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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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Wells, jessica B., and Vera Luther. "1132. Professional Development Curriculum for Fellows in Infectious Diseases." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S595. http://dx.doi.org/10.1093/ofid/ofaa439.1318.
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Abstract Background ID fellowship training demands that fellows must learn a wealth of information to master ID content and become experts in the field. As such, there is often a limited amount of formal curricular time devoted to career development and to the business of medicine. We designed and implemented a professional development educational series for ID fellows. Methods Surveys of fellowship graduates indicated an increased need for training on the business aspects of medicine and careers in ID during fellowship. The primary aim of this project was to develop a professional development curriculum to meet identified needs while still being feasible to implement given all the other topic areas about which fellows must learn. WE developed a 6-part series comprised of: careers in ID, physician contracts, compensation models, and job search (table). Each of the 6 educational activities included pre-reading and a 1-hour small group activity. Outside speakers were utilized in 2 of the sessions. Fellows completed surveys pre- and post- curriculum implementation and also provided formative assessments of curricular activities throughout the year. Results All (n= 6) ID fellows completed the curriculum. All 6 (100%) reported an increased understanding of careers in ID, physician contracts, and resources for continued learning on career paths. All fellows reported that this was a meaningful addition to the existing curriculum. Strengths of the curriculum as identified by fellows were the general topic areas and the interactive format. Fellows identified areas for improvement for upcoming years: expand the session on compensation models, include more information on careers in industry, and add billing and coding workshops. All fellows strongly agreed that the professional development curriculum should be continued in future years. Conclusion The professional development curriculum was a valuable addition to our existing ID fellowship training program. Implementing a professional development curriculum for ID fellows is feasible. Disclosures All Authors: No reported disclosures
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Szebenyi, Peter. "Two Models of Curriculum Development in Hungary (1972‐1992)." Educational Review 44, no. 3 (January 1992): 285–94. http://dx.doi.org/10.1080/0013191920440306.
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Palupi, Dyah Tri. "What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case." Indonesian Journal of Curriculum and Educational Technology Studies 6, no. 2 (November 30, 2018): 98–105. http://dx.doi.org/10.15294/ijcets.v6i2.26954.
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This article identifying the Indonesi’s 2013 curriculum policy from several types of curriculum development models such as Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth and Doll. By analyzing carefully the ofcial curriculum policy the author conclude that the 2013 curriculum could be classifed as a “new” type of curriculum which is more eclectic by following the idea curriculum as praxis. The eclectic mode of the curriculum could be trace from its orientation to accommodate lots of idea from various curriculum development models from Tyler to Doll, for instance 2013 curriculum still has a tendency to control the standard of the learning outcome, content and process, but in other hand this curriculum encourages to develop a more contextual curriculum design for all of the schools throughout Indonesia. The 2013 curriculum also makes a compromise between outcome/competency-based and process-based curriculum design in which sometimes make the assessment process become a little bit difcult for the teachers at schools.
Abstrak
Artikel ini mengkaji Kurikulum 2013 dari berbagai jenis model-model pengembangan kurikulum, seperti model Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth, dan Doll. Dengan mengkaji secara teliti dokumen-dokumen resmi kebijakan Kurikulum 2013 penulis menyimpulkan bahwa Kurikulum 2013 dapat dikategorisasikan sebagai bertipe “baru” yang lebih bersifat eklektik dengan mengikuti gagasan kurikulum sebagai praksis. Kecenderungan eklektik dari kurikulum ini dapat dilihat dari orientasinya yang mencoba untuk mengakmodasi banyak gagasan dari beberapa model pengembangan kurikulum dari Tyler hingga Doll. Misalnya, Kurikulum 2013 masih menggunakan perspektif standardisasi sebagai mekanisme control terhadap mutu lulusan, muatan kurikulum, dan proses pembelajaran, tapi di sisi lain Kurikulum 2013 juga mengarahkan sekolah-sekolah untuk mengembangkan kurikulum yang sifatnya kontekstual. Kurikulum 2013 juga mengkompromikan antara desain kurikulum berbasis luaran/kompetensi dan berbasis proses yang terkadang justru menyulitkan para guru dalam melakukan penilaian hasil belajar siswa di sekolah.
Keywords: Contextual curriculum; curriculum as praxis; curriculum development; eclectic model; the Indonesia’s 2013 national curriculum
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Kuzmina, E. A., and G. F. Nizamova. "Curriculum development based on the graph model." Informatics and education, no. 5 (July 4, 2020): 33–43. http://dx.doi.org/10.32517/0234-0453-2020-35-5-33-43.
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The article discusses the approach to planning interrelated work within a given number of time periods using the example of the formation of a curriculum of a higher educational institution based on the competence model of students. It is proposed to consider the task of forming a curriculum as an optimization task of cutting-packing, solved with the help of an ordered graph. A logical model of the curriculum is developed in the form of an N-layer ordered graph in which the vertices correspond to the disciplines of the curriculum, and the arcs specify the relations of the preceding of disciplines in semesters, the temporal preceding (following) of disciplines is set using the discipline following matrix. As a criterion for the optimality of the curriculum, the criterion of the uniformity of the study load and the criterion of minimum fines, which reflects the degree of compliance with the given causal relationships between the disciplines of the plan, are considered. The UML diagram of the components of the software package for the formation of curricula is developed, the functions of the developed software package are described. The software implementation of the developed models and algorithms is completed. An experiment was conducted, various curriculum options were obtained and analyzed. Their optimality was estimated based on the proposed criteria, the characteristics of the constructed curriculum options are given, recommendations are given for choosing the final curriculum version, taking into account the established priorities
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Tadesse, Tefera. "Curriculum Development and Review in Sports Academy Setting: Proposing Models and Methodologies." International Journal of Physical Education, Fitness and Sports 8, no. 3 (August 20, 2019): 7–18. http://dx.doi.org/10.26524/ijpefs1932.
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In recent years, the curriculum has become a widely appealing construct within the global discourses of quality assessment and continual improvement. However, the literature in this field reveals a lack of clarity and consensus regarding its meaning and other technical issues related to its development and review, particularly in the sports academy setting. This review article provides a comprehensive overview of current knowledge in this area through broadly exploring a range of dimensions underpinning the concept of curriculum, including its definitions, elements, processes, and the resultant pedagogical implications. Besides, this review article proposes a model to facilitate the development and review of the curriculum in Ethiopian sports academy programs and provides designers, youth coaches, and administrators with a practical approach for designing and implementing the curriculum. This proposed model seeks to support the Ethiopian sports academies in systematically developing and reviewing curriculum, and using that assessment data to trigger further improvement of the program. Moreover, a systemic view of sports academy is suggested to create broader insights about key ingredients of quality, and identify issues that impinge on curriculum decision-making. The article concludes by summarizing the results of the analyses and offering implications for practices.
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Ortega-Auquilla, Diego, Irma Fajardo-Pacheco, Johanna Cabrera-Vintimilla, and Paul Siguenza-Garzón. "A comprehensive overview on the fundamentals of curriculum development: understanding key interrelated theoretical aspects." Revista Boletín Redipe 8, no. 11 (November 1, 2019): 148–68. http://dx.doi.org/10.36260/rbr.v8i11.866.
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Learning about curriculum in general and the essentials of curriculum development may facilitate teachers and future curriculum workers make informed decisions and take part in the field of school curriculum more meaningfully. Thus it is paramount to examine the educational philosophies; the social and educational forces that impact the curriculum; models, process and the major stages of curriculum development; and its levels of control. Through analyzing and better understanding the aforementioned topics readers will be likely to have a more complete picture of what curriculum development entails. Therefore, this paper may be regarded as a contribution for (novice) educators’ future work in the field of curriculum design, as well as it may be seen as an informative piece of work for those who are interested in taking leadership in this field by becoming curriculum specialistis. In the end, the information of this paper makes us reflect on the notion that curriculum making is not confined to school administrators and specialists only, but especially to teachers who are involved in curricular activities on daily basis, such as planning lessons, selecting materials for classroom use, utilizing a variety of teaching methodologies, and creating assessment practices.
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Kim, Daeyoung. "Development and Application of Three Models for the Curriculum Design." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 7 (July 31, 2017): 171–81. http://dx.doi.org/10.14257/ajmahs.2017.07.71.
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McKenzie, Thomas L., James F. Sallis, Paul Rosengard, and Kymm Ballard. "The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 381–89. http://dx.doi.org/10.1123/jtpe.2016-0100.
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SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for others interested in researching and disseminating evidence-based physical education and physical activity programs.
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Raman, Maitreyi, Eldon Shaffer, and Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation." Canadian Journal of Gastroenterology 22, no. 6 (2008): 559–64. http://dx.doi.org/10.1155/2008/583190.
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BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was used, which is a method of qualitative research designed to help researchers understand people and the societal contexts in which they live.RESULTS: The six steps involved in the Kern model of curricular development include problem identification; needs assessment; establishing objectives; establishing educational strategies; implementation; and evaluation. The steps of the RCPSC model of curriculum development include establishing an administrative structure for the program; objectives; structure and organization of the program; resources; clinical, academic and scholarly content of the program; and evaluation. Two differences between the models for curriculum development include the ability of the Kern model to conduct problem identification and learner needs assessment. Identifying problems that exist suggests a need for an educational program, such as the long wait times for gastroenterology referrals. Assessing learner needs allows for the development of a tailored curriculum for the trainee.CONCLUSIONS: The Kern model and RCPSC model for curriculum development are complementary. Consideration by the RCPSC should be provided to add the missing elements of curriculum design to the accreditation structure for completeness.
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Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (July 2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.
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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.
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Zulu, Solomon, and Gampani Phiri. "Learning Models in English." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 14–20. http://dx.doi.org/10.48173/jev.v1i1.25.
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The aims of this paper are know the definition, competence and the procedures of each learning models in English. The learning process at school is an educational process that is planned, integrated, and systematical coordinated with clear and firm evaluation standards and measures. By therefore, everything related to the process learning in schools is an interpreted whole cannot be separate and random. A curriculum there must be systematically connected with the methodology learning is used, while the methodology the lesson must also be formulated in details and details. Therefore, curriculum development on practice is always bound and is strongly connected with learning methodology.
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Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.
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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.
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Ferrer Ariza, Erica, and Paige M. Poole. "Creating a Teacher Development Program Linked to Curriculum Renewal." Profile: Issues in Teachers´ Professional Development 20, no. 2 (July 1, 2018): 249–66. http://dx.doi.org/10.15446/profile.v20n2.67937.
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This paper presents one Colombian university English as a foreign language program’s in-house teacher development program for curriculum renewal. This program is an innovative attempt to prepare teachers for implementing a new curriculum and, simultaneously, engages them in professional development activities. The program is a response to the lack of existing teacher and professional development models that fit certain specific contextual needs, including preparation for implementing new curriculum as well as emphases in the updating of particular teaching practices. In addition to presenting the program, the article also describes the integration of key aspects of various existing models of teacher and professional development into one program that meets contextual needs while encouraging positive change among faculty and students.
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Meiers, Sonja J., Sandra K. Eggenberger, and Norma Krumwiede. "Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato." Journal of Family Nursing 24, no. 3 (August 2018): 307–44. http://dx.doi.org/10.1177/1074840718787274.
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Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching–learning practices at Minnesota State University, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching–learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching–learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students’ knowledge of family and instill a passion for family care in undergraduate programs.
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Roh, Il Soon, and Min Kyeong Kim. "A Development and Implementation of an Integrated Curriculum for Gifted Students Based on ICM (Integrated Curriculum Model)." Journal of Gifted/Talented Education 26, no. 3 (September 30, 2016): 515–39. http://dx.doi.org/10.9722/jgte.2016.26.3.515.
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Fithriani, Fithriani, Syabuddin Syabuddin, Gunawan Gunawan, T. Zainuddin, and Sulaiman Sulaiman. "TEACHER AS A ROLE MODEL IN THE 2013 CURRICULUM DEVELOPMENT." Jurnal Ilmiah Islam Futura 21, no. 2 (August 5, 2021): 240. http://dx.doi.org/10.22373/jiif.v21i2.7516.
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The importance of the teachers as role models for students is related to their personality to build the character of students. Character education can be carried out through existing programs in schools, such as integrating it in learning and implementing it through extracurricular activities. In addition, the curriculum influences all educational activities; without a curriculum, the learning process will not work well. In this case, the role of the teachers is not only to educate students following the curriculum demands but also to provide an example to students by becoming individual role models. Teachers who become role models will be able to show attitudes and behaviour following values and norms in daily life so that students can see and imitate them. Teacher as a role model will support the character education program and help students to have good character
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Monkevičienė, Ona, Aušra Žemgulienė, and Kristina Stankevičienė. "Understanding of Pre-School and Pre-Primary Curriculum Based On Learning Paradigm." Pedagogika 111, no. 2 (September 10, 2013): 136–51. http://dx.doi.org/10.15823/p.2013.1800.
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Following the conceptual ideas expressed by Lithuanian educational researcher M. Lukšienė and other authors of education curriculum theories all over the world, the article analyses theoretical conception of contemporary (self-) education curriculum. An attempt is made to highlight changes predetermined by shift in teaching / learning paradigms, data of qualitative analysis of pre-school. Pre-school, pre-primary and primary (self-) education programmes are presented from the perspective of curriculum theories and the created models.
The article focuses on the following objectives: to reveal the conceptual fundamentals of changes in (self-) education curriculum as well as change trends in their conceptions abroad and in Lithuania; to create conceptual model of pre-school and primary (self-) education curricular; to present the data of qualitative analysis of pre-school, pre-primary and primary (self-) education programmes from the perspective of curriculum theories and the created models.
The theoretical analysis of conceptual fundamentals of (self-) education curriculum theories allowed for formulation of the following conclusions:
M. Lukšienė, the theoretician of the Lithuanian education reform (implemented since 1988) suggested the ideas that encouraged the change in (self-) education curriculum based on transfer from teaching to learning paradigm in cultural context, with emphasis laid on nurturance of a free and responsible personality.
Contemporary conceptions of (self-) education curriculum suggested by foreign authors are grounded on ideas of learning paradigm, shifting from the concepts of (self-) education curriculum in its narrow sense to those of (self-) education curriculum in its broad sense that embrace: self-education goals, learning outcomes, cycle of implementation process and achievement assessment, teacher‘s perspective, child’s / learner’s perspective, kind of self-education situations (-formal, non-formal, informal).
In the center of conception of (self-) education curriculum, the question of meaningfulness is raised, seeking to find answers to the questions: what and why? The essential targets of education are derived from these questions, which include: development of personal powers, development of relationship with others and empowerment for learning. The suggested models for structure of pre-school and pre-primary (self-) education curriculum comply with the aforesaid conception. The content analysis of pre-school, pre-primary and primary (self-) education curriculum from the perspective of the discussed concepts of (self-) education curriculum theories and the created models revealed that:
The harmony of goals of pre-school, pre-primary and primary (self-) education curriculum is insufficient. The goals of pre-school (self-) education curriculum embrace only a part of child’s individual powers, components of child‘s relations with others and child’s empowerment to learn. The goals do not formulate the (self-) learning outcomes to be achieved and only child’s care is emphasized (satisfaction of needs, assurance of good mood). The goal of pre-primary (self-) education curriculum is mainly concentrated on development of child‘s individual powers and child‘s empowerment to learn but the objective to strive for development of child’s relationships with others, social and cultural environment is neglected. The goal of general primary (self-) education curriculum included all the three priority trends of (self-) education goal: development child‘s individual powers, child’s relationships with others and child’s empowerment to learn and, thus, is oriented to a clear outcome of (self-) education expressed through conception of competences. However, the explicit formulation of the goal does not focus on striving for satisfaction of child‘s needs and assurance of his / her emotional wellbeing.
The compliance of objectives of pre-school, pre-primary and primary (self-) education curriculum is not sufficient, lack of unified internal logic of their formulation is observed. The objectives of pre-school (self-) education curriculum are not in concordance with the goals. The objectives of development of personal powers, development of relationship with others and empowerment for learning are formulated not only at level of needs and emotional wellbeing but also at that of competence components, i.e., the objectives are much broader than the goals. The majority of the objectives of pre-school (self-) education curriculum are formulated not as statements that elaborate on the goal but rather as conditions for implementation of the goal. The objectives of pre-primary (self-) education curriculum meet the goal and are oriented to (self-) education of basics of competences. The objectives clearly focus on development of child‘s individual powers but attention to development of child‘s relationships with others and to empowerment to learn is not sufficient. The objectives of primary (self-)education curriculum are formulated as striving for development of personal competences but information on what competences have to be developed and at what measured level they should be acquired is not available. The objectives should be more oriented to development of child‘s competence to learn.
The concordance of principles of pre-school, pre-primary and primary (self-) education curriculum is not sufficient. The principles that ensure development of child‘s individual powers are observed in all the curricular. The principles that guarantee development of child‘s relationships with others and child’ empowerment to learn are not harmonized in pre-school, pre-primary and primary (self-) education curriculum (programmes of different levels emphasize different principles). Primary (self-) education curriculum lacks principles of child’s empowerment to learn, what does not comply with the objective “to develop and educate a child, who is ready to learn further”. Pre-school (self-) education curriculum lacks principles of contextuality, accessibility, inclusion of (self-) education and innovativeness of education, which are prioritized in the EU documents.
The compliance of competences to be developed by different level curricular is insufficient. Lithuanian programme documents do not create prerequisites for concordance of competences to be developed at pre-school, pre-primary and primary (self-)education levels because different competences are targeted at in different curricular. The harmony between generic competences provided for in curricular of pre-school and pre-primary education is not complete. The same competences to be developed are indicated in preschool and pre-primary (self-) education curriculum but they do not coincide with generic competences to be developed in primary education.
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Zafoschnig, Axel. "The Development of the new ING.PAED.IGIP Curriculum into an Umbrella for Modularised National and Regional Engineering Education Curricula." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 32. http://dx.doi.org/10.3991/ijep.v4i1.3244.
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Abstract �?? IGIP has been the sole provider of an internationally renowned and acknowledged curriculum for engineering education and pedagogy over the past 40 years. More than 2000 engineering educators and technical teachers at different institutional levels in many countries have successfully received their pedagogical and didactic training through this curriculum Today new legal requirements and IGIP�??s awareness-raising campaign in many states have led to the implementation of a lot of compulsory teacher training programmes in this field. IGIP has, however, always been able to stay on top of these developments and has now come up with its new 2013 Berlin version of the ING-PAED IGIP curriculum. The results and findings of the international curriculum task force are now available and have been finalised and approved by the Executive Committee. How the task force has worked and which models of modularised engineering education curricula they have also analysed and compared in this process will be shown in this paper.
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Ellis, Rod. "Options in a task-based language-teaching curriculum." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 11–46. http://dx.doi.org/10.1075/task.00002.ell.
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Abstract I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
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Khomais, Sama, and Nahla Gahwaji. "Early Childhood Curriculum Reform in Saudi Arabia Conceptualization of Theories in Early Childhood Curricula: Three Models." Journal of Curriculum and Teaching 8, no. 3 (August 1, 2019): 24. http://dx.doi.org/10.5430/jct.v8n3p24.
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In recent developments, early childhood education in Saudi Arabia have captured political and governmentalinterests, conceiving the promising returns of investing in early years. This research has adopted an analyticaldescriptive approach through content analysis of curriculum philosophy (theories and principles) of three models ofearly childhood curricula. They were chosen deliberately, considering the elements of the curriculum, effectivenessin implementation and or achieving the desired learning outcomes. The selected curricula include, HighScope,Foundation Stage, and Te Whāriki. The analysis concludes that there is a general agreement about the structure andelements of EC curriculum. Perspective of children as learners, teachers’ roles, learning environment are wellprofound in the three curricula supported by theoretical and empirical evidence. Nevertheless, challenges are stillconsidered as opportunities for revising and evaluating our beliefs and understandings in order to maintain theimprovements in ECE profession and to cope with the education reform in Saudi Arabia.
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Manders, Astrid M. M., Peter J. H. Builtjes, Lyana Curier, Hugo A. C. Denier van der Gon, Carlijn Hendriks, Sander Jonkers, Richard Kranenburg, et al. "Curriculum vitae of the LOTOS–EUROS (v2.0) chemistry transport model." Geoscientific Model Development 10, no. 11 (November 16, 2017): 4145–73. http://dx.doi.org/10.5194/gmd-10-4145-2017.
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Abstract. The development and application of chemistry transport models has a long tradition. Within the Netherlands the LOTOS–EUROS model has been developed by a consortium of institutes, after combining its independently developed predecessors in 2005. Recently, version 2.0 of the model was released as an open-source version. This paper presents the curriculum vitae of the model system, describing the model's history, model philosophy, basic features and a validation with EMEP stations for the new benchmark year 2012, and presents cases with the model's most recent and key developments. By setting the model developments in context and providing an outlook for directions for further development, the paper goes beyond the common model description.With an origin in ozone and sulfur modelling for the models LOTOS and EUROS, the application areas were gradually extended with persistent organic pollutants, reactive nitrogen, and primary and secondary particulate matter. After the combination of the models to LOTOS–EUROS in 2005, the model was further developed to include new source parametrizations (e.g. road resuspension, desert dust, wildfires), applied for operational smog forecasts in the Netherlands and Europe, and has been used for emission scenarios, source apportionment, and long-term hindcast and climate change scenarios. LOTOS–EUROS has been a front-runner in data assimilation of ground-based and satellite observations and has participated in many model intercomparison studies. The model is no longer confined to applications over Europe but is also applied to other regions of the world, e.g. China. The increasing interaction with emission experts has also contributed to the improvement of the model's performance. The philosophy for model development has always been to use knowledge that is state of the art and proven, to keep a good balance in the level of detail of process description and accuracy of input and output, and to keep a good record on the effect of model changes using benchmarking and validation. The performance of v2.0 with respect to EMEP observations is good, with spatial correlations around 0.8 or higher for concentrations and wet deposition. Temporal correlations are around 0.5 or higher. Recent innovative applications include source apportionment and data assimilation, particle number modelling, and energy transition scenarios including corresponding land use changes as well as Saharan dust forecasting. Future developments would enable more flexibility with respect to model horizontal and vertical resolution and further detailing of model input data. This includes the use of different sources of land use characterization (roughness length and vegetation), detailing of emissions in space and time, and efficient coupling to meteorology from different meteorological models.
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McKimm, Judy, and Paul Kneath Jones. "Twelve tips for applying change models to curriculum design, development and delivery." Medical Teacher 40, no. 5 (October 25, 2017): 520–26. http://dx.doi.org/10.1080/0142159x.2017.1391377.
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Haubner, Mary Ann. "Percents: Developing Meaning Through Models." Arithmetic Teacher 40, no. 4 (December 1992): 232–34. http://dx.doi.org/10.5951/at.40.4.0232.
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An important goal of the mathematics curriculum in grades 5-8 is the careful development of strategies and skills needed to solve problems using percents. Yet students still have difficulties in solving these problems, even when significant time and effort have been devoted to this topic. As we emphasize the development of meaning and understanding of concepts, we need to ask whether the me thods used to teach problem solving with percents are consistent with this trend toward greater understanding of content
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Kruger, Estie, and Marc Tennant. "Curriculum Information Models in Health Professions Education in Australia: An Innovative Approach to Efficient Curriculum Design, Development, and Maintenance." Journal of Dental Education 76, no. 3 (March 2012): 348–53. http://dx.doi.org/10.1002/j.0022-0337.2012.76.3.tb05265.x.
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Napitupulu, W. P. "PENGEMBANGAN PEDOMAN DAN ACUAN KURIKULUM PENDIDIKAN ANAK USIA DINI (PAUD) KURIKULUM KELOMPOK BERMAIN." Perspektif Ilmu Pendidikan 15, no. VIII (April 30, 2007): 46–50. http://dx.doi.org/10.21009/pip.151.7.
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Any curriculum for any level of educational program should be based upon national standards. It is in order to educate students to be good citizens as it is for early childhood education. Besides, the development of a curriculum should pay attention to political ideology, philosophy of knowledge, social context and learning models as well. So, will the curriculum of playgroup apply those aspects. In particular, it should also emphasize psychological aspects or stages of a child development. Criteria for a curriculum development are content, process, competencies, quality of teachers, and resources for learning.
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Fauzi Fahmi and Rahmi Wardah Ningsih. "Eksistensi Model Kurikulum Pendidikan Anak Usia Dini." Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling 4, no. 01 (December 14, 2020): 1–16. http://dx.doi.org/10.46963/mash.v4i01.230.
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Curriculum of Early Childhood Education is a set of plans about early childhood learning goals ranging from 0 to 6 years old which intend to develop children's potential optimally. Poor of teacher attention and unfortunate infrastructure lead to unappropriate children’s potential development. The objectives of this study are to: 1) describe the form of a curriculum development model for early childhood education, and 2) describe the implementation of the curriculum model for early childhood education. This research uses a literature study method that relies on bibliographical sources from books and articles in scientific journals related to the subject matter. The results of this study indicate that: 1) the curriculum development model for early childhood education can be changed by adding, reducing and improving the curriculum regularly, 2) curriculum models for early childhood education include: a) High / Scope curriculum, b) Creative curriculum, and c) The Vygotsky Curriculum. d) The Waldorf Curriculum.
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Ageev, Yu D., S. V. Fedoseev, Yu A. Kavin, S. G. Vorona, and I. S. Pavlovskiy. "Inconsistency evaluation of the curriculum logical structure." Statistics and Economics 15, no. 5 (November 13, 2018): 73–80. http://dx.doi.org/10.21686/2500-3925-2018-5-73-80.
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Purpose of the study. The main purpose of creating a curriculum is to regulate academic disciplines in accordance with the logic of the learning process, defined by the relationship between the basic concepts of the disciplines. Violation of this logic becomes apparent only directly during the training sessions.A large variety of quantitative methods uses indicators that do not reveal structural deficiencies in the curriculum. This makes it difficult to improve the curriculum.The purpose of this work is to demonstrate the application of a general approach to the assessment of the structural inconsistency of systems in relation to the evaluation of the logical structure of the curriculum.Materials and methods. The paper applies a general approach to the assessment of structural integrity, developed on the basis of the provisions of the general theory of systems and graph theory. The approach involves the construction of three interrelated structural models of the system and using them to determine the initial data for calculating the index of inconsistency of the system structure.Results. The overall approach to the assessment of structural integrity is adapted to assess the logical structure of the curriculum. Three models of curriculum structure are developed:Elementary model of interdisciplinary communication;Curriculum network model;Hierarchical curriculum model.Based on the parameters of the hierarchical curriculum model, using three adapted algorithms, the value of the inconsistency index of the curriculum structure in the direction of preparation “Applied Informatics” is calculated. Recommendations on changing the structure of the studied curriculum to reduce the degree of its structural inconsistency are proposed. Conclusion. As a result of the research, the methods were proposed that allow identifying possible contradictions in the structure of the curriculum and evaluating its inconsistency. As the experiments have shown, it is extremely difficult to study the curricula in a manual manner, the number of disciplines in which exceeds 50. In this regard, the development of a complex of computer programs that will automate the assessment of the inconsistency of large curricula is being completed.
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Sefer, Jasmina. "A model for curriculum development and student evaluation." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 79–95. http://dx.doi.org/10.2298/zipi0204079s.
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The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.
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VanTassel-Baska, Joyce. "Effective Curriculum and Instructional Models for Talented Students." Gifted Child Quarterly 30, no. 4 (October 1986): 164–69. http://dx.doi.org/10.1177/001698628603000404.
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Luo, Ying, and Xiang Qing Zhang. "Research on Design of Network Curriculum." Applied Mechanics and Materials 599-601 (August 2014): 1875–78. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.1875.
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The development of network technology based on information technology has brought profound change to traditional education methods, and network course, as the best carrier of teaching application in the era of internet, attract more and more attention. The paper introduces the network curriculum design principles, content and process models, existing problems and countermeasures.
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Qomari, Rohmad. "The Evaluation of Curriculum Implementation on Islamic Higher Education in Indonesia." Ijtimā'iyya: Journal of Muslim Society Research 1, no. 1 (September 30, 2016): 97–112. http://dx.doi.org/10.24090/ijtimaiyya.v1i1.929.
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Along with the development of social culture science and technology, the curriculum in educational institution is required to be dynamic. The development of society and education have dialectical relation. The society want education role. On the other hand, the education can produce works which affect the society development.
The evaluation of curriculum on higher education is very important to increase the quality process and learning outcome on higher education. One of the curriculum evaluation models which is chosen is CIPP (Context, Input, Process, and Product) evaluation model. Base on four curriculum evaluation dimension, the evaluation of curriculum implementation on higher education focused on: lecturer, higher student, lectures, and learning facilities. The result of curriculum evaluation implementation can be recommended for curriculum improvement and revision, partially or entirely.
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Sidenko, Svetlana, Raul Valverde, and Stephane Gagnon. "Open Business Models for Business Technology Management Bodies of Knowledge." International Journal of Organizational and Collective Intelligence 9, no. 3 (July 2019): 19–44. http://dx.doi.org/10.4018/ijoci.2019070102.
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The information systems (IS) discipline is in an ongoing crisis because of several reasons. Learning institutions do not have a well-defined curriculum on what should be taught in the IS discipline. Recently, there are many organizations and researchers who have come up with different BoKs in the IS discipline as discussed in this article. Additionally, IS discipline does not have a universal body of knowledge like in other fields such as electrical engineering which makes it even more challenging to align the existing industry knowledge and academic curriculum. Therefore, there is a need to develop a unified knowledge framework in the IS discipline which offers a single source of reference in both professional sector and development of academic curriculum. The major challenge in the developing of a unified knowledge framework in the IS discipline is that it is changing and evolving rapidly.
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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (September 30, 2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.
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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage language education, bilingualism, and instruction that is developmentally appropriate to young learners. The paper then proposes a process of curriculum design that integrates and applies these theories and approaches. The curriculum proposed here could also be used in heritage language schools for other languages.
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Ortega-Dela Cruz, Ruth. "Perceptions of higher agricultural education toward sustainable agricultural development." Higher Education, Skills and Work-Based Learning 10, no. 1 (October 4, 2019): 187–202. http://dx.doi.org/10.1108/heswbl-06-2019-0080.
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Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.
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Saputra, Aidil. "CURRICULUM CONCEPT AT THE LEVEL OF EDUCATION UNIT." Jurnal Ilmiah Teunuleh 2, no. 2 (August 7, 2021): 393–403. http://dx.doi.org/10.51612/teunuleh.v2i3.60.
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The education unit level curriculum (KTSP) is the latest curriculum in Indonesia that is recommended to be used as a reference by curriculum developers at the education unit level. KTSP is a curriculum oriented towards the achievement of co-existence, therefore this curriculum is an improvement of the curriculum based on co-existence. The Education Unit Level Curriculum (KTSP) which was implemented gradually starting in 2006 gives teachers and schools (Educational Unit Level Institutions) the flexibility to develop it. Teachers and schools are given the freedom to create by relying on content standards, graduation standards, and curriculum preparation guidelines set by the government (c.q. National Standards Agency for Education). Curriculum Level Education Unit, born from the spirit of regional autonomy, where education affairs are not all central responsibility, but partly the responsibility of the region, therefore judging by the pattern or model of development KTSP is one of the models of curriculum that is desentralistic. The nature of KTSP itself includes the understanding, purpose, basis or foundation of development, principles of development and components of KTSP.
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Cumming, Alister. "Student teachers' conceptions of curriculum: Toward an understanding of language-teacher development." TESL Canada Journal 7, no. 1 (October 26, 1989): 33. http://dx.doi.org/10.18806/tesl.v7i1.558.
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Programmes for the education of second language teachers necessarily base themselves on conceptions of what learning to be a teacher entails. But surprisingly little study has been devoted to understanding the processes by which second language teachers actually develop their knowledge, or to defining what such knowledge consists of. This paper approaches this issue through a content analysis of data on one aspect of student teachers' professional knowledge: their conceptions of curriculum decision making. Different representations of this knowledge emerge, ranging from schemata which appear inadequately developed to those which seem sufficient to guide curriculum decision- making effectively. Implications are drawn for the education and development of second language teachers, as well as further research in this area. It is argued that current "input-output" models of teacher education can be augmented by "developmental learning" models, if further understanding of language teachers' professional knowledge is obtained.
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Martin, Jennifer, and Jane A. Beese. "Pink Is for Girls." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 86–101. http://dx.doi.org/10.1177/1555458916664762.
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Leaders must know how to use evidence to inform district decisions, particularly as decisions related to learning become standard practice, and provide professional development that builds the organizational capacity needed to support continuous and sustainable district improvement. Collaboration and implementation of a shared vision and mission facilitates the change process. In this case, the curriculum director, Mr. Cooper has developed a plan for curriculum changes in which boys and girls would be separated by classroom, and participate in distinct curriculums based on the premise that innate differences between boys and girls should drive educational models and instructional strategies designed to address the needs and strengths of each sex. This case examines the importance of fostering collaboration, passion for achievement, commitment, and trust.
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Taş, İlkay Doğan, and Serap Nur Duman. "A Systematic Review of Postgraduate Theses on Curriculum Evaluation." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 1 (June 15, 2021): 43–64. http://dx.doi.org/10.31704/ijocis.2021.003.
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Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master’s level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam’s CIPP model. Following this model, Erden’s "Element-Oriented Curriculum Evaluation Model" and Tyler’s "Objective-Centered Evaluation Model" were also preferred frequently.
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Rottman, Steven J., Kimberley I. Shoaf, and Samuel J. Stratton. "A Graduate Curriculum in Emergency Public Health." Prehospital and Disaster Medicine 25, no. 3 (June 2010): 213–16. http://dx.doi.org/10.1017/s1049023x00008049.
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AbstractThe increase in adverse health impacts of disasters has raised awareness of the need for education in the field of emergency public health. In the past, most traditional models of graduate education in schools of public health have not incorporated the theory and practice of disaster public health into their curricula. This paper describes the development of a curriculum in emergency public health within a US masters program in public health, and provides a description of the courses that comprise an area of specialization in the field. The interdisciplinary nature of the faculty, close ties with public health practitioners, and practical applications of the nine courses in this program are highlighted. The curriculum is presented as one model that can be used to meet the educational needs of professionals who will assume the responsibility for planning for and responding to the public health impacts of mass-populations disasters.
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Tarr, James E., Douglas A. Grouws, Óscar Chávez, and Victor M. Soria. "The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 683–729. http://dx.doi.org/10.5951/jresematheduc.44.4.0683.
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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.