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Academic literature on the topic 'Monitoring of curriculum'

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Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Monitoring of curriculum"

Lee, Keunho, Byeongcheon Lee, Euna Ka, and Jooyoun Lee. "Improving National Curriculum Monitoring System." Journal of the Korea Contents Association 16, no. 2 (February 28, 2016): 588–99. http://dx.doi.org/10.5392/jkca.2016.16.02.588.

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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.

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Powell, Stuart D., and Rita R. Jordan. "Monitoring the National Curriculum: Some cautionary lessons." Education 3-13 20, no. 2 (June 1992): 12–14. http://dx.doi.org/10.1080/03004279285200161.

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Malone, Erin D., Margaret V. Root Kustritz, Aaron Rendahl, and Laura K. Molgaard. "Monitoring the Curriculum through the Student Perspective." Journal of Veterinary Medical Education 47, no. 2 (March 2020): 177–92. http://dx.doi.org/10.3138/jvme.0418-038r1.

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Sholehah, Siti, and Sukati Sukati. "Implementasi Kurikulum Berbasis Pesantren Di MI Nurul Ulum Kretek Bantul." MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman 11, no. 1 (June 23, 2020): 22. http://dx.doi.org/10.31942/mgs.v11i1.3458.

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Abstract This reseach is started by researcher interest to MI Nurul Ulum Kretek Bantul as one of madrasah which apply curriculum based on national education system which integrated pesantren based–curriculum. This reseach aims to know about planning, implementing, monitoring, and evaluating those curriculums in MI Nurul Ulum. The type of this research is qualitative research. Subject of this research is the headmaster and some teachers. The technique of data analysis is using descriptive-analysis. Techniques and instrument of data collection is using observation, interview and documentation technique. To test the data validity, the researcher use triangulation technique. The finding of this research show that managements of pesantren based-curriculum in MI Nurul Ulum Kretek Bantul are as presented : 1. The planning of management pesantren based-curriculum already well running such as teaching preparation and other school programs, the preparation is carried out in early year school involving the headmaster and teacher, the foundation’s president, and commitees. 2. The implementation of curriculum management in MI Nurul Ulum is divided into 2 levels of studies : in school level is under headmaster leadership and class level is under teacher leadership. 3. The monitoring of curriculum management is conducted during the implementation of curriculum activities using observation and deliberation in class. 4. Evalution of curriculum management is conducted not only once in a year, but also every time when the obstacles occured, so the existing constraints do not accumulate.

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Sholehah, Siti, and Sukati Kati. "Implementasi Program Gerakan Literasi Sekolah Pada Tahap Pembiasaan Membaca." MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman 11, no. 1 (June 25, 2020): 22. http://dx.doi.org/10.31942/mgs.v11i1.3466.

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Staubach, P., H. Reimann, S. Melhorn, and A. Hünerbein. "Curriculum „Magistralrezepturen“." Aktuelle Dermatologie 44, no. 11 (November 2018): 520–23. http://dx.doi.org/10.1055/a-0720-1335.

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ZusammenfassungViele Hauterkrankungen werden mit topischen Therapeutika behandelt. Das Management und Monitoring dieser topischen Therapien inklusive der Rezepturen ist die Kernkompetenz des Dermatologen. Neben der Physiologie und Pathophysiologie der Haut fordert dies auch ein pharmazeutisches Grundwissen zu Vehikelsystemen und aktiven Substanzen. Die Magistralezepturen sind Verordnungsoptionen, die die Patientenversorgung besonders in der topischen Therapie sinnvoll optimieren. Durch das Curriculum „Magistralrezepturen“ sollen Grundkenntnisse zum Verordnen von Rezepturen mit hoher pharmakologischer und medizinischer Qualität vermittelt werden. Ergänzend besteht die Möglichkeit, eigene Individualrezepturen auf ihre Plausibilität überprüfen zu lassen. Dies alles führt zur Verbesserung der Rezepturqualität und damit zur optimierten Patientenversorgung.

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Jeon, Do-Sun, and Eun-Young Lee. "Monitoring of the NCS based Physical Education Curriculum." Korean Journal of Sports Science 27, no. 2 (June 30, 2018): 751–59. http://dx.doi.org/10.35159/kjss.2018.06.27.2.751.

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Rice, Marion. "Curriculum Artifacts." Practicing Anthropology 8, no. 3-4 (July 1, 1986): 6–19. http://dx.doi.org/10.17730/praa.8.3-4.j233522h2w7173hj.

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A quarter of a century spans the enactment of the National Defense Education Act (NDEA) of 1958 and the publication of A Nation at Risk in 1983. Both grew out of a concern for the condition of learning in our nation's schools. But there the resemblance ends. NDEA presaged a decade of curriculum creativity, focusing on the structure of the disciplines; the 1983 report thus far has produced primarily attempts to reform through school centralization and bureaucratic monitoring. Forgotten in the recent effort are the three most important ingredients of learning: the teacher, the pupil, and the parent. The teacher is the mentor, the coach, the stimulator of formal instruction. The pupil is the learner, the striver without whose effort there is no learning and no. application. And the parent,. representative of the larger society, is the one who must demand performance and support the efforts of both pupil and teacher. Thus, as we look at education from an anthropological perspective, it seems that in the 1980s we are more concerned with the incidentals than the basic structure of schooling, and that much-touted school reform will have trivial rather than significant consequences.

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Mojkowski, Charles. "The Essential Role of Principals in Monitoring Curriculum Implementation." NASSP Bulletin 84, no. 613 (February 2000): 76–83. http://dx.doi.org/10.1177/019263650008461311.

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Dissertations / Theses on the topic "Monitoring of curriculum"

Hampton, David D. Lembke Erica S. "The effects of progress monitoring in early writing using curriculum-based measurement." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4955.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.

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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.

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Tumwine, Baguma Deo. "Challenges in implementing a South African curriculum in Eswatini." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78499.

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Since 2010, some private and public high schools in Eswatini1 have begun to offer the South African Curriculum and Assessment Policy Statements (CAPS). Demand for this increased from one school in 2010 to 13 schools in 2018. The study accordingly investigated the challenges inherent in the transferal and implementation of the CAPS Curriculum in secondary schools in Eswatini. Phillips and Ochs (2003) and Dolowitz and Marsh’s (2000) model of policy borrowing were used as a theoretical lens to steer the study. The study adopted a qualitative case study as the research design in terms of which a sample of four schools was conveniently and purposively selected. Document analysis and semi-structured interviews with 33 participants were conducted. The study identified that the curriculum transfer was initiated by parents whose demand for the South African curriculum emanated from a number of factors such as low pass threshold, cheaper access, rejection of Swazi learners by South African public schools, limited professional courses and few universities in Eswatini. The challenges to such transferal and implementation were identified as lack of contextual suitability; lack of training for educators; border immigration requirements; high tuition fees and absence of a memorandum of understanding between the two countries.
Thesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
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Chen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.

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Aims: The aims of this study are three-fold: to review the worldwide literature on monitoring the health, physical activity and fitness of young people; to determine the purpose and prevalence of the monitoring of young people's health, physical activity and fitness within secondary PE school curricula in England and to explore the factors affecting teachers' views of and approaches to such monitoring; and to propose recommendations for monitoring health, physical activity and fitness within secondary school PE curricula in England which may have relevance and applicability to the Taiwanese context. Methods: The research design involved the integration of quantitative and qualitative methods, including a national survey of selected state secondary schools and interviewing a sample of Head of PE department (HoPE). Descriptive statistics and Chi-Square analysis were employed to analysis quantitative data of the prevalence of monitoring pupils' health, physical activity or fitness within school curriculum, and to exam the homogeneity of HoPEs' attitudes and views (agree v.s disagree) towards specific statements with different gender, and teaching experience. The significant level of Chi-square is .05. Coding and thematic analysis were employed to analysis qualitative data. Results: 118 schools (38.4%) returned the questionnaires and 12 teachers were interviewed. The proportion of schools which monitored pupils' health, physical activity and fitness was 39%, 61.9%, and 89.0% respectively. The interview data revealed issues including purpose and value of monitoring; responsibility and accountability; pupils' responses; teachers' conceptual confusion, and resource limitations. Recommendations: Nine recommendations were proposed including: (1) physical educators should broaden their monitoring approach beyond fitness; (2) formal guidance on monitoring within the PE school curriculum should be produced; (3) teachers should be offered continuing professional development on this topic; (4) PE teachers should be encourage to employ simply, manageable monitoring methods; (5) health benefits of physical activity and physical activity promotion should be weighted through monitoring processes; (6) PE teachers should realise that the processes of monitoring health, physical activity and fitness are appropriate contexts for learning; (7) it is unnecessary to make comparisons between students or against standardized norms; (8) teachers should aim to personalise monitoring procedures and ensure that pupils' experience of monitoring is positive; (9) PE teachers should encourage and teach children self-monitor skills to develop their independence and self- management skills. An example formal guidance for key stage 3 on monitoring health, physical activity and fitness within the PE curriculum has been proposed to help PE teachers broaden their approaches on monitoring and present them a range of implementation example.

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Balogh, Ruth Penelope. "Using action research to develop a national performance monitoring framework for nurse and midwife training institutions." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10018907/.

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This thesis reports on the way in which action research techniques %% ere used to conduct a two-year programme of commissioned research. This programme consisted of a brief in two phases from the English National Board for Nursing Midwifery and Health Visiting to develop performance indicators (PIs) for training institutions on a national basis. The substantive research findings are reported. and the contribution of particular aspects of action research to the research project are evaluated, with reference both to the literature on performance monitoring in the public sector and the literature on educational action research. The research findings from a first phase of work show that terminology about performance monitoring is confused, especially with respect to distinctions between "qualitative" and "quantitative" issues. They also show that much current practice neglects important ethical issues such as potentially conflicting models of accountability. An analytic framework is therefore proposed for clarifying various aspects of this terminology and incorporating an ethical dimension which locates information systems within a context of differing and possibly competing interests. The thesis then describes how this framework was used to develop a second phase of research within a policy environment which had, by that time, become highly unstable. Findings from this second phase showed that it would be possible for the Board to specify some core data items from which nationally agreed PIs could be developed, but not without further debate about accountability structures and different models of resource allocation. The research project made an active contribution towards assisting the development of performance and quality monitoring structures at training institution level by publishing some of the research tools, literature and findings as a teaching pack ( Balogh et al 1989). The specific contribution of action research to this project is evaluated by reference to Lew in's (194) original formulation, to Smith's (1981) distinction between four levels of discourse: the discipline, the paradigm, the operational and the technical, and to insights drawn from the critical policy analysis literature. This multi-disciplinary evaluation proves to be useful in contributing to critical debate on nurse and midwife education policy, and more generally in relation to the rapidly developing field of human services management information systems.

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Nelson, Walker Nancy J. 1980. "Progress Monitoring in Algebra: Exploring Rates of Growth for Middle School Math Curriculum-Based Measurement." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11927.

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xvi, 136 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
An examination of evidence-based practices for mathematics reveals that a solid grasp of key algebraic topics is essential for successful transition from concrete to abstract reasoning in mathematics. In addition, experts indicate a need to emphasize formative assessment to allow results to inform instruction. To address the dearth of technically adequate assessments designed to support data based decision making in algebra, this study examined (a) the validity of algebra and mixed computation curriculum-based measurement for predicting mid-year general math and algebra outcomes in 8th grade (b) growth rates for algebra and mixed computation CBM in the fall of 8th grade, (c) whether slope is a significant predictor of general math and algebra outcomes after controlling for initial skill, and (d) whether growth rates differ for pre-algebra and algebra students. Participants were 198 eighth grade pre-algebra ( n = 70) and algebra (n = 128) students from three middle schools in the Pacific Northwest. Results indicate moderate relationships between fall performance on mixed computation and algebra CBM and winter SAT-10 and algebra performance and significant growth across the fall. Growth was not found to predict general math and algebra outcomes after controlling for initial skill. Future studies should examine (a) growth rates over an extended period of time with a larger sample of classrooms, (b) instructional variables that may impact growth across classrooms, and (c) the impact on student performance when data gleaned from the mixed computation and algebra CBM are used to support data based decision making in middle school algebra and pre-algebra classrooms.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Christopher Phillips, Outside Member, Mathematics

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Findlay, Elizabeth. "An Exploration of Aggregated Patterns of Student Curriculum-Based-Measurement Outcome Data Within a Response to Intervention Program." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1433.

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One major concern when developing a response to intervention (RTI) program is to select effective practices that will be successfully implemented and sustained with adequate organizational guidance and support. The purpose of this study was to explore patterns of student tier placement data as a school-based case example of the nature and utility of RTI in an applied setting. Specifically, this study aimed to explore the extent that the percentages of students placed in a three-tier program based on student oral reading fluency (ORF) level and growth trajectories reflect the standard RTI tier placement (80%, 15%, and 5%) at fall, winter, and spring in a school setting. Percentages of the total student population tier placement were explored with ORF data from third- and fourth-grade students (N = 429) at two schools in fall, winter, and spring. Results showed that school and ORF data reflected the standard percentages of student populations within each tier in fall, winter, and spring. However, slope data showed greater percentages of students in the more intensive tiers. Moreover, flexible grouping, or movement between tiers occurred for few students when movement occurred based on school or ORF level data. No significant differences were found between the school and ORF student tier placements in fall, winter, and spring. A significant difference was found in spring between placement methods with a larger proportion of students in Tier 1 based on the school assignments and a larger proportion of students in Tier 2 and Tier 3 based on ORF slope assignments.

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Sarasti, Israel A. "The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.

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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research designs. These studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. These gaps were investigated in this study. The purpose of this study was to investigate the effects of reciprocal teaching comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level. Specifically, this study investigated the use of curriculum-based measurement maze probes (CBM-maze probes) to formatively assess the reading comprehension growth of the students. Additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an effective intervention in increasing reading comprehension abilities in students as measured by the CBM-maze probes. All three groups exhibited continual growth on the daily comprehension measures across all three phases. Implications for practice, cautions in interpreting the results, and future directions are discussed.

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Phillips, John. "Enhancing the human rights dimension of international education : a holistic approach to the design, implementation and monitoring of the curriculum." Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438615.

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Nkwana, Simon Mangwato. "The response of educators and school management team members on a curriculum delivery intervention programme." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28153.

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The main purpose of this study was to investigate the responses of educators and school management team members on a Curriculum Delivery Intervention Programme (CDIP) in a township school. The study also examined the factors that might influence the opinions educators and school management team members hold about curriculum delivery. The participants of this study were 60 educators who are teaching at an underperforming secondary school in Mpumalanga province. The secondary school was conveniently selected from 8 under-performing schools in the Witbank area. The data were collected through a mix-method approach using questionnaires, individual interviews and an observational checklist. A 100% responses rate was achieved. The literature review was conducted to identify the main interventions contained in the CDIP. Educators and school management teams responded to curriculum delivery interventions questionnaires. Data was collected by means of individual interviews and an observational checklist. The focus fell on the following main interventions: departmental support, professional development and classroom practices. The data for the study were analysed using both quantitative and qualitative techniques. The findings of the study show that both educators and SMT members agree about the value of curriculum delivery intervention programme in the school. They also showed that the school had not been supported with necessary resources by the Department that well. The results also indicate that educators and SMT members disagree that skills development covers everybody in order to pursue educators’ development in the school. The staff agreed that they have an important role to play in ensuring that the implementation of CDIP is successful in their school. The study also revealed that the school did not have all key and relevant documentation as expected in the school files. However, educators indicated that the Department is not objective enough when delivering the curriculum in the school. The results derived from the curriculum delivery intervention might not be that accurate and reliable. The responses of staff correspond with their experiences on curriculum delivery practices initiated by the Department. Most of them also indicated that they have not seen much change since the CDIP started to enhance learners’ performance. The majority of staff members also indicated that factors such as lack of furniture, unavailability of learning materials, lack of teacher professional training and development, large number of learners in classrooms and shortage of educators in scarce subjects, play a significant role in influencing their teaching performance of the school. A number of recommendations were made for further research. The limitations of the study were also discussed.
Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
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Books on the topic "Monitoring of curriculum"

Subetto, A. I. Monitoring istochnikov formirovanii︠a︡ soderzhanii︠a︡ vysshego obrazovanii︠a︡. Moskva: Izd-vo Kostromskogo gos. pedagog. universiteta im. N.A. Nekrasova, 1996.

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Council, Northern Ireland Curriculum. Final report of the NICC phase 1 monitoring programme. Belfast: Northern Ireland Curriculum Council, 1994.

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Pelgrum, Willem J. Educational assessment: Monitoring, evaluation and the curriculum. De Lier: Academisch Boeken Centrum, 1989.

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Northern Ireland Council for the Curriculum Examinations and Assessment. Key messages from the Curriculum 21 Conferences and the Curriculum Monitoring Programme 1998: The formative process. Belfast: Northern Ireland Council for the Curriculum, Examinations and Assessment, 1999.

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Education, Alberta Alberta. Policy/program monitoring handbook. [Edmonton, Alta.]: Alberta Education, 1986.

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McGowan, Breige. Monitoring the broadening of the sixth form curriculum in an urban secondary school. [s.l: The Author], 1992.

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Herne, Steve. Monitoring the implementation of the art national curriculum: A cross-phase survey of fourteen schools in Tower Hamlets, November 1993-February 1994. London: Department of Education Studies, Goldsmiths' College, 1994.

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Grigorʹev, S. I. Monitoring kachestva sot︠s︡iologicheskogo obrazovanii︠a︡ v sovremennom rossiĭskom klassicheskom universitete: Na primere Altaĭskogo gosudarstvennogo universiteta. Barnaul: Altaĭskiĭ gos. universitet, 2002.

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Community based organisations--monitoring and evaluation curriculum. Lilongwe, Malawi: National Aids Commission, 2004.

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School Curriculum and Assessment Authority. Monitoring the school curriculum: reporting to schools: 1995/96. SCAA, 1996.

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Book chapters on the topic "Monitoring of curriculum"

Macalister, John, and I. S. P. Nation. "Monitoring and Assessment." In Language Curriculum Design, 127–42. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-7.

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Harris, Helen. "Monitoring and assessment." In Addressing Special Educational Needs and Disability in the Curriculum: Geography, 79–102. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315457772-6.

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Harlacher, Jason E., Tami L. Sakelaris, and Nicole M. Kattelman. "Progress Monitoring and Educational Decisions." In Practitioner’s Guide to Curriculum-Based Evaluation in Reading, 243–60. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9360-0_9.

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Long, Caroline, and Tim Dunne. "Understanding Monitoring Systems in Different Contexts: A Focus on Curriculum Development, Teacher Agency and Monitoring Systems." In Monitoring the Quality of Education in Schools, 25–42. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-453-4_3.

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Gough, Georgina, and James Longhurst. "Monitoring Progress Towards Implementing Sustainability and Representing the UN Sustainable Development Goals (SDGs) in the Curriculum at UWE Bristol." In World Sustainability Series, 279–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70281-0_17.

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Verma, Payal, and Deepak G. Krishnan. "Office-Based Anesthesia in Oral and Maxillofacial Surgery-The American Model and Training." In Oral and Maxillofacial Surgery for the Clinician, 79–93. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-1346-6_6.

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AbstractAnxiety and pain control has been an inherent part of the oral and maxillofacial surgeon’s (OMS’s) armamentarium. In the United States, achieving competency in anesthesia is an integral part of oral and maxillofacial surgery (OMS) training curriculum. Further, OMS’s maintain the highest of standards in their practice of anesthesia outside the operating theaters. OMS-anesthesia-team model emphasizes patient safety. This requires rigorous training and meticulous standards of practice, not only by the surgeons but by the entire supporting team of office personnel. The American Association of Oral Maxillofacial Surgeons (AAOMS) endorses several critical steps in promoting the safety of this model in OMS offices. Periodic review of parameters of care, mandated training for office team and a peer review for office anesthesia evaluation of fellow OMSs are some of the critical components. AAOMS has a simulation based training to train teams in the provision of safe anesthesia in a low risk environment. Emphasis on appropriate patient selection, impeccable advanced anesthesia monitoring, and periodic strong didactic and skills based training supports the OMS-anesthesia-team in being a valid, safe practice model of anxiety and pain control in an outpatient setting.

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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.

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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.

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"Monitoring the curriculum." In Coordinating the Curriculum in the Smaller Primary School, 127–29. Routledge, 2003. http://dx.doi.org/10.4324/9780203486573-24.

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"Monitoring and Assessment." In Meeting SEN in the Curriculum, 90–104. Routledge, 2005. http://dx.doi.org/10.4324/9780203823347-14.

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Combes, Alan. "Monitoring and Assessment." In Meeting SEN in the Curriculum: CITIZENSHIP, 71–85. Routledge, 2013. http://dx.doi.org/10.4324/9780203962718-7.

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Conference papers on the topic "Monitoring of curriculum"

Messakh, Linda Caroline, Ulil Hartono, and M. V. Roesminingsih. "Learning, Curriculum Monitoring and Evaluation for Decision Making." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.64.

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Ugljanin, Emir, and Ejub Kajan. "Use of ontology in creating and monitoring of curriculum." In 2012 20th Telecommunications Forum Telfor (TELFOR). IEEE, 2012. http://dx.doi.org/10.1109/telfor.2012.6419479.

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Evans, T. Matthew, Zhangwei Ning, and Mohammed A. Gabr. "Sensors, Monitoring, and Health Assessment in the Undergraduate Curriculum." In Geo-Frontiers Congress 2011. Reston, VA: American Society of Civil Engineers, 2011. http://dx.doi.org/10.1061/41165(397)180.

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Tsuei, Mengping. "Comparing Different Scoring Process of Using Mobile Curriculum-Based Measurement Application for Monitoring Children's Progress in Mathematics." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00013.

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"CarolApp - A Mobile e-Health Software Project for Remote Monitoring of Children enrolled in the Carolina Curriculum." In International Conference on Health Informatics. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004911604730477.

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Dini, Said, Andrew Barnes, and Jamshid Aflaki. "PC Based Data Acquisition, Control, and Analysis of a Heated Cylinder in Cross Flow." In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/cie-14595.

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Abstract Automatic data acquisition and control are becoming increasingly important as it offers many advantages like automatic monitoring and control of a process, automatic report generation, and automatic performance evaluation and analysis. All these ultimately lead to improvement in productivity and efficiency. The subject of PC Based Data Acquisition Control has been introduced into the undergraduate curriculum and many existing laboratory experiments have been automated. In this paper, two of these experiments are described. An Armfield™ combined Convection and Radiation accessory (HT10X) was used to demonstrate combined convection and radiation heat transfer from a cylinder to its surroundings. The heated cylinder experiment was computerized using a Visual Basic™ program, a Gateway series personal computer and a Data Acquisition and Control Unit. The program was written to monitor and control the Heat Transfer Unit (HT14X™). The paper describes the experiments, their interfacing to the computer, and the software. The program controls the voltage, current, upstream air temperature, and rotates the cylinder to measure the local heat transfer coefficient. The results of the analysis are presented in tabular and graphical form.

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Kakkonen, Marja-Liisa. "Development of business students’ attitudes towards entrepreneurship between 2017–2018." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9213.

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Entrepreneurial competences consist of attitudes, knowledge and entrepreneurial skills. In the autum 2017, a new curriculum emphasizing entrepreneurship and entrepreneurial behavior was launched in the business department of a Finnish university of applied sciences. In order to verify the development, a follow-up study with three annual sub-studies was planned to examine students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship during the degree studies.This article presents the results of the development of the students' entrepreneurial attitudes between the first and third semester. According to the findings, the attitudes towards entrepreneurship were quite positive in the beginning of the studies, and it seems that they remained at the same level during one year. Based on the findings, as a practical implication there is a need for monitoring pedagogigal approaches and methods of the programme to make sure that they support enough the development of entrepreneurial attitudes. The entire development of entrepreneurial competences will be revealed by the next annual studies.Keywords: Attitudes; Entrepreneurship; Business students; Perceptions

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Silva, Leonardo. "Avaliação da Efetividade das Atividades de Monitoria no Componente Curricular de Introdução à Programação." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wei.2021.15917.

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As atividades de monitoria são uma prática educacional utilizada com frequência em cursos de introdução à programação com o objetivo de mitigar dificuldades dos estudantes. Apesar dos aparentes benefícios, são necessários dados estatísticos que validem a efetividade pedagógica dessas ações. O presente estudo se insere neste contexto e destina-se a investigar a associação entre o desempenho acadêmico do estudante com a sua presença em atividades de monitoria. Participaram do estudo trinta e dois estudantes matriculados em um curso técnico de computação integrado ao ensino médio. Foi identificada uma associação estatisticamente significante entre o desempenho em programação e menor evasão com a presença dos estudantes nas atividades de monitoria. O estudo busca estimular discussões sobre esse tema, trazendo dados estatísticos que dão suporte à adoção das ações de monitoria.

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Silva, Lucas F., Iago C. Corrêa, Andrea S. Charão, and João V. F. Lima. "ProgressCode: uma Ferramenta para Monitorar o Progresso de Alunos no Ensino Não-formal de Programação." In XXV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2017. http://dx.doi.org/10.5753/wei.2017.3536.

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Non-formal teaching and learning of programming for the general public, in the form of extra-curricular projects and activities, has been the target of several initiatives. In these practices, characterized by heterogeneous interests, activities and foundations, the monitoring of learning is a challenge. In this work, we present ProgressCode, a tool created with the purpose of facilitating the recording and presentation of observations made by tutors during activities of non-formal programming teaching. The tool comprises a mobile application for data collection and a web system that allows one to view information about the progress of each participant. ProgressCode was tested during programming workshops, in which the tool showed to fulfill its objectives.

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Igleski, Joseph R., Douglas L. Van Bossuyt, and Tahira Reid. "The Application of Retrospective Customer Needs Cultural Risk Indicator Method to Soap Dispenser Design for Children in Ethiopia." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60530.

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We present here the design and analysis of a cost-effective soap dispenser that prevents bar soap theft in schools in developing countries. The intended region of deployment is within Ethiopia and surrounding areas. Lack of public hygiene is attributed to 1.4 million global deaths annually due to preventable diarrheal diseases. Using soap while washing hands is estimated to decreases death due to diarrheal diseases by half. Theft of soap from public wash stations, such as those found in schools, is believed to contribute to the spread of diarrheal diseases. Currently there exists no adequate cost-effective solutions to protect bar soap from theft although there appears to be a demand and there is a need for such a device. An undergraduate student mechanical design team in a sophomore design course at Purdue University was tasked with developing a soap dispenser that prevents theft of bar soap. The project prompt was provided by Purdue Global Engineering Programs’ Innovation to International Development (I2D) Lab. Students were instructed to complete the first step (Product Concept) of the Lean Design for the Developing World (LDW) method to develop a Minimum Viable Product (MVP). The team then completed a retrospective analysis of the MVP using the Customer Needs Cultural Risk Indicator (CNCRI) method to determine potential shortcomings that may be identified in the second step (Validated Learning) of the LDW method. Several customer needs and their component and design solutions that need close monitoring during the second step of the LDW method were identified. The highest risk customer needs included: culturally appropriate design, aesthetic appeal, security, and durability. Based on the experiences of the design team, several important lessons were learned that can both be applied to improving the secure bar soap dispenser product and to the broader field of product design for the developing world. These lessons include: Customers in the developing world may be more concerned with cost than durability, cultural appeal of a device is highly dependent on first -hand experience and can easily be misunderstood or misrepresented, the LDW method is an invaluable tool in identifying customer needs that may be overlooked due to cultural and socio-economic differences. The use of the LDW framework and the CNCRI method in an undergraduate design group was found to be useful, viable, and valuable to both the undergraduate student learning outcomes and the development of a product that can be deployed to its intended market. Further development of an end-to-end tool chain is needed to better integrate product development for the developing world into mainstream engineering curriculum.

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