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Relevant bibliographies by topics / Secondary Curriculum change Curriculum planning

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Academic literature on the topic 'Secondary Curriculum change Curriculum planning'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Secondary Curriculum change Curriculum planning"

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

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

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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (March 30, 2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.

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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.

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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.

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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.

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Khair, Ummul, and Dana Prasetiana. "Persepsi Guru terhadap Penerapan KTSP dan Kurikulum 2013 dalam Mata Pelajaran Bahasa Indonesia." ESTETIK : Jurnal Bahasa Indonesia 2, no. 1 (May 30, 2019): 48. http://dx.doi.org/10.29240/estetik.v2i01.896.

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Abstract: This study is motivated by curriculum changes from KTSP to 2013 Curriculum giving different assumptions for each teacher who implements them because there are many differences in the KTSP and Curriculum from the two curricula, starting from the planning, implementation, understanding and response of students. and its assessment. The purpose of this study is to find a clear picture of: 1) teacher perceptions of the application of KTSP in Indonesian language subjects, 2) teacher perceptions of the application of 2013 curriculum in Indonesian language subjects, 3) differences in the application of 2013 KTSP and Curriculum in Indonesian subjects , 4) the most effective curriculum used.This research is a field research which describes / explains word by word descriptively using a qualitative approach. The informants in this study were grade IV teachers. The data source used is primary data by conducting interviews with class IV teachers; and secondary data sources obtained from the internet or books. Data are analyzed by: data collection, data reduction, data presentation, and conclusion drawing.The results showed that teachers' perceptions of the application of KTSP and Curriculum 2013 in Indonesian subjects differed between class IV A teachers and class IV B teachers both in terms of planning, implementation, understanding and response of students and their assessments such as planning using methods that different in the implementation of Indonesian language subjects, Indonesian language learning taught separately in KTSP and using themes in Curriculum 2013, KTSP assessment which focuses on the cognitive realm makes children's understanding of knowledge higher, while the 2013 Curriculum assessment which focuses on the realm affective which emphasizes the character of children in school. The differences in the application of KTSP and Curriculum 2013 in Indonesian language subjects found based on the results of the interviews are outlined in the form of Table.4.5. There are differences in teachers' perceptions of the most effective curriculum used in accordance with the learning experiences of each grade IV teacher if the teacher uses a fun curriculum in the learning process and can increase the potential of students, the curriculum is the most effective to use.Keywords: Perception, KTSP, Curriculum 2013, Indonesian Lang

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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.

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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.

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Jawuor, George Okoth. "Teachers’ Use of Assessment Data in Secondary Schools in Kenya: Opportunities and Threats." Global Journal of Educational Studies 6, no. 1 (April 20, 2020): 26. http://dx.doi.org/10.5296/gjes.v6i1.16199.

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Governments around the world are pushing educators to adopt assessment data as an objective basis for initiating changes in curriculum and instruction. Recent research findings indicate that teachers' effective and consistent use of assessment data in planning curriculum, implementation and monitoring of teaching improves the learner's overall academic achievement. This paper is a product of a desktop review of the limited cognate literature present in Kenya on the utility of assessment data for decision making in secondary schools. Although findings reveal that Kenyan teachers use assessment data to among others; identify weak learners for individual remediation programs, inform parents of their children’s academic progress and for career selection, the instructor’s intensive use of data in classrooms to drive meaningful positive change faces pervasive bottlenecks. Teachers need to exploit the available opportunities created by the government, such as in-service training on information communications technology, to enhance the use of assessment data to promote learning.

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Bright, Ria, and Chris Eames. "Climate strikes: Their value in engaging and educating secondary school students." Set: Research Information for Teachers, no. 3 (December 20, 2020): 4–11. http://dx.doi.org/10.18296/set.0180.

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The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.

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Acosta Castellanos, Pedro Mauricio, Araceli Queiruga-Dios, Ascensión Hernández Encinas, and Libia Cristina Acosta. "Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America." Sustainability 12, no. 18 (September 4, 2020): 7239. http://dx.doi.org/10.3390/su12187239.

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Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.

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Xiang, Xi, and Michael E. Meadows. "Preparing Adolescents for the Uncertain Future: Concepts, Tools and Strategies for Teaching Anthropogenic Environmental Change." Sustainability 12, no. 17 (August 23, 2020): 6832. http://dx.doi.org/10.3390/su12176832.

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Humankind is increasingly being challenged by anthropogenic environmental changes and society needs to be better equipped with knowledge, skills and values to adapt to these changes. This poses new challenges for school education. We propose a framework towards future-oriented education by addressing three issues: a) How can the school curriculum be reframed to take account of anthropogenic environmental changes? b) What difficulties do students encounter when learning about these changes? c) What learning tools and pedagogical strategies are best suited to effectively and efficiently teach about environmental changes? An example is provided, whereby secondary school students engage with the topic of deforestation using geospatial technology. This study informs curriculum makers and instructors in providing education that enhances adolescents’ understanding of the uncertain world and increases their ability to be proactive, rather than merely responding to change.

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Gong, Qian, Yushan Duan, and Fengtao Guo. "Disaster Risk Reduction Education in School Geography Curriculum: Review and Outlook from a Perspective of China." Sustainability 13, no. 7 (April 2, 2021): 3963. http://dx.doi.org/10.3390/su13073963.

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In order to investigate the content evolution of Disaster Risk Reduction (DRR) in the school geography curriculum in China, this research used the five dimensions of DRR learning framework, namely knowledge, response, action, participation, and integration, as a platform and a conceptual premise upon which to review the primary and secondary school geography curriculum standards from 1986 to the present. Geography as a carrier subject had been an integration approach of DRR in the national curriculum in China. Using the method of qualitative content analysis with the support of the software NVivo 12, we came to the following results: the DRR-relevant content in the geography curriculum standards that used for analysis in this research had undergone constant changes and finally reached a relatively stable state; the changes of DRR-relevant contents in primary school, middle school, and high school curriculum presented different characteristics. In the future geography curriculum reform, it is necessary to realize that the term disaster does not describe the natural event per se, but instead its impact on/consequences for infrastructure and society. It is bound to add more DRR-relevant content that belongs to the “action” dimension and the ‘participation’ dimension, especially at the primary and middle school stages, and to systematically incorporate the DRR-relevant content of the “integration” dimension into the school geography curriculum.

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Dissertations / Theses on the topic "Secondary Curriculum change Curriculum planning"

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Lo, Tang Yim-man. "A study of the dissemination activities used in a centralized education system : the case of the new 1989 certificate level geography curriculum /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035462.

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So, Fong-mei. "The development of a school-based curriculum project in a secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.

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Leung, Wai-kwan. "Curriculum decision-making within the hierarchy of aided secondary schools during a period of curriculum change the case of advanced supplementary level in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23457156.

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Seto, Mei-yee. "Preparation and implementation of teaching integrated language skills in the reforming senior secondary Chinese curriculum from 2005 to 2007 Xianggang ke cheng gai ge xia gao zhong Zhong wen zong he neng li jiao xue de pei bei he shi shi (2005-2007) /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43953001.

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Lo, Tang Yim-man, and 羅鄧艷文. "A study of the dissemination activities used in a centralized education system: the case of the new 1989certificate level geography curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955824.

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So, Fong-mei, and 蘇芳美. "The development of a school-based curriculum project in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963511.

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Leung, Wai-kwan, and 梁煒坤. "Curriculum decision-making within the hierarchy of aided secondary schools during a period of curriculum change: the case of advanced supplementary level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31241979.

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Cliff, Ken. "A sociocultural perspective as a curriculum change in health and physical education." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080916.090440/index.html.

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Kasenga, Alfred. "An investigation into the implementation of the senior secondary agriculture curriculum in the Caprivi region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004555.

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Shortly after independence, Namibia embarked on a major process of educational reform. It was in this reform that the apartheid educational legacy was redressed. Namibians viewed the apartheid educational system as being irrelevant and that it did not meet their needs and expectations. One of the reform aims was to involve education in the development of knowledge and skills for self sufficiency and sustainable development, therefore Agriculture was incorporated into the school curriculum as a key area to achieve this aim. Learners taking the subject are expected to be equipped with relevant theoretical and practical skills that provide a sound foundation in this discipline. This case study was undertaken to gain a better understanding about how the participating teachers perceived and implemented the Agriculture curriculum at the senior secondary school level in their schools. In carrying out the case study a qualitative research method was employed using semi-structured interviews, observation and document analysis for data collection. It would appear from this study that Agriculture is unable to fully achieve the reform ideals at the senior secondary school level, as sixteen years after independence these teachers are still teaching the subject to learners with very limited resources and academic support. This scenario shows that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. In this half-thesis I therefore argue that without well qualified teachers, suitable resources and infrastructure to implement the curriculum in these schools, the pre-vocational nature of the subject as suggested in the subject policy document will be compromised. The study concludes by proposing certain teaching strategies and possibilities for systemic development that can be used to effect quality curriculum implementation in the region where the research was situated.

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Seto, Mei-yee, and 司徒美儀. "Preparation and implementation of teaching integrated language skills in the reforming senior secondary Chinese curriculumfrom 2005 to 2007." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43953001.

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Books on the topic "Secondary Curriculum change Curriculum planning"

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Evans, Norman. Curriculum change in the secondary school. London: RoutledgeFalmer, 2005.

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ASTI Annual Education Conference (1993). Senior cycle planning for change: ASTI Annual Education Conference 1993. (Dublin): Association of Secondary Teachers, Ireland, 1993.

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School subjects and curriculum change: Studies in curriculum history. Washington, D.C: Falmer Press, 1993.

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Goodson, Ivor. School subjects and curriculum change. London: Routledge Falmer, 1993.

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Goodson, Ivor. School subjects and curriculum change. London: Falmer Press, 1987.

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The making of curriculum: Collected essays. 2nd ed. Washington, DC: Falmer Press, 1995.

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Goodson, Ivor. The making of curriculum: Collected essays. London: Falmer Press, 1988.

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School subject and curriculum change: Studies in curriculum history. London: Falmer Press, 1986.

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Hewlett, Mark. Curriculum to serve society: How schools can work for people : incorporating a case-study of curriculum planning processes at Quorn Rawlins Community College, Leicestershire. Loughborough: Newstead, 1986.

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The invention of the secondary curriculum. New York: Palgrave Macmillan, 2011.

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Book chapters on the topic "Secondary Curriculum change Curriculum planning"

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Wood, Meena Kumari, and Nick Haddon. "Transformational levers for change." In Secondary Curriculum Transformed, 7–13. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-3.

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Ong’ondo, Charles Ochieng’. "Reconciling Conflicting Messages: English Language Curriculum Change in Kenyan Secondary Schools." In International Perspectives on Teachers Living with Curriculum Change, 147–66. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54309-7_8.

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Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change, 45–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.

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AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.

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Capon, Noel. "Curriculum Change in Context—II: Models of Organizational Decision Making." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 309–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_15.

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Capon, Noel. "Curriculum Change in Context—I: Historical Evolution of Columbia Business School." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 295–308. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_14.

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Theodoulides, Andrew. "Planning for pupils’ learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development." In A Practical Guide to Teaching Physical Education in the Secondary School, 82–92. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-8.

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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change, 1–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.

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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.

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Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Wireless Technologies, 2060–88. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-101-6.ch807.

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Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.

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Murray, Cecilie. "Imagine Mobile Learning in your Pocket." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 209–36. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch012.

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Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.

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"Curriculum Planning." In Learning to Teach Art and Design in the Secondary School, 77–97. Routledge, 2006. http://dx.doi.org/10.4324/9780203447956-13.

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Conference papers on the topic "Secondary Curriculum change Curriculum planning"

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Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

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As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.

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Oshry, Aleeza, Jessica R. Bean, and Charles R. Marshall. "MECHANISMS FOR MEETING DIVERSE NEEDS: DEVELOPING CURRICULUM USING THE UNDERSTANDING GLOBAL CHANGE FRAMEWORK AND THE SYSTEMS CONNECT PLANNING GUIDE." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-302644.

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Peens, Shaun. "HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.

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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.

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Kováč, Milan, and Peter Demkanin. "Physics Experiments Planned by The Students Themselves - Higher Secondary Education." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8767.

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More than 15 years ago we started to implement in our physics curriculum for 17 years old pupils physics experiments planned by students themselves. Each student must learn, how to prepare and perform physics experiment. The leading idea of this endeavor is “student must do, what she/he wants, at least sometimes”. As a most problematic part of this task is, as has been proved, to teach students to formulate a problem - a question, which can be answered by an experiment and also to formulate a hypothesis, a prediction based on the previous knowledge or based on the information gathered from secondary sources. As important we also see the connection of planning experiments to the goals and aims of science education and sensibility of it from the view of pupils and their parents. Planning experiments by students themselves is a task involving a manifold cluster of means of knowledge gathering and utilization. As generally in creativity, the crucial role has memory. The student applies his/her knowledge. But, at the same time, he/she learns, what is the optimal, useful strategy and structure of working, optimal management for a teamwork. Within planning, a student flips through external sources of information, usually, electronic sources or textbooks, focus his/her attention to information interesting or potentially useful for the phenomenon examined by the experiment just planned. Student remembers, what equipment is available, looks for other equipment and material. Of course, the student also learns to write scientifically, to write in a manner, that nothing hampers understanding of the focus, process, and outcomes. Part of the article is devoted to the topic of development abilities of pre-service physics teacher‘s to scaffold the process of planning experiments of their future students.

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Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.

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Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.

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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.

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Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.

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In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.

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Deniz, Sabri. "A Laboratory Based Course on Energy Systems in Mechanical Engineering Undergraduate Program." In ASME Turbo Expo 2016: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/gt2016-56186.

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A laboratory based undergraduate course focused on energy systems and energy efficiency was developed at the Lucerne University of Applied Sciences. The course is a practice-oriented introduction to fluid / energy systems, turbomachinery, and energy production. It is offered to the mechanical engineering as well as to the “Energy Systems” program students in the first semester. Main parts of the course are experiments and mini projects carried out in the fluid mechanics, thermodynamics, and turbomachinery laboratories. After an introduction of (1) the basic theory of the mass- and energy conservation equations as main governing laws for energy systems and (2) measurement techniques during the first two weeks, the students carry out experiments in small groups on different test rigs with the help of an instructor for about four weeks (each week a different test). The experiments and test rigs are selected considering different aspects of turbomachinery and energy systems. They cover hydraulic turbines, small wind turbines, a water pump, compressor, heat pump, combined heat and power system, fuel cell, solar energy, and combustion engine. Following a two weeks theory wrap up, the students start with mini projects again in small groups in the laboratory. The students are requested to do a new design or to carry out a design change or modification at an existing machine or test rig. They also need to test their new design or design modification. At the end the students have to do a presentation about the mini project results and write a short report. The objectives of the course are first to introduce the laboratory environment to the students from the beginning of the curriculum. Further the experimental investigations on laboratory test rigs make the students familiar with the fundamentals, working principles, characteristics, operation, and application of turbomachinery and energy systems. They also learn the basics of energy conversion, conservation, and the importance of relevant performance parameters such as efficiency. The mini projects have direct practical relevance to real world problems and applications. From an educational viewpoint the students are introduced to team-work during the projects, project planning with execution, and they are learning by doing or by experiential learning. The students are actively involved in the mini projects and they can reflect their experience at the end of the course during the presentations. The implementation of the course is time consuming and costly but the feedback from the students is very positive although they are challenged by confronting real world energy systems and problems in the first semester.

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