Journal articles: 'Monitoring of curriculum'

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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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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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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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West, Neville. "Monitoring the Curriculum-in-action: A Question of Quality." Educational Management & Administration 18, no. 2 (January 1990): 35–37. http://dx.doi.org/10.1177/174114329001800207.

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Teese, Richard. "Monitoring curriculum choices and education plans: The scope project." Australian Educational Researcher 15, no. 4 (December 1988): 35–39. http://dx.doi.org/10.1007/bf03219426.

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Clasquin-Johnson, Mary G. "Now and then: Revisiting early childhood teachers’ reactions to curriculum change." South African Journal of Childhood Education 6, no. 1 (November 25, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.408.

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This article reports on the findings of a study consisting of two phases. Both phases aimed at investigating how professional development, physical resources and instructional support influenced teachers’ responses to curriculum change. Despite more than 90% of Grade R teachers being under-qualified, they have had to implement two radically different curricula over the past decade. The initial study (‘Phase 1’), conducted in 2007–2010, investigated teachers’ responses to the National Curriculum Statement. The 2015 follow-up study (‘Phase 2’) focused on the same teachers, but the focus fell on the Curriculum and Assessment Policy Statements. The latter occurred in a drastically different context because of the improved monitoring and support systems. A qualitative case study design was employed within an interpretive paradigm. The findings of Phase 1 suggested that the teachers ignored, resisted, adopted and adapted curriculum change. Their highly individualised responses could be attributed to their professional isolation. In contrast, the findings of Phase 2 reveal policy fidelity because of their enhanced capacity to adopt curriculum change. Notably, curriculum implementation is presently occurring within a community of practice. This has the potential to be a catalyst for effecting curriculum change.

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Moriearty, Pamela L. "Problem-based learning at the Ribeirão Preto Faculty of Medicine?" Medicina (Ribeirao Preto Online) 29, no. 4 (December 30, 1996): 403–6. http://dx.doi.org/10.11606/issn.2176-7262.v29i4p403-406.

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The potential advantages and drawbacks of introduction of problem-based learning (PBL) to the medical curriculum at the Ribeirão Preto Faculty of Medicine are analyzed, considering such aspects as student maturity faculty burdens physical plant adaptations information retrieval infrastructure and expectations of graduates The author concludes that constraints derive from the work and cost involved in altering ease of information retrieval training faculty and preparing written patient problems If these constraints were met students might benefit from such a curricular adaptation. The hypothesis could be tested by introducing PBL into specified segments of the curriculum and carefully monitoring the results.

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J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.

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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

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Palmer, Susan B., Kandace K. Fleming, Eva M. Horn, Gretchen D. Butera, and Joan A. Lieber. "Progress Monitoring in Inclusive Preschools: Using Children's School Success+ Curriculum Framework." Inclusion 6, no. 2 (June 1, 2018): 110–26. http://dx.doi.org/10.1352/2326-6988-6.2.110.

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AbstractProgress monitoring in inclusive preschool classrooms should describe all children's progress towards general curriculum outcomes and individual children's unique outcomes or IEP goals. This research study used the Children's School Success+ Curriculum Framework (CSS+ Curriculum Framework) and progress monitoring process to assess the outcomes of 73 children on these dimensions. Children's progress monitoring data were analyzed within groupings based on instructional need level (i.e., low, medium, or high) in academic content and social domains. Progress monitoring findings for both the academic and social support level of need groups showed significant progress pre- to posttest on most academic outcomes, but some variation with less consistent gains within the social emotional domain. Goal attainment scaling data demonstrated children's gains toward achieving their social goals (individualized education program [IEP] or specific learning goals) were at the expected level between 50% and 71% of the time. Academic-focused goal attainment was at or above the expected level of between 54% and 76% of the time, based on the learning grouping. Teacher implementation of CSS+ Curriculum Framework appeared to impact change in classroom and instructional practices pre-post intervention.

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Jarrell, T. Che, Frances Hamblin, Daniel E. Ford, Sylvia R. Powell, Jonathan M. Ellen, and Neil A. Goldenberg. "A paired training curriculum and internal monitoring program for clinical research regulatory compliance in the emerging era of the single Institutional Review Board." Journal of Clinical and Translational Science 1, no. 4 (August 2017): 211–17. http://dx.doi.org/10.1017/cts.2017.12.

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BackgroundAcademic health systems and their investigators are challenged to systematically assure clinical research regulatory compliance. This challenge is heightened in the emerging era of centralized single Institutional Review Boards for multicenter studies, which rely on monitoring programs at each participating site.ObjectiveTo describe the development, implementation, and outcome measurement of an institution-wide paired training curriculum and internal monitoring program for clinical research regulatory compliance.MethodsStandard operating procedures (SOPs) were developed to facilitate investigator and research professional adherence to institutional policies, federal guidelines, and international standards. An SOP training curriculum was developed and implemented institution-wide. An internal monitoring program was launched, utilizing risk-based monitoring plans of pre-specified frequency and intensity, assessed upon Institutional Review Boards approval of each prospective study. Monitoring plans were executed according to an additional SOP on internal monitoring, with monitoring findings captured in a REDCap database.ResultsWe observed few major violations across 3 key domains of clinical research conduct and demonstrated a meaningful decrease in the rates of nonmajor violations in each, over the course of 2 years.ConclusionThe paired training curriculum and monitoring program is a successful institution-wide clinical research regulatory compliance model that will continue to be refined.

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Prihatiningsih, Titi Savitri, Hikmawati Nurokhmanti, and Geraldine Baujea. "WHAT CHANGES IN IMPLEMENTING COMPETENCE-BASED MEDICAL EDUCATION IN INDONESIA: A QUALITATIVE STUDY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 1 (March 31, 2021): 12. http://dx.doi.org/10.22146/jpki.64125.

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Background: Competence-based Medical Education (CBME) is the latest curriculum model adopted by many countries since 1970s. Reforming medical curriculum to adopt CBME implicates major changes in all aspects and research on this is still lacking. This study aims at identifying changes in implementing CBME from the aspects of organization and structural changes, curricular design, implementation and evaluation and cultural changes. Methods: Retrospective qualitative method is applied using purposive sampling. Selected documents are used as the data and analysed using thematic analysis. Results: Four themes are identified for the first aspect, i.e. the role of central authority, multidepartment committees, committed change agents, and decision-making procedures. Whereas for the second aspect, five themes are pinpointed, consisting of curriculum design at macro level, meso and micro level, faculty development program, learning resources, implementation, and monitoring and qualitative evaluation. For the third aspect, four themes emerge, namely enabling factor, inhibiting factor, the paradox of the new curriculum and quality assurance. Conclusion: Major changes taking place in the design and implementation of CBME have been identified from three aspects inductively. Awareness of the kinds of changes and using them for curriculum planning could improve the success in shifting towards CBME.

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Mesiono, Mesiono, Mursal Aziz, and Syafaruddin Syafaruddin. "IMPLEMENTASI KEBIJAKAN PENGEMBANGAN KURIKULUM MADRASAH ALIYAH QISMUL’ALY MEDAN." Ta'dib 22, no. 2 (December 31, 2019): 57. http://dx.doi.org/10.31958/jt.v22i2.1450.

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This study aims to find out the steps, characteristics, monitoring and evaluating the implementation of the curriculum development policy of Madrasah Aliyah Qismul ‘Aly Al-Washliyah in North Sumatra. This study uses qualitative research methods of policy analysis. The data were gained by means of in-depth interviews, observation, and documentation. The findings of this study are: a) The steps in developing the Aliyah Qismul 'Aly Al-Washliyah madrasah curriculum were in the form of: education policy formulation through the guidance of the Al-Washliyah Education Council, filed in a Decree (SK), then being socialized to the regions and Madrasah Aliyah Qismul 'Aly, b) the characteristics of the implementation of curriculum development policies for Madrasah Aliyah Qismul' Aly include the curriculum of Diniyah Al-Washliyah, Al-Washliyahan subjects and General Imtihan examinations, c) Monitoring and evaluating the implementation of policies for the development of Madrasah Aliyah Qismul curriculum Aly through the assistance of the Al-Washliyah Education Council and assisted by madrasah supervisors pointed by the government. The evaluation was carried out by going down to the region while monitoring all the policy programs must be implemented.

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van den Bosch, Roxette M., Christine A. Espin, Ron J. Pat-El, and Nadira Saab. "Improving Teachers’ Comprehension of Curriculum-Based Measurement Progress-Monitoring Graphs." Journal of Learning Disabilities 52, no. 5 (June 21, 2019): 413–27. http://dx.doi.org/10.1177/0022219419856013.

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The authors examined three instructional approaches for improving teachers’ curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of three CBM instructional approaches or a control condition. Instruction was delivered via videos. Prior to and after receiving instruction, teachers completed a CBM graph-comprehension task. They also evaluated the instructional videos. Teachers in the three instructional groups improved more in CBM graph comprehension than control teachers. Improvements were seen primarily in interpreting and linking the data to instruction, two important but difficult aspects of CBM graph comprehension. Differences between the instructional groups were found for interpreting the data. Teachers evaluated the videos positively. Results indicate that teachers’ CBM graph comprehension can be improved via video instruction. Implications for teaching teachers to implement CBM are discussed.

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Akhter, Syed H., and Zafar U. Ahmed. "Internationalizing Business Curriculum." Journal of Transnational Management Development 2, no. 1 (June 6, 1996): 1–12. http://dx.doi.org/10.1300/j130v02n01_01.

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Saputra, Andika Bayu, and Ari Cahyono. "APLIKASI MONITORING CAPAIAN KOMPETENSI PESERTA DIDIK DI SMA KOLOMBO YOGYAKARTA." Angkasa: Jurnal Ilmiah Bidang Teknologi 10, no. 2 (October 29, 2018): 172. http://dx.doi.org/10.28989/angkasa.v10i2.364.

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Colombo High School is an educational institution in charge of handling activities related to education. As an educational institution at present the 2013 curriculum report data management still uses Microsoft Excel applications with the step of the subject teacher submitting the file value to the homeroom teacher and the homeroom teacher will process the value data and submit it to the curriculum section for printing. Of course this requires a long time and is not effective. Another problem that arises is that the current process is perceived to be less optimal and efficient, the guardian of the student must go to the school every semester which requires a lot of time for the guardians of students who cannot attend the division of the Colombo High School students' achievement report and the report can only be seen at a certain time. This research was designed and built using the CodeIgniter framework and uses a MySQL database as well as the System Development Life Cycle (SDLC) method of the waterfall model which can help the school, namely teachers, homerooms and curriculum parts in terms of report card management and for learners.

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Chiu, Thomas K. F., and Ching-sing Chai. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective." Sustainability 12, no. 14 (July 10, 2020): 5568. http://dx.doi.org/10.3390/su12145568.

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The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

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Jenkins, Joseph, Margaret Schulze, Allison Marti, and Allen G. Harbaugh. "Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring." Exceptional Children 84, no. 1 (August 28, 2017): 42–54. http://dx.doi.org/10.1177/0014402917708216.

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We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM schedules relative to that of every-week PM. For participating students with high-incidence disabilities—all receiving special education reading instruction ( N = 56)—intermittent schedules of PM performed as well as every-week PM. These findings signal a need for research on the relative accuracy and timeliness of curriculum-based measurement decision making for intermittent and weekly PM.

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Scholte, Paul. "Curriculum development at the African Regional Wildlife Colleges, with special reference to the Ecole de Faune, Cameroon." Environmental Conservation 30, no. 3 (September 2003): 249–58. http://dx.doi.org/10.1017/s0376892903000249.

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Regional colleges in Tanzania, Cameroon and, recently, South Africa have trained some 4000 wildlife managers. Training need assessments called for major curriculum reforms, which were developed and implemented in the late 1990s. This is an analysis of the factors that influenced this curriculum reform in the colleges' endeavour to respond to new developments in African wildlife management. Since 1979, the curriculum of Garoua Wildlife College, Cameroon, has changed only gradually, whereas work placement subjects, selected by students and their employers, have quickly responded to developments in wildlife management, with an increase in the number of people-oriented subjects amongst other things. In the new curriculum, Garoua's mid-career students appreciated biology and inventory disciplines for their relevance, as well as courses in other disciplines tailored to conservation practice. The curriculum reforms implemented at Garoua depended on the presence of interested lecturers with an appropriate background, often obtained by additional training. The curricula of the regional wildlife colleges at Garoua (Cameroon) Mweka (Tanzania) and SAWC (South Africa) showed important differences, as a result of regional differences and differing visions of the wildlife management profession. All three colleges have struggled to establish a feedback system for continuous curriculum review. Increasing the exchanges between the colleges could further develop the curricula. While pursuing necessary changes in curriculum and institutions, care should be taken to avoid reducing the colleges' sustainability.

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Maryanto, Maryanto, Nor Khoiriyah, and Supriyono Purwo Saputro. "The Law Politics in Indonesia’s Pancasila and Citizenship Education Curriculum Revitalization of 2013." Asian Social Science 13, no. 9 (August 24, 2017): 167. http://dx.doi.org/10.5539/ass.v13n9p167.

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The curriculum is one component of education which is very important. It acts as a guide that program implementers use in real learning process. Dynamically, curriculum always change in order to lead to the improvement of the education system. On the subjects of Pancasila and Citizenship Education in schools for example, has undergone several changes in the curriculum, both in charge of its content and on its nomenclature, this change is needed in order to create a future generation that had Pancasila character embedded on their heart as stated in national education goals. However, in the process of Pancasila and Citizenship Education's curriculum change, it is undeniable that it is influenced by the current Law Politics as politics is what makes the rules. But what exactly is the influences of the law politics on Indonesia’s Pancasila and Citizenship Education Curriculum Revitalization Of 2013?. The studies conducteed on how the Law politics influence the revitalization of Pancasila and Citizenship Education curriculum showed that (1) the Directions of Pancasila and Citizenship Education curriculum revitalization in Indonesia leads to; (2) The basic foundation establishment and implementation of the curriculum in 2013's Pancasila and Citizenship Education subject (3) the Products of Pancasila and Citizenship Education curriculum revitalization in Indonesia. The result that is a model of a good Pancasila and Citizenship Education curriculum revitalization should be implemented, monitoring and evaluation needs to be done to determine the level of achievement and expected results. Monitoring and evaluation results will serve as a recommendation to develop and or improve curriculum that will come.

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Hussain, Zahid, Aslam Adeeb, and Hassan Danial Aslam. "Curriculum Implementation and Feedback Mechanism at Secondary School Level in Punjab Pakistan." International Journal of Learning and Development 1, no. 2 (November 20, 2014): 92. http://dx.doi.org/10.5296/ijld.v1i2.6645.

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The article is planned to investigate curriculum implementation and feedback mechanism at secondary school level in Punjab Pakistan. Data was collected from randomly selected 23 curriculum experts from Ministry of Education, curriculum wing Punjab and Punjab Textbook Board. Data was statistically treated using percentage and mea score. Finally keeping in view the major findings of data, conclusions and recommendations were formulated. The study conclude proper implementation and monitoring mechanism need to be reconsider in curriculum development process.

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Ohm,Ik-Sung. "A study of the design of curriculum-based progress monitoring systems." Multimedia-Assisted Language Learning 11, no. 1 (April 2008): 127–54. http://dx.doi.org/10.15702/mall.2008.11.1.127.

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Mercer, Sterett H., Alina F. Lyons, Lauren E. Johnston, and Courtney L. Millhoff. "Robust Regression for Slope Estimation in Curriculum-Based Measurement Progress Monitoring." Assessment for Effective Intervention 40, no. 3 (October 29, 2014): 176–83. http://dx.doi.org/10.1177/1534508414555705.

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Spicuzza, Richard, Jim Ysseldyke, Amy Lemkuil, Stacey Kosciolek, Christopher Boys, and Ellen Teelucksingh. "Effects of Curriculum-Based Monitoring on Classroom Instruction and Math Achievement." Journal of School Psychology 39, no. 6 (November 2001): 521–42. http://dx.doi.org/10.1016/s0022-4405(01)00087-5.

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Lembke, Erica S., Abigail Allen, Daniel Cohen, Chris Hubbuch, Dorothy Landon, Joy Bess, and Heather Bruns. "Progress Monitoring in Social Studies Using Vocabulary Matching Curriculum-Based Measurement." Learning Disabilities Research & Practice 32, no. 2 (March 28, 2017): 112–20. http://dx.doi.org/10.1111/ldrp.12130.

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Christ, Theodore J., Cengiz Zopluoglu, Jeffery D. Long, and Barbara D. Monaghen. "Curriculum-Based Measurement of Oral Reading: Quality of Progress Monitoring Outcomes." Exceptional Children 78, no. 3 (April 2012): 356–73. http://dx.doi.org/10.1177/001440291207800306.

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McKenzie, Thomas L., Patricia K. Strikmiller, Elaine J. Stone, Sherry E. Woods, Sally S. Ehlinger, Kelly A. Romero, and Susan T. Budman. "CATCH: Physical Activity Process Evaluation in a Multicenter Trial." Health Education Quarterly 21, no. 1_suppl (April 1994): S73—S89. http://dx.doi.org/10.1177/10901981940210s106.

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This paper presents the process evaluation model for the physical activity intervention component of the Child and Adolescent Trial for Cardiovascular Health (CATCH) and describes the major procedures used to monitor CATCH PE, the physical education intervention. The paper focuses on CATCH PE teacher training and in-service support as well as on the curriculum implementation. Monitoring training and support included assessing the in-service training workshops and the follow-up on-site assistance provided by staff. Monitoring the implementation included assessing the quantity and quality of CATCH PE instruction in terms of student physical activity engagement and lesson context, the fidelity of the curricular implementation, and the opportunities for other physical activity by children throughout the school day.

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Habiburrahim, Habiburrahim. "Developing an English Education Department Curriculum." Jurnal Ilmiah Peuradeun 5, no. 1 (January 28, 2017): 1. http://dx.doi.org/10.26811/peuradeun.v5i1.114.

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Curriculum is the heart of teaching and learning program. Through a curriculum, teachers formulate the designated learning objectives and their outcomes and transform all those formulated goals to students. This paper has an attempt to elaborate significant information and models on curriculum that could be developed at the English Education Department (PBI – Pendidikan Bahasa Inggris) of Ar-Raniry State Islamic University (UIN Ar-Raniry) Darussalam, Banda Aceh as an Islamic higher education institution. The paper reviews various literatures on language learning curriculum, teaching English as a foreign language curriculum, and professional learning curriculum. The paper also analyses the 2016/2017 UIN Ar-Raniry manual/handbook, and the 2015 annual report of the PBI department curriculum monitoring and evaluation (Monev). The findings elucidate that the PBI department curriculum has met a standardized curriculum quality. Yet, some weaknesses that could decelerate the language acquisition process are still found in such the PBI department curriculum.

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Cumming, Alister. "LANGUAGE ASSESSMENT IN EDUCATION: TESTS, CURRICULA, AND TEACHING." Annual Review of Applied Linguistics 29 (March 2009): 90–100. http://dx.doi.org/10.1017/s0267190509090084.

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Over the past decade, many concerted policy efforts have aimed to change the status and functions of language assessment in school systems or higher education, redefining relationships among language tests, curriculum policies, and classroom teaching practices. Conventionally, formal language tests describe individual proficiency levels in reference to normative standards for purposes of certifying abilities; screening applicants for higher education, employment, or immigration decisions; or monitoring the results of educational systems. Recently, many curriculum policies have been reconceptualized in reference to attainment or benchmark standards that specify (usually functional, communicative) goals for language education, learners' achievements, and program accountability. These innovations have adopted principles of criterion-referenced rather than norm-referenced assessment, creating new relations (as well as dilemmas) between language assessment and new curriculum policies, highlighting the nature of language assessment practices in programs, classrooms, or other learning contexts, particularly the foundation bases for defining language proficiency, alignment between assessments and curricula, the formative purposes of assessment in pedagogy, and the situations and interests of particular learner populations.

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Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, and Ted S. Hasselbring. "Using Computers with Curriculum-Based Monitoring: Effects on Teacher Efficiency and Satisfaction." Journal of Special Education Technology 8, no. 4 (June 1987): 14–27. http://dx.doi.org/10.1177/016264348700800402.

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The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures. Subjects were 20 special education teachers of mildly and moderately handicapped pupils; teachers were assigned randomly to a computer-assisted or a paper-and-pencil monitoring group Teacher efficiency in using the monitoring procedures was observed twice during a 3-month implementation period. In the first phase, all teachers used paper-and-pencil procedures; in the second, 10 teachers continued to use paper-and-pencil procedures while 10 teachers used computer-assisted monitoring procedures. Teacher satisfaction was assessed once at the completion of the study. Analyses of variance indicated that computer assistance was associated with a decrease in efficiency but an increase in teacher satisfaction. Implications for practice and additional research are discussed.

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Ruesch Schweizer, Corinne, Antonietta Di Giulio, and Patricia Burkhardt-Holm. "Scientific Support for Redesigning a Higher-Education Curriculum on Sustainability." Sustainability 11, no. 21 (October 30, 2019): 6035. http://dx.doi.org/10.3390/su11216035.

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This paper is devoted to how a team of experts scientifically supported redesigning the curriculum of an elective study program that promotes competences for sustainable development. In contrast to other case studies of higher education for sustainable development (HESD), the paper does not present the outcome of the curricular-redesign process but focuses on its scientific support. It shows how this process was initiated and facilitated. It understands curricular redesign as a social process. The premises are, first, that supporting curricular processes means guiding the decision-making of those in charge but not making decisions in their place, and second, that the redesign of a curriculum has to consider the existing institutional situation as well as empirical and theoretical expectations. The article discusses how scientific support can help a curricular redesign draw on both experience-based knowledge and sound HESD theories and findings. Furthermore, it reflects on the role of those supporting such a process and on how they can help the actors find a realistic compromise between the existing situation and the perceived ideal. This requires competences in mining, aggregating, and reprocessing knowledge in the field of HESD, as well as in designing and supporting an interdisciplinary process.

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Widodo, Sembodo Ardi, and Agung Setiyawan. "Refirming Understanding About Arabic Curriculum Management: Concept, Characteristics, and Study Area." LISANIA: Journal of Arabic Education and Literature 5, no. 1 (June 29, 2021): 53–70. http://dx.doi.org/10.18326/lisania.v5i1.53-70.

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This article aims to reinforce the understanding of the concepts, characteristics, and scope of studies in Arabic language curriculum management. This type of research includes library research, which is a descriptive qualitative research. The data was collected using the documentation method. Meanwhile, data analysis was carried out through qualitative (non-statistical) analysis methods on the basis of which conclusions were drawn using an inductive frame of mind. The results show that the Arabic language curriculum management is a distinctive process consisting of planning, organizing, directing and controlling actions carried out on the implementation of the Arabic language curriculum by utilizing all existing supporting aspects in order to achieve effective, efficient and optimal goals in accordance with which have been set. The characteristic or characteristic of Arabic language curriculum management is that it contains religious values, either real or cultural values. The scope of operational problems which are the Arabic language curriculum management studies, namely: Management planning and curriculum development; Management of curriculum implementation; Supervision of curriculum implementation; Curriculum monitoring and assessment; Curriculum improvement; Decentralization and curriculum centralization; and labor issues.

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Fokking, Arie, and Henk A. J. Mulder. "CURRICULUM DEVELOPMENT THROUGH SCIENCE SHOPS." Environmental Engineering and Management Journal 3, no. 3 (2004): 549–60. http://dx.doi.org/10.30638/eemj.2004.052.

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Astuti, Erni Adi, Hotner Tampubolon, and Nurul Hidayah. "EFEKTIVITAS PROGRAM PENDIDIKAN AUTISMA LONDON SCHOOL BEYOND ACADEMY (LSBA) DALAM MEMPERSIAPKAN INDIVIDU AUTISMA SIAP KERJA." Jurnal Manajemen Pendidikan 10, no. 1 (August 8, 2021): 46–56. http://dx.doi.org/10.33541/jmp.v10i1.3266.

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This research are conducted to explore the curriculum planning, to expose the implementation of the curriculum in LSBA that is effective for individuals with autism, to determine the process of monitoring teaching and learning activities and to determine the process of evaluating the results of teaching and learning activities at LSBA. The research method used is descriptive with a qualitative approach, which is describing the data obtained from the field and explaining in words. This study aims to find what the most effective program for individuals with autism who graduated from high school. In addition, this study explores more deeply the implementation of the curriculum and the learning techniques applied in the London School Beyond Academy (LSBA). This research found that the effectiveness of curriculum planning, the effectiveness of curriculum implementation carried out properly during teaching and learning activities in class, the effectiveness of monitoring teaching and learning activities carried out is in accordance with the program planning but the additional term of study is needed and the effectiveness of the evaluation of teaching and learning activities has been carried out well in LSBA for individuals with autism. The conducted reearch also found that the program implemented at LSBA is effective for individuals with autism who are ready to work with the skills they have after studying in LSBA. The more effective the educational program, the more it will support individuals with autism ready to work according to their respective abilities. Keywords: education program effectiveness, planning, implementation, monitoring, evaluation, individuals with autism

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Gondocz, T., and G. Wallace. "10. Designing an online curriculum supporting risk management and patient safety." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 33. http://dx.doi.org/10.25011/cim.v30i4.2770.

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The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.

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Krah, Jennifer Maria, Julian Reimann, and Heike Molitor. "Sustainability in Brandenburg Study Programs. Perspectives for Anchoring Sustainability in Higher Education Curricula." Sustainability 13, no. 7 (April 2, 2021): 3958. http://dx.doi.org/10.3390/su13073958.

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The study investigates the extent to which sustainability is anchored in university curricula of a federal state (Brandenburg, Germany). (1) It provides a baseline for identifying opportunities for sustainability-related curriculum reform by analyzing study programs, levels and type of degree, level of anchoring, and context within the documents. (2) The case studies included an analysis and quantitative evaluation of 748 curricular documents. (3) A third of the study programs refer to sustainability; to an equal extent in both bachelor’s and master’s programs, and to an above-average extent in the fields of science and engineering. There is a strong commitment to sustainability in 12% of the curricula; however, it is strongly anchored in only 3% of study and examination regulations, and in only 9% of module descriptions. (4) For the first time, we have comprehensive results on sustainability in university curricula of an entire federal state and can discuss potentials for its further integration. The innovative method was developed out of the National Monitoring on Education for Sustainable Development (ESD) and adapted to the federal state level; the analysis of curricula through a wider set of variables is transferrable to other states. (5) The study provides indications for the regional development of universities which is crucial for future regional sustainability transformation.

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Souza, Cássia de Jesus, Marcelle Alvarez Rossi, and Danilo Barral de Araújo. "The Contribution of Monitoring for Academic Education." Journal of Educational Research and Reviews 8, no. 8 (October 13, 2020): 138`—143. http://dx.doi.org/10.33495/jerr_v8i8.20.185.

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Monitoring in universities and university centers aims to initiate students in teaching and contribute to the improvement of undergraduate education through the articulation of theoretical and practical content, thus favoring the production of knowledge under the guidance of the teacher responsible for a specific curricular component. Monitoring allows students to develop skills associated with teaching and deepening their knowledge; however, there are elements that can hinder this practice, such as the conciliation of monitoring activities with regular academic activities. The objective of this study is to analyze the contribution of monitoring to learning and academic training in the Dentistry Course at UFBA. The sample of this research was composed of 34 students of both sexes, all in the condition of student-monitors of the Faculty of Dentistry at the Federal University of Bahia (UFBA), city of Salvador, Bahia, Brazil. A quantitative questionnaire was applied to students in order to analyze various aspects on the monitoring practice. Students interviewed believed that monitoring is relevant for academic training and that this activity brings greater learning during its performance. Of all respondents, 94% believe that monitoring is relevant in initiating students in higher education teaching. Most interviewees reported that they have good relationship with the Advisor Teacher and with monitored students. Monitoring gives the student the opportunity to develop skills and competences associated with teaching, provides personal and professional growth and qualifies the curriculum of those who participate in this process.

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Kurniadi, Anwar, and Fauzi Bahar. "THE REVIEW OF DISASTER PREPAREDNESS SCHOOL PROGRAM IN INDONESIA ELEMENTARY AND HIGH SCHOOL." Jurnal Pertahanan: Media Informasi ttg Kajian & Strategi Pertahanan yang Mengedepankan Identity, Nasionalism & Integrity 6, no. 1 (April 4, 2020): 46. http://dx.doi.org/10.33172/jp.v6i1.703.

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<div><p class="Els-history-head">Schools are an essential avenue for youth to learn about disaster resilience A critical success factor for the uptake of disaster resilience learning in schools is the ability to embed learning activities in school programs that are linked to relevant curriculums. The introduction of Disaster Preparedness School (DPS) hoped students were able to identify disaster resilience learning and face the disaster occurring. In 2009, the government started developing a pilot project by combining the curriculum disaster education to the curriculum of Disaster Preparedness School (DPS). The purpose of this study was to analyze the cause of inhibition and make a strategy to solve the problem. This study used a literature review approach and source of data search from the literature that obtains via the internet in the form of results of an online library of local, national, and international, and also from books and related regulations. The results of this study are: a) The cause of inhibitions included four indicators like program target inexact, program of socialization less strength, program goal less power, monitoring program less document incomplete; b) The strategy to the development program of DPS would be successful under following conditions: 1) insertion curriculum of disaster mitigation education into several subjects, and into extracurricular activities that exist in schools. 2) conducting DPS Program by proper training that has been done by the ways: right participant, the subject that relates to a local disaster, functional modules, good time setting, monitoring equipment, done routinely and systematically, and also involving the whole stakeholder.</p></div>

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Syamsuddin, Rahmawati. "Clinical Supervision Model for Building Sciences Teacher's Professionalism in Curriculum Implemention 2013." Jurnal Pendidikan Fisika 7, no. 3 (August 29, 2019): 291–305. http://dx.doi.org/10.26618/jpf.v7i3.2335.

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The aim of developing this supervision model is to produce a science education supervision model that is able to help parties or stakeholders who take responsibility in the process of building teacher professionalism in implementing the 2013 curriculum into science learning (IPA). To be able to measure the level of quality of the 2013 curriculum implementation in science learning in junior high schools, an ongoing monitoring and evaluation effort is needed. One effort that can be done to maintain the quality and quality of science learning that implements the 2013 curriculum is through the implementation of clinical supervision of science learning. The purpose of science learning quality assurance must be done as a form of concern in ensuring students get science learning in accordance with the objectives and levels derived from the 2013 science curriculum.Keywords: The 2013 Curriculum, Clinical Supervise Model, Monitoring And Evaluation, Quality ControlTujuan pengembangan model supervisi ini adalah untuk menghasilkan suatu model supervisi pendidikan IPA yang mampu membantu pihak atau stakeholder yang ikut serta bertanggung jawab dalam proses membangun profesionalisme guru dalam mengimplementasikan kurikulum 2013 ke dalam pembelajaran sains (IPA). Untuk dapat mengukur tingkat kualitas implementasi kurikulum 2013 dalam pembelajaran IPA di sekolah-sekolah SMP, maka diperlukan suatu upaya monitoring dan evaluasi yang berkesinambungan. Salah satu upaya yang dapat dilakukan untuk menjaga kualitas dan mutu pembelajaran IPA yang mengimplementasikan kurikulum 2013 adalah melalui pelaksanaan supervisi klinis pembelajaran IPA. Tujuan mengapa harus dilakukan penjaminan mutu pembelajaran IPA adalah sebagai bentuk kepedulian dalam menjamin peserta didik mendapatkan pembelajaran IPA sesuai dengan tujuan dan tingkatannya yang diturunkan dari kurikulum IPA 2013.Kata kunci: Kurikulum Ipa 2013,Model Supervise Klinis, Monitoring dan Evaluasi, Penjaminan Mutu

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Tabulawa, Richard. "Geography in the Botswana Secondary Curriculum: A Study in Curriculum Renewal and Contraction." International Research in Geographical and Environmental Education 11, no. 2 (June 2002): 102–18. http://dx.doi.org/10.1080/10382040208667474.

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Walker, Kim. "Environmental education and the school curriculum: The need for a coherent curriculum theory." International Research in Geographical and Environmental Education 6, no. 3 (January 1997): 252–55. http://dx.doi.org/10.1080/10382046.1997.9965054.

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Bladh, Gabriel. "GeoCapabilities, Didaktical analysis and curriculum thinking – furthering the dialogue between Didaktik and curriculum." International Research in Geographical and Environmental Education 29, no. 3 (April 23, 2020): 206–20. http://dx.doi.org/10.1080/10382046.2020.1749766.

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Indriani, Dian Eka. "ASSESSMENT SYSTEM IN CURRICULUM 2013 OF ELEMENTARY SCHOOL IN SUMENEP DISTRICT MADURA ISLAND." JETL (Journal Of Education, Teaching and Learning) 1, no. 1 (March 1, 2016): 18. http://dx.doi.org/10.26737/jetl.v1i1.29.

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New curriculum has been implemented by Indonesia government in an effort to improve quality of education in 2013. Curriculum 2013 is implemented only in grade I, IV, VII and Class X against 6,325 target schools. In 2014/2015 academic year Curriculum 2013 is applied to the class I, II, IV, IV, VII, VIII, IX and X in all schools in Indonesia. This study conducted in Sumenep district Madura Island as supported study to monitoring and evaluation of Curriculum in 2013 on assessment system in East Java province. The research method used is descriptive qualitative by using observation, interviews and questionnaires techniques. The results showed optimism and expectations from respondents consist of teachers, headmasters and students in curriculum 2013’s assessment system. The findings are expected to support decision-making by stakeholders and improve the implementation of Curriculum 2013.

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박창균, 김주영, and 함욱. "Method of Textbook Evaluation through the Monitoring of Korean Language Curriculum Implementation." KOREAN EDUCATION ll, no. 86 (December 2010): 157–84. http://dx.doi.org/10.15734/koed..86.201012.157.

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Journal articles on the topic 'Monitoring of curriculum'

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