Relevant bibliographies by topics / Schools' curriculum

Contents

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

Academic literature on the topic 'Schools' curriculum'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Schools' curriculum"

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Ni, Laurentius, Ambros Leonangung Edu, and Ingrida Santiana. "Implementation of Independent Learning Curriculum in Elementary Schools." Jurnal Riset Multidisiplin dan Inovasi Teknologi 3, no. 01 (2025): 60–72. https://doi.org/10.59653/jimat.v3i01.1243.

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This research aims to: 1) Describe curriculum, curricular, co-curricular, and extra-curricular planning in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (2) Describe the implementation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (3) Describe the evaluation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. Through an in-depth case study approach, this rese
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambul
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Mohamad, Joko Susilo, Junanah Junanah, and Hajar Dewantoro M. "Comparison of curriculum implementation between public and private schools based on Adiwiyata." Journal of Education and Learning (EduLearn) 15, no. 4 (2021): 571–77. https://doi.org/10.11591/edulearn.v15i4.20361.

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The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of Adiwiyata school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature studies. Data analysis techniques were carried out with qualitative comparative analysis. The results showed that: public and private schools in junior high schools in Bantul Regency, had fulfilled the four main components of the Adiwiyata curriculum, in terms of obj
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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment
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Hues, Henning. ""Mandela, the Terrorist"." Journal of Educational Media, Memory, and Society 3, no. 2 (2011): 74–95. http://dx.doi.org/10.3167/jemms.2011.030205.

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This article focuses on how some aspects of the South African history curriculum are interpreted and "lived out" in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments from 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions, which reflect the reorganization of history teaching and serve as a benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicate
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Pokhrel, Romkanta, Bhagwan Aryal, and Manual Selvarage Bexci. "Values-based Curriculum and Pedagogy for 21st century Learners: School Practices in Nepal." Interdisciplinary Research in Education 8, no. 1 (2023): 136–52. http://dx.doi.org/10.3126/ire.v8i1.56733.

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Integrating values in curricular and pedagogical activities has become a pressing need to produce responsible social citizens with good hearts and great minds. To cultivate these traits, values need to be reflected in and be the part of school curriculum and pedagogy. In this context, school practices play a pivotal role to make values a part of everyday activity. This study attempts to examine such practices in public, private, and traditional/religious schools in Nepal. Schools were selected purposively by visiting their online profiles. Information was collected from twenty school heads via
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Yunitasari, Dukha, I. Wayan Suastra, and I. Wayan Lasmawan. "Implementation challenges of merdeka curriculum in primary schools." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 4 (2023): 952. http://dx.doi.org/10.33394/j-ps.v11i4.8079.

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The aim of this study is to explain the implementation challenges of merdeka curriculum in primary school. The 47 articles were identified to discuss the understanding of merdeka curriculum, to know the merdeka curriculum challenges, and to overcome the challenges. The implementation of the Merdeka Curriculum in Indonesian primary schools presents a number of obstacles, including teacher comprehension of the curriculum, habituation, quality of education, implementation of specific subjects, and teacher preparedness. To ensure a correct understanding of the curriculum and the formation of appro
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Kanagasundaram, Sivanthi. "Review of ophthalmology undergraduate teaching curriculum." Journal of Clinical Ophthalmology and Research 13, no. 1 (2025): 86–91. https://doi.org/10.4103/jcor.jcor_93_24.

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The undergraduate ophthalmology teaching curriculum within UK medical schools is eroding, with discrepancies among UK medical schools in the exposure to ophthalmology teaching. Understanding how medical schools currently assess competency in ophthalmology helps determine whether these methods are adequate to address the ever-increasing prevalence of eye conditions in the general population. A review of existing literature on the undergraduate ophthalmic medical curriculum was conducted. All relevant literature cited on PubMed and Google Scholar in the English language was reviewed with keyword
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Skerrett, Allison. "Of Literary Import: A Case of Cross-National Similarities in the Secondary English Curriculum in the United States and Canada." Research in the Teaching of English 45, no. 1 (2010): 36–58. http://dx.doi.org/10.58680/rte201011647.

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This study compares and contrasts the selection and distribution of literary texts in the English programs of two diverse secondary schools, one in Massachusetts, USA, the other in Ontario, Canada. Analysis of the departments’ curriculum documents, state/provincial curriculum policies, and teacher interviews indicated that at both schools, Eurocentric and Anglo-centric literature dominated the curriculum of advanced courses. Analysis further demonstrated that texts of U.S. origin permeated the curriculum of advanced courses at both the U.S. and Canadian schools. A number of reasons for the sim
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Erdem, S. Sibel, Türkan Yiğitbaşı, Pakize Yigit, and Nesrin Emekli. "Compliance of medical biochemistry education in medical schools with national core education program 2014." Turkish Journal of Biochemistry 44, no. 5 (2019): 578–84. http://dx.doi.org/10.1515/tjb-2018-0282.

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Abstract Background Medical school curriculums are not standardized in Turkey and around the world, which results in great diversity in education. National Core Education Program (NCEP) has been prepared as a frame program and the aim of the program is to train medical doctors with basic abilities. Objective The objective of this work is to compare biochemistry curriculum based on NCEP among medical schools in Turkey. Materials and methods Twelve-question long survey was prepared. Sixty-nine out 84 medical schools were participated the study using 2017–2018 curriculum data. Biochemistry curric
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Dissertations / Theses on the topic "Schools' curriculum"

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Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.

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In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that
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Kelwon, Isaiah K. (Isaiah Kiprop). "Curriculum implementation : a study in two secondary schools in Kenya." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61121.

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The purpose of this study was to investigate how the biological science curriculum was being implemented at the secondary school level in Kenya under the 8-4-4 system of education. In this study, the case method was used to investigate implementation in two secondary schools in Baringo district, Kenya. Data were collected using observation, interviews, questionnaires, and audio recordings.<br>Implementation standards were found to be rather low because of a number of factors. The general laboratories in the two schools of the study were poorly equipped, and textbooks available to students were
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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Rogers, Tommy Kevin. "Parental Rights: Curriculum Opt-outs in Public Schools." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30507/.

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The purposes of this dissertation were to determine the constitutional rights of parents to shield their children from exposure to parts of the public school curriculum that the parents find objectionable on religious, moral, or other grounds and to determine the statutory rights of parents to remove, or opt-out, their children from objectionable parts or all of the public school curriculum as set forth in the statutes of the 50 states and the District of Columbia. Many pivotal federal court cases dealing with parent rights and curricular issues, including Mozert v. Hawkins County Board of Ed
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Labane, Nokubonga. "Planning and managing curriculum implementation in rural schools: an investigation." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.

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Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation p
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Morgan, I. N. "Achieving the intended curriculum in secondary schools." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381221.

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Hicks, Robert Stewart. "Curriculum for website design in secondary schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2124.

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The purpose of this project is to develop a computer based curriculum to motivate and aid students on the secondary level in website development. This is accomplished by developing a website and classroom curriculum that will expand the knowledge of students. Brainstorming, organizing ideas and categorizing concepts are specific skills that are acquired course.
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Dickerson, Linda W. "A postmodern view of the hidden curriculum." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/linda_w_dickerson/Dickerson_Linda_W_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Curriculum Studies, under the direction of William Reynolds. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 209-224) and appendices.
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Alexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.

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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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Books on the topic "Schools' curriculum"

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Okech, J. G. Curriculum development for schools. Educational Research and Publications, 1992.

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McCormick, Robert. Curriculum evaluation in schools. 2nd ed. Croom Helm, 1988.

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McCormick, Robert. Curriculum evaluation in schools. 2nd ed. Croom Helm, 1988.

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McCormick, Robert. Curriculum evaluation in schools. 2nd ed. Routledge, 1990.

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Eakle, A. Jonathan. Curriculum and instruction. Sage Publications, 2012.

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Joannides, Anne. The hidden curriculum. The Institute, 1990.

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Lois, Weis, State University of New York at Buffalo. Buffalo Research Institute on Education for Teaching., and American Educational Research Association, eds. Curriculum for tomorrow's schools. Buffalo Research Institute on Education for Teaching, Graduate School of Education, State University of New York at Buffalo, 1990.

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Law, Hau-fai Edmond, and Nienke Nieveen. Schools as curriculum agencies: Asian and European perspectives on school-based curriculum development. Sense Publishers, 2010.

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Mmbaga, S. School-based curriculum and staff development for Tanzanian schools: A new approach to curriculum planning and development. Press and Publicity Centre, 1985.

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1937-, Mackey James A., and Glenn Allen D, eds. The school curriculum. Allyn and Bacon, 1988.

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Book chapters on the topic "Schools' curriculum"

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Calland, Chris, and Nicky Hutchinson. "The anxiety curriculum." In Tackling Anxiety in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003107941-5.

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De Cicco, Eta, Mike Farmer, and James Hargrave. "Curriculum activities." In Using the Internet in Secondary Schools. Routledge, 2013. http://dx.doi.org/10.4324/9781315042497-9.

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Lopes, Alice Casimiro, and Elizabeth Macedo. "School Representation in Curriculum Policies." In Schools in Transition. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-827-3_15.

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Dillon, James J. "Platonic Curriculum; Epicurean Society." In Inside Today’s Elementary Schools. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23347-1_7.

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Arora, Varun. "Curriculum Development and Alignment." In Artificial Intelligence in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003183235-6.

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Alves, Nilda. "Everyday Life in Schools." In Curriculum Studies in Brazil. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118065_3.

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Imms, Wesley. "Occupying Curriculum as Space." In The Translational Design of Schools. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_7.

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Wu, Gangping, and Jing Zhao. "Curriculum Administration in Rural Schools." In Curriculum Reform and School Innovation in China. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-2235-8_6.

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Wu, Gangping, and Jing Zhao. "Curriculum Implementation in Rural Schools." In Curriculum Reform and School Innovation in China. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-2235-8_4.

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Wu, Gangping, and Jing Zhao. "Curriculum Planning for Rural Schools." In Curriculum Reform and School Innovation in China. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-2235-8_2.

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Conference papers on the topic "Schools' curriculum"

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Moodley, Nageshwari. "AFROCENTRISM AS CURRICULUM DECOLONISATION IN SOUTH AFRICAN PRIMARY SCHOOLS: PERCEPTIONS OF SCHOOL MANAGERS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0500.

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Pujadas Farreras, Marina, Sarah McDonagh, and Chiara Gunella. "ACCESSIBILITY AND SUSTAINABILITY IN CATALAN PRIMARY SCHOOLS' CURRICULUM: BRIDGING THE GAP." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0151.

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Maisyaroh, Bambang Budi Wiyono, Sri Untari, et al. "Assessment of E-Pocketbooks for Curriculum Management: Insights from Freedom to Learn Curriculum Implementation in University Laboratory Schools." In 2024 10th International Conference on Education and Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet64717.2024.10778475.

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Marumo, Michael, Martha Matashu, and Herman Van Vuuren. "PERCEPTIONS OF TEACHERS FROM PERFORMING AND UNDERPERFORMING SCHOOLS ABOUT CURRICULUM LEADERSHIP CHALLENGES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2476.

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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.

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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university w
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Javid, Ali. "The Architecture Curriculum Between Two Revolutions: From the West to the Islamic Curriculum." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335077.

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The architectural curriculum in Iran has been changed five times in the last five decades (1963–2017). In each period, efforts to change the content and structure of the curriculum were based on the architectural profession’s vision with regard to sociopolitical and economic issues, such as the agenda of development in the White Revolution and Islamizing the society after the 1979 Islamic Revolution. The curriculum as a sociopolitical artifact can be defined as a systematic set of relations between people, objects, events, and circumstances that is changed and developed based on the sociopolit
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Šimčíková, Tereza, and Leona Mužíková. "Analysis of the projected curriculum of the educational field of Health Education." In Život ve zdraví 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-7.

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The Analysis of the projected curriculum of the educational field of Health education dealt with the current projected curriculum of Health education in connection with current conceptual materials. The main goal of the research was the analysis of school educational programs at selected elementary schools. The theoretical basis for this research was the curriculum, its forms and conducted researches on the curriculum. Then the research was based on the development of the field of Health education and projects and programs related to this educational field. It also contains basic methodologica
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Sabbagh, Samah Al, Huda Gedawy, Hanan Alshikhabobakr, and Saquib Razak. "Computing Curriculum in Middle Schools." In ITiCSE '17: Innovation and Technology in Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3059009.3059012.

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Sheldon, Neil. "International data science in schools project." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20303.

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This paper explains the background to the International Data Science in Schools Project, the development of the curriculum frameworks, the conceptual approach envisaged, the use to which the frameworks can be put, and the possible ways forward for the project. The paper also discusses, principally in a UK context: the challenges of implementation, appropriate methods of teaching, learning and assessment, resource implications, and the curricular relationship between data science and statistics. Finally, the paper takes a broader view, arguing for a ‘data across the curriculum’ approach, and di
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Maus, Christoph. "The Heterogeneous Accentuation of Economic Content in Vocational Education: A Starting Point for Occupation-Specific Human Resource Development." In Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.51.

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Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vo
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Reports on the topic "Schools' curriculum"

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Iwatani, Emi, Angela Hardy, Barbara Means, Shelton Daal, and Xin Wei. Evaluation of World History Project. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/199.

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This evaluation assesses the impact of World History Project, a freely accessible online high school world history curriculum developed by OER Project in collaboration with educators and historians. The study, conducted during the 2022-23 school year, focused on 9th or 10th-grade on-level or honors world history classes in public schools across the United States. Key evaluation questions included the curriculum's effect on historical thinking skills, its usability, and its impact on student engagement. Results indicate statistically significant positive effects on learning opportunities for th
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportuniti
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportuniti
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Baker, Dorothy. Black Content in Schools: A Model of Black Content in a School of Social Work's Curriculum. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2098.

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup
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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.

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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how
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Anilkumar, Krupa. Benefits and Challenges of Using Dialogue-based Pedagogy for the Gender Education of Pre-service Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0906.2023.

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Gender-just classrooms are imperative to realising a gender-just society. Patriarchal gender norms are often reproduced and perpetuated in schools through biased curriculum, gendered textbooks, hidden curriculum and even gendered views of those who educate. The key to a gender equitable classroom is a gender conscious teacher. To begin our engagement on the subject, we analysed the gender component in the curriculum of the elementary teacher education programme offered at District Institutes of Education and Training (DIET) under the Kerala State Council of Educational Research and Training (S
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Hepburn, Dugald, and Lorna Christie. Online safety education. Parliamentary Office of Science and Technology, 2020. http://dx.doi.org/10.58248/pn608.

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Online technologies are an integral part of many children's lives. In 2017, the Children's Commissioner for England identified shortcomings in online safety education and a number of stakeholders have called for action to increase 'digital literacy' in the UK. Upcoming changes to the curriculum mean that aspects of online safety will be taught in all schools from 2020. This POSTnote gives an overview of how children use the internet and the opportunities and risks it presents. It provides an overview of current online safety teaching in schools and elsewhere and how this will be affected by ch
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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probabilit
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Watson, Sophie. Student activism: Learning through doing. NZCER, 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and idea
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