Relevant bibliographies by topics / Official curriculum

Contents

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

Academic literature on the topic 'Official curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Official curriculum"

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Roanes-Lozano, Eugenio, Angélica Martínez-Zarzuelo, and María José Fernández-Díaz. "An Application of Knowledge Engineering to Mathematics Curricula Organization and Formal Verification." Mathematical Problems in Engineering 2020 (September 11, 2020): 1–12. http://dx.doi.org/10.1155/2020/3485846.

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The authors present a theoretical proposal for the organization of mathematical contents, more precisely to curricula development formalization and formal verification, inspired by knowledge engineering techniques. The situation addressed is the following: the starting point is a mathematical “official curriculum” (or part of it), not necessarily completely detailed. In our proposal, a group of experts would have to first build a detailed formulation of this curriculum (including the “prerequisite” relation between contents), which we will denominate “preprocessed official curriculum.” We detail how any “official curriculum development” could then be rigorously formalized and formally verified in a way inspired by rule-based expert system formal verification. We have defined the following terms: “contents soundness,” “contents completeness,” “relation soundness,” “relation completeness,” and “absence of cycles.” We believe that this is a completely new formalization within mathematics teaching theory that, once computer is implemented, would be very helpful. That would be the case, for instance, in countries where government sets the “official curricula” for Primary and Secondary Education and textbook contents have to be manually checked and approved by academic authorities: evaluators would “only” have to extract the textbook contents and set the “prerequisite” relation among them and let the computer do the rest.
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Kim, Eun-Ji Amy. "Neo-colonialism in Our Schools: Representations of Indigenous Perspectives in Ontario Science Curricula." Articles / Les articles 50, no. 1 (April 12, 2016): 119–43. http://dx.doi.org/10.7202/1036109ar.

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Motivated by the striking under-representation of Indigenous students in the field of science and technology, the Ontario Ministry of Education has attempted to integrate Aboriginal perspectives into their official curricula in hopes of making a more culturally relevant curriculum for Indigenous students. Using hermeneutic content analysis (HCA), a mixed-method framework for analyzing content, this study examined how and to what extent Aboriginal content is represented in Ontario’s official science curriculum documents. Given that very little has been published in this specific area, this research sheds light on the current state of the representation of Aboriginal cultures in contemporary Canadian science curriculum.
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Thiesen, Juarues Da Silva. "Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica." education policy analysis archives 27 (May 27, 2019): 58. http://dx.doi.org/10.14507/epaa.27.3622.

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The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.
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Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.

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This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.
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Arias, Luz Dary, Emma Campo, and Julieta Zuluaga G. "APROPOS OF ACCREDITATION: COURSEBOOK EVALUATION AND CULTURE IMPLEMENTATION IN FLC." Revista Folios, no. 13 (May 7, 2017): 103. http://dx.doi.org/10.17227/01234870.13folios103.111.

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For more than four years, the Language Department of Universidad PedagogicaNacional engaged in the process of designing a new curriculum for theundergraduate language programs. In 1998, the Department finished designing thenew curriculum for those programs in order to get their official accreditation.Nowadays, after the new curriculum has been accredited, the teacher staff isworking on the design of the programs for each “espacio académico”. taking intoaccount some pedagogical, psychological, sociological and curricular referents.
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Matorevhu, Alois, and Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation." Journal of Research in Instructional 2, no. 2 (November 18, 2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.

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The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, ​​and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.
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Matei, Florentina-Lavinia. "The Romanian Curriculum of Early Education and Primary Education." Journal of Education, Society & Multiculturalism 3, no. 1 (June 1, 2022): 50–60. http://dx.doi.org/10.2478/jesm-2022-0004.

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Abstract The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and on the official curricular documents elaborated and approved by the Romanian Ministry of National Education.
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Beltramini Berto, Jane Cristina, and Jonathas de Paula Chaguri. "THE CONCEPT OF NEW LITERACY IN OFFICIAL CURRICULAR DOCUMENTS IN THE STATE OF PARANÁ, BRAZIL." Revista Tempos e Espaços em Educação 11, no. 27 (September 21, 2018): 201–16. http://dx.doi.org/10.20952/revtee.v11i27.8866.

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This work aims to analyze the concept of new literacy in Curricular Guidelines of Portuguese Language in the State of Paraná, Brazil (Diretrizes Curriculares de Língua Portuguesa do Estado do Paraná, DCE-LP) (PARANÁ, 2008), concerning its process of elaboration after the previous curriculum documents, DCE-LP of 2006, and the Paraná Basic Curriculum of 1990, in order to verify their consonance with theories postulated by Street (1989; 2003), Soares (2000; 2004), and Tfouni (1994), by discussing implications to students’ new literacy in public schools in Paraná, Brazil. The results point to the interweaving of literacy and new literacy studies, with emphasis on the last, aiming the teaching of writing linked to social practices. However, in the current curriculum proposal prevails the ideological model of new literacy in contrast to excerpts of the autonomous model, being far from the social practice present at curriculum proposal.
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Lo, Joe Tin-Yau, and Sum-Cho Po. "The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems." International Journal of Educational Reform 18, no. 3 (July 2009): 224–49. http://dx.doi.org/10.1177/105678790901800304.

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The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curricular perspectives, with a view to delineating the changes and continuities in the development of interdisciplinary curriculum and identifying the problems and possibilities for its implementation.
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Hasan, Said Hamid. "THE DEVELOPMENT OF HISTORICAL THINKING AND SKILLS IN THE TEACHING OF HISTORY IN THE SENIOR SECONDARY SCHOOL CURRICULUM IN INDONESIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (August 8, 2018): 1. http://dx.doi.org/10.17509/historia.v11i2.12324.

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The present study analyses history education as it is in curriculum document of senior secondary school. The curriculum document is a part of content standard document which is officially announced by Minister of National Education Regulation number 22 year 2005. This official document contains amongst others curriculum structure, competency standards and basic competency. Two major questions this study asks are (1) what is the concept of history education stipulated in curriculum document?, and (2) how far the existing curriculum provides possibilities for the development of historical thinking and skills? The questions are answered by analysing the document. Considering the characteristic of curriculum document which is an official document and all ideas are planned strictly and clearly written, the analysis uses logical analysis approach where the two research questions serve as analysis framework. The result shows that the exisiting curriculum conceived history education as a scientific discipline education. Also, the curriculum provides an ample opportunity to develop historical thinking and skills. Design used by the curriculum is concecutive design for the development of thinking and learning skills. It concluded that the concept of history education as a scientific discipline education is appropriate considering the objective of senior secondary education to prepare the students for university education. The study also suggests teachers of history to implement integrated design for the development of historical thinking and skills as an alternative to consecutive design.
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Dissertations / Theses on the topic "Official curriculum"

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Brown, Ryan A. "Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).
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Au, Yeung Wong Nim-chi Cecilia, and 歐陽黃念慈. "Recent developments of the official curriculum for history in HongkongAnglo-Chinese secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627747.

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Rubio, Olmedo Matías. "An official textbook and non-official EFL curriculum in Chile: a comparative analysis of learning tasks' levels of cognitive demands for second graders." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/152437.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The main purpose of the present study is to compare and determine the degree of coherence between the non-official national second grade EFL program published by the Ministry of Education and the respective EFL textbook (Bounce 2) used by students at state schools in Chile. Through the application of Bloom‟s revised Taxonomy (Anderson & Krathwohl, 2001) and the General Model of Hierarchical Complexity (Commons, Trudeau, Stein, Richards, & Krause, 1998; Commons, 2007), learning task instructions were analyzed and tasks were classified in terms of their levels of complexity. A mixed methodological design has been adopted to provide an exploratory account of patterns observed. The classification of tasks made in the EFL textbook and the EFL program for second graders revealed a mismatch between their tasks‟ levels of cognitive complexity. In addition, the interpretation of results also places both documents at an early childhood level of hierarchical complexity, which does not correspond to second grade learners‟ developmental stage.
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Au, Yeung Wong Nim-chi Cecilia. "Recent developments of the official curriculum for history in Hongkong Anglo-Chinese secondary schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627747.

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Kim, Eun-Ji Amy. "The Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content Analysis of Grades 7 and 8 Official Curriculum Documents." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22912.

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While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.
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Sanderson, Donald Mark. "Food in an Australian primary school curriculum : a critical sociological study." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63618/1/Donald_Sanderson_Thesis.pdf.

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Food is a multidimensional construct. It has social, cultural, economic, psychological, emotional, biological, and political dimensions. It is both a material object and a catalyst for a range of social and cultural action. Richly implicated in the social and cultural milieu, food is a central marker of culture and society. Yet little is known about the messages and knowledges in the school curriculum about food. Popular debates around food in schools are largely connected with biomedical issues of obesity, exercise and nutrition. This is a study of the sociological dimensions of food-related messages, practices and knowledge formations in the primary school curriculum. It uses an exploratory, qualitative case study methodology to identify and examine the food activities of a Year 5 class in a Queensland school. Data was gathered over a twoyear period using observation, documentation and interviews methods. Food was found to be an integral part of the primary school's activity. It had economic, symbolic, pedagogic, and instrumental value. Messages about food were found in the official, enacted and hidden curricular which were framed by a food governance framework of legislation, procedures and norms. In the school studied, food knowledge was commodified as a part of a political economy that centred on an 'eat more' message. Certain foods were privileged over others while myths about energy, fruit, fruit juice and sugar shaped student dispositions, values, norms and action. There was little engagement with the cognitive and behavioural dimensions of food and nutrition. The thesis concludes with recommendations for a whole scale reconsideration of food in schools as curricular content and knowledge.
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Chan, Man-lok. "A study of the relationships between teachers' perceptions of the official curriculum documents and the implementation of the S.1-3 D&T curriculum through project work." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627346.

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Mereku, Kofi Damian. "A comparison of the official primary mathematics curriculum in Ghana with the way in which it is implemented by teachers." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/698/.

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The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them, but the Ghanaian official school mathematics curriculum has remained in use in the nation's schools since their introduction in 1975 with no significant revision. The study, on the one hand, involved an investigation of the extent to which primary teachers in Ghana translate the contents of the official mathematics curriculum into classroom reality. On the other hand, it addressed issues related to the nature, and appropriateness, of the current official primary mathematics curriculum, which was an adaptation of the products of the `new-math' project spearheaded by the West African Regional Mathematics Programme in the 1970s. The study used a range of methods for data collection. These include an extensive content and curriculum analysis of the official primary mathematics curriculum materials, and a questionnaire survey of teachers' coverage of the content and teaching methods prescribed by the official curriculum. The questionnaire survey of teachers' coverage of teaching methods involved the observation of teachers in classroom settings. Tape recordings of lessons and instructions from teacher's handbooks were transcribed to provide both qualitative and quantitative data on classroom practice. The analysis of the curriculum revealed several inefficiencies in the Ghanaian primary mathematics curriculum. Though there was rhetoric in the introduction of the curriculum materials on the use of teaching skills that suggest discovery methods, the analysis indicated that learning/teaching activities that would encourage the use of such teaching skills in the materials were not included. It emerged from the findings that neither what the teachers really taught, nor what the official mathematics curriculum prescribed, was found to be adequate enough to meet the full mathematical needs of pupils. It was found that a very substantial part of the content of the curriculum was taught by the teachers, and both the official curriculum and the teachers, who implement it, emphasised expository teaching methods. It was argued in this light that the low pupils' attainment observed in the subject could not be seen simply as a reflection of the teachers' poor coverage of the curriculum, but as a reflection of inefficiencies within it. The findings of this study corroborate what is known about curriculum adaptation in school mathematics. It showed that coverage of textbooks does influence the emphasis on topics presented by teachers in their instruction, and also that topics in arithmetic are the most emphasised by both official mathematics curriculum materials and in teachers' actual classroom practice.
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Sidenholm, Emelie. "French Makes Communication and Structures Make English : An Analysis of Official Language-Teaching Documents in the Democratic Republic of the Congo and Sweden." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-74411.

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The Democratic Republic of the Congo is one of the least developed countries in the world and its school system needs to be improved. The aim of this research is to find out what the Congolese state expects from language teaching (French and English), how this is described in the curriculum, and whether this differs from the curriculum of a more developed country, such as Sweden. Through a content analysis, the language view, the role of the teacher and views of pupil participation are investigated. The Swedish curriculum and the Congolese programme of French show similarities by communicative and constructivist views, while the Congolese programme of English demonstrates behaviouristic features. This study can serve as an example of how the language context, i.e., second language v. foreign language, as well as the national culture, influence the curriculum.
Demokratiska republiken Kongo är ett av världens minst utvecklade länder och dess skolsystem är i behov av en förbättring. Språk är en viktig del i utvecklingen av landet. Syftet med den här uppsatsen är att ta reda på vad den kongolesiska staten förväntar sig av sin språkundervisning, hur den beskrivs i styrdokument samt om den skiljer sig från läroplanen i ett mer utvecklat land som Sverige. Genom en kvalitativ innehållsanalys har uppfattningar om uppsatsens teman; språksyn, lärarens roll och elevdeltagande, hittats. Materialet som analyserats är den kongolesiska skolans program för franska och engelska, samt den svenska läroplanen inklusive kursplanerna för franska och engelska. Analysen avser de första åren i den kongolesiska sekundärskolan och det svenska högstadiet, vilka motsvarar varandra när det gäller elevernas ålder. Skillnaden i DR Kongo mellan andraspråk (franska) och främmande språk (engelska) berörs.Den svenska läroplanen samt det kongolesiska programmet för franska visar många likheter genom att lyfta fram kommunikativa och konstruktivistiska perspektiv. Det kongolesiska programmet för engelska har däremot behavioristiska drag. Lärarens olika roller och hur elevdeltagande lyfts fram förstärker dessa språksyner. De två kongolesiska programmen liknar dock varandra när det gäller synen på hur läraren ska behandla språkliga fel i klassrummet. Studien kan ses som ett exempel på hur språkkontexten, d.v.s. andraspråk och främmande språk, likväl som den nationella kulturen påverkar läroplaner.
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Chan, Man-lok, and 陳文樂. "A study of the relationships between teachers' perceptions of the official curriculum documents and the implementation of the S.1-3 D&Tcurriculum through project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627346.

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Books on the topic "Official curriculum"

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Editing with Avid Media Composer 5: Avid Official Curriculum. Berkeley: Peachpit Press, 2010.

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Gill, Shelley. Iditarod, the last great race to Nome: The official Iditarod curriculum teaching guide. Homer, Alaska: Paws IV Pub., 1993.

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Birsner, E. Patricia. The 40+ job-hunting guide: Official handbook of the 40+ club. New York: Facts on File, 1991.

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Patricia, Birsner E., ed. The 40+ job-hunting guide: Official handbook of the 40+ club. New York, NY: Prentice Hall Press, 1987.

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Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.
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Sampson, Kathleen. Serving the public: A curriculum for court employees. Chicago: American Judicature Society, 1997.

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Massachusetts. Department of Mental Health. The DMH core curriculum: Promoting family collaboration in the child/adolescent mental health service system. [Boston, Mass.]: Commonwealth of Massachusetts, Executive Office of Health and Human Services, Dept. of Mental Health, Office of Clinical and Professional Services, 1997., 1997.

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Smith, Brian C. Choices in the design of decentralisation: An overview and curriculum for central government officials responsible for the reorganisation of administration at the local level. London: Commonwealth Secretariat, 1993.

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Jibālī, Saʻd Aḥmad. Iṭār muqtaraḥ li-taṭwīr al-barāmij al-tadrībīyah bi-maʻāhid al-tadrīb al-markazīyah: Bi-al-taṭbīq ʻalá Maʻhad al-Idārah al-ʻĀmmah bi-al-Mamlakah al-ʻArabīyah al-Saʻūdīyah. ʻAmmān, al-Urdun: al-Munaẓẓamah al-ʻArabīyah lil-ʻUlūm al-Idārīyah, Idārat al-Buḥūth wa-al-Dirāsāt, 1989.

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Jibālī, Saʻd Aḥmad. Iṭār muqtaraḥ li-taṭwīr al-barāmij al-tadrībīyah bi-maʻāhid al-tadrīb al-markazīyah: Bi-al-taṭbīq ʻalá Maʻhad al-Idārah al-ʻĀmmah bi-al-Mamlakah al-ʻArabīyah al-Saʻūdīyah. ʻAmmān, al-Urdun: al-Munaẓẓamah al-ʻArabīyah lil-ʻUlūm al-Idārīyah, Idārat al-Buḥūth wa-al-Dirāsāt, 1989.

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Book chapters on the topic "Official curriculum"

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Gil-Glazer, Ya’ara. "Visual Critical Pedagogy in High School: Students Offer an Alternative to the Official Art Curriculum." In Socially Engaged Art History and Beyond, 65–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-43609-4_6.

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Raveendran, Aswathy, and Himanshu Srivastava. "Science and Environment Education in the Times of the Anthropocene: Some Reflections from India." In Palgrave Studies in Education and the Environment, 201–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_12.

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AbstractIn this article, we critically discuss the notion of Anthropocene and its sociopolitical implications for science and environmental education. We do so by laying out how the Anthropocene discourse has shaped the debates around development, environment, and technoscience in postcolonial India. Subsequently, we shift to a conversational format wherein each of us deliberate on our engagements as critical science educators, discussing how, in our respective work, we find the official curriculum promoting the Anthropocene discourse. We then discuss ways by which the Anthropocene discourse constitutes student subjectivities in terms of the nature of their values and aspirations. While engaging in this dialogue, we find ourselves reimagining alternatives.
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Cheng, Ka Lok, and Siu Ling Wong. "Nature of Science as Portrayed in the Physics Official Curricula and Textbooks in Hong Kong and on the Mainland of the People’s Republic of China." In Topics and Trends in Current Science Education, 519–34. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_32.

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"‘Official’ Curriculum Publications." In Curriculum Studies, edited by Colin Richards, 79–81. Routledge, 2018. http://dx.doi.org/10.4324/9780429454141-12.

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"Whose Curriculum Is This Anyway?" In Official Knowledge, 139–62. Routledge, 2013. http://dx.doi.org/10.4324/9780203901151-12.

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David, Wall. "The official curriculum teacher." In Your Teaching Style, 41–51. CRC Press, 2018. http://dx.doi.org/10.1201/9781315378411-5.

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"Labor’s Exclusion from Official Knowledge." In Organizing the Curriculum, 19–40. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087907204_003.

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"2 Curriculum Change and the Future of Official Knowledge." In The Future of the Curriculum. The MIT Press, 2013. http://dx.doi.org/10.7551/mitpress/9457.003.0003.

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"8 Conclusion: An (Un)official Curriculum of the Future?" In The Future of the Curriculum. The MIT Press, 2013. http://dx.doi.org/10.7551/mitpress/9457.003.0009.

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American Association for the Advancement of Science. "Curriculum Specifications." In Designs for Science Literacy: with companion CD-ROM, 73–93. Oxford University PressNew York, 2001. http://dx.doi.org/10.1093/oso/9780195132786.003.0010.

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Abstract Although the general principles of design may apply widely, as has been argued, they have to be shaped to respond to the kind of thing to be designed, whether a ballet, a housing development, or any other object, event, or system. How can we best characterize the essential features of the K-12 curriculum? In answering, the chapter starts with a more or less standard definition of curriculum and recasts it in more structural terms. Curriculum structure, content, and operation are discussed, and a case is made along the way for developing and using curriculum graphics to facilitate thinking about those salient aspects of curriculum design. Judging by how people talk about it, “curriculum” may be thought of as anything from what is written down in official district documents to what actually goes on in classrooms day to day. To complicate matters, curricula are often spoken of in terms of one or another of their special features (such as liberal arts, Great Books, language-immersion, activity-based, assessment-based, and—these days—standards-based curricula), in terms of students tracks (giving us college-preparatory, vocational, and “general” curricula), in terms of subject matter (the reading, mathematics, and Spanish curricula, for instance), and much else. In books on K-12 “curriculum,” a curriculum is usually treated as a collection of courses, where a “course” is an educational unit usually at the high-school or middle-school level, consisting of a series of instruction periods (such as lectures, discussions, and laboratory sessions) dealing with a particular subject. “Courses” are usually a year or a semester long, but quarter or trimester courses and courses spanning several years are becoming more common. In earlier grades, curriculum is more typically described in terms of “subjects.” Courses and subjects are themselves often subdivided into “units,” which run from only a few days to a few weeks. For purposes of designing an entire K-12 curriculum, the component parts should be quite large—more like a course in extent than like a teaching unit.
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Conference papers on the topic "Official curriculum"

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Forbes, Sharleen. "Statistics education in new zealand, and its influence on the iase." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13403.

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For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
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Nicholson, James, Jim Ridgway, and Sean McCusker. "Integrating the use of official statistics into mainstream curricula via data visualisation." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13602.

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There has been a great deal of concern in recent times about the capacity of social science students at all levels to cope with the demands of quantitative methods in the curriculum. The Nuffield Foundation funded a project Reasoning from Evidence to produce some data visualisations and associated curriculum materials to support the teaching of social science at Advanced-level (ages 16– 19 in the UK), using data sets relevant to the Sociology curriculum but which have usefulness across other subject areas also. Social sciences deal routinely with contexts in which the population under consideration is not homogenous. The data used is often presented in aggregated form which disguises the characteristics of the subgroups – whether these are by ethnicity, age, socio-economic status, region or some other categorisation. This paper reports on the development of materials using data on health and on the UK public disorder of August 2011. We report on further development of data visualisations using the 2011 UK Census data.
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Mawdsley, Frances, and Siu-Ming Tam. "New abs strategies to promote statistical education under a new national curriculum for statistics." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13102.

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The Australian Bureau of Statistics (ABS) seeks to positively support the teaching of statistics across the Australian education sector, and recognises the importance of national curricula as a vehicle for achieving this outcome. Working collaboratively with the Statistical Society of Australia (SSAI), ABS has taken a deliberate and strategic decision to influence, when possible, inclusion of more statistical content within Australian curricula. This paper discusses how ABS Education Services is adopting new strategies to promote statistical education in the context of new curricula, enhancing suites of free education resources, and building new partnerships to bring statistical literacy competencies to life for both teachers and students.
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Aoyama, Kazuhiro, Michiko Watanabe, and Yoshiyasu Tamura. "Statistics learning environment for students through Japanese censusatschool project." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13502.

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Since the Curriculum revision in 2008 and 2009, statistics education in Japan is improving gradually. Number of teachers who have concerned with statistics education, develop and try new lessons has been increased. But the usage of software in statistics lessons is very limited. Many teachers teach statistics only with papers and pencils in traditional style. In this paper, what kinds of obstacles for teachers in Japan to teach statistics especially focused on software use are reported firstly. Secondly, we note needed supports for them, 1) Statistical software (or function) accessible without install process, 2) GUI which enable for teachers and students to analyze data intuitively, 3) Interesting dataset which can enrich students’ data analysis activities and lessons. Finally, we report construction and new system of Japanese CensusAtSchool website to match those demands.
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McGuinness, Gareth, and Lesley Hooper. "The role of national statistics institutions in the use and understanding of official statistics in the compulsory education sector." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05302.

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Statistics New Zealand, like many national statistics institutions (NSIs), is charged with increasing the use and understanding of official statistics in the wider community. This seemingly insignificant outcome is driving radical changes in the way NSIs communicate their statistics to their audiences. One area where NSIs are increasingly working to communicate statistics is the compulsory education sector. Helping primary and secondary school students use and understand statistics is regarded as one of the best ways to promote the long- term use and understanding of official statistics. While there are many ways to build this statistical capability in young people, an emerging policy strand suggests that it is not realistic for NSIs such as Statistics New Zealand to embark on statistical education programmes of their own. Instead, it is argued that they should focus on three planks: encouraging agencies for education policy to place a high value on statistics education; influencing curriculum development (in statistics and other subjects) to include significant official statistics components; and providing targeted official statistics resources to support curricular components. This paper critically examines this approach to achieving the desired relationship between NSIs and the compulsory education sector, from a New Zealand perspective.
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Payne, Bradley, and Terry Dawson. "Hands-on data activities in the classroom - enthusing teachers and students." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13103.

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Hands-on data activities in the classroom are often avoided by teachers of KS3 and KS4 mathematics in the UK. In many cases where data handling skills are taught in the classroom, the activities used involve data which is safe, predictable and the outcomes are limited to ensure the task of marking and assessment is made easier. Such an approach reduces the opportunities to engage students to think for themselves, including key decisions about the choice of data, data collection methods, and the process of analysis and interpretation. In developing hands-on data activities for Crea8te Maths (A Government funded project for Yorkshire and Humberside to improve numeracy), we acknowledged activities that had a student led element generally have more interesting outcomes, promote ownership, engagement, motivation within the class, and encourage lateral thinking. Anecdotal evidence of the benefits of our developed activities including 'Stretchiness' and 'Classroom Olympics' are presented. Based on our experiences in activity development and teaching in the classroom we explore the opportunities for hands-on activities in the new Y12 curriculum involving solving real problems using data and mathematics.
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Chire, Josimar, and Honorio Apaza. "Text Mining over Curriculum Vitae of Peruvian Professionals using Official Scientific Site DINA." In 2020 International Computer Symposium (ICS). IEEE, 2020. http://dx.doi.org/10.1109/ics51289.2020.00030.

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Silver, Daniel. "When Supplementing Makes Sense: English Language Arts Teachers' Decisions to Supplement Official Curriculum." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577031.

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Rodríguez González, Beatriz Adriana, Judith Alejandra Hernández Sánchez, Gabriela Noemí Figueroa Ibarra, Eduardo Briceño Solís, and DarlyKú Euán. "Comparative Analysis of the Probability Meaning in the Curriculum Provided and Official of a Statistic Class." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8b3.

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This study compares the meanings of probability found in the enacted curriculum of a professor’s class and the meanings found in the official curriculum for a statistics course in a business degree program at the Polytechnic University of Zacatecas. The method used is the first organizer of didactic analysis, content analysis. The interest of this paper lies in the importance that didactics of statistics currently have in the field of research, and in particular, the concept of probability, in which the main difficulties in solving problems related to the topic have been highlighted.
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"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.

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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Reports on the topic "Official curriculum"

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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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