phase of a longitudinal study of undergraduate business students’ attitudes, beliefs and perceptions concerning sustainability issues. Design/methodology/approach – To improve understanding of the potential effects of changes in the curriculum, business students enrolled during the academic year prior to a redesigned, sustainability-informed, curriculum were surveyed. Familiarity with key sustainability terms was tested using a semi-structured questionnaire applied across two campuses of James Cook University, Australia. Quantitative data were complemented by use of open-ended questions that yielded qualitative insight into a range of student knowledge, attitudes, behaviours and normative influences relating to sustainability and climate change. Findings – Findings reflect naïve awareness of the potential impact of individual contributions to sustainability and environmental challenges. They reveal a tendency to regard major issues as beyond personal control and to view solutions as being the responsibility of others. This is coupled with reluctance to consider major lifestyle changes. Social implications – Universities are increasing their focus on sustainability-related issues and the ways in which these can be effectively communicated via curricula. This paper carries implications for this societal agenda, particularly in relation to the need to address disconnections between awareness of issues, personal relevance and effective strategies for addressing sustainability issues. Originality/value – The findings shed fresh light on the attitudes and behavioural dispositions of undergraduate business students and could help guide the development and delivery of curriculum content.
41
Scholte, Paul. "Curriculum development at the African Regional Wildlife Colleges, with special reference to the Ecole de Faune, Cameroon." Environmental Conservation 30, no. 3 (September 2003): 249–58. http://dx.doi.org/10.1017/s0376892903000249.
Full textAbstract:
Regional colleges in Tanzania, Cameroon and, recently, South Africa have trained some 4000 wildlife managers. Training need assessments called for major curriculum reforms, which were developed and implemented in the late 1990s. This is an analysis of the factors that influenced this curriculum reform in the colleges' endeavour to respond to new developments in African wildlife management. Since 1979, the curriculum of Garoua Wildlife College, Cameroon, has changed only gradually, whereas work placement subjects, selected by students and their employers, have quickly responded to developments in wildlife management, with an increase in the number of people-oriented subjects amongst other things. In the new curriculum, Garoua's mid-career students appreciated biology and inventory disciplines for their relevance, as well as courses in other disciplines tailored to conservation practice. The curriculum reforms implemented at Garoua depended on the presence of interested lecturers with an appropriate background, often obtained by additional training. The curricula of the regional wildlife colleges at Garoua (Cameroon) Mweka (Tanzania) and SAWC (South Africa) showed important differences, as a result of regional differences and differing visions of the wildlife management profession. All three colleges have struggled to establish a feedback system for continuous curriculum review. Increasing the exchanges between the colleges could further develop the curricula. While pursuing necessary changes in curriculum and institutions, care should be taken to avoid reducing the colleges' sustainability.
42
Altieri, Miguel A., and Charles A. Francis. "Incorporating agroecology into the conventional agricultural curriculum." American Journal of Alternative Agriculture 7, no. 1-2 (June 1992): 89–93. http://dx.doi.org/10.1017/s0889189300004525.
Full textAbstract:
AbstractAgroecology is the development and application of ecological theory to the management of agricultural systems, according to the specific land and other resources available. Beyond the biological and climatic dimensions of agriculture and ecology, there is growing appreciation of the influence of social, economic, and political factors on the structure and success of farming systems. This broader field is becoming known as “agroecology and sustainable development.” Expansion of the conventional curriculum to include integrative themes is essential because of the need for students to appreciate a whole farm focus for analysis, to understand the impact of socio-economic factors, and to further develop their abilities to link people and environment. Two courses are proposed and described in detail “Biology of Agroecosystems” includes study of system structure and function, cycles and interactions among components, system development and performance, and the importance of resource conservation and use. “Agroecology and Sustainable Agricultural Development” includes a survey of systems around the world, an evaluation of resources and their use, the environmental impact of agriculture, the relationships between society and agriculture, the applications of agroecology to rural development, and some projections of alternative future strategies for food production. Future agricultural professionals need to understand how improvement of agroecosystems is closely linked to economic, cultural, and political systems, and how they are both enhanced and constrained by factors beyond biology and climate.
43
Stewart, William H., Youngkyun Baek, Gina Kwid, and Kellie Taylor. "Exploring Factors That Influence Computational Thinking Skills in Elementary Students’ Collaborative Robotics." Journal of Educational Computing Research 59, no. 6 (February 3, 2021): 1208–39. http://dx.doi.org/10.1177/0735633121992479.
Full textAbstract:
Recently educational robotics has expanded into curriculum beyond traditional STEM fields, and which can also be used to foster computational thinking (CT) skills. Prior research has shown numerous interdisciplinary benefits related to CT, however, these influential factors have often been investigated with relatively few variables. This study investigated factors that may lead to 4th and 5th grade elementary school students’ development of computational thinking skills in collaborative robotics activities by hypothesizing a model which proposed that a problem solving inventory, intrinsic motivation, and enjoyment were the main predictors of computational thinking skills. The model was then tested by surveying students with several psychometric inventories where a revised model was then constructed. The study found significant relationships between perceived competence and enjoyment, and learning motivation, and intrinsic motivation. Another important finding was that problem solving was a significant predictor of computational thinking skills. Results were interpreted with reference to implications for possible means of improving learning outcomes when using collaborative robotics in an educational setting.
44
Yunus, Wan Noor Miza Wan Mohd. "A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE." JEELS (Journal of English Education and Linguistics Studies) 7, no. 2 (November 2, 2020): 321–45. http://dx.doi.org/10.30762/jeels.v7i2.2182.
Full textAbstract:
Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.
45
Frerichs, Leah, Kristen Hassmiller Lich, Tiffany L. Young, Gaurav Dave, Doris Stith, and Giselle Corbie-Smith. "Development of a Systems Science Curriculum to Engage Rural African American Teens in Understanding and Addressing Childhood Obesity Prevention." Health Education & Behavior 45, no. 3 (September 1, 2017): 423–34. http://dx.doi.org/10.1177/1090198117726570.
Full textAbstract:
Engaging youth from racial and ethnic minority communities as leaders for change is a potential strategy to mobilize support for addressing childhood obesity, but there are limited curricula designed to help youth understand the complex influences on obesity. Our aim was to develop and pilot test a systems science curriculum to elicit rural African American youth perspectives on childhood obesity and enhance their understanding of and support for obesity prevention solutions. The curriculum was designed so it could be integrated with existing positive youth development curricula that help youth advocate for and implement identified solutions. We conducted four workshop sessions with youth that engaged them in systems learning activities such as guided systems diagramming activities. The participants ( n = 21) completed validated surveys presession and postsession that assessed their causal attributions of obesity and support for obesity prevention policies. The youths’ perception that environmental factors cause obesity increased ( p < .05), and perceptions that individual behavior and biology cause obesity did not change. Their support for policies that addressed food access and food pricing significantly increased ( p < .05). The youths’ system diagrams elucidated links between multilevel factors such as personal attitudes, social influence, and the built environment, which provides important information for designing synergistic solutions. The changes we observed in youths’ perceptions of obesity and support for policy changes have important implications for youths’ interest and willingness to advocate for social and environmental changes in their community. The strategies have a promising role in supporting community mobilization to address childhood obesity.
46
Manaf, Abdul, and Che Mohd Zulkifli Che Omar. "NILAI BUDAYA SEKOLAH DALAM PELAKSANAAN KURIKULUM PENDIDIKAN DI SMK BEKASI." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 30, 2018): 101. http://dx.doi.org/10.32678/tarbawi.v4i01.1951.
Full textAbstract:
This study aims to determine and analyze the school culture values associated with the implementation of the curriculum in the learning process at school. The study was conducted on teachers at SMK in Bekasi. The research used quantitative method with correlation analysis and regression analysis. Data were collected by using instruments on the variables used in the study, ie school culture and educational curriculum. This study found that the school culture aspect has a relationship with the educational curriculum, both academic, socio-cultural and democratic cultures have a positive influence on the school curriculum, so it can be said that the curriculum used in schools will be done well if it has a school culture it is also good that curriculum development in schools requires attention and focus on school culture factors as a way to improve the quality of education curriculum in schools.
Keywords. Value of School Culture, Education Curriculum, School, Quality
47
Graves, Kathleen, and Sue Garton. "An analysis of three curriculum approaches to teaching English in public-sector schools." Language Teaching 50, no. 4 (September 14, 2017): 441–82. http://dx.doi.org/10.1017/s0261444817000155.
Full textAbstract:
This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including:•the view of language and language acquisition underlying the approach•how learners’ needs are construed•the nature of the content and materials•the teacher's role•the context•how language is assessedThis is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.
48
Weni, Titra. "Analisis Proses Perencanaan Pembelajaran Pendidikan Kesetaraan Paket B Berbasis Kurikulum 2013 di Sanggar Kegiatan Belajar (SKB) Kota Samarinda." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 16, no. 2 (November 28, 2020): 89. http://dx.doi.org/10.35329/fkip.v16i2.1765.
Full textAbstract:
Equivalent education package B based on the 2013 curriculum is a non-school education program that is equivalent to formal junior high school education. The delivery of education is carried out by following the curriculum that should be the 2013 curriculum and is expected to answer solutions for people who drop out of school or who need education. This study aims to find out how Equivalent Education Learning Package B based on 2013 Curriculum and what factors influence the learning process. This research was conducted at the Samarinda City Learning Activity Center specifically the Package B program. Data collection in this study using interview, observation, and documentation techniques. The results of the study showed that the implementation of equality education package B based on the 2013 curriculum in Samarinda City SKB consisted of three stages, namely planning, implementation, and assessment of learning and factors influencing the learning outcomes of citizens learning package B. by developing learning tools that will be used for learning, that is, compiling lesson plans and syllabi that are adapted to the equality education module package B curriculum 2013 and recruiting citizens to learn by open and individual socialization.
49
Gonzalez Delgado, Mariano, and Tamar Groves. "La enseñanza programada, la UNESCO y los intentos por modificar el currículum en la España desarrollista (1962-1974)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 73. http://dx.doi.org/10.14516/ete.186.
Full textAbstract:
This paper focuses on studying the origin and evolution of the programmed learning in Spain. For this, an interpretation about the influence exerted by the international governmental organization for its implantation is emphasizes. First, the paper explains its beginnings in relation to the educational framework opened by UNESCO. The article continues with the explanation of the first criticisms that were established on this curricular policy. Finally, an attempt is made to give an explanation about its rapid decline. It concludes by indicating the importance of international and local social factors in understanding the historical construction of the curriculum in the Development Spain.
50
Christiansen, Bryan. "Cultural Indoctrination and Management Education Curriculum." International Journal of Applied Management Theory and Research 1, no. 1 (January 2019): 1–15. http://dx.doi.org/10.4018/ijamtr.2019010101.
Full textAbstract:
As organizations are increasingly confronted with the need to engage with stakeholders from a variety of different cultural backgrounds, the need to understand the ways in which cultural imperatives play into individual and collective performances becomes increasingly important. These cultural traditions exert immense influence on business issues ranging from consumer behavior to management. This article examines the need for management education to establish an introductory course on cultural indoctrination (CI) for business students in an era of global hypercompetition. CI is defined as the process of inculcating ideas, attitudes, and cognitive strategies during the transfer of cultural traditions from one generation to the next with the expectation that such traditions will not be questioned in the future. This article introduces the CI concept and subsequently suggests how it should be incorporated into a university curriculum focusing on factors that promote convergence in international management contexts.