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Relevant bibliographies by topics / Problem children Curriculum evaluation

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Academic literature on the topic 'Problem children Curriculum evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Problem children Curriculum evaluation"

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Lazerick, Beth. "News from the Net: Aunty Math's Challenges for Kids." Teaching Children Mathematics 5, no. 7 (March 1999): 420. http://dx.doi.org/10.5951/tcm.5.7.0420.

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Aunty Math, for students and their teachers, is a terrific site that emphasizes problem-solving strategies listed in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). The site is designed for children; the layout is easy to use, and the graphics are inviting. Aunty Math's problems, called “challenges,” are set in stories about Aunty Math's nephews and niece. The real Aunty Math behind the Web site is an experienced, awardwinning teacher who is very involved in mathematics education.

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Lupi, Nurias Zetya Nawang. "Problematika Penerapan Kurikulum 2013 pada Lembaga Pendidikan Anak Usia Dini di Kecamatan Bululawang." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 4, no. 1 (April 19, 2017): 31. http://dx.doi.org/10.21107/jpgpaud.v4i1.3563.

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<p>The Problem of Application of Curriculum 2013 At Early Childhood Education Institution In Bululawang Subdistrict. The curriculum is seen as the heart of an educational program. The curriculum can be viewed as a strategy and means designed to achieve nationally defined educational goals. All educators and managers of the early childhood should understand the framework and structure of curriculum 2013 Early Childhood Education for the implementation of early childhood programs in accordance with the goals set. But at this time there are still many early childhood education institutions that are still not able to apply the 2013 curriculum on learning activities. Seeing that, the researcher is interested to examine the problems of implementing the curriculum of early childhood institutions in kec. Bululawang Kab. Poor. This research uses qualitative research method, this research is conducted for 3 months, the problems are in the beginning starting from planning, implementation and evaluation of curriculum 2013 in PAUD institution. In the district of Bululawang Kab, Malang in the implementation of the lesson is still not much that apply the curriculum K13 due to lack of pemahan about curriculum 2013. In the implementation of the curriculum in 2013 the most important role is educators, the level of creativity of educators will affect the implementation of learning fun for children more creative teachers in conveying materials in the learning process, the easier the learner will receive the material delivered, that's where the success of the implementation of the 2013 curriculum in PAUD institutions.</p>

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Green, Amy L., Stephen Ferrante, Timothy L. Boaz, Krista Kutash, and Brooke Wheeldon-Reece. "Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students." Journal of Primary Prevention 42, no. 5 (August 17, 2021): 531–47. http://dx.doi.org/10.1007/s10935-021-00642-3.

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AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

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Bayer, Jordana K., Rosalyn Shute, and Colin MacMullin. "Evaluation of the Sheidow Park social problem solving program for primary school children: a field study." Australian Journal of Guidance and Counselling 6, no. 1 (November 1996): 61–72. http://dx.doi.org/10.1017/s1037291100001503.

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Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.

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Brahier, Daniel J. "Families Ask: Understanding Mathematics and Basic Skills." Mathematics Teaching in the Middle School 7, no. 1 (September 2001): 8–9. http://dx.doi.org/10.5951/mtms.7.1.0008.

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Since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and Principles and Standards for School Mathematics (NCTM 2000), many school districts and teachers have implemented new curriculum materials to achieve the vision of the Standards. In addition, many educators have adopted a constructivist viewpoint in their teaching practices, resulting in hands-on lessons for children and the use of real-life problems, visual and hands-on approaches, and invented strategies for solving problems. In the context of reform, however, parents and community members are prone to question whether their children will actually “learn the basics” when engaged in hands-on, real-life investigations.

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Fatourou, Eleni, Nikolaos C. Zygouris, Thanasis Loukopoulos, and Georgios I. Stamoulis. "Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (June 20, 2018): 89. http://dx.doi.org/10.3991/ijep.v8i4.8216.

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Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on ex-ploring the potential merits of introducing concurrent programming concepts ear-ly in the learning process. The basic premise is that although concurrent pro-gramming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on eve-ryday experience to explain basic concepts on concurrency. Such correlation be-tween life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that un-initiated to programming pupils at the age of ten (fifth grade) were able to com-prehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.

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Riham Lailatul Wachdah. "Evaluasi Buku Ajar Bahasa Arab Kelas X Madrasah Aliyah: Pendekatan Saintifik Kurikulum 2013." Al-Ma'rifah 17, no. 1 (April 30, 2020): 41–47. http://dx.doi.org/10.21009/almakrifah.17.01.04.

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This study aims to evaluate Arabic teaching materials in Islamic High School (Madrasah Aliyah). The purpose of this evaluation is to find out the quality of Arabic textbooks for class X based on the 2013 curriculum, published by the Ministry of Religious Affairs Republik Indonesia in 2014. The 2013 curriculum is a curriculum based on character and competence that requires children to be active in learning. The Arabic language textbooks are evaluated using a scientific approach to know the quality. In this study, the author uses descriptive qualitative methods, namely by emphasizing the aspect of understanding quality in depth to a problem and the results are not in the form of numbers, then systematically describing the facts and characteristics of the objects and subjects studied appropriately. The evaluation results of this teaching material show that from the aspect of presentation it has been systematic, coherent, consistent, and balanced between the chapters. From the aspect of supporting the dish, it does not contain a complete list of supporters. What's more, the connection of sentences is rather complicated. Meanwhile, from the linguistic aspect, there are still some misconceptions, especially in the use of alif and hamzah.

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Starkey, Mary Ann. "Their World." Teaching Children Mathematics 2, no. 3 (November 1995): 192–95. http://dx.doi.org/10.5951/tcm.2.3.0192.

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Personalizing the mathematics program in the primary grades is recommended by the Curriculum and Evaluation Standards for School Mathematics (NCTM, 18): “At the K-4 level, one major purpose is helping children understand and interpret their world and solve problems that occur in it” (italics added).

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Lohrmann, David K., and Stuart W. Fors. "Can School-Based Educational Programs Really Be Expected to Solve the Adolescent Drug Abuse Problem?" Journal of Drug Education 16, no. 4 (December 1986): 327–39. http://dx.doi.org/10.2190/2mue-3d1d-agnf-fxha.

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The recommendation of a 1984 Rand Corporation report that the most effective way to prevent adolescent drug abuse is through preventive education is reviewed within the context of theories related to the causes of drug abuse integrated with the PRECEDE model of health education program planning. It is concluded that many of the variables which influence adolescents to begin use of psychoactive substances are not within the purview of schools. Therefore, the Rand recommendation should only be accepted if three conditions are met: 1) there should be a consistent governmental policy toward drug education including funding for curriculum development, teacher training, implementation, evaluation and maintenance; 2) there should be special educational intervention programs for high risk children; and 3) specific strategies should be developed and implemented to elicit active support from social institutions besides schools.

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Yusmawati, Yusmawati, and Johansyah Lubis. "The Implementation of Curriculum by Using Motion Pattern-Based Learning Media for Pre-school Children." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 187–200. http://dx.doi.org/10.21009/10.21009/jpud.131.14.

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This study aims to determine the implementation of curriculum in learning activities of pre-school children and develop motion pattern-based learning media for pre-school children. This research was carried out in thirty kindergartens in East Jakarta. It was conducted in 4 months, from June to October 2018. This research is included in the development and evaluation research (mixed method). The scope of the research is the implementation of curriculum and the development of learning media for pre-school children by using customized tools. Data was collected by using questionnaires and analyzed by using Guttman scale and Likert scale. Percentage of the implementation of learning for pre-schoolers in Kindergarten in East Jakarta is very good. The goal dimension got 98.2%, the content dimension got 99.3%, the method dimension got 99.3% and the evaluation dimension got 98.3%. The product of this study is a learning media that is adjusted to the implementation of motion pattern-based learning activities for pre-school children. Keywords: Early childhood education curriculum, Motion Pattern-Based Learning Media, Pre-school children References Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arikunto, S. (2014). Prosedur Penelitian. Jakarta: Rineka Cipta. Ayob, A., Badzis, M., & Nordin, A. L.Abdullah, R. (2016). Kurikulum Permata Negara. Tanjong Malim: NCDRC, UPSI. Azia, R. S. (1976). Curriculum Principles and Foundation. New York: Harper and Row Publisher. Boyle, T., & Phelps, R. (2010). Curriculum To Acknowledge Diversity. The International Journal of Learning, 17(2), 357–370. Brady, L. (1995). Curriculum development (5th ed.). Sydney: Prentice-Hall. Cholimah, N. (2012). Pengembangan Kurikulum PAUD Berdasarkan Permen 58 Tahun 2009. Criticos. (1996). Media. Amazon. George A.Beauchamp. (1981). Curriculum Theory. F.E. Peacock Publisher. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Johnson, M. (1967). Intentionality in Education. New York: Center for Curriculum Research and Services. Kawaitouw, Y. I., Widiastuti, A. A., & Kurniawan, M. (2018). Unit Studies Curriculum: Strategi Guru Dalam Implementasi Kurikulum di Jungle School Sidomukti. Jurnal Pendidikan Usia Dini, 12(November), 371–380. Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Langgulung, H. (1989). Manusia dan Pendidikan: Suatu Analisa Psikologik dan Pendidikan. Jakarta: Pustaka al-Husna. MacDonald, J. B. (1965). Educational Models for Instruction. Washington DC: The Association for Supervision and Curriculum Development. Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Ornstein, A. C. (2004). Curriculum:Foundation, Principles, and Issues. Boston: Pearson Education, Inc. Ozturk, I. H. (2011). Curriculum Reform and Teacher Autonomy in Turkey: the case of the History Teaching". International Journal of Instruction, 4 (2)(2), 113–127. Prihatini, P. (2014). Kajian Ide Kurikulum 2012 PAUD dan Implikasinya dalam Pengembangan KTSP. Cakrawala: Jurnal Pendidikan Anak USia Dini. Rahelly, Y. (2018). Implementasi Kurikulum 2013 Pendidikan Anak Usia Dini di Sumatera Selatan. Jurnal Pendidikan Usia Dini, 12(November), 381–390. https://doi.org/https://doi.org/10.21009/JPUD.122.19 Rohmansyah, N. A. (2017). Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemahaman Konsep Pendidikan Jasmani Pada Pembelajaran Tematik Terintegrasi Siswa Kelas IV. JURNAL PENJAKORA, 4(28–35). Saylor, J. G., & Alexander, W. M. (1981). Curriculum Planning for Better Teaching and Learning. Holt-Rinehart and Winston. Sujiono, Y. N. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Sukmadinata, N. S. (2000). Pengembangan Kurikulum Teori dan Praktek. Bandung: Remaja Rosdakarya. Sutapa, P. (2014). Pengembangan Model Pembelajaran Pendidikan Jasmani Berbasis Kinestetik Untuk Anak Usia Pra Sekolah. Yogyakarta. Webster. (1993). Webster’s New International Dictionary. GC Company. Widoyoko, E. P. (2012). Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar. Winarno. (2011). Winarno. Metodologi dalam Penelitian Pendidikan Jasmani. Malang: Media Cakrawala Press. Winarso, W. (2017). Dasar Pengembangan Kurikulum Sekolah, (January 2015).

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Dissertations / Theses on the topic "Problem children Curriculum evaluation"

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Cheng, Wing-kei Joe. "Curriculum evaluation of a pilot project for senior secondary students in a school for social development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37315729.

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Cheng, Wing-kei Joe, and 鄭永基. "Curriculum evaluation of a pilot project for senior secondary studentsin a school for social development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37315729.

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DeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.

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This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.

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Sher, Nancy Green. "Activity based assessment : facilitating curriculum linkage between eligibility evaluation and intervention /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9998049.

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Smolkowski, Keith. "An evaluation of school-wide positive behavior support in middle schools with the Oregon Healthy Teens student survey /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411111&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-98). Also available for download via the World Wide Web; free to University of Oregon users.

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Jefferson, Gretchen L. "An evaluation of the generalized effects of training teachers of young children to use functional assessment in combination with behavioral consultation to remediate problematic classroom behaviors /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018375.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-139). Also available for download via the World Wide Web; free to University of Oregon users.

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Pedraza, Antonio M. (Antonio Morales). "Effects of Citizenship Curriculum Training on Ninth-Grade Discipline-Problem Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331956/.

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This study was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.

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Ng'ang'a, Kanyuru Alfred. "An investigtion of adults' interactions centered on children learning mathematics a case of two elementary schools /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Bogdanov, Daniil. "A Comparative Evaluation of Metaheuristic Approaches to the Problem of Curriculum-Based Course Timetabling." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-168009.

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Timetabling is an active area of research and used in a wide range of applications. As the development of most of these applications is on its way towards automation, the need for automated timetabling increases. Despite many years of research and development of automated approaches, solving NP-hard problems such as timetabling problems remains a challenge. Metaheuristic-based approaches to these problems are constantly being refined and further developed as the complexity of these applications increases. But despite the increase in complexity, the time it takes for these algorithms to solve these problems is constantly being challenged. While this thesis covers the fundamentals in metaheuristic approaches to the problem of timetabling, its main focus is to compare how two known metaheuristic algorithms, Tabu Searchand Simulated Annealing, perform across different scales of resources that are to be scheduled. To attempt fairness, similar implementations of these two algorithms were made in order to eliminate systematic biases. For each set of resources the algorithms solves a timetabling problem under a limited amount of time and computational capacity. The collective quality of all the produced timetables were compared. The results show that Simulated Annealing perform slightly better in the majority of the instances but with little margin for the collective quality of all tables. Despite trying to set a common ground for the these similar metaheuristic approaches, the underlying difficulties in comparing algorithms are discussed.
Schemaläggning är ett aktivt forskningsområde och har ett stort antal tillämpningsområden. Då utvecklingen av de flesta av dessa tillämpningar är på väg mot automatisering, ökar behovet avautomatiserad schemaläggning. Trots många års forskning och utveckling av automatiserade tillvägagångssätt, är det fortfarande en utmaning att lösa NP-svåra problem såsom schemaläggningsproblem. Metaheuristiska metoder som löser dessa problem förfinas ständigt och vidare utvecklasi takt med ökande komplexitet i de tillämpningar dem löser. Men trots den ökade komplexiteten utmanas ständigt tiden det tar för dessa algoritmer att lösa dessa problem. Då denna avhandling behandlar grunderna i metaheuristiska tillvägagångssätt till schemaläggningsproblem, är dess huvudsakliga fokus att jämföra hur två kända metaheuristiska algoritmer,Tabu Search och Simulated Annealing, presterar vid olika skalor av de resurser som skall schemaläggas. För att göra jämförelsen rättvis, implementerades dessa två algoritmer likartat vilket syftar till att eliminera systematiska fel. För varje uppsättning av resurser löser algoritmerna ett schemaläggningsproblem under en begränsad tid och beräkningskapacitet. Den kollektiva kvalitén hos de producerade tidtabellerna jämförs. Resultaten visar att Simulated Annealing presterar något bättre i de flesta av fallen men med lite marginal sett till den kollektivakvalitén hos respektive algoritm. Trots försök att fastställa en gemensam grund för dessa liknande metoder, diskuteras de underliggande svårigheterna i att jämföra algoritmer.

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Jenkins, Emily Elizabeth. "EVALUATION OF THE EFFICACY OF THE PEAK-T CURRICULUM WITH CHILDREN WITH AUTISM." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2290.

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This was a single-case study which evaluated the effects of PEAK-T on two children with Autism. A total of 6 programs were trained between the two participants using a Multiple Baseline Design across skills. This evaluation was conducted using the subtest materials provided in the PEAK-T modules and through full assessments. The assessments were used to identify the appropriate skill level of each participant and they were used to evaluate whether the skills were maintained. The participants had no prior exposure to any of the PEAK-T programs as demonstrated by the participants baseline scores. The results of the study showed that programming of multiple exemplars resulted in acquisition of novel skills in both participants and that the skills were maintained. Both Participants demonstrated mastery of their programs and a total of 4 programs between two participants were added to the participants repertoire.

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Books on the topic "Problem children Curriculum evaluation"

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Hunter, Judi. Development and evaluation of the "Thinking with LOGO" curriculum. Edmonton, Alta: Alberta Education, 1987.

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Dehejia, Rajeev H. Program evaluation as a decision problem. Cambridge, MA: National Bureau of Economic Research, 1999.

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R, Shinn Mark, ed. Curriculum-based measurement: Assessing special children. New York, NY: Guilford Press, 1989.

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Missiuna, Cheryl. Development and evaluation of the "Thinking with LOGO" curriculum. [Edmonton, Alta.]: Alberta Education, 1987.

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Dyson, Linda. Partnership: An innovative curriculum for disaffected and disadvantaged pupils. London: David Fulton Publishers, 1992.

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Center, David B. Curriculum and teaching strategies for students with behavioral disorders. Englewood Cliffs, N.J: Prentice Hall, 1989.

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Fetterman, David M. Evaluate yourself. Storrs, CT: National Research Center on the Gifted and Talented, 1993.

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Tim, Harper, ed. Preventing classroom disruption: Policy, practice, and evaluation in urban schools. London: Croom Helm, 1985.

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British Columbia. Ministry of Education. Evaluating mathematical development across curriculum. [Victoria, BC]: The Ministry, 1995.

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Brown, Thea. The Gordoncare Parent Orders Program: An evaluation. Caulfield, Vic: Family Violence and Family Court Research Program, Monash University, 2007.

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Book chapters on the topic "Problem children Curriculum evaluation"

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Cassalia, Anna. "Creative Problem Solving Embedded Into Curriculum." In Teaching Gifted Children, 73–81. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-15.

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Dryfoos, Joy G. "Common Concepts of Successful Prevention Programs." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0018.

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The review of four major fields—prevention of delinquency, substance abuse, teen pregnancy, and school failure (in Chapters 9 to 12)—yielded about 100 different programs that appear to have potential for changing behavioral outcomes. Most of the selected programs reported evaluation data that showed improvements in social behavior or school achievement or reductions in substance abuse or unprotected sexual intercourse. However, 20 of the programs were included as examples of new interventions based on proven theories of behavioral change but with incomplete evaluations. These programs represent a cross-section of thousands of efforts to change the lives of children and youth in all parts of the country. In each chapter, the programs were loosely categorized by type. Among all the models discussed, about 10 percent fell into the category of early child or family intervention, 60 percent were school-based interventions, and 30 percent community-based or multiagency programs. Among the school-based programs, one-third involved specialized curricula, one-third provided nonacademic services in schools, and one-third dealt with school organization or were alternative schools. As we will see, the successful programs share a number of common elements, more than might be expected given the extensive differences in size, complexity, goals, and level of documentation. Among the program models are those directed at very small groups of selected high-risk children and those directed at an entire school or community. Some of the programs had a single purpose (smoking prevention), while others had multiple goals (dropout and pregnancy prevention). Some were offered at one site, while others were multisite. The criterion of primary prevention was loosely applied; some of the most successful models combined identification and counseling or teaching of potential high-risk children with treatment of those who already had the problem. The evaluation of some of the programs accepted here as models was admittedly less than ideal, demonstrating only short-term effects with imperfect control groups. However, for other models, the evaluation meets scientific standards. More than half of the evaluations were carried out by the “designers” of the programs, typically testing their own curricula in schools.

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"The role of evaluation." In Problem-Based Learning in a Health Sciences Curriculum, 153–73. Routledge, 2002. http://dx.doi.org/10.4324/9780203428023-15.

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"Children as Instructional Designers: Apprenticing, Questioning, and Evaluation in the Learning Science." In Curriculum, Plans, and Processes in Instructional Design, 129–44. Routledge, 2004. http://dx.doi.org/10.4324/9781410610560-12.

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Stevens, Fred, Marre Andrée Wiltens, and Krista Koetsenruijter. "The institutionalization of student participation curriculum evaluation: from passionate volunteers to skilled student delegates." In Lessons from Problem-based Learning, 177–84. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780199583447.003.0019.

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Conn, Steven. "Teach the Children … What?" In Nothing Succeeds Like Failure, 53–90. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501742071.003.0003.

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This chapter discusses how, having decided to open collegiate business schools, universities faced a first-order problem: What, exactly, constituted a university-level curriculum in business? It traces the debates over those questions and their implications. The problem of what students should be taught sat at the fault line that defines business schools in the first place. To what extent should students learn academic subjects, and to what extent should they learn what amount to vocational skills useful to their prospective employers? Viewed one way, the entire history of business schools can be described as a pendulum swinging back and forth between these two. Taken together, those intramural debates amounted to an attempt to define a professional field and to establish, with the authority that comes with a college degree, what businessmen needed to study and how their minds ought to be trained.

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Kolko, David J., and Eric M. Vernberg. "The Significance of the Problem." In Assessment and Intervention with Children and Adolescents Who Misuse Fire, 1–16. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190261191.003.0001.

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This introductory chapter describes the elements that will be covered in this book. It introduces child firesetting as a national problem, responsible for significant individual and societal consequences. It elaborates on rates of firesetting in juveniles and describes the characteristics of children who play with fire, as well as family characteristics and correlates. The chapter cites the need for assessment and evaluation tools, emphasizing that assessment should be tailored to the population and the context in which the problem is documented and managed. The current state of interventions and treatment is discussed, including surveys of community-based intervention programs. Recidivism is covered, citing statistics from various surveys. The chapter concludes with an overview of this clinical guide.

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Khalifa, Yaser. "From Genetic Evolution to Engineering Optimization." In Darwin's Roadmap to the Curriculum, 219–46. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.003.0011.

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This chapter focuses on one of the main members of the evolutionary algorithms class called genetic algorithms (GAs). GAs mimic the process of sexual reproduction and survival of the fittest in nature. The process begins by coding the design parameters into a chromosome-like structure to form an individual member. Next, a prespecified number of individual members are generated with different genetic contents to form a population. For each member of the population, a measure of its fitness or success is calculated. The members “most fit” in the population are then allowed to mate and reproduce, to have children. The children create a new and better generation of population, and the process repeats until an optimum solution or solutions are produced. This chapter illustrates how GAs are used to solve the following two problems: electronic circuit design problem and music composition.

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Mouws, Karen, and Lizzy Bleumers. "Co-Creating Games with Children." In Gamification in Education, 141–58. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch008.

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In this paper, the authors investigate the role of and relationship between creative production practices (e.g. problem-solving and self-evaluation) and cooperative learning mechanisms (e.g. building trust and group processing) in a case of game co-design. 21 Belgian school children created game concepts together with a game designer, their teacher, and co-design facilitators. During a project week at school, participants moved from idea generation to presenting game concepts through collaboratively created prototypes. This case study, combining observation and survey methods, reveals that self-evaluation and openness to sharing ideas emerged spontaneously, but the critical analysis of digital games and crediting existing work require support. Moreover, as creative choices become part of group deliberation, progress in the creative production process critically depends on group functioning. The authors conclude that by grounding co-design in theory on cooperative learning and media literacy, co-design activities may be better understood and new avenues for supporting co-creators can be identified.

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Muhammad, Amanda J., Gloysis Mayers, and Deborah G. Wooldridge. "Using Theory-Based Research in Supporting Creative Learning Environment for Young Children." In Early Childhood Development, 295–311. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch014.

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A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.

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Conference papers on the topic "Problem children Curriculum evaluation"

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Liu, Yanting, and Juan Rojas. "Evaluation of the ROOT Robot System and Curriculum to Improve Computational Thinking in Chinese Children." In 2019 IEEE R10 Humanitarian Technology Conference (R10-HTC). IEEE, 2019. http://dx.doi.org/10.1109/r10-htc47129.2019.9042435.

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Kusumaningtyas, Dian Artha, Eko Nursulistiyo, and Dwi Sulisworo. "Evaluation of the Problem-Based Learning Effectiveness in the Course of Physics Curriculum Analysis." In Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/steach-18.2019.7.

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Ogawa, Tsutomu. "Study on Educational Effect Inspection of New Subject "Information Security and Morals": Significance and Problem of the Curriculum Revision Judging from Class Evaluation Analysis." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.220.

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Astuti, Sri, Zuhrohtun Zuhrohtun, and Kunti Sunaryo. "Evaluation Of Learning Process Based On Outcomes-Based Education (Obe) In Study Program Of Accounting Faculty Of Economics And Business UPN “Veteran” Yogyakarta." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.185.

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This study aims to evaluate the success of the learning process in the Accounting Study Program at UPN “Veteran” Yogyakarta. The success of the learning process can be seen from the learning outcomes. This study was conducted in order to prepare an educational curriculum using the OBE approach. This study is survey research conducted on students of the Accounting Study Program at UPN "Veteran" Yogyakarta. The number of respondents is 106. The instrument used in exploring the depth of the survey results is the Learning Outcomes (LO) which will be used in the preparation of the new curriculum “Merdeka Belajar – Kampus Merdeka”. The questionnaire instrument will be used as a basis for measuring the success of the LO which is formulated in the Curriculum Guide for Accounting Study Program of UPN "Veteran" Yogyakarta. LO is the ability to communicate and write; problem-solving skills; ethical reasoning skills; ability to work with teams; the soul of defending the country. Based on the survey results, the following results were obtained: the students' communication and writing skills are still lacking; the ability to solve the problem of the students is still lacking; students' ethical reasoning skills are quite good; the ability to work with the team is still lacking; the spirit of defending the country is still lacking. The results of this survey can be used as an input in developing the MBKM curriculum.

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Bhatt, Apoorv Naresh, Rahul Bhaumik, Kumari Moothedath Chandran, and Amaresh Chakrabarti. "IISC DBox: A Game for Children to Learn Design Thinking." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98066.

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Abstract Design thinking (DT) can be a valuable tool for nurturing problem-solving abilities in school children. The objective of the paper is two-fold. The first is to evaluate the effectiveness of the DT process as a potential tool for open-ended problem-solving for school children; the second is to test the effectiveness of gamification of the DT process in terms of the extent of comprehension and learning of the process enabled by gamification. The paper presents a framework for IISC, a Design Thinking Process developed by the authors, and compares two gamified models of the DT process against one another using empirical studies that involved school children in the age-range of 14 to 18 (8th to 12th years of their twelve years of school education) playing the games. Feedback from the students and their mentors during the game was used as data for evaluation. The paper also discusses the limitations identified and suggested improvements of the two gamified models, and implications of these for designing more effective games.

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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)

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Andersson, Kjell. "Evaluation of a Model Based Learning Approach for Engineering Design." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47276.

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Project-based education in combination with problem-based learning has been very successful, and has contributed to the popularity of engineering design education among students at technical universities. The close connection to industrial problems by the use of industry-connected projects has boosted this popularity still further and to get an insight of future working environments after graduation is very inspiring for the students. The curriculum of the Machine Design capstone course at KTH Department of Machine Design covers the whole process from idea generation to manufacturing and testing a final prototype. A major part of the course consists of project work where students develop a product prototype in close cooperation with an industrial partner or with a research project at the department. This means that a major part of the course uses project-based learning as a teaching strategy. In addition, a model-based design methodology is introduced which enables the students to evaluate and “experience” many different behaviors of the product using digital models in a virtual environment. In this way, students can see that many undesirable concepts and flaws can be avoided even before a prototype is manufactured. This paper evaluates the use and learning outcome of model-based design in a capstone course in the Engineering Design MSc program at KTH Department of Machine Design. The approach has been used during a period of three years and the effect on the students’ learning has been evaluated by a questionnaire after each course. I this paper we compare the results of these questionnaires and discuss implications and general conclusions about this learning approach.

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Bayona, Sofia, Jose Manuel Fernandez-Arroyo, Pilar Bayona, and Isaac Martin. "A Global Approach to the Design and Evaluation of Virtual Reality Medical Simulators." In ASME 2011 World Conference on Innovative Virtual Reality. ASMEDC, 2011. http://dx.doi.org/10.1115/winvr2011-5554.

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VR Simulators are a powerful alternative to traditional educational techniques in many domains; and in particular, in surgery. Although they offer new possibilities for learning, training and assessment, they still found difficult to be accepted and integrated into hospitals. In this paper, we explain what we consider the key issues to create successful VR simulators, and we present two methodologies: the guidelines for the simulator design and the evaluation of their validity. Research on VR surgical simulators should be interdisciplinary. It involves medicine, educational psychology, computer science, and engineering. Optimal interdisciplinary communication is difficult, and most projects in surgical simulation are strongly influenced by the engineering perspective, with little or no contributions from the others. This unbalance often leads to a premature end of the project or to simulators which are less practical for surgeons. A design methodology should be used as a guide in the process of creating VR simulators. A thorough description of the problem, the simulator’s role, and an exhaustive task analysis will lead to the identification of the requirements. For the technical implementation, decisions will be taken related to the hardware interface and the interaction that users will have with the virtual world; which will determine collision detection and response algorithms, and the behaviour of the 3D models. In addition to the technical testing, it is necessary to prove the validity of the simulator and design procedures to measure the user performance. We explain a methodology to evaluate the validity (face, content, and criterion-related validity), reliability and transfer of skills from a VR simulator to the real environment in a structured and rigorous way. Following this methodology, an evaluation experiment involving 19 orthopaedic doctors using a VR arthroscopy simulator was carried out. Results prove face and content validities, and inform about the factors and measures that are considered important for arthroscopic surgery. In order to consolidate the research results, we encourage the establishment of an intersectorial consortium with agents from the academic, healthcare and industrial sectors to ensure the long-term sustainability of research lines, additional funding, and to guarantee that simulators, once validated, can be widely available in hospitals. This paper presents a global approach including relevant guidelines and methodologies for designing and evaluating VR simulators. It can provide a solid structure for other researchers when facing those processes and contribute to the successful integration of VR simulators within the educational curriculum.

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Ugarte Calvet da Silveira, Heitor, Mauro Mattos, Luciana Araújo Kohler, Leonardo Fronza, Jorge Kohn, and Guilherme Fibrantz. "A Aplicabilidade de uma Ferramenta de Correção Automatizada em Exercícios de Pensamento Computacional." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p513-517.

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The computer area is elementary to many knowledge areas. In thisway, the computational thinking was included in Common BaseNational Curriculum to teach the children since the elementaryschool. The Computational Thinking (CT) is associate to developmentof habilities that involves abstraction capabilities of a context,allow to express to a generic solution, it supports the analysis andevaluation of a solution proposed. With the CT in the schools it iselementary that the teacher understand the basic concepts aboutprogramming to teach the students and manage to correct and evaluatethe exercices developed by them. In this context, many toolswere developed to support the teachers in the evaluate exercicesprocess. In this way, this paper presents a tool to set right the exercicesas a automated way. The purpose of this paper is identify theimpact caused by tool in relation to the manual evaluation process,besides validate its applicability in a classroom.

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Reports on the topic "Problem children Curriculum evaluation"

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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, September 2020. http://dx.doi.org/10.52012/ukxb1595.

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Rojas Smith, Lucia, Megan L. Clayton, Carol Woodell, and Carol Mansfield. The Role of Patient Navigators in Improving Caregiver Management of Childhood Asthma. RTI Press, April 2017. http://dx.doi.org/10.3768/rtipress.2017.rr.0030.1704.

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Childhood asthma is a significant public health problem in the United States. Barriers to effective asthma management in children include the need for caregivers to identify and manage diverse environmental triggers and promote appropriate use of preventive asthma medications. Although health care providers may introduce asthma treatments and care plans, many providers lack the time and capacity to educate caregivers about asthma in an ongoing, sustained manner. To help address these complexities of asthma care, many providers and caregivers rely on patient navigators (defined as persons who provide patients with a particular set of services and who address barriers to care) (Dohan & Schrag, 2005). Despite growing interest in their value for chronic disease management, researchers and providers know little about how or what benefits patient navigators can provide to caregivers in managing asthma in children. To explore this issue, we conducted a mixed-method evaluation involving focus groups and a survey with caregivers of children with moderate-to-severe asthma who were enrolled in the Merck Childhood Asthma Network Initiative (MCAN). Findings suggest that patient navigators may support children’s asthma management by providing individualized treatment plans and hands-on practice, improving caregivers’ understanding of environmental triggers and their mitigation, and giving clear, accessible instructions for proper medication management. Study results may help to clarify and further develop the role of patient navigators for the effective management of asthma in children.

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