Relevant bibliographies by topics / Models of curriculum development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Models of curriculum development'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Models of curriculum development"

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Frey, Karl, Alfons Frei, and Rolf Langeheine. "Do curriculum development models really influence the curriculum?" Journal of Curriculum Studies 21, no. 6 (November 1989): 553–59. http://dx.doi.org/10.1080/0022027890210606.

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Hjalmarson, Margret A. "Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development." Peabody Journal of Education 83, no. 4 (October 28, 2008): 592–610. http://dx.doi.org/10.1080/01619560802414965.

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Lau, Diana Cheng-Man. "Analysing the curriculum development process: three models." Pedagogy, Culture & Society 9, no. 1 (March 2001): 29–44. http://dx.doi.org/10.1080/14681360100200107.

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Tarnekar, Seema A. "Framework for a Knowledge Management System for Curriculum Development Process." Journal of Information & Knowledge Management 13, no. 04 (December 2014): 1450031. http://dx.doi.org/10.1142/s0219649214500312.

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In this paper, a framework to facilitate development of knowledge management (KM) system for curriculum development process is suggested. It was validated through experts' opinions with thirty two experts. The components of the framework were supported by the experts by emphasizing their necessity and importance in the curriculum development process. Some model curricula and related guidelines were studied to identify components of good curriculum. The curriculum development process was studied through various models for curriculum development proposed by researchers and description of the process by researchers. By the analysis of these models and processes, the Phases in curriculum development process life cycle were identified. Use of knowledge management in business organizations and other disciplines was also studied. Based on all this, this researcher could identify components of a good KM system for curriculum development. This framework will help in implementing a KM system for curriculum development process. It will streamline the process, improve quality of curriculum, save time and efforts by using existing knowledge and avoid repetition of work.
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Namaziandost, Ehsan. "Process of Language Curriculum Development." Addaiyan Journal of Arts, Humanities and Social Sciences 1, no. 8 (November 10, 2019): 61–70. http://dx.doi.org/10.36099/ajahss.1.8.5.

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There are various frameworks for the process of curriculum development. According to Graves (1996), many frameworks have been proposed for the process of curriculum development and course design through which they are broken down into their components and sub-components. Such frameworks are useful since they provide an organized way in understanding a complex process; they provide domains of inquiry for teachers, through which each component brings up ideas and raises issues for the teacher to pursue; and finally they provide a set of terms currently in vogue about course development and thus a common professional jargon and provides access to the ideas of others. This paper is an effort to discuss the different models involved in language curriculum development when all of these models highly overlap with each other to some extent. One of these models has been proposed by Tabawho (1962, cited in Dubin and Olshtain, 1986) outlines the steps of a curriculum process which a course designer must follow to develop subject matter courses as: diagnosis of needs, formulation of objectives, selection of content, organization of content, selection of learning experiences, organization of learning experiences, determination of what to evaluate and the means to evaluate.
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Volkova, V. N., A. A. Efremov, A. V. Loginova, D. A. Kabinetskaja, and M. A. Tambaum. "Models and automation technologies for the curriculum development." Open Education, no. 6 (January 1, 2016): 51–58. http://dx.doi.org/10.21686/1818-4243-2016-6-51-58.

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Bruch, Catherine B. "Bridging Curriculum with Creative Development: Creative Characteristics Models." Gifted Child Quarterly 30, no. 4 (October 1986): 170–73. http://dx.doi.org/10.1177/001698628603000405.

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Chandra, Charu, and Sameer Kumar. "Supply chain design curriculum: models and methods development." International Journal of Information and Operations Management Education 1, no. 3 (2006): 249. http://dx.doi.org/10.1504/ijiome.2006.009718.

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Xəlil qızı Zamanova, İradə, and Telli Tarıyel qızı İbrahimova. "Curriculum development ways in the organization of carrer development for talanted children." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 58–62. http://dx.doi.org/10.36719/2663-4619/67/58-62.

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This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs
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Portillo, Edward Christopher, Kevin Look, David Mott, Robert Breslow, Mara Kieser, and Casey Gallimore. "Intentional Application of the Taba Curriculum Model to Develop a Rural Pharmacy Practice Course." INNOVATIONS in pharmacy 11, no. 1 (March 24, 2020): 21. http://dx.doi.org/10.24926/iip.v11i1.2089.

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The changing profession of pharmacy demands student preparation in dynamic courses that address the evolving healthcare landscape. Identifying an evidence-based approach to develop such coursework and content, however, can be a considerable challenge for curriculum innovators. This manuscript explores how curriculum design models can be applied as a guide to promote purposeful development of new curriculum, with the goal of promoting students as APPE, practice, and career-ready practitioners. Authors specifically describe a case study example for the process of creating a novel rural health course using the Taba curriculum design model as a guide for selecting course content, objectives, teaching strategies, learning experiences, and evaluative measures. Through the incorporation of the Taba model, this manuscript presents an evidence-based approach to curriculum development which can be replicated across schools and colleges of pharmacy. The described approach to curriculum design, which integrates models to guide the creative process, is a systematic approach to developing curriculum with purpose. Additional opportunities exist for curriculum innovators across the academy to explore incorporation of curriculum design models to guide course development, as well as to drive curricular assessment strategies and further curriculum refinement. Article Type: Idea Paper
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Dissertations / Theses on the topic "Models of curriculum development"

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Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.
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Bin, Salamah Mansour A. M. "An investigation of the relationship between Saudi teachers' curriculum perspectives and their preference of curriculum development models." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1858.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xii, 253 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 226-240).
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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.

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Campbell, William James. ""When Mathematical Activity Moves You"| An Exploration of the Design and Use of Purposefully Embodied Mathematical Activities, Models, Contexts, and Environments." Thesis, University of Colorado at Boulder, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288604.

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This dissertation describes a mathematics curriculum and instruction design experiment involving a series of embodied mathematical activities conducted in two Colorado elementary schools Activities designed for this experiment include multi-scalar number line models focused on supporting students’ understanding of elementary mathematics. Realistic Mathematics Education (RME) served as a roadmap for the development of models and problem contexts during the design process, and maintained the focus on mathematics as human activity. Key ideas and insights from scholars who have employed embodied, enactive, ecological, multimodal, and inclusive materialist theories of mathematical activity/cognition on spatiality, human vision, and perception also informed the work. Departing from the sedentary approach to U.S. elementary school mathematics learning and instruction, the designed activities intentionally required students to use their bodies and tools in space to coordinate solutions to mathematical problems. As a design experiment, the research took place in two phases over the course of a year. Phase 1 occurred over 17 days in a suburban 2nd grade public school classroom, and phase 2 consisted of six 55-minute clinical interviews with six student pairs from two 3 rd grade classrooms in an urban public school. Findings from this research included students using the designed models to support mathematical arguments and to increase levels of precision in their mathematical activity. Themes also emerged around the ways that students responded to affordances and constraints of the models, by shifting orientations, authority, and re-purposing and creating new tools. Multi-scalar mathematical models, activities, and activity spaces afforded novel and intentionally embodied ways for students to participate in model-centric mathematical activity.

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Weaver, Patricia A. (Patricia Ann). "Local Models of the Curriculum Planning Process for Secondary English: A Descriptive Study." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331072/.

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In an era of accountability and increased state control of curriculum, curriculum guides have become important legal documents, and many local districts seek to produce documents as a framework for both district and state objectives . Such curriculum development is a complex process. This study examined the curriculum procedures, roles of the participants , decision-making processes, and perceptions of the resulting documents in five school districts. Qualitative data collection included taped interviews using a focused in-depth interview schedule, field notes, observation, and document collection. The study included central administrators, building administrators, and teachers. Data Analysis was an interative, on-going process using a constant-comparative analysis of coded categories emerging from the transcribed data. This comparison examined curriculum models, curriculum trends, and teacher and administrator perceptions. The study of the curriculum processes in each district resulted in the development of a five-step curriculum model: pre-planning, planning, writing, implementation, and revision. Naturalistic models developed in each district as the curriculum was impacted by various pressures and influences. Within the five areas of each curriculum model, several patterns emerged. Each district had some impetus for a new curriculum direction. All districts reported some kind of data gathering within the planning stage and intensive training of teachers during the writing stage. The curriculum writers spoke of developing goals, objectives, strategies and of deciding upon content and document format. Many mentioned a negotiation system for decision-making. During curriculum planning and development, central office administrators formulated and approved policy, teachers documented district policy, and building administrators monitored its implementation. The emerging themes suggest the effects of a school district's environment on the curriculum process and the importance of an influential person to monitor all stages of the procedure. The themes indicate the strong move toward centralization of curriculum as a result or increasing state mandates, and demonstrate that teachers derive a sense of satisfaction and "ownership" of curriculum documents as they take part in curriculum planning and writing.
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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Onay, Durdu Pinar. "A Distributed Online Curriculum And Courseware Development Model." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608989/index.pdf.

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A distributed online curriculum and courseware (DONC2) development model is proposed in this study. Collaborative courseware development teams which may work in distributed academic or private institutions who need to develop higher quality, reduced cost, on time products are the users of DONC2 development model. The related features from the disciplines of instructional design and software engineering were combined and concepts like usability, especially in terms of formative and summative evaluation, interoperability and reusability were integrated into the model. The research is conducted as a collective case study, including four cases with distinctive characteristics to reveal the several practices in online curriculum and courseware development work. The DONC2 development model was proposed using the results gathered from the investigated cases and a literature survey. The model uses the iterative incremental and agile software development approaches in order to overcome the disadvantages of other linear system development approaches. This enables building releasable products in short time periods with increased quality. Furthermore, continuous communication, evaluation and feedback as well as good project management and readiness to adapt to changes are integrated as the essential characteristics. DONC2 development model is different than previous linear and non-adaptive models in all of these aspects.
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Jones, Carmen Rose. "Examination of Online Community College Students| Community of Inquiry Theoretical Model." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279238.

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The purpose of this study was to examine online community college student completion and the effectiveness of student learning in online courses, which was measured through the anticipated final online course grade using the Community of Inquiry (CoI) theoretical framework. The researcher collected completion rate data for both online and face-to-face courses from the 10-day roster to the end of the semester. Surveys consisting of questions from the CoI survey, demographic questions, and the student’s anticipated final course grade were administered by the Illinois Easter Community College (IECC) district to online students near the end of spring semester. The first research question examined the difference in completion rates for online and face-to-face courses. There was a statistically significant difference with students less likely to complete an online course in comparison to a face-to-face course. Three research questions assessed the relationship between the three components of CoI and a student’s anticipated final course grade. There was no statistically significant correlation between social presence and the student’s anticipated final online course grade. Cognitive presence and teaching presence both had a positive statistically significant relationship with the student’s anticipated final course grade. The final three research questions that guided this study used multiple regression to examine a predictive relationship between the social, cognitive, and teaching presence and a student’s anticipated final course grade. Cognitive presence was the only component of the CoI model that had a statistically significant predictive value on the student’s final course grade. Based on the findings from this study, the IECC district and other community colleges should focus more attention on completion efforts on online courses compared to face-to-face courses and develop and teach online courses that enhance the cognitive presence and teaching presence in an online course.

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Portnoff, Scott R. "(1) The case for using foreign language pedagogies in introductory computer programming instruction (2) A contextualized pre-AP computer programming curriculum| Models and simulations for exploring real-world cross-curricular topics." Thesis, California State University, Los Angeles, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132126.

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Large numbers of novice programmers have been failing postsecondary introductory computer science programming (CS1) courses for nearly four decades. Student learning is much worse in secondary programming courses of similar or even lesser rigor. This has critical implications for efforts to reclassify Computer Science (CS) as a core secondary subject. State departments of education have little incentive to do so until it can be demonstrated that most grade-level students will not only pass such classes, but will be well-prepared to succeed in subsequent vertically aligned coursework.

One rarely considered cause for such massive failure is insufficient pedagogic attention to teaching a programming language (PL) as a language, per se. Students who struggle with acquiring proficiency in using a PL can be likened to students who flounder in a French class due to a poor grasp of the language's syntactic or semantic features. Though natural languages (NL) and PLs differ in many key respects, a recently reported (2014) fMRI study has demonstrated that comprehension of computer programs primarily utilizes regions of the brain involved in language processing, not math. The implications for CS pedagogy are that, if PLs are learned in ways fundamentally similar to how second languages (L2) are acquired, foreign language pedagogies (FLP) and second language acquisition (SLA) theories can be key sources for informing the crafting of effective PL teaching strategies.

In this regard, key features of contemporary L2 pedagogies relevant to effective PL instruction—reflecting the late 20th-century shift in emphasis from cognitive learning that stressed grammatical knowledge, to one that facilitates communication and practical uses of the language—are: (1) repetitive and comprehensible input in a variety of contexts, and (2) motivated, meaningful communication and interaction.

Informed by these principles, four language-based strategies adapted for PL instruction are described, the first to help students acquire syntax and three others for learning semantics: (a) memorization; (b) setting components in relief; (c) transformations; and (d) ongoing exposure.

Anecdotal observations in my classroom have long indicated that memorization of small programs and program fragments can immediately and drastically reduce the occurrence of syntax errors among novice pre-AP Java programming students. A modest first experiment attempting to confirm the effect was statistically unconvincing: for students most likely to struggle, the Pearson coefficient of −0.474 (p < 0.064) suggested a low-modest inverse correlation. A follow-up study will be better designed. Still, a possible explanation for the anecdotal phenomenon is that the repetition required for proficient memorization activates the same subconscious language acquisition processes that construct NL grammars when learners are exposed to language data.

Dismal retention rates subsequent to the introductory programming course have historically also been a persistent problem. One key factor impacting attrition is a student's intrinsic motivation, which is shaped both by interest in, and self-efficacy with regards to, the subject matter. Interest involves not just CS concepts, but also context, the domains used to illustrate how one can apply those concepts. One way to tap into a wide range of student interests is to demonstrate the capacity of CS to explore, model, simulate and solve non-trivial problems in domains across the academic spectrum, fields that students already value and whose basic concepts they already understand.

An original University of California "G" elective (UCOP "a-g" approved) pre-AP programming course along these principles is described. In this graphics-based Processing course, students are guided through the process of writing and studying small dynamic art programs, progressing to mid-size graphics programs that model or simulate real-world problems and phenomena in geography, biology, political science and astronomy. The contextualized course content combined with the language-specific strategies outlined above address both interest and self-efficacy. Although anecdotally these appear to have a positive effect on student understanding and retention, studies need to be done on a larger scale to validate these outcomes.

Finally, a critique is offered of the movement to replace rigorous secondary programming instruction with survey courses—particularly Exploring Computer Science and APCS Principles—under the guise of "democratizing" secondary CS education or to address the severe and persistent demographic disparities. This group of educators has promulgated a nonsensical fiction that programming is simply one of many subdisciplines of the field, rather than the core skill needed to understand all other CS topics in any deep and meaningful way. These courses present a facade of mitigating demographic disparities, but leave participants no better prepared for subsequent CS study.

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Lund, Carol I. "Effective Modes for Encouraging Faculty Involvement in Interdisciplinary Curriculum Development." UNF Digital Commons, 1992. http://digitalcommons.unf.edu/etd/73.

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The integration of vocational and academic classes is often recognized as an effective method to motivate students and involve them in career preparation. This is also a goal of the dropout prevention efforts of many school districts. In Baker County, Florida, as in other districts, teacher participation in integrative efforts is recognized as a crucial factor. This project examines curricula and instructional and leadership practices that led to the successful implementation of academic and vocational integration in a Florida middle school. The resultant success and modus operandi may be used as a model for encouraging faculty involvement in interdisciplinary curriculum development.
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Books on the topic "Models of curriculum development"

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Jan, Allen, ed. Early childhood curriculum: A creative-play model. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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Jan, Allen, ed. Early childhood curriculum: A creative play model. 4th ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2008.

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Catron, Carol Elaine. Early childhood curriculum: A creative-play model. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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1945-, Knapczyk Dennis R., ed. Teaching persons with mental retardation: A model for curriculum development and teaching. Madison, WI: Brown & Benchmark Publishers, 1997.

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Shimabukuro, Gini. Educating for transformation: A curriculum development model for Catholic elementary and secondary schools. Washington, DC: National Catholic Educational Association, 2007.

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Clark, Thomas C. The SKI*HI model: Programming for hearing impaired infants through home intervention : home visit curriculum. 4th ed. Logan, Utah: SKI*HI Institute, Utah State University, 1985.

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Schoenfeldt, Melinda K. Lesson planning: A research-based model for K-12 classrooms. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2009.

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Schoenfeldt, Melinda K. Lesson planning: A research-based model for K-12 classrooms. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2009.

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Schoenfeldt, Melinda K. Lesson planning: A research-based model for K-12 classrooms. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2009.

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Pring, Richard. Curriculum development. Birmingham: INLOGOV, 1986.

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Book chapters on the topic "Models of curriculum development"

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Robinson, John S. "Software engineering curriculum development model." In Software Engineering Education, 255–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-58951-1_108.

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Orion, Nir. "An Earth Systems Curriculum Development Model." In Global Science Literacy, 159–68. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-1-4020-5818-9_11.

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VanTassel-Baska, Joyce. "The Integrated Curriculum Model A Basis for RtI Curriculum Development." In Implementing RtI With Gifted Students, 169–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235736-12.

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Kang, Seungae, and Sunyoung Kang. "Development of Curriculum Model Using ICT Content." In Lecture Notes in Electrical Engineering, 701–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1465-4_71.

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Lee, Ngan Hoe. "The Singapore Mathematics Curriculum Development—A Mixed Model Approach." In Mathematics Curriculum in School Education, 279–303. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_14.

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Vivanti, Giacomo, Kristy Capes, Ed Duncan, Geraldine Dawson, and Sally J. Rogers. "Development of the G-ESDM Classroom Curriculum." In Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism, 59–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49691-7_5.

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Bell, Rita, Kath Johnson, and Heather Scott. "Interprofessional Education and Curriculum Development: ‘A Model for the Future’." In Community Health Care Development, 123–58. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13906-4_7.

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Capon, Noel. "Curriculum Change in Context—II: Models of Organizational Decision Making." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 309–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_15.

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Smith, Anna. "Waves of Theory Building in Writing and its Development, and Their Implications for Instruction, Assessment, and Curriculum." In Theoretical Models and Processes of Literacy, 65–83. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-4.

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Olszewski-Kubilius, Paula, and Eric Calvert. "Implications of the Talent Development Framework for Curriculum Design." In Modern Curriculum for Gifted and Advanced Academic Students, 37–53. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-4.

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Conference papers on the topic "Models of curriculum development"

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Garrido, Jose M., and Tridib Bandyopadhyay. "Simulation model development in information security education." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940983.

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Al-Hamdani, Wasim A. "Non risk assessment information security assurance model." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940993.

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Tatnall, Arthur, and Bill Davey. "Curriculum Development in the Informing Sciences: Ecological Metaphor, Negotiation or Actor-Network?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2579.

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Change in higher education information systems, and other informing science curricula is inevitable. This paper offers a brief consideration of three different models that can be used to describe how this change occurs. Most curriculum texts give prime consideration to approaches to curriculum change based on research, development and diffusion models, and the paper outlines some objections to the application of models of this type to describing how university curriculum in the informing sciences is built and rebuilt. It offers instead three alternate models; one based on an ecological metaphor, another on curriculum negotiations and the third on innovation translation from actor-network theory, to describe how this process occurs. This is a theoretical paper that does not advocate one model over another, and does not propose the use of any one of these models in devising a new curriculum. It is concerned only with obtaining a better understanding of how this complex process occurs.
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Reid, Randall Craig, and Sherwood Lane Lambert. "Using contingency planning model to mitigate the impact of the inevitable disaster at the class level." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670748.

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Sadera, Emma, and John P. Egan. "CREATING CURRICULA FOR CONTEMPORARY CONTEXTS: TOWARDS A REVISED MODEL OF CURRICULUM DESIGN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1139.

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Mason, Neal, James Harrigan, and Ryan Yonk. "Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2681.

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The collaborative contagion model is a byproduct of a three-year endeavor to identify and address curricular deficiencies in business ethics and entrepreneurship (BE&amp;E) courses. Designed to increase curriculum adoption using professional educators’ established networks, the model combines a series of four-day disruptive innovation workshops with an online forum to promote collaboration in the design of BE&amp;E materials, and to provide ongoing support for educators with unique contextual constraints. Our primary goal in developing the collaborative contagion model was to create a framework through which teachers could prototype, refine, and distribute BE&amp;E course materials at no monetary cost. Given the variety of participants invited to the disruptive innovation workshops, we expected to produce curricular materials that incorporated a wide array of perspectives and experiences relating to BE&amp;E instruction. After our first year of workshops, 20 K-12 and 20 higher education participants helped formulate 10 modules and 60 grade-specific K-12 lesson plans. Through the process, we have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. In addition to providing educators with professional development opportunities and an enhanced academic network, we conclude that the collaborative contagion model promotes improved curriculum quality, and increases the likelihood of curriculum implementation.
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Haga, Wayne, and Janos Fustos. "Weaving a Web Development Curriculum." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2495.

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Faculty in the Computer Information Systems department at the authors’ institution is in the process of developing a new Computer Information Systems degree with several areas of emphasis. One of the proposed areas of emphasis will be to prepare students for a career as a web developer. As part of the curriculum development process, the authors collected data regarding the current demand for web developers, the education level requested, salaries, and the specific skills employers are demanding. The research process included reading and recording the education level, experience, and specific skills employers are requesting for hundreds of jobs that have been posted on the Internet within the last few months. Additionally, data was gathered from other sources including courses and programs offered at other institutions of higher education. Using this data, a model curriculum for a degree leading to a career in the field of web development is proposed.
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Cecil, J. "Development of Curriculum in Micro Assembly and Nano Manufacturing." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-44085.

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This paper discusses the creation of new curriculum in micro assembly and nano manufacturing for undergraduate and graduate engineering students at New Mexico State University. Virtual Engineering tools are used to enhance the learning experience of students. Students are exposed to Information models and modeling techniques, which are used to create information intensive models of various processes in these two domains.
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Putri, Rizky Febriani, Ellyna Hafizah, Syubhan Annur, and Mr Jumadi. "Senior High School Physics Teachers' Ability to Apply the Learning Models of 2013 Curriculum." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.54.

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Sulton, Mr, Eka Pramono Adi, and Herawati Susilo. "Curriculum Model of Capability Development through Transdisciplinary Courses System." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.38.

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Reports on the topic "Models of curriculum development"

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Markova, Ivana. Textile Curriculum Development Model: Creating Continuity in Textile Education via Microscopic Fiber Identification. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8444.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Hsu, Stephen M. Wind energy curriculum development at GWU. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1082756.

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McGowan, Jon G., James F. Manwell, and Matthew A. Lackner. Offshore Wind Energy Systems Engineering Curriculum Development. Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1233555.

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Miller, Ruth Douglas. Curriculum Development in Sustainable Electric Power Generation. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1258774.

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Wankhade, Kavita, Gautam Bhan, and Aromar Revi. Curriculum Development: Mapping of Indian Graduate Degrees. Indian Institute for Human Settlements, 2009. http://dx.doi.org/10.24943/mupcd07.2009.

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Hooper, James W., and Akhtar Lodgher. Ada-Based Software Engineering: Undergraduate Curriculum Development. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada265088.

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Shaffer, Brenda, Huantian Cao, Kelly Cobb, Marsha A. Dickson, and Shameeka Jelenewicz. Textile and Apparel Curriculum Development for Sustainability Education. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8375.

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Reubenstein, Howard, Dan Hunter, and Kathy Ryall. Bootstrapped Learning Analysis and Curriculum Development Environment (BLADE). Fort Belvoir, VA: Defense Technical Information Center, February 2012. http://dx.doi.org/10.21236/ada558695.

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