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Nugroho, Kristanto Adi, Agus Kristiyanto, and Muchsin Doewes. "Implementasi pendidikan jasmani dalam international primary curriculum." Jurnal Keolahragaan 6, no. 2 (September 22, 2018): 110–19. http://dx.doi.org/10.21831/jk.v0i0.21336.
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Tujuan penelitian ini adalah mengetahui keterkaitan dan implementasi pendidikan jasmani dalam International Primary Curriculum (IPC) sebagai salah satu kurikulum internasional. IPC adalah kurikulum yang komprehensif, tematik, dinamis dan berwawasan global. Pelaksanaan kurikulum terstruktur dan terencana memungkinkan siswa untuk beradaptasi dengan tantangan global di masa mendatang. Metode penelitian adalah metode penelitian kualitatif deskriptif. Hasil penelitian, pelaksanaan pendidikan jasmani di IPC telah ditentukan oleh sekolah melalui data dengan pemutakhiran terbaru. Tema yang dipilih kemudian disesuaikan dengan tujuan sekolah, budaya lokal, kebutuhan siswa. Kesimpulannya adalah IPC sangat dinamis sehingga dapat diselaraskan untuk mencapai tujuan sekolah yang ingin dicapai dengan menyesuaikan budaya budaya lokal, kondisi siswa dan sekolah. AbstractThe purpose of this research is determine relationship and implementation of physical education in International Primary Curriculum (IPC) as an international curriculum. IPC is comprehensive, thematic, dynamic and global-minded curriculum. The implementation of a structured and planned curriculum allows students to adapt to global challenges in the future. The research method is descriptive qualitative research. As a result, implementation of physical education in IPC has been determined by school through the latest update data. The choosen theme is then adjusted to school goals, local culture, student needs. The conclusion is that IPC is very dynamic so that it can be harmonized to achieve the school goals by adjusting the culture of the local culture, conditions of students and schools.
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Hameed, Suraiya. "Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye." International Journal of Comparative Education and Development 22, no. 3 (May 12, 2020): 169–84. http://dx.doi.org/10.1108/ijced-10-2019-0052.
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PurposeThis paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools.Design/methodology/approachQualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014).FindingsThe key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets.Research limitations/implicationsIn the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore and Australia.Practical implicationsAs more national school systems embrace diversity, an international education approach has been adopted. This study affirms the idea proposed by Hayden, Thompson and Bunnell (2016), that the use of “international” is less relevant in categorising schools that seek to embrace GCE. It is more appropriate to use “cosmopolitan,” as proposed by Rizvi (2008), where the focus is more broadly on acquiring knowledge about cultural trajectories and social identities and reinforcing the idea of global connectivity as is evident in both case study schools. The focus is on understanding and acting on local issues within the “broader context of the global shifts that are reshaping the very nature of localities” (Rizvi, 2008, p. 21). One of the key things to note is that the global and international approaches are seldom enacted in their pure form. Schools that have adopted international education are usually unique and heterogeneous in nature, and what they have done is very much dependent on their histories, their geographical locations and the economic and political statuses. This is evident in both case study schools.Social implicationsThis study has added to the existing literature by providing a rich comparative investigation of global citizenship education in two countries, Australia and Singapore. The research provided the opportunity to study different models of internationally minded schools, with similar GCE ambitions. As the study explored two types of schools in two different countries, there is no claim of generalisability of findings to all the schools in these two countries. However, educators and researchers who are interested in this field could reflect on the themes that have emerged from this study and make an informed decision on the possible transferability to their own contexts.Originality/valueBesides its contribution to existing literature, the study has also shown that for effective integration of GCE in schools, either in a national or international education system, it is necessary for a comprehensive understanding of the GCE principles. The results drawn from the study indicate that the ambiguity of the concept of GCE can result in different interpretations by school leaders, teachers and students, thus affecting its enactment in schools. In order to better understand and apply GCE, an effective conceptual model would provide a critical understanding of the multi-faceted nature of global citizenship education. A critical GCE requires schools to reflect on the entire curriculum, ensuring a seamless integration of GCE into curricula and practices.
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Apriana, Aulia, Sri Rachmajanti, and Evynurul Laily Zen. "ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.
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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.
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Sutrisno, Firdaus Zar'in, and Siti Salehcah. "Local Content Curriculum Model for Early Childhood Scientific Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 81–100. http://dx.doi.org/10.21009/jpud.151.05.
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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model
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Aretz, Karin. "THE INTERNATIONAL PRIMARY CARE RESEARCH TRAINING CURRICULUM." European Journal of General Practice 20, no. 1 (February 27, 2014): 87–88. http://dx.doi.org/10.3109/13814788.2014.880566.
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Choi, Euna. "Music Curriculum in International Baccalaureate Primary Years Programme." Korean Music Education Society 49, no. 4 (November 30, 2020): 271–92. http://dx.doi.org/10.30775/kmes.49.4.271.
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Baller, April, Kevin Ousman, Maria Clara Padoveze, Charles Basilubo, Rodrigue Bobwa, Antoine Engrand, Bienvenu Houndjo, et al. "Infection Prevention and Control Capacity Building During 2018–2019 Democratic Republic of Congo Ebola Virus Disease Outbreak." Infection Control & Hospital Epidemiology 41, S1 (October 2020): s300. http://dx.doi.org/10.1017/ice.2020.881.
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Background: As of July 1, 2019, ~18% of all cases in the Ebola virus disease (EVD) outbreak in the Democratic Republic of Congo (DRC) were healthcare-associated (ie, nosocomial) infections (HAIs) and healthcare worker (HCW) infections. Although progress has been achieved, gaps remained in infection prevention and control (IPC), specifically, a need to reinforce standardized, evidence-based IPC practices to effectively address HAIs. The Ministry of Health (MOH), in collaboration with partners, developed an IPC tool kit consisting of >70 documents (ie, terms of reference, standard operating procedures, training modules, etc) to improve HCW IPC knowledge and practices at healthcare facilities among staff. The tool kit incorporated international IPC standards, DRC-specific experiences, and best practices. Thus, it serves as a technical and operational package, covering general guidance (standard precautions) and EVD specific issues. Methods: A decentralized rollout approach was used to disseminate the tool kit content at the various health-system levels over several months. Initially, national-level training of trainers was held, followed by subnational-level training of IPC supervisors and key IPC implementers, and lastly, training of healthcare facility (HCF) IPC focal persons. The 5-day training adhered to the MOH standard of 60% theory and 40% practice. Participants completed evaluations before and after training; changes in knowledge between the pre- and posttraining tests were analyzed and the results of the statistical tests were reported (P < .05 was considered statistically significant). Results: In total, 294 IPC supervisors were trained across 7 subnational commissions. Data were analyzed for 138 participants. Participants were 60.9% IPC supervisors, 8% WASH supervisors, and 31% others. MOH representation was 52.9% The average results before the test were 66% (19.8 of 30), the average posttest results were 72% (21.6 of 30)—a significant improvement. The worst-performing pretest IPC domain was IPC approach, and facility closure was the worst performing for posttest. As of November 11, 15.7% of all cases were HAIs. Conclusions: The IPC training program initiated during an outbreak can increase knowledge and potentially improve practices and confidence. An association with the downward HAI trend is yet to be validated. The MOH anticipates that this tool kit will be the go-to resource for future Ebola outbreaks and that it will be incorporated into the preservice medical curriculum to ensure a resilient heath system.Funding: NoneDisclosures: None
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Ewing, Robyn. "Competing issues in Australian primary curriculum: learning from international experiences." Education 3-13 40, no. 1 (February 2012): 97–111. http://dx.doi.org/10.1080/03004279.2012.635059.
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Maruta, Anna, Christiana Conteh, and Ralph Williams. "Status of Infection Prevention and Control in Selected Hospitals in Sierra Leone." Infection Control & Hospital Epidemiology 41, S1 (October 2020): s497—s498. http://dx.doi.org/10.1017/ice.2020.1176.
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Background: Improved infection prevention and control (IPC) reduces healthcare-associated infections (HAIs). Following the Ebola virus disease (EVD) outbreak in West Africa (2014–2016), Sierra Leone made substantial investments in strengthening IPC in health facilities. The WHO identified 8 core components of IPC and developed an accompanying assessment framework (IPCAF) to monitor IPC capacity and progress. The IPCAF reflects the 8 WHO core components of IPC. The core component constitute a consistent universal outline that supports guidance to healthcare decision makers and service providers at national and international levels. We conducted an in-depth assessment of IPC practices in Sierra Leone using the IPCAF tool. Methods: This assessment was conducted in in July 2019 over a 2-week period. Data were collected through interview with IPC focal persons as well as observations and corroboration of document and immediate feedback on findings given to facilities through brief exit meetings. All areas of the facility were assessed (ie, all wards, operation theatres, laboratories maternity units, sterile service departments, waste management units, etc). The main objective was to identify the gaps and challenges faced by health facilities. Each component was scored based on the responses and observations, with the scores ranging from zero to 100 and the maximum score was 800. The IPCAF allocated hospitals to 4 different “IPC levels”: inadequate, basic, intermediate, and advanced. Results: Moreover, 13 hospitals were assessed, including 12 primary level hospitals and 1 secondary level hospital. The median score was 367. 5 (IQR, 110), which corresponds to a basic level of IPC. Primary-level hospitals scored higher (median, 373; IQR, 112.5) compared to secondary-level hospitals (median, 280; IQR, 0). The lowest score was in healthcare-associated infection surveillance (median, 0; IQR, 5), and the highest score was in the built environment, availability of materials, and equipment to support IPC (median, 62.5; IQR, 22.5). Conclusions: The assessment provides a baseline of the status of IPC in Sierra Leone in the post-EVD period using the IPCAF tool. These results can be used to guide healthcare facilities and policy makers in developing strategies for IPC quality improvement projects to improve low-performing healthcare facilities. Significant gaps were observed in key IPC areas, especially in secondary-level health facilities. There is need to establish national surveillance for healthcare-associated infections, to institutionalize monitoring of IPC practices, and to ensure an appropriate staffing–workload ratio in health facilities.Funding: NoneDisclosures:If I am presenting research funded by a commercial company, the information presented will be based on generally accepted scientific principals and methods, and will not promote the commercial interest of the Funding: company. DisagreeAnna MarutaIf I am discussing specific healthcare products or services, I will use generic names to extent possible. If I need to use trade names, I will use trade names from several companies when available, and not just trade names from any single company.DisagreeChristiana Kallon
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Bunnell, Tristan. "The momentum behind the International Primary Curriculum in schools in England." Journal of Curriculum Studies 42, no. 4 (August 2010): 471–86. http://dx.doi.org/10.1080/00220272.2010.487315.
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Gonzalez Delgado, Mariano, and Christine Woyshner. "Curriculum history and new agenda for research: A national and international landscape." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 1. http://dx.doi.org/10.14516/ete.193.
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In the Introduction to this special issue, the editors review the field of curriculum history to date and present new ways of investigating the past of the course of study. Relying on the notion that curriculum is comprised of the discursive practices in educational settings that transcend location and time, they discuss research on the social and political forces that shaped school subjects and how researchers rely on textbooks as primary sources. After an overview of each essay, the editors reveal that new directions in curriculum history are focusing on transnational influences and curriculum as enacted outside of schools in such places as voluntary organizations and prisons.
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Suppan, Laurent, Mohamed Abbas, Gaud Catho, Loric Stuby, Simon Regard, Stephan Harbarth, Sophia Achab, and Mélanie Suppan. "Impact of a Serious Game on the Intention to Change Infection Prevention and Control Practices in Nursing Homes During the COVID-19 Pandemic: Protocol for a Web-Based Randomized Controlled Trial." JMIR Research Protocols 9, no. 12 (December 15, 2020): e25595. http://dx.doi.org/10.2196/25595.
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Background Nursing home residents are at high risk of complications and death due to COVID-19. Lack of resources, both human and material, amplifies the likelihood of contamination in these facilities where a single employee can contaminate dozens of residents and colleagues. Improving the dissemination of and adhesion to infection prevention and control (IPC) guidelines is therefore essential. Serious games have been shown to be effective in developing knowledge and in increasing engagement, and could motivate nursing home employees to change their IPC practices. Objective Our aim is to assess the impact of “Escape COVID-19,” a serious game designed to enhance knowledge and application of IPC procedures, on the intention of nursing home employees to change their IPC practices. Methods We will carry out a web-based randomized controlled trial following the CONSORT-EHEALTH (Consolidated Standards of Reporting Trials of Electronic and Mobile Health Applications and Online Telehealth) guidelines and incorporating relevant elements of CHERRIES (Checklist for Reporting Results of Internet E-Surveys). Participants will be randomized to either the control or the serious game (intervention) group. First, both groups will be asked to answer a questionnaire designed to gather demographic data and assess baseline knowledge. The control group will then receive a quick reminder of the current national guidelines and links to IPC guidelines for health care professionals, while the other group will play the game. Both groups will then have to answer a second questionnaire designed to assess their willingness to change their IPC practices after having followed their respective material. After completing this questionnaire, they will be granted access to the material presented to the group they were not assigned to and receive a course completion certificate. The primary outcome will be the proportion of participants willing to change their IPC practices according to group. Secondary outcomes will include the analysis of specific questions detailing the exact changes considered by the participants. Factors associated with participant willingness or reluctance to change behavior will also be assessed. Attrition will also be assessed at each stage of the study. Results The study protocol has been presented to our regional ethics committee (Req-2020-01262), which issued a declaration of no objection as such projects do not fall within the scope of the Swiss federal law on human research. Data collection began on November 5, 2020, and should be completed by December 4, 2020. Conclusions This study should determine whether “Escape COVID-19,” a serious game designed to improve compliance with COVID-19 safe practices, modifies the intention to follow IPC guidelines among nursing home employees. International Registered Report Identifier (IRRID) DERR1-10.2196/25595
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Suppan, Mélanie, Mohamed Abbas, Gaud Catho, Loric Stuby, Simon Regard, Sophia Achab, Stephan Harbarth, and Laurent Suppan. "Impact of a Serious Game (Escape COVID-19) on the Intention to Change COVID-19 Control Practices Among Employees of Long-term Care Facilities: Web-Based Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 3 (March 25, 2021): e27443. http://dx.doi.org/10.2196/27443.
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Background Most residents of long-term care facilities (LTCFs) are at high risk of complications and death following SARS-CoV-2 infection. In these facilities, viral transmission can be facilitated by shortages of human and material resources, which can lead to suboptimal application of infection prevention and control (IPC) procedures. To improve the dissemination of COVID-19 IPC guidelines, we developed a serious game called “Escape COVID-19” using Nicholson’s RECIPE for meaningful gamification, as engaging serious games have the potential to induce behavioral change. Objective As the probability of executing an action is strongly linked to the intention of performing it, the objective of this study was to determine whether LTCF employees were willing to change their IPC practices after playing “Escape COVID-19.” Methods This was a web-based, triple-blind, randomized controlled trial, which took place between November 5 and December 4, 2020. The health authorities of Geneva, Switzerland, asked the managers of all LTCFs under their jurisdiction to forward information regarding the study to all their employees, regardless of professional status. Participants were unaware that they would be randomly allocated to one of two different study paths upon registration. In the control group, participants filled in a first questionnaire designed to gather demographic data and assess baseline knowledge before accessing regular online IPC guidelines. They then answered a second questionnaire, which assessed their willingness to change their IPC practices and identified the reasons underlying their decision. They were then granted access to the serious game. Conversely, the serious game group played “Escape COVID-19” after answering the first questionnaire but before answering the second one. This group accessed the control material after answering the second set of questions. There was no time limit. The primary outcome was the proportion of LTCF employees willing to change their IPC practices. Secondary outcomes included the factors underlying participants’ decisions, the domains these changes would affect, changes in the use of protective equipment items, and attrition at each stage of the study. Results A total of 295 answer sets were analyzed. Willingness to change behavior was higher in the serious game group (82% [119/145] versus 56% [84/150]; P<.001), with an odds ratio of 3.86 (95% CI 2.18-6.81; P<.001) after adjusting for professional category and baseline knowledge, using a mixed effects logistic regression model with LTCF as a random effect. For more than two-thirds (142/203) of the participants, the feeling of playing an important role against the epidemic was the most important factor explaining their willingness to change behavior. Most of the participants unwilling to change their behavior answered that they were already applying all the guidelines. Conclusions The serious game “Escape COVID-19” was more successful than standard IPC material in convincing LTCF employees to adopt COVID-19–safe IPC behavior. International Registered Report Identifier (IRRID) RR2-10.2196/25595
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Gil-Zaragozano, Elena. "Leading patient and professional education: challenges for a specialist nurse in paediatric inflammatory bowel disease." Gastrointestinal Nursing 18, no. 4 (May 2, 2020): 32–36. http://dx.doi.org/10.12968/gasn.2020.18.4.32.
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Inflammatory bowel disease (IBD) clinical nurse specialists (CNS) play a leading role in the education of patients and other health professionals in primary and secondary care, where interprofessional collaboration (IPC) is essential. Ensuring that this education is up-to-date and delivered equitably is a difficult task with limited resources. This retrospective report describes the activities and procedures developed by a paediatric IBD CNS in South West England to lead education, incorporating IPC and transformational leadership skills. Shared understanding, education and the overall effectiveness of the service was enhanced with various communication activities with other professionals, patients and their carers. Online resources from charities, if vetted and updated, were an effective source of unified information. The limitations of online resources and individual preferences had to be addressed. Family away-days and patient support groups were used to educate patients and carers, as well as to engage them with the department and other peers. Educating staff was pursued through sharing written resources (including policies and guidelines) and enhanced by mentoring and facilitating discussion at local, regional and international levels. Effective collaboration across teams and with other stakeholders is imperative for providing the necessary standard of education for IBD patients and the professionals involved in their care. The CNS should use transformational skills to promote IPC and should have a clear understanding of the context in which they are implementing an educational plan. Nursing resources and innovative actions and procedures that embrace new emerging technologies are needed for the CNS to create efficient and individualised educational strategies.
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Jo, U.-yeong. "A Critique of South Korean Primary and Secondary School Social Studies Curriculum through International Comparison." Journal of educational Research Institute 19, no. 2 (November 30, 2017): 17–65. http://dx.doi.org/10.15564/jeju.2017.11.19.2.17.
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Sun, Lihui, and Liangbo Li. "THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 507–18. http://dx.doi.org/10.33225/jbse/21.20.507.
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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks
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Park, Yeri, Mark H. Ryan, Sally A. Santen, Roy Sabo, Courtney Blondino, and Mary Lee Magee. "Nurturing the Student, Sustaining the Mission: 20 Years of the International/Inner-City/Rural Preceptorship Program." Family Medicine 51, no. 10 (November 7, 2019): 823–29. http://dx.doi.org/10.22454/fammed.2019.358223.
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Background and Objectives: Specialized medical school educational tracks aim to increase the primary care workforce. The International/Inner-City/Rural Preceptorship (I2CRP) Program is unique in addressing multiple communities, a large cohort and applying the Self Determination Theory framework. This study examined program impact by analyzing the numbers of graduates matched into primary care and practicing in medically underserved communities. Methods: We compared the match list of I2CRP graduates between 2000 and 2017 (n=204) to non-I2CRP Virginia Commonwealth University School of Medicine (VCU SOM) graduates (n=3,037). We analyzed the matches into primary care, National Health Service Corps (NHSC) priority specialties, and NHSC priority plus general surgery. We searched a federal database to determine which graduates are practicing in workforce shortage areas. Results: Many more I2CRP graduates matched to primary care (71.1%), compared to non-I2CRP graduates (38.2%; P<.001). Within primary care, I2CRP graduates matched to family medicine more frequently than non-I2CRP graduates (36.3% vs 8.4%). Eighteen percent of posttraining I2CRP graduates work in rural areas and 41% work in medically underserved areas. Conclusions: I2CRP graduates are more likely to match to family medicine and primary care. I2CRP curriculum nurtures new medical students’ interest in primary care, and self-determination theory provides a framework to organize the program curriculum. The program’s impact endures as evidenced by participants’ continued work in underserved areas after residency. Increasing support for such programs may help address the primary care physician shortage in medically underserved areas.
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti, and Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
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Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
Keywords: Early Childhood Education, Tolerance Values in Religion
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Nian, Zhaohao. "Comparative Study on Curriculum Guidebook of Kindergarten." Journal of Educational and Developmental Psychology 11, no. 1 (January 4, 2021): 11. http://dx.doi.org/10.5539/jedp.v11n1p11.
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With the global emphasis on early childhood education, more and more countries put early childhood education as a strategic position for comprehensive national development. The kindergarten curriculum guidebook is the primary resources for the daily teaching in kindergartens, ensuring the effectiveness and regulatory in kindergarten teaching. Therefore, it is crucial to learn how to analyze and evaluate the kindergarten curriculum guidebook and make education more scientific and comprehensive. From an international comparative perspective, this study selected two sets of kindergarten guidebooks between China and South Korea have carried on the comparative analysis and study from five aspects: the guiding ideology, frame structure, general goal, educational contents, and implementation characteristic (Crossley & Watson, 2003). The results provide kindergarten educators a reference to reflect on the focus of the domestic kindergarten curriculum’s educational content and the country’s current educational problems and try to find possible causes or solutions from international comparisons.
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V. Nani, Gwendoline. "Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe." Problems and Perspectives in Management 14, no. 3 (July 29, 2016): 85–90. http://dx.doi.org/10.21511/ppm.14(3).2016.08.
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This study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findings, the recommendations were that Entrepreneurship should be introduced in the school curriculum at primary level to allow learners to lay a solid foundation for creativity, nurturing and innovation of business ideas for use later in life
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Saba Tariq, Dr. Sohaib Sultan, and Farkhunda Rasheed Choudhary. "Environmental Education and Practices in Canada, Turkey & Pakistan at Primary Level: A Content Analysis." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (December 26, 2020): 389–400. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(389-400).
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The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the teachers to deal effectively with environmental education, leading to creating awareness in problems and their solution among children regarding concepts of waste management, littering and sustainability. Topics related to awareness about reducing, recycle, reuse, and ecosystems were a vital part of the environmental curriculum and practices in Turkey. Exploring climate change and the environment was found to be part of the Science curriculum in Pakistan. However, the practical activities regarding environmental education were relatively less in Pakistan as the implementation of the curriculum is not in its mature stages. Comparison of the study reveals that incorporating environmental projects benefitting from national and international organizations in Pakistan would help as they have contributed constructively in creating awareness in the education sector in Turkey and Canada.
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Deschner, Annette, Leslie J. Francis, and Tania ap Siôn. "Exploring religions today: A quest for international knowledge transfer within the field of education for religious diversity." Zeitschrift für Pädagogik und Theologie 73, no. 1 (March 30, 2021): 51–60. http://dx.doi.org/10.1515/zpt-2021-0006.
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Abstract The Exploring Religions Today collection of curriculum resources, developed to support the statutory requirements in Wales for religious education in primary schools, was influenced by the findings from a major research project that explored the attitudes of young people toward religion and toward life within religiously diverse societies. The aim of this paper is to explore the key findings that emerged from that research, to analyse the pedagogical principles of these resources and to evaluate the possibilities of applying these to the 2016 curriculum for Protestant religious education in Baden-Württemberg.
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Juniarti, Neti, Sheizi Prista Sari, and Desy Indra Yani. "ANALYSIS AND EVALUATION OF IMPLEMENTATION OF UNDERGRADUATE NURSING CURRICULLUM FOR FAMILY NURSING IN WEST JAWA." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 2 (February 8, 2017): 103. http://dx.doi.org/10.24990/injec.v1i2.119.
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Nurses are the backbone of the healthcare system, being the key providers of primary healthcare as they comprise 60-80% of the total health workforce, and provide 90% of all heath care services in the primary healthcare arena. This study aimed to evaluate the concordance of family nursing and community health nursing curriculum with international standards and national needs for undergraduate nursing education in West Java.This study used evaluation research design using BEKA framework as a tool to perform curriculum analysis which included Benchmarking, Evidencing, Knowing, and Applying stages. The international standards competency for family nursing and community health nursing, course study guide and samples of students reports were collected and analysed using content analysis. In addition participants from six nursing schools were interviewed to identify application of the curriculums. The results show that some of the competencies outlined in the course study guide were not aligned with international standards of family nursing from International Family Nursing Association. Four dimensional framework of family nursing and community health nursing curriculums were proposed to improve the alignment between international standards as well as local and government needs for family nursing and community health nursing curriculums. School of nursing can apply this framework as guidance to develop their own learning plans based on international standards, national, local and institutional needs. Keywords: curriculum analysis, evaluation, family nursing, community health nursing
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ACKOVSKA, Nevena, Ágnes ERDŐSNÉ NÉMETH, Emil STANKOV, and Mile JOVANOV. "Report of the IOI Workshop “Creating an International Informatics Curriculum for Primary and High School Education”." OLYMPIADS IN INFORMATICS 9 (July 10, 2015): 205–12. http://dx.doi.org/10.15388/ioi.2015.16.
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Setiyawati, Diana, Erminia Colucci, Grant Blashki, Ruth Wraith, and Harry Minas. "International experts’ perspectives on a curriculum for psychologists working in primary health care: implication for Indonesia." Health Psychology and Behavioral Medicine 2, no. 1 (January 2014): 770–84. http://dx.doi.org/10.1080/21642850.2014.929005.
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Svedman, Simon, Björn Alkner, Hans E. Berg, Erica Domeij-Arverud, Kenneth Jonsson, Katarina Nilsson Helander, and Paul W. Ackermann. "STOP leg clots—Swedish multicentre trial of outpatient prevention of leg clots: study protocol for a randomised controlled trial on the efficacy of intermittent pneumatic compression on venous thromboembolism in lower leg immobilised patients." BMJ Open 11, no. 5 (May 2021): e044103. http://dx.doi.org/10.1136/bmjopen-2020-044103.
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IntroductionLeg immobilisation in a cast or an orthosis after lower limb injuries is associated with a high risk of complications of venous thromboembolism (VTE) and hampered healing. Current pharmacoprophylaxes of VTE are inefficient and associated with adverse events. Intermittent pneumatic compression (IPC) could represent a novel, efficient and safe VTE-prophylactic alternative that may enhance injury healing. The aim of STOP leg clots is to assess the efficacy of adjuvant IPC-therapy on reduction of VTE incidence and improvement of healing in lower leg immobilised outpatients.Methods and analysisSTOP leg clots is a multicentre randomised controlled superiority trial. Eligible patients (700 patients/arm) with either an acute ankle fracture or Achilles tendon rupture will be randomised to either addition of IPC during lower-leg immobilisation or to treatment-as-usual. The primary outcome will be the total VTE incidence, that is, symptomatic and asymptomatic deep venous thrombosis (DVT) or symptomatic pulmonary embolism (PE), during the leg immobilisation period, approximately 6–8 weeks. DVT incidence will be assessed by screening whole leg compression duplex ultrasound at removal of leg immobilisation and/or clinically diagnosed within the time of immobilisation. Symptomatic PE will be verified by CT.Secondary outcomes will include patient-reported outcome using validated questionnaires, healing evaluated by measurements of tendon callus production and changes in VTE-prophylactic mechanisms assessed by blood flow and fibrinolysis. Data analyses will be blinded and based on the intention-to-treat.Ethics and disseminationEthical approval was obtained by the ethical review board in Stockholm, Sweden, Dnr 2016/1573-31. The study will be conducted in accordance with the Helsinki declaration. The results of the study will be disseminated in peer-reviewed international journals.Trial registrationNCT03259204.Time schedule1 September 2018 to 31 December 2022
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Bunnell, Tristan, Michael Fertig, and Chris James. "Establishing the legitimacy of a school’s claim to be “International”: the provision of an international curriculum as the institutional primary task." Educational Review 69, no. 3 (August 2, 2016): 303–17. http://dx.doi.org/10.1080/00131911.2016.1213224.
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Steffen, Verónica, and Ángeles Bueno-Villaverde. "Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation." Journal of Research in International Education 17, no. 2 (August 2018): 116–33. http://dx.doi.org/10.1177/1475240918791244.
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The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.
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Joseph, Dawn. "Internationalising the curriculum: building intercultural understandings through music." Journal of University Teaching and Learning Practice 9, no. 1 (January 1, 2012): 97–108. http://dx.doi.org/10.53761/1.9.1.8.
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This article reports of the power (influence) of music to develop intercultural understandings to better internationalise the curriculum. It argues that through internationalisation, we learn more about other people’s cultures hence, by providing an international/intercultural dimension into the teaching unit of ‘Discovering Music A’, tertiary students at Deakin University have opportunities to experience, investigate and participate in a different music and culture. Using the metaphor of the ‘talking drum’, this article reports through anecdotal notes, observations, journaling and student evaluation, how a different music, like that of Africa, communicates and promotes intercultural dialogue in a social and learning environment. The 2011 cohort included both international and local students from the Faculty of Arts and Education, Health and Business and Law, opening up a broad range of international dialogue in which all students in the cohort had a voice for expressing themselves about another culture and its music. I contend that the inclusion of a new and different music in the Bachelor of Education (Primary) curriculum and as an elective unit across all faculties provides a pathway for intercultural dialogue and understanding. As tertiary educators by internationalising the curriculum and through the process of reflection, observation and student feedback, we are able to make meaning around our practice and adapt our practice. I argue that units like Discovering Music A are an effective and useful dais to address cultural diversity and build intercultural relations and understandings in our tertiary courses.
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Mohammed, Peshawa Jalal, Jennyfer Casas, Sanaa Taler Saleh, and Karolina Eszter Kovács. "An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 110–20. http://dx.doi.org/10.37441/cejer/2021/3/2/9803.
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As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.
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Kerr, Frances, Israel Abebrese Sefah, Darius Obeng Essah, Alison Cockburn, Daniel Afriyie, Joyce Mahungu, Mariyam Mirfenderesky, et al. "Practical Pharmacist-Led Interventions to Improve Antimicrobial Stewardship in Ghana, Tanzania, Uganda and Zambia." Pharmacy 9, no. 3 (July 8, 2021): 124. http://dx.doi.org/10.3390/pharmacy9030124.
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The World Health Organisation (WHO) and others have identified, as a priority, the need to improve antimicrobial stewardship (AMS) interventions as part of the effort to tackle antimicrobial resistance (AMR). An international health partnership model, the Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) programme, was established between selected countries in Africa (Ghana, Tanzania, Zambia and Uganda) and the UK to support AMS. This was funded by UK aid under the Fleming Fund and managed by the Commonwealth Pharmacists Association (CPA) and Tropical Health and Education Trust (THET). The primary aims were to develop local AMS teams and generate antimicrobial consumption surveillance data, quality improvement initiatives, infection prevention and control (IPC) and education/training to reduce AMR. Education and training were key components in achieving this, with pharmacists taking a lead role in developing and leading AMS interventions. Pharmacist-led interventions in Ghana improved access to national antimicrobial prescribing guidelines via the CwPAMS mobile app and improved compliance with policy from 18% to 70% initially for patients with pneumonia in one outpatient clinic. Capacity development on AMS and IPC were achieved in both Tanzania and Zambia, and a train-the-trainer model on the local production of alcohol hand rub in Uganda and Zambia. The model of pharmacy health partnerships has been identified as a model with great potential to be used in other low and middle income countries (LMICs) to support tackling AMR.
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Pujianti, Yuli, Hapidin Hapidin, and Indah Juniasih. "The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 172–86. http://dx.doi.org/10.21009/10.21009/jpud.131.13.
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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts.
Keywords: Assessment, Brain-based teaching, Mind mapping
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Porto, Melina. "English language education in primary schooling in Argentina." education policy analysis archives 24 (August 1, 2016): 80. http://dx.doi.org/10.14507/epaa.24.2450.
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This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international influences that have played a key role in shaping the direction of language policies in primary education at the provincial and national levels in the country. I describe the national curriculum guidelines (Núcleos de aprendizaje prioritario, NAP) for foreign language education, contextualising them within the national education policies for primary school in force since 2003 and the new National Education Act (Ley Nacional de Educación 26.206). These guidelines and policies adopt an intercultural and plurilingual approach in the teaching of foreign languages, including English, at all levels of education and embrace a social justice conceptualisation of education in all cases. This approach has been materialised in ELT curriculum developments and programs in several of the 24 jurisdictions of the country with different degrees of development. I illustrate with the cases of the provinces of Buenos Aires, La Pampa, Entre Ríos and Chubut using interview data collected in 2015. Program leaders in these provinces describe their local initiatives. The article closes with a brief account of the affordances observed and the challenges ahead.
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Bates, Homer L., Bobby E. Waldrup, and Vincent Shea. "The Effect Of International Financial Reporting Standards Convergence On U. S. Accounting Curriculum." American Journal of Business Education (AJBE) 4, no. 7 (June 22, 2011): 39–42. http://dx.doi.org/10.19030/ajbe.v4i7.4673.
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Major changes are coming to U.S. financial accounting and accounting education as U. S. generally accepted accounting principles (GAAP) and international financial reporting standards (IFRS) converge within the next few years. In 2008, the U.S. Securities and Exchange Commission (SEC) published a proposed road map for the potential convergence of U. S. companies to IFRS beginning with large filers for fiscal years ending on or after December 15, 2014. On February 24, 2010, the SEC issued a new timeline which would require IFRS for U.S. reporting in 2015 or 2016 at the earliest (Derstine and Bremser, 2010). Obviously, this change to IFRS requires an adjustment in U. S. accounting education. The primary purpose of this paper is to examine the current state of accounting curricula and IFRS. An examination was made of both required and elective international accounting courses offered to students in the top 20 undergraduate, graduate and doctoral programs. These programs were identified by the Public Accounting Report in its October 31, 2009 issue. It was conjectured that the top programs would take the lead in IFRS education. The universities online websites and catalogues were examined for program requirements and course titles. The results show a paucity of accounting coursework related to international accounting and IFRS.
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Alam, A. K. M. Badrul, and Luo Shengquan. "Primary School Teachers in 21st Century in Bangladesh: Some Potential Aspects for Professional Development Identified from Relevant Literatures." International Journal of Education 11, no. 4 (December 20, 2019): 48. http://dx.doi.org/10.5296/ije.v11i4.15433.
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In the context of 21st century, the changes in different educational aspects are taken place rapidly. This is because to respond to the needs of the fast growing technology-based educational opportunities that require more capable teachers with multifaceted competencies. Bangladesh has paid highest attention to implement competency-based curriculum for its primary level of education. National Curriculum and Textbook Board (NCTB) in Bangladesh reformulated its competency-based curriculum goal, objectives, terminal competencies along with the related attainable competencies, subject specific competencies, learning outcomes and other related aspects. Besides, NCTB initiated to incorporate the international updated teaching-learning methods and techniques, interactive instructional strategies, formative assessment procedures in each grade and each subject to address the 21st century teaching-learning needs in its last revised curriculum in 2012. However, the teachers with multifaceted competencies that address their appropriate level of knowledge, skills and attitude can positively influence in creating such a supportive classroom practices for 21st century learners. The Forth Primary Education Development Program (PEDP4) of Ministry of Primary and Mass Education (MoPME) in Bangladesh has highly emphasized to implement Continuous Professional Development (CPD) as an approach to strengthen its professional competencies for the government primary school teachers. This paper has been prepared based on the ideas explored through some relevant literature review. It basically identified some potential aspects for the teachers’ professional development of government primary schools in Bangladesh in 21st century context. This paper explored that the process of promoting teachers’ competencies need to be followed by set of activities with multifaceted continuous and regular manner at school setting.
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Al Mutawah, Masooma Ali. "The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement." International Education Studies 8, no. 11 (October 28, 2015): 239. http://dx.doi.org/10.5539/ies.v8n11p239.
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<p class="apa">Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student’s achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic development is increasing rapidly, and there is currently a focus on improving the school education outcomes to fit the 21st century requirements. Bahrain started a huge curriculum project in September 2013 by changing the primary math curriculum across the country, and will continue the changes to secondary curriculum in the coming years. These changes are intended to improve mathematics education in the country, since Bahraini math scores have been below the international mean for a very long time. This study attempts to investigate if there is a relationship between anxiety and underachieving in mathematics in Bahrain. The Revised Mathematics Anxiety (R-MANX) Survey (Bursal, 2006) was translated into Arabic and administered to 1352 primary students. The data was analyzed to explore the reliability and validity of the translated survey and the associations between Mathematics anxiety and achievement. This paper reports the findings of the study.</p>
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Mutch, Carol. "New Zealand Social Studies 1961–1995: A View of Curriculum Change." Citizenship, Social and Economics Education 1, no. 1 (March 1996): 5–13. http://dx.doi.org/10.2304/csee.1996.1.1.5.
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The development, nature and role of social studies within the curriculum of New Zealand's primary and intermediate schools between 1961 and 1995 is analysed to show the way in which the particular historical circumstances of the country and the broader changes in society have been formative factors. It is argued that changes in New Zealand's economic and political international relationships have led to a reorientation that has been reflected in the design of the curriculum, while changes in the perceptions of the relationship between the descendants of the original Maori population and the newer European immigrant population have led to a re-evaluation of both the social content of the curriculum and of its overall purposes.
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Matthews, Claire, Carol Freeman, Linda D. Sharples, Julia Fox-Rushby, Angela Tod, Nicholas A. Maskell, John G. Edwards, et al. "MesoTRAP: a feasibility study that includes a pilot clinical trial comparing video-assisted thoracoscopic partial pleurectomy decortication with indwelling pleural catheter in patients with trapped lung due to malignant pleural mesothelioma designed to address recruitment and randomisation uncertainties and sample size requirements for a phase III trial." BMJ Open Respiratory Research 6, no. 1 (January 2019): e000368. http://dx.doi.org/10.1136/bmjresp-2018-000368.
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IntroductionOne of the most debilitating symptoms of malignant pleural mesothelioma (MPM) is dyspnoea caused by pleural effusion. MPM can be complicated by the presence of tumour on the visceral pleura preventing the lung from re-expanding, known as trapped lung (TL). There is currently no consensus on the best way to manage TL. One approach is insertion of an indwelling pleural catheter (IPC) under local anaesthesia. Another is video-assisted thoracoscopic partial pleurectomy/decortication (VAT-PD). Performed under general anaesthesia, VAT-PD permits surgical removal of the rind of tumour from the visceral pleura thereby allowing the lung to fully re-expand.Methods and analysisMesoTRAP is a feasibility study that includes a pilot multicentre, randomised controlled clinical trial comparing VAT-PD with IPC in patients with TL and pleural effusion due to MPM. The primary objective is to measure the SD of visual analogue scale scores for dyspnoea following randomisation and examine the patterns of change over time in each treatment group. Secondary objectives include documenting survival and adverse events, estimating the incidence and prevalence of TL in patients with MPM, examining completion of alternative forms of data capture for economic evaluation and determining the ability to randomise 38 patients in 18 months.Ethics and disseminationThis study was approved by the East of England-Cambridge Central Research Ethics Committee and the Health Research Authority (reference number 16/EE/0370). We aim to publish the outputs of this work in international peer-reviewed journals compliant with an Open Access policy.Trial registrationNCT03412357.
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Sypniewski, Jakub. "Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school." Miscellanea Geographica 23, no. 4 (October 31, 2019): 256–66. http://dx.doi.org/10.2478/mgrsd-2019-0024.
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Abstract Inquiry based science education has been more and more popular strategy in teaching sciences in recent years. Transregional pressure put by international, standardized knowledge and skills tests (e.g. PISA) to converge curricula (Rundgren 2015) of different European states paradoxically helps to promote the open inquiry method which involves the student in the teaching process. Earlier research done in many countries such as Turkey, Israel, Sweden, The Czech Republic (Heinz et al. 2017), Ireland (Dunne et al. 2013) or The Netherlands (Uum van Martina et al. 2016) shows the increase of interest in IBSE both in Europe and in the world. Teaching geography in Polish primary schools follows international educational trends. This study analyses several proposals of educational activities connected with Space which support geography teaching. All of them are conducted with using open inquiry method, which is recommended in New National Curriculum of geography (Core Curriculum, 2017, Geography-classes V-VIII).
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Little Jr, Harold T., Minwoo Lee, and Mark T. Ross. "International Accounting in a Trilateral MBA Program." International Journal of Accounting and Financial Reporting 2, no. 1 (June 16, 2012): 269. http://dx.doi.org/10.5296/ijafr.v2i1.1951.
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This paper describes the rationale used in the development, delivery, and subsequent evaluation of an international accounting course required of students in an MBA program. The primary purpose of the course was to provide students in a collaborative arrangement among three universities with an exposure to emerging international accounting and reporting issues, as well as an opportunity to enhance the decision-making skills necessary to be successful in a global business environment. Included in the paper is a discussion of the issues encountered when incorporating the course into the curriculum, an explanation of how the course was tailored to fit with the program’s objectives, and a critique of the course from both the students’ and instructor’s perspective. Suggestions for design changes aimed at improving the course structure and content can provide valuable insight to both accounting educators and MBA program administrators as they consider the creation and subsequent implementation of an international accounting course.
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Amour, Philipp O. "THE EVOLUTION AND IMPLEMENTATION OF A NATIONAL CURRICULUM UNDER CONDITIONS OF RESISTANCE: THE CASE OF THE PALESTINIANS (1970–82)." International Journal of Middle East Studies 51, no. 1 (December 14, 2018): 87–107. http://dx.doi.org/10.1017/s0020743818001137.
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AbstractCan a nation mobilizing for an extended armed conflict also construct and implement a national educational curriculum? This article explores the complex and crucial case of the Palestine Liberation Organization (PLO) as it sought to develop a national curriculum while in exile in Lebanon during the 1970s, prior to the inception of the Palestinian National Authority. Based on previously unexamined primary sources from PLO archives, I show how the PLO accomplished a high level of curriculum maturity despite considerable contextual and institutional challenges. The PLO mainstream embraced this curriculum as a political instrument of anticolonial and postdiasporic education suitable for regenerating a sense of community, fostering nation building, and increasing the PLO's political legitimacy. However, as can be expected in a colonial or diasporic setting, the process of educational transition remained uneven, fragile, and dependent on the PLO leadership's ability to navigate conflicts and negotiate arrangements with colonial power, host states, and international organizations.
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Verma, S., R. Zulla, and M. O. Baerlocher. "69. International medical graduates (IMGs) needs assessment study: A comparison between current IMG trainees and program directorss." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 66. http://dx.doi.org/10.25011/cim.v30i4.2830.
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A needs assessment study was conducted to explore the types of issues or challenges IMG trainees encounter and the experiences of Program Directors with teaching this unique group. Both groups were asked to rate the importance of a series of issues in a horizontal curriculum using a 5-point Likert Scale. These issues fell under one of the following categories: Clinical Skills and Knowledge, Other Skills, Communication and Working Relationships, Macro Issues and Other Work-Related Issues. The scale was then collapsed to a 3-point Likert scale. Results were used to develop a horizontal curriculum for incoming IMGs to help ease their transition into residency training within the Canadian context.
The majority of program directors (93%) and IMG trainees (63%) surveyed agreed that a horizontal curriculum for IMGs should be developed. Program Directors indicated that basic clinical skills and communication with team members were important to include (79% and 90%, respectively). IMGs felt that Marco Issues were importance in a horizontal curriculum, namely an orientation about the Canadian healthcare system and site hospitals (71% and 59%, respectively), followed by communication with patients (67%). Significant differences were found with regards to the inclusion of communication with other residents and the inclusion of orientation sessions on the Canadian Health Care System and site hospitals.
These findings demonstrate there is a need for a core IMG curriculum. There is a slight disparity regarding what specific topics to include but a consensus between both groups exists on the primary domains of communication, inclusion of specialty specific skills and knowledge as well as professional interaction.
Kraemer M. Educational Challenges of International Medical Graduates in Psychiatric Residents. Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry 2006; 34(1):163-171.
Whelan GP. Coming to American: The integration of the International Medical Graduates into the American Medical Culture. Academic Medicine 2005; 81(2):176-178.
Majumdar, B, Keystone JS, Cuttress LA. Cultural Sensitivity Training among Foreign Medical Graduates. Medical Education 1999; 33:177-184.
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Anderson, Judy, Kate Wilson, Debbie Tully, and Jenni Way. "“Can We Build the Wind Powered Car Again?” Students’ and Teachers’ Responses to a New Integrated STEM Curriculum." Journal of Research in STEM Education 5, no. 1 (July 1, 2019): 20–39. http://dx.doi.org/10.51355/jstem.2019.61.
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Recently, STEM (science, technology, engineering and mathematics) education has become a focus in the Australian context, particularly since the release of government-initiated reports into Australia’s falling performance on international tests and fewer enrolments in senior school STEM subjects and university STEM degrees. Since student engagement in STEM subjects begins to decline in primary school (Kindergarten to grade 6 in Australia [5-12 years of age]), addressing engagement and achievement in the STEM subjects requires support for teachers to design curriculum that enthuses students and develops their understanding of the role of the STEM subjects in solving real-world problems. To that end, a year-long professional learning program was developed to assist small teams of teachers from each of 13 primary schools in designing integrated STEM curriculum approaches. To determine the impact of the program on teachers’ capacity to design integrated STEM curriculum and on students’ STEM attitudes and aspirations, data were collected using both qualitative and quantitative research methods. This paper presents a case study of one of the participating primary schools. From the 44 grade 3 students who completed both pre- and post-surveys, students’ attitudes and aspirations towards the STEM subjects showed significant positive shifts. Analyses of school documents and transcripts of interviews with four teachers and a group of four students from the school enabled.
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Chen, Mei-ying, and Geneva Gay. "CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1065–80. http://dx.doi.org/10.33225/pec/20.78.1065.
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International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed. Keywords: culturally responsive teaching, ethnographic research, international marriages, primary school teachers
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Cain, Melissa Anne. "Singapore International Schools: Best practice in culturally diverse music education." British Journal of Music Education 27, no. 2 (June 2, 2010): 111–25. http://dx.doi.org/10.1017/s0265051710000033.
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This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges teachers face when diversifying their music programmes in addition to the areas of support that allow a programme based on cultural diversity to flourish and remain successful. The results of interviews with music specialists at these schools suggest that music programmes at International Schools in Singapore provide examples of best practice in culturally diverse music education. The success of these programmes is due to several identifiable factors such as strong philosophical and curricula foundations, quality in-service training and the regular involvement of culture bearers and visiting artists.
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Bakar, Erda Wati. "Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR." International Journal of Modern Languages And Applied Linguistics 4, no. 2 (June 1, 2020): 84. http://dx.doi.org/10.24191/ijmal.v4i2.7975.
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The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.
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Sounoglou, Marina, and Aikaterini Michalopoulou. "Views from Teachers, Children and Parents on the Reception of Refugees in Primary School in Greece." Journal of Studies in Education 10, no. 2 (April 21, 2020): 1. http://dx.doi.org/10.5296/jse.v10i2.16726.
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The refugee issue facing our country in recent years has triggered a heated debate in the social sciences about its impact on students. Most research focuses on the education of refugees and their smooth integration into society and the psychological support of families. However, there is a lack of interest in the research field for refugee reception about the teachers, pupils and parents' views and what their perspective is on this, as they directly and indirectly affect them. In this context, the present study focuses on the perspective of teachers, pupils and parents on the refugee issue, what they feel and how they perceive it, and we will examine whether the formal curriculum and informal curriculum through actions taken teachers can influence students' attitudes. In the direction indicated by the international literature, this research will be structured in a sample data collection (25 teachers, 25 students, 25 parents in Thessaloniki, Greece) through questionnaire and interview questions in primary school children on the perspective of teachers, students and parents on the refugee issue. The research findings are expected to illuminate the perspective of teachers, students, and parents on the current issue of refugee issue.
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Aboulail, Fadi Saad, and Azza Jauhar Ahmad Tajuddin. "OCEAN LITERACY OF PRIMARY STUDENTS OF INTERNATIONAL SCHOOLS IN RIYADH, SAUDI ARABIA." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 403–23. http://dx.doi.org/10.24200/jonus.vol6iss2pp403-423.
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Background and Purpose: Recently, human impacts on marine ecosystems have intensified as the population and pressures increase. Human-originated pollutants of all kinds have impacted the oceans and the marine ecosystems. Oil spills, sewage, plastics, chemicals, garbage, carbon dioxide, and overfishing are the most challenging issues. It is known that school students are the future generation; they receive their information at school. Therefore, it is essential to assess students' knowledge and awareness regarding ocean related issues.
Methodology: This study investigated ocean literacy (OL) of primary school students at international schools in Riyadh, Saudi Arabia, based on the seven principles of ocean literacy. Resources from which children get information about the oceans was also investigated. Finally, the study investigated the attitudes of primary school students towards learning oceanography, protecting the oceans, and the relationship between humans and the environment. A questionnaire had been adapted from the Survey of Ocean Literacy and Experience (SOLE) and the Survey of Ocean Stewardship (SOS). The SOLE and SOS surveys had been developed originally by Greely (2008). However, due to the grade level of students and time issues, the number of questionnaire items were reduced and simplified. The questionnaire was distributed in two separate sessions. Students from three international schools, boys' sections, received the survey. 120 students answered the SOLE, and 102 students answered the SOS.
Findings: Results indicated a rather moderate level of ocean literacy of participants with a mean score of 12.56 (SD= 5.18) concerning the SOLE, and a mean score of 3.30 (SD= 1.12) concerning the SOS. As for the resource of information, results indicated the education program to be the students’ main source of education, television channels came second.
Contributions: Students of Riyadh international primary schools showed a positive attitude toward ocean stewardship. The study can help policy makers, curriculum developers and textbook authors to better understand the level of ocean literacy among students and take decisions to develop school curricula especially in the efforts to align with UN Decade of Ocean Science for Sustainable Development (2021-2030). It also corresponds to the 2020-2030 vision in Saudi Arabia.
Keywords: Ocean Literacy level, ocean Sciences materials, Saudi Arabia learners' attitudes
Cite as: Aboulail, F. S., & Ahmad Tajuddin, A. J. (2021). Ocean literacy of primary students of international schools in Riyadh, Saudi Arabia. Journal of Nusantara Studies, 6(2), 403-423. http://dx.doi.org/10.24200/jonus.vol6iss2pp403-423
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Dawe, Russell Eric, Andrea Pike, Monica Kidd, Praseedha Janakiram, Eileen Nicolle, and Jill Allison. "Enhanced skills in global health and health equity: Guidelines for curriculum development." Canadian Medical Education Journal 8, no. 2 (April 20, 2017): e48-60. http://dx.doi.org/10.36834/cmej.36885.
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Introduction: Global health addresses health inequities in the care of underserved populations, both domestic and international. Given that health systems with a strong primary care foundation are the most equitable, effective and efficient, family medicine is uniquely positioned to engage in global health. However, there are no nationally recognized standards in Canada for postgraduate family medicine training in global health.Objective: To generate consensus on the essential components of a Global Health/Health Equity Enhanced Skills Program in family medicine.Methods: A panel comprised of 34 experts in global health education and practice completed three rounds of a Delphi small group process.Results: Consensus (defined as ≥ 75% agreement) was achieved on program length (12 months), inclusion of both domestic and international components, importance of mentorship, methods of learner assessment (in-training evaluation report, portfolio), four program objectives (advocacy, sustainability, social justice, and an inclusive view of global health), importance of core content, and six specific core topics (social determinants of health, principles and ethics of health equity/global health, cultural humility and competency, pre and post-departure training, health systems, policy, and advocacy for change, and community engagement).Conclusion: Panellists agreed on a number of program components forming the initial foundation for an evidence-informed, competency-based Global Health/Health Equity Enhanced Skills Program in family medicine.
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Antonijevic, Radovan. "Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 225–46. http://dx.doi.org/10.2298/zipi0601225a.
Full textAbstract:
This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls? average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.