Academic literature on the topic 'Illinois Secondary School Curriculum Program'
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Journal articles on the topic "Illinois Secondary School Curriculum Program"
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ASLAN, SEDA, and EDA GURLEN. "SECONDARY SCHOOL TEACHERS’ LEVEL OF CURRICULUM LITERACY." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 20, no. 1 (December 30, 2018): 2–15. http://dx.doi.org/10.29299/kefad.2018.20.01.006.
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Diem, Chuzaimah D., Yusfardiyah Yusfardiyah, Binti Koniaturrohmah, and Lismalayani Lismalayani. "Implementation of school-based curriculum as perceived by secondary school teachers of English." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 167. http://dx.doi.org/10.17509/ijal.v5i2.1341.
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Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.
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Paul, Fredric. "Soundoff: An Integrated Approach for Secondary School Mathematics." Mathematics Teacher 79, no. 4 (April 1986): 236–38. http://dx.doi.org/10.5951/mt.79.4.0236.
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In 1972, after many years of concern and dissatisfaction with the traditional three-year high school mathematics program of geometry sandwiched between algebra (Math 9) and algebra-trigonometry (Math 11), the Bureau of Mathematics of the New York State Education Department decided to investigate a possible alternative approach. In June of that year, an ad hoc committee of the state's mathematics educators developed an outline for a three-year curriculum aimed at bringing together the various branches of mathematics previously treated as independent, year-long courses. Most of the traditional content was retained, although not necessarily at the same grade level; in addition, probability, statistics, logic, and transformation geometry were included in a three-year comprehensive program.
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Durdukoca, Sule Firat, and Tazegul Demir Atalay. "The identification of students’ metaphorical perceptions about base values taught in Turkish language teaching program." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 124–35. http://dx.doi.org/10.18844/cjes.v14i1.4036.
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The aim of this study is to define the metaphorical perceptions of secondary school students about basic values, such as justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism and benevolence taught, in Turkish curriculum. The study used phenomenological design, and the study group consisted of a total of 114 secondary school students in seventh grade at a public school in Kars, Turkey. In the questionnaire, students were asked to convert their perceptions of the above-mentioned values into the following statement. ‘....value is like...../because.....’. The study results revealed that nearly 70% of the participants created metaphors related to base values, and the most frequent metaphor was ‘brotherhood’ that was created for the base value ‘friendship’. Also, it was found that one of the conceptual categories formed for ‘friendship’ was the only category that all the metaphors created by the participants were negative.
Keywords: Value education, metaphor, secondary school education curriculum, Turkish language curriculum.
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Sherry, Jennifer S. "An Evaluation of Elementary School Nutrition Practices and Policies in a Southern Illinois County." Journal of School Nursing 24, no. 4 (August 2008): 222–28. http://dx.doi.org/10.1177/1059840508319631.
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The purpose of this study is to assess elementary school nutrition programs in a rural county in southern Illinois. The researcher interviewed the food service managers of eight schools and completed the School Health Index (SHI) based on their responses. Eighty-seven percent of the schools did not have venues such as vending machines outside the cafeteria. Three food service managers stated that from 75% to 80% of the students in the district ate lunch in the cafeteria. The SHI corresponds to the eight components of a coordinated school health program; nutrition services are just one of the eight components. The SHI is a tool that can be used to identify strengths and weaknesses in the nutrition program. It covers items from healthy, low-fat choices to food preparation and cafeteria practices. School nurses can work with teachers and food service personnel to create nutrition programs and a curriculum related to healthy nutrition practices.
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Shakeri, Shirin, Dorte Ruge, Judith Myers, Nicola Rolls, Lisa Papatraianou, and Judith Fethney. "Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies." Journal of Education and Training Studies 9, no. 6 (June 25, 2021): 57. http://dx.doi.org/10.11114/jets.v9i6.5273.
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The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.
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CHEUNG, Siu Yin. "Application of Stress Management in Secondary School." Asian Journal of Physical Education & Recreation 4, no. 2 (December 1, 1998): 12–18. http://dx.doi.org/10.24112/ajper.41207.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this paper is to introduce stress management program to secondary school students in Hong Kong. Stress management program was designed and was proposed to be included in secondary school physical education curriculum. The program consisted of lectures and relaxation training. The contents of the lectures are the followings: what is stress? sources of stress, stress and illness, intrapersonal and interpersonal interventions. The relaxation training program consisted of stretching exercises, deep abdominal breathing and progressive relaxation training. A trial teaching of the course was conducted for 22 Form 6 students at a secondary school. Examination and academic/school work are the major stressors for the students. Friends and classmates are their main support groups. Positive feedback were received from the physical education teacher and students on this stress management program.這篇文章的主旨是介紹一個中學生處理壓力的課程。這課程是建議將處理壓力列入中學體育課程內容中，課程分理論及實習兩部份，理論課程內容包括：甚麼是壓力？壓力的來源，壓力與疾病，個人及人際間的壓力處理方法。實習課程內容包括：伸展運動、腹式呼吸、漸進鬆弛練習。這課程曾在一所中學的中六班進行試教，學生有廿二人，考試及學校功課是中六學生主要的壓力來源，朋友及同學是他們主要的支持者，體育老師及同學們對這處理壓力課程都給予正面的回應。
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Kilar, Wioletta, and Tomasz Rachwał. "Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland." Journal of Intercultural Management 11, no. 2 (June 1, 2019): 73–105. http://dx.doi.org/10.2478/joim-2019-0010.
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Abstract Objective: The article aimed at identifying the position of the entrepreneurship course in the Polish education system and analysing the changes in its curriculum in the condition of the education system reform since 2017. Besides, attempts have been made to determine changes in this regard in the light of the analysis of the “old” and “new” core curriculum of general education in secondary schools of various types. Methodology: Research was conducted by analysing the teaching content and existing data (desk research), which are the provisions of the national core curriculum (NCC) for general education in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis has been carried out against the previous research results presented in the literature on the subject using previously used methods of teaching content analysis. Findings: The conducted research has shown that more attention should be paid to developing business competencies as part of the reform of the education system. In the NCC, cross-subject correlations have been taken into account, so that the same content is not unnecessarily duplicated. Entrepreneurship education should become more practical and oriented towards preparation for running own business and using financial services. Value Added: The findings show that the new entrepreneurship education program assumptions in Poland will influence the development of entrepreneurship to a greater extent than before. Recommendation: The results indicate that in the process of implementing the NCC a key role is played by the teacher, therefore it is necessary to prepare them well for its realization. However, the effects of implementing the program reform may only be observed and investigated in the future, therefore further research after several years is needed.
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Aslan, Erdal, and Oguz Serin. "Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 587–603. http://dx.doi.org/10.18844/cjes.v15i3.4601.
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Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the “Canon for the Unity of Education and Training” in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the “science education for primary schools” For this purpose, both the last curriculum program for “Mekatib-i İbtidaiyye” (The primary schools in Ottoman Empire)and the latest curriculum program for “İlk Mektepler” (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that “science education in primary education” had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for “science education” in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on “science education” in the Era of the Empire and The Era of the Republic with this aspect.
Keywords: Science Education in Primary Schools, Science Education in the Ottoman Empire, the First Science Curriculum of the Republic, History of the Turkish Education.
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Kasten, Peggy. "Projects: Delaware 6-12 Exemplary Mathematics Curriculum Implementation." Mathematics Teacher 93, no. 9 (December 2000): 798. http://dx.doi.org/10.5951/mt.93.9.0798.
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The Delaware 6–12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to implement research-based, standardsdriven mathematics curricula in middle school and high school programs throughout Delaware. This National Science Foundation (NSF)–funded project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. Over the 38-month life of the project, 300 middle school and high school mathematics teachers—nearly two-thirds of all secondary mathematics teachers in Delaware— will engage in a substantial program of professional development that exceeds 150 hours for all teachers and may approach 200 hours for many.
Dissertations / Theses on the topic "Illinois Secondary School Curriculum Program"
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Noe, Margaret Ann Lyle Laymon Ronald L. "An application of an analytical approach to the evaluation of educational programs in a selected Illinois high school." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014755.
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Thesis (Ph. D.)--Illinois State University, 1989.Title from title page screen, viewed October 26, 2005. Dissertation Committee: Ronald Laymon (chair), Richard L. Berg, Larry D. Kennedy, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 222-225) and abstract. Also available in print.
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Kiekel, Jean M. "Characteristics of high school online educational programs : a multiple case study." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/298.
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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Boudignon, Lara Fernande. "The yearbook program, observation and analysis of secondary school yearbook teachers and the implementation of their curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62979.pdf.
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
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Schonert, Laurie, and Catherine Vaughan-Obregon. "Bridging the gap: A freshman focus program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1771.
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Lundien, Katrina. "Exploring a secondary urban ESL program : addressing the social, affective, linguistic, and academic needs of English language learners (ELLs)." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2218.
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Indzic, Dujso Aleksandra. "Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20272.
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In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.
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Johnson, William Raymond. "Four-Year Music Degree Program Perceptions of Value from Administrators and Students: A Mixed Methods Study." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460725110.
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Majeski, Sergio. "Ensino médio, currículo e cotidiano escolar : sobre movimentos e tensões nos discursos oficiais." Universidade Federal do Espírito Santo, 2013. http://repositorio.ufes.br/handle/10/6078.
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Previous issue date: 2013-08-30This work was motivated by our concern and interest in the issue of education in Brazil, and especially with our empathy with High School. At first we explain the general issues about this educational level, and then we discuss the three most important official policies for high school today: the National Curriculum Guidelines for Secondary Education (DCNEM), the Innovative High School Program (ProEMI) and National Secondary Education Examination (ENEM) focusing on curricular issues and understandings/uses that the practicing subjects make of them in school everyday. Amid questioning these policies are the speeches of teachers and students on the same issues. We try to elucidate the importance that such policies have for the actors of the school everyday and raise questions about the legal framework created by the Ministry of Education and the Department of Education of the State of Espírito Santo. We ve noticed that most official guidelines are not fully assimilated in school, where practicing subjects adopt their work strategies according to their needs. The questioning of the policies highlighted the growing importance of ENEM, which leads us to believe that over and over all the projects and guidelines for high school will have the influence of this examination
O presente trabalho foi movido pela nossa preocupação e interesse pela questão educacional no Brasil, especialmente por nossa afinidade com o Ensino Médio. Num primeiro momento explanamos questões gerais sobre essa etapa de ensino para, em seguida, problematizar as três principais políticas oficias para o Ensino Médio na atualidade: as Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM), o Programa Ensino Médio Inovador (ProEMI) e o Exame Nacional do Ensino Médio (ENEM), focando as questões curriculares e os entendimentos/usos que os sujeitos praticantes fazem desses instrumentos nos cotidianos da escola. Em meio a problematização dessas políticas, estão as falas dos professores e alunos sobre os assuntos relacionados às mesmas. Tentamos elucidar a importância que tais políticas têm para os atores do cotidiano escolar e levantar questionamentos sobre o arcabouço legal criado pelo Ministério da Educação e pela Secretaria de Educação do Estado do Espírito Santo. Constatamos que grande parte das orientações oficiais não são plenamente assimiladas/usadas ou conhecidas na escola, onde os sujeitos praticantes adotam mecanismos de trabalho de acordo com suas necessidades. A problematização das políticas evidenciou a importância crescente do ENEM, o que nos leva a crer que cada vez mais todos os projetos e orientações destinados ao Ensino Médio terão como pano de fundo esse exame
Books on the topic "Illinois Secondary School Curriculum Program"
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Fisher, Peter. Student aspirations and attitudes towards the revised high school program. St. John's: Institute for Educational Research and Development, Memorial University of Newfoundland, 1985.
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Fisher, Peter. Student aspirations and attitudes towards the revised high school program. St. John's: Institute for Educational Research and Development, Memorial University of Newfoundland, 1985.
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Education, Ontario Ministry of. Program planning and assessment: The Ontario curriculum, grades 9 and 10, 1999. [Toronto, Ont.]: The Ministry, 1999.
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Schultz, Michael. National Post business studies program: A newspaper-based teaching guide for secondary school business studies curriculum. Don Mills, ON: National Post, 2000.
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Education, Ontario Ministry of. Program planning and assessment: The Ontario curriculum, grades 9 to 12, 2000. [Toronto, ON]: The Ministry, 2000.
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Luepker, Russell V. MSPP, Minnesota Smoking Prevention Program: A curriculum for ages 11-15 : facilitators guide. Center City, Minn: Hazelden, 1997.
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The College Board and the school curriculum: A history of the College Board's influence on the substance and standards of American education, 1900-1980. New York: College Entrance Examination Board, 1987.
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Audits, Georgia Dept of. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1997.
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Georgia. Dept. of Audits. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1998.
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Audits, Georgia Dept of. State of Georgia program evaluation. [Atlanta, Ga.]: Dept. of Audits, 1998.
Find full textBook chapters on the topic "Illinois Secondary School Curriculum Program"
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Case, Sarah H. "Training “Leaders of Their Own Race”." In Leaders of Their Race. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041235.003.0004.
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Through a focus on Spelman Seminary of Atlanta, Georgia, between its founding in 1881 and the 1920s, this chapter analyzes the ideological assumptions behind, and the content of, education for black female respectability. An analysis of the content of the education offered at Spelman and the goals of administrators, board members, faculty, and supporters provides an understanding of how secondary schools for girls taught the attributes of respectability. To a surprising degree, industrial education was viewed as essential to the curriculum of a school for “striving” black young women. In contrast to traditional interpretations of black education that oppose industrial and academic education, Spelman faculty and associates viewed industrial and academic education as mutually reinforcing.
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Wong, Yi Lin, and Kin Wai Michael Siu. "The Curriculum Development and Project-Based Assessment of Design Education in Singapore and Hong Kong Secondary Schools." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 220–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch011.
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Project work is an essential feature in design education and curriculum and the major assessment that students need to work on. Project-based assessment is one of the promising approaches for assessing students' performance in design education. It is also the appropriate pedagogical approach for teaching design. In project-based assessment, students need to finish several tasks, such as identify a problem, research on relevant materials, suggest possible solutions to the problems, realize the chosen solution, make the artifacts and evaluate it in a project. It is natural and indubitable in the design classes – teachers and students would probably accept it without any questions. However, in the recent years, project work in design education at secondary school levels has been developed in some new directions that it is significantly differentiated from the traditional project work in the past. It is then interesting to review the historical development of secondary school design education and understand the practice of project-based assessment. The design curricula of Singapore and Hong Kong are chosen for case study and comparison in this chapter. Through examining the similar background of curriculum development of Singapore and Hong Kong, the comparison and the discussions of the chapter also highlight some issues and the future development of curriculum and assessment in K-20 education of both places. The aims of the chapter are to (1) review the history of curriculum development in Singapore and Hong Kong secondary school design education; (2) review the project-based assessment in the design curricular in both places; and (3) discuss the general and specific issues of curriculum development and project-based assessment based on the reviews.
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Salinitri, Dina. "Teachers as Counselors." In Research Anthology on Navigating School Counseling in the 21st Century, 615–31. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch033.
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The changing demographics and necessary pedagogy of the 21st-century schools require teacher education programs to examine their connection to practice in the K to 12 education system. This chapter focuses on the need for teachers to understand the place of guidance and career education in their curriculum and in the lives of all their students. There are nine Guidance and Curriculum courses offered in all Ontario secondary schools, yet, little is done to provide professional development for teachers to build efficacy for these courses. Faculties of Education spend little time looking at the curriculum expectations in these courses as they are not considered methodology or foundation courses. A comprehensive course developed at the Faculty of Education, University of Windsor, provides teacher candidates with the knowledge and skills to explore these courses and engage in an integrated guidance and career program.
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Cho, Hyesun. "Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students." In CALL Theory Applications for Online TESOL Education, 183–202. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6609-1.ch008.
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This chapter explores the possibilities of electronic portfolio assessment for emergent bilingual or multilingual students in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms in collaboration with curriculum and technology specialists. This chapter delineates how EPA was developed and implemented to enhance the academic and linguistic abilities of adolescent emergent bi/multilingual students while embracing their multifaceted and hybrid identities as heritage language speakers. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.
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Kennedy, Carol Kahan, and Tina Yagjian. "Creating an Early Model of Teaching at The New School." In Critical Examinations of Distance Education Transformation across Disciplines, 15–43. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch002.
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In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.
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Heide, Anne-Lise. "Bærekraft – lærekraft: Estetiske læringsprosesser gjennom tverrfaglig arbeid i grunnskolelærerutdanningen." In Higher Education as Context for Music Pedagogy Research, 167–91. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch7.
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This chapter examines an interdisciplinary research project with the subjects music and physical education. The aim is to investigate and explore aesthetic learning processes focusing on interdisciplinarity in general teacher education. The participants in the study are all pre-service teachers preparing for primary school (grade 1–7) and lower secondary school (grade 5–10). In the project, which I have called “Krømus”, the teaching program is based on the curriculums for both music and physical education from the Norwegian Directorate for Education and Training. Here, the students explore and create rhythmic compositions with body percussion and sports objects, such as basketballs and other props used as instruments. Dancing, sports movements, and voices are also used as compositional elements and the students create a performance together at the end of the workshop. The current curriculum changes in Norwegian primary and secondary education (Fagfornyelsen, LK20) focus on deep learning together with experimentation, exploration and creative processes, and these are guiding educational principles that also provide a foundation for this chapter.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
Conference papers on the topic "Illinois Secondary School Curriculum Program"
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.
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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Fuehne, Joseph P., Julie Phillips, and Anji McKinney. "The Boiler Tech Challenge: A Fun Competition and Recruiting Tool for Engineering Technology Programs." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38967.
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Project Lead The Way, a pre-engineering curriculum for secondary students, has gained in popularity and importance at secondary institutions in the Region 9 workforce area in south central Indiana. The Purdue College of Technology in Columbus, Indiana stands to benefit from this effort by attracting these students to its programs, which have been enrollment-challenged in recent years. One possible recruiting tool instituted by the College of Technology in Columbus is the “Boiler Tech Challenge” for Project Lead the Way students throughout the region. Nearly 200 students from high schools around the region assembled at the Purdue College of Technology site in Columbus. There were teams of 4 students who needed to solve one of five possible challenges. With a space theme, the teams needed to design and build a space station tower to withstand a certain weight, build and assemble a spacesuit for one of the team members to wear, use a CAD tool to design a space station, design and build a pneumatic lift system to assist in the production of hydroponic vegetables in the space station, and design and build a carbon dioxide scrubber/filter to clean the air on a command module. This last challenge is similar to the situation encountered by the astronauts of Apollo 13. A maximum of 10 teams (no more than 4 team members per team) do each challenge and are given two hours to complete the challenge. Prizes are given to the winners. Other sessions throughout the day-long event include information sessions about the College of Technology in Columbus, a presentation by an engineer associated with the space program, and lunch. This work provides more details about the event and includes survey results of the participants. The initial event brought approximately 160 high school students to the Purdue College of Technology campus in Columbus and was a great recruiting tool.