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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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Sloggie, James, and James Ross. "Music Education in Scotland." British Journal of Music Education 6, no. 2 (July 1989): 213–18. http://dx.doi.org/10.1017/s0265051700007063.
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Stirrings of change in secondary education in general, and in music in particular, were taking place in Scotland towards the end of the seventies. Reports published at that time suggested that a deal of thinking on curriculum, and on methods of assessing pupils' achievements, was required. The authors record that, ten years later, the many discussions and trials that have taken place have borne fruit. In this article they describe the planning of the new examination in Music at Standard Grade, and take a brief look at its requirements.
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Yasar, Okan, and Mehmet Seremet. "An evaluation of changes to the secondary school geography curriculum in Turkey in 2005." International Research in Geographical and Environmental Education 18, no. 3 (July 31, 2009): 171–84. http://dx.doi.org/10.1080/10382040903053950.
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Karami, Shaho, Seyed Mohammad Shobeiri, Hamidreza Jafari, and Hamidreza Jafari. "Assessment of knowledge, attitudes, and practices (KAP) towards climate change education (CCE) among lower secondary teachers in Tehran, Iran." International Journal of Climate Change Strategies and Management 9, no. 03 (May 15, 2017): 402–15. http://dx.doi.org/10.1108/ijccsm-04-2016-0043.
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Purpose Teachers can be regarded as key figures in climate change education (CCE). Therefore, the purpose of this study is assessment of Iranian lower secondary teachers? level of knowledge, attitudes and practices toward CCE in a less-touched-upon context. Design/methodology/approach The present study used a cross-sectional survey design, which used a specially designed questionnaire administered in ten high schools (five boys’ and five girls’ lower secondary schools). A sample of 108 lower secondary school teachers was selected through a multistage stratified random sampling technique. The gender structure of the sample was 48.1 per cent male and 51.9 per cent female subjects. To determine the status of teachers’ knowledge, attitudes and practices, the obtained quantitative data were classified into three categories on a scale of 100 per cent: good status (more than 75 per cent), moderate status (50-75 per cent) and weak status (less than 50 per cent). Findings The findings revealed that the involved teachers were equipped with an appropriate knowledge, i.e. 22.2 per cent good and 52.8 per cent moderate levels of knowledge. Furthermore, the subjects’ level of attitude was moderate (44.5 per cent); however, their level of practice was weak (52.8 per cent). In terms of gender, male subjects’ knowledge and attitude levels were higher than those of female subjects. However, female subjects reported higher levels of practice in comparison with male subjects. Overall, the results of this study highlighted the necessity of improving lower secondary teachers’ CCE in general and of the level of their attitudes and practices in particular. Originality/value The present study sheds more light on the change management and environmental education within the Iranian context. The results of this study accentuate the necessity of presenting more CCE programs for teachers. Furthermore, curriculum planners can take advantage of the obtained results to carry out curriculum reforms.
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Kurek, Sławomir, and Tomasz Rachwał. "Założenia i wstępne wyniki europejskiego projektu badawczego FIFOBI w zakresie kształtowania kompetencji uczniów gimnazjum do prowadzenia działalności gospodarczej." Przedsiębiorczość - Edukacja 6 (January 1, 2010): 472–85. http://dx.doi.org/10.24917/20833296.6.36.
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The article aims at the presentation of guidelines and preliminary results of European research project „Fit for Business: Developing Business Competencies in School (FIFOBI)” in developing competencies among pupils in lower secondary school (gymnasium) for running business activity, based on premises associated with modern changes in world economy as well as with changes on the labour market. The analysis of core school curriculum, conducted within the first stage of research work, showed that a Polish pupil ought to be equipped with basic economic knowledge to a relatively large degree. However, it should be noticed that there are significant gaps in developing competences for running own business, particularly in management as well as in social competences, especially connected with solving conflicts and doing teamwork, and in personal competences, associated with entrepreneurial attitude (the records of the core curriculum are narrowed to planning further education and describing traits of an entrepreneurial person).
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Nasution, Mustafa Kamal. "STUDENT ASSESSMENT AND MISCONCEPTIONS OF PHOTOSYNTHESIS: A NOTION OF SHIFTING PERSPECTIVE." Jurnal As-Salam 2, no. 2 (September 30, 2018): 106–12. http://dx.doi.org/10.37249/as-salam.v2i2.39.
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Photosynthesis topic is as a compulsory topic ineducation typically in the second year of secondary high school. There is perception of some students that the photosynthesis topic is difficult to learn by student. This paper will clarify questions such as what assessment does mean, what student misconceptions in photosynthesis are, how teachers deal with student misconceptions, and last, why do teachers, school and curriculum need to change perspective in assessment. Based on the discussion, there are some parts that need to be reaffirmed. The teachers should not just recognize assessment as a formal paper, but in term of perspective and classroom instruction. It should be actualized in teaching-learning that there is no judgement of right and wrong for students in leaning. Thus, dealing with student conception could be difficult for the teacher. The principal way is the teacher needs to be clear on the topic’s planning and negotiate the meaning of all representations used in the classroom. Changing the type of assessments does not just simply mean changing teaching strategies or having appropriate types of assessment tool, but it could be a powerful source when it is integrated in the curriculum.
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Queiruga-Dios, Miguel Ángel, Emilia López-Iñesta, María Diez-Ojeda, María Consuelo Sáiz-Manzanares, and José Benito Vázquez Dorrío. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education." Sustainability 12, no. 10 (May 23, 2020): 4283. http://dx.doi.org/10.3390/su12104283.
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Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs.
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García-González, Juan Antonio, Saúl García Palencia, and Irene Sánchez Ondoño. "Characterization of Environmental Education in Spanish Geography Textbooks." Sustainability 13, no. 3 (January 22, 2021): 1159. http://dx.doi.org/10.3390/su13031159.
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Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.
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Naumann, Fiona, Robert Mullins, Justin Holland, Andrew McWilliam, Tania Best, and Jacqueline Raymond. "Clinic-as-Classroom Program: Preparing Students for the Transition to Clinical Placements." Journal of Clinical Exercise Physiology 9, no. 4 (December 1, 2020): 142–47. http://dx.doi.org/10.31189/2165-7629-9.4.142.
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ABSTRACT Background: Clinical placements are invaluable for preparing students for their professional role and assisting the transition to practice. In order to thrive, it is the responsibility of universities to ensure students are prepared. The aim of this study was to examine the student response to learning within a university clinic-as-classroom educational program, for building self-perceived confidence to perform the competencies of clinical exercise physiology practice, prior to their first clinical placement. A secondary aim was to identify any learning areas that required further emphasis within the curriculum. Methods: This study was a prospective cohort study, assessing the change in confidence of 80 final year exercise physiology students to perform the competency of practice. Results: The study achieved an 87% response rate. Baseline data indicated students were confident to behave professionally, be reflective, work in teams, adapt to practice setting, ensure a safe exercise environment, and manage personal risk. Across the clinic-as-classroom program students reported a significant growth in confidence in 4 elements of competency: communication of data; placing the clinical exercise physiologist's role in the wider healthcare context; designing client centered exercise interventions; and integrating pathology into the program planning and delivery. Conclusion: The clinic-as-classroom educational program allowed novice students to become increasingly confident in the clinical environment in a low-risk, authentic, and supportive learning environment. A key recommendation was to embed the additional elements of clinical exercise physiology practice across the course and clinic-as-classroom curriculum to increase student preparedness for placement.
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Montero-Pau, Javier, Nuria Álvaro, Valentín Gavidia, and Olga Mayoral. "Development of Environmental Health Competencies through Compulsory Education. A Polyhedral Approach Based on the SDGs." Sustainability 12, no. 8 (April 16, 2020): 3215. http://dx.doi.org/10.3390/su12083215.
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This paper focuses on the competencies in environmental health acquired by students during compulsory education. Questionnaires addressing environmental health problems were completed by 923 students of primary and secondary schools from five different Spanish regions. The results for five challenging situations related to hunger, consumerism, climate change, pollution in the cities and allergies are analysed according to the internal coherence of each sub-competency, i.e., addressing knowledge, skills and attitudes towards these topics. Our results show that problems related to air and water pollution were the most commonly described by the students. Focusing on competency achievement, the higher the educational level, the higher the score students obtained, especially regarding pollution and climate change, two problems that appear directly in the school curriculum. The complexity of the concept of environmental health matches with the necessary holistic perspective of the Sustainable Development Goals in a polyhedral approach including as many factors (facets) as necessary to complete the approach to this evolving concept.
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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (October 16, 2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.
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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.
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Calvo, Sara, Luciano Celini, Andrés Morales, José Manuel Guaita Martínez, and Pedro Núñez-Cacho Utrilla. "Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom." Sustainability 12, no. 3 (February 6, 2020): 1155. http://dx.doi.org/10.3390/su12031155.
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The sustainability of universities is based, among other aspects, on their ability to adapt to changes and the needs of students, an increasingly diverse population. In this sense, Academic literacy provision at universities tends to be centralized and to offer language support for general academic literacy purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. Yet, in recent years, several studies have supported the integration of academic literacy into subject teaching outlining the principles of an inclusive model of academic literacy instruction. This paper draws on a theoretical framework developed by Wingate to evaluate a curriculum-integrated inclusive practice intervention in the United Kingdom with students from a first-year credit-bearing module at Middlesex University Business School. The study used a mixed methods approach that includes a literature review, secondary data, feedback questionnaire and a focus group to evaluate our teaching method and reflect on the collaboration of the team members to develop this inclusive pedagogical approach. The findings suggest that, on the whole, this intervention was perceived by both the module teaching team and students as positive, welcoming and often crucial for supporting undergraduate students into the disciplinary discourse of their subject of study. Yet, recommendations were made with respect to developing better guidelines for subject lecturers on how to deliver the integrated academic literacy as well as the importance of the participation of students, student learning assistants and graduate teaching assistants in the design of the intervention. This study contributes to the literature on inclusive practice intervention and pedagogical approaches to integrating academic literacy into subject teaching for a diverse student population, contributing to the social sustainability of the universities.
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Buboviča, Jana. "Teacher Is the Creator of the Pedagogical Environment in the Institution of Preschool Groups in Secondary School." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 277. http://dx.doi.org/10.17770/sie2015vol2.439.
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<p><em>Everyone from first to the last days of life are included in one or several groups: family, preschool education, preschool group or school, work environment, in social institutions. Currently, Latvian school children going to nursery schools and pre-school groups to educational institutions (schools, learning institutions, etc.) which are registered in the register of educational institutions and licensed early childhood education programs. </em><em>Researching and analyzing the importance of pre-school education, it is important to recognize that early childhood education exercise a certain type of education and the extent to which, in accordance with the concepts and principles of the guidelines are designed curriculum, targeted programs for the acquisition of educational guidance and evaluation system. Educational institution as a complex system, changes in one component affects the other components in the quality and up to date further changes; System prosperity depends on the components of mutual unity: from the planning process, eligibility and conditionality for the development of a clear and purposeful strategy for raising educational institutions.</em><em> </em><em> </em></p><p><em>Educational process - it is all a child's life, organized and managed by an adult. This should ensure the child's teaching and learning, development, education, education as a whole, and where much attention is paid to children's brain development, linking it with the child's active participation. It also set a goal: to study the role of pre-school teacher teaching environment for pre-school institution group of high school.</em><em></em></p><p> </p>
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McKeithan, Glennda K., Mabel O. Rivera, Lara E. Mann, and Lisa B. Mann. "Strategies to Promote Meaningful Student Engagement in Online Settings." Journal of Education and Training Studies 9, no. 4 (March 14, 2021): 1. http://dx.doi.org/10.11114/jets.v9i4.5135.
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Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).
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Martos Garcia, Daniel, Esther Tamarit López, and Guillem Torrent Benavent. "Negociando el currículum en educación física. Una propuesta práctica de cogestión (Negotiating the curriculum in physical education. A practical proposal of co-management)." Retos, no. 29 (December 20, 2015): 223–28. http://dx.doi.org/10.47197/retos.v0i29.39107.
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Este artículo tiene como finalidad describir críticamente el proceso de negociación del currículum en Educación Física en las etapas de secundaria y bachillerato, poniendo encima de la mesa los problemas que pueden surgir y aportando algunas soluciones para difundir su uso y aumentar de este modo la participación del alumnado en los procesos educativos. Esta propuesta está fundamentada en los resultados obtenidos en un estudio de casos en que participaron dos centros públicos de la Comunidad Valenciana: a) un grupo de 3º de secundaria con 17 alumnos y b), en una segunda fase, un grupo de 1º de bachillerato con 19 alumnos. El estudio, en que participaron los dos profesores de Educación Física, se desarrolló mediante la recolección de datos cualitativos a través de la observación participante y no participante, entrevistas grupales, cuestionarios de respuesta abierta y recopilación de documentación diversa. A la vista de los resultados, se discuten los problemas surgidos y sus soluciones, como: a) el conflicto que puede generar este tipo de iniciativas, que exigen diálogo y transparencia; b) la falta de tiempo para desarrollar oportunamente dichas innovaciones, que requiere dedicarle más sesiones durante el curso; c) el hecho de no poder cerrar la programación al inicio del curso, lo que se solucionaría con un deseado trabajo en grupo de todo el departamento; y, d) la barrera que supone la falta de formación del profesorado a la hora de afrontar este tipo de innovaciones. En conclusión, se demandan investigaciones colaborativas al respecto. Abstract. This paper aims to critically describe the process of negotiating the Physical Education curriculum in Secondary Education and Sixth Form, pointing out the problems that may arise and some solutions in order to spread their use and improve students’ participation in their own education process. This proposal is based on the results of a case study carried out in two state schools of Valencia. In a first stage, a group of Year 10 participated with 17 pupils and, in a second phase, a group of Year 12 participated with 19 students. Also, two Physical Education teachers were involved in the study. It was developed by collecting qualitative data through participant and non-participant observation, group interviews, open-answered questionnaires and gathering of different documents. Based on the results, problems encountered and solutions are discussed, such as: a) conflicts from negotiating since it demands dialogue and transparency; b) time to develop innovations properly, considering that more sessions are required during the school year; c) to submit an initial syllabus planning not closed but accessible to changes, which would demand a collaborative work among teachers; d) or adequate teacher training to deal with this type of innovations, which would be more easily accomplished by getting involved in proposals of collaborative research.
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Alkahtani, Aishah. "Curriculum change management and workload." Improving Schools 20, no. 3 (June 5, 2017): 209–21. http://dx.doi.org/10.1177/1365480217706789.
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This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers’ performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space require committee negotiations between head teachers, teachers, and higher level management in the project. The results show the importance of open communication, and a bottom-up as well as a top-down flow of decision-making. Communication and decisions flow down to the middle managers, and the reactions and opinions of those at the bottom may or may not flow back up to the decision-makers at the top.
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Chalmers, Lex. "Traces of the secondary Geography curriculum." New Zealand Geographer 61, no. 2 (August 2005): 148–57. http://dx.doi.org/10.1111/j.1745-7939.2005.00018.x.
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White, Ron V. "Innovation in Curriculum Planning and Program Development." Annual Review of Applied Linguistics 13 (March 1992): 244–59. http://dx.doi.org/10.1017/s026719050000249x.
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Following definitions by Havelock and Huberman (1978) and Nicholls (1983), innovation can be defined as a deliberate effort, perceived as new and intended to bring about improvement. As such, innovation is distinguished from change which is any difference that occurs between Time one and Time two. What is crucial in innovation is that it is change involving human intervention.Since human agency is involved, innovation can be viewed from many angles: individual, social, organizational, political, technological, and historical. Not surprisingly, much attention has been given to the technological aspects of innovation, among which can be included language pedagogy.
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Tabulawa, Richard. "Geography in the Botswana Secondary Curriculum: A Study in Curriculum Renewal and Contraction." International Research in Geographical and Environmental Education 11, no. 2 (June 2002): 102–18. http://dx.doi.org/10.1080/10382040208667474.
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Fastier, Murray. "Curriculum change, challenges and teacher responsibility." New Zealand Geographer 72, no. 1 (March 16, 2016): 51–56. http://dx.doi.org/10.1111/nzg.12108.
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McDowell, Linda. "Engendering change: curriculum transformation in human geography." Journal of Geography in Higher Education 16, no. 2 (January 1992): 185–97. http://dx.doi.org/10.1080/03098269208709194.
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Mafora, Patrick, and Thabo Phorabatho. "Curriculum Change Implementation: Do Secondary School Principals Manage the Process?" Anthropologist 15, no. 2 (March 2013): 117–24. http://dx.doi.org/10.1080/09720073.2013.11891298.
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Levine, Daniel U., Rayna F. Levine, and Allan C. Ornstein. "Guidelines for Change and Innovation in the Secondary School Curriculum." NASSP Bulletin 69, no. 481 (May 1985): 9–14. http://dx.doi.org/10.1177/019263658506948102.
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Chrusciel, Don. "The role of curriculum in organizational significant change planning." Learning Organization 13, no. 3 (May 2006): 215–29. http://dx.doi.org/10.1108/09696470610661090.
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McPhail, Graham. "From singular to over-crowded region: Curriculum change in senior secondary school music in New Zealand." British Journal of Music Education 29, no. 3 (April 2, 2012): 317–30. http://dx.doi.org/10.1017/s0265051712000058.
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This paper discusses recent developments in the senior music curriculum in New Zealand. I suggest that school music is in transition from its clearly defined origins to its ‘regionalisation’ by new content and knowledge. The concepts of knowledge differentiation and verticality are considered in relation to the subject's now diverse range of curriculum segments, and I argue that the varied progression requirements of these segments combined with an ‘emptying out’ of significant aspects of knowledge within an outcomes-based curriculum presents significant challenges for curriculum construction and pedagogy. Also vying for space within the curriculum are elements of informal music learning. These challenges need to be carefully considered in light of recent social realist critiques which highlight the significance of the relationship between knowledge structures, curriculum, pedagogy and student access to powerful knowledge.
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Sugiono, Sugiono. "Social Justice Across The English Curriculum In Indonesian Secondary Schools." International Journal of English Education and Linguistics (IJoEEL) 2, no. 1 (July 1, 2020): 28–35. http://dx.doi.org/10.33650/ijoeel.v2i1.1260.
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Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just. This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature. The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.
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Kobiah, Dr Lydia Kanake. "Examining Teachers’ Role in the Development and Implementation of Curriculum Support Materials in Secondary School Curricula in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (February 25, 2020): 158–69. http://dx.doi.org/10.51317/ecjces.v2i1.113.
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This study's purpose was to establish teachers’ views towards their involvement in the choice and development of curriculum support materials and implementation of the secondary school curriculum in Kenya. The study involved 342 secondary school teachers and employed a descriptive survey research design. Data from principals and teachers was collected using an interview schedule and questionnaires, respectively. Analysis of the collected data was carried out using inferential and descriptive statistics. The study's findings showed that there existed a statically significant relationship between teachers’ views on their involvement in the choice and development of curriculum support materials for secondary school curriculum. However, teachers’ voice in the process of developing curriculum support materials was at the minimum: to a small extent (M=1.97). The study recommends that teachers who are key curriculum implementers should be engaged in planning and developing the curriculum in all stages for effective curriculum delivery in schools. KICD (Kenya Institute of Curriculum Development) should lay better strategies to involve teachers in the curriculum development process. The findings of this study will, hopefully, supplement government efforts directed towards the improvement of curriculum delivery in Kenyan secondary schools.
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Usiskin, Zalman. "Applications in the Secondary School Mathematics Curriculum: A Generation of Change." American Journal of Education 106, no. 1 (November 1997): 62–84. http://dx.doi.org/10.1086/444176.
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McDonald, Y., and J. Gibson. "Curriculum restructuring in technology in NSW secondary schools ? Response to change." International Journal of Technology and Design Education 5, no. 2 (1994): 139–55. http://dx.doi.org/10.1007/bf00766813.
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Chastko, Audrey M. "Field experiences in secondary teacher education: Qualitative differences and curriculum change." Teaching and Teacher Education 9, no. 2 (April 1993): 169–81. http://dx.doi.org/10.1016/0742-051x(93)90052-i.
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Chittenden, David M. "Planning Grant Award - Systemic Change in the Undergraduate Chemistry Curriculum." Journal of Chemical Education 71, no. 1 (January 1994): 43. http://dx.doi.org/10.1021/ed071p43.1.
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Zakaria, Muhammad, Farzana Karim, Subarna Mazumder, Feng Cheng, and Junfang Xu. "Knowledge on, Attitude towards, and Practice of Sexual and Reproductive Health among Older Adolescent Girls in Bangladesh: An Institution-Based Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 21 (October 22, 2020): 7720. http://dx.doi.org/10.3390/ijerph17217720.
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Improving the sexual and reproductive health (SRH) of adolescent girls is one of the primary aims of the Sustainable Development Goals (SDGs). Adequate and accurate knowledge, a favorable attitude, safe behavior, and regular practice contribute to adolescent girls’ SRH, maternal health, and child health. Considering this, this study aims to explore the level of knowledge, attitudes, and practices (KAP) of SRH among college-going older adolescent girls in Chittagong district, Bangladesh. An institution-based cross-sectional study was conducted in four colleges among the older adolescent girl age group of 16–17 years old (N = 792) attending a higher secondary grade in Chittagong district. Data were collected using a structured and self-administered questionnaire. Descriptive statistics and multiple linear regression analyses were used to summarize the SRH-related KAP and identify the associated factors, respectively. The level of knowledge about puberty, family planning, maternal health, and HIV/AIDS was not satisfactory among the older adolescent girls. Different myths are common in the rural area with regards to menstruation, which impose several restrictions on adolescent girls and adult women. Standardized coefficients of beta (β) and p value < 0.05 in linear regression analyses demonstrated that being a student of the science group (β = 0.29, p < 0.001) and reading about or watching SRH issues on media (β = 0.21, p < 0.001) were significantly associated with older adolescent girls’ high level of knowledge in this regard. Furthermore, being a student of the science group (β = 0.17, p < 0.001), urban residence (β = 0.20, p < 0.001), regular SRH communication (at least once a month) with a mother/sister/friend (β = 0.10, p = 0.003), and reading or watching any SRH content on media (β = 0.22, p < 0.001) appeared as predictors of adolescent girls’ positive attitude towards SRH issues. Moreover, being a student of the science group (β = 0.07, p = 0.048), urban residence (β = 0.22, p < 0.001), regular SRH discussions with a mother/sister/friend (β = 0.09, p = 0.005), pre-knowledge on periods before menarche (β = 0.12, p < 0.001), and reading or watching any SRH content on media (β = 0.18, p < 0.001) are the most important factors influencing a regular hygienic practice of SRH. This study suggests strengthening SRH-related comprehensive education programs incorporated into the curriculum, the effective use of mass media, and supplying behavioral change communication materials.
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Leal Filho, Walter, João Henrique Paulino Pires Eustachio, Adriana Cristina Ferreira Caldana, Markus Will, Amanda Lange Salvia, Izabela S. Rampasso, Rosley Anholon, Johannes Platje, and Marina Kovaleva. "Sustainability Leadership in Higher Education Institutions: An Overview of Challenges." Sustainability 12, no. 9 (May 6, 2020): 3761. http://dx.doi.org/10.3390/su12093761.
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Sustainability leadership entails the processes, which leaders, policymakers, and academics undertake in order to implement sustainable development policies and other initiatives within their organizations. It encompasses approaches, methods, and systemic solutions to solve problems and drive institutional policy towards a more sustainable organization. Higher Education Institutions (HEI) play a particularly important role, especially with regard to their institutional leadership role in promoting sustainable development. There is a paucity of research focusing on sustainability leadership in universities. In order to address this gap, this paper discussed the concept of sustainability leadership based on literature and empirical insights. The study aimed to understand the main characteristics of sustainability leaders at HEI and the main challenges they are confronted with. Secondary research questions involved gender issues and positive outcomes of sustainability leadership. The empirical component of the study consisted of an online-questionnaire survey performed among leaders (n = 50) from a set of universities in 29 countries. The sampling scheme was purposive, based on the membership in the Inter-University Sustainable Development Research Program (IUSDRP). The study was explorative in nature, and the descriptive statistics were used for the analysis. Due to the purposive sampling, the participants from top management positions could be considered as experienced, and their views were assumed to be information-rich. With a self-evaluation, the respondents described their leadership style and their usual traits, with inclusive style and systemic thinking being predominant in the sample. Regarding the skills, the respondents selected the ability to innovate, to think long-term, and to manage complexity from a pre-defined set of options. Connectedness with interdisciplinarity and knowledge about organizational settings, as well as global challenges and dilemmas, were stated as important issues related to the knowledge required for being a leader. Regarding requirements for a change towards more sustainable universities’ curriculum adaptation, investments in education for sustainable development (ESD), sustainable procurement, and reporting were mentioned. The study also revealed that gender issues were taken seriously among the sampled institutions, which is an encouraging trend. Challenges seen in implementing sustainability leadership are, for instance, a lack of interest by the university administration and among some members of the academic community, as well as lack of expertise and materials or resources. Based on the empirical insights, a set of measures were listed and which may be adopted in the future, so as to allow leaders of Higher Education Institutions to enhance their sustainability performance.
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Khan, Hafiz Mohammad Ather, Muhammad Tahir Khan Farooqi, and Shahid Mehmood. "Curriculum of Mathematics in Pakistan and International Standards: A Comparative Study." Global Social Sciences Review III, no. II (June 30, 2018): 273–300. http://dx.doi.org/10.31703/gssr.2018(iii-ii).16.
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Curriculum which is considered as the main tool education cannot remain the same endlessly. With the expansion of spectrum of knowledge, upgrading of the curriculum is needed with the passage of time. It is nevertheless, the timely updates and restructuring of curriculum can enhance the standard of education. It is therefore, change in curriculum and comparative analysis of the curriculum has been a hot debated topic not only in Pakistan but also all around the world. Current design of the study can be used to analyze the curriculum of mathematics for secondary level of education prescribed by the Punjab Text Book Board. The sole purpose of this comparative study of mathematics is to better analyze the policy objectives of the subject of mathematics curriculum for education at secondary level in Pakistan. Secondly, the study was aiming to analyze curriculum processes while referring to certain objectives, content, methodology and assessment techniques. Thirdly, this research study was aiming to critically review the subject matter of mathematics while highlighting the strengths and weaknesses of the subject of mathematics taught at secondary level of education in Pakistan. Fourth, the aim of this research study is to explore the suggestions of curriculum specialists about the salability of the value of mathematics curriculum in education of secondary level in Pakistan. Fifthly, the study used to recommend measures to upgrade the curriculum of mathematics implemented for secondary school education in the country. The population under study comprised of teachers, students, opinion of national curriculum professionals and materials provided about the mathematics curriculum from the Curriculum Bureau in Provinces of Pakistan. Suggestions and recommendations are provided in the end of the research study while better concluding the results and findings in the end of the paper.
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Bitautas, Algis. "Education Expression of Multiperspective Approach on History Curriculum of Basic and Secondary Education." Pedagogika 119, no. 3 (September 23, 2015): 97–115. http://dx.doi.org/10.15823/p.2015.026.
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In the article education expression of multiperspective approach on history curriculum of basic and secondary education is thoroughly analyzed (1990–2011 y.). According to the work of contemporary foreign specialists of history didactics, the author presents the history conception of multi – perspective view in teaching and learning. The author carried out the analysis of curriculum seeking to distinguish the essential content change of curriculum structure and the teaching and learning of history in the period of twenty years of independence.
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KEOWN, P. A. "CURRICULUM CHANGE, TIME AND THE HEAD OF DEPARTMENT." New Zealand Journal of Geography 69, no. 1 (May 15, 2008): 8–9. http://dx.doi.org/10.1111/j.0028-8292.1980.tb00125.x.
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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.
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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.
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Adamson, Bob, and Annie Tong Siu Yin. "Leadership and collaboration in implementing curriculum change in Hong Kong secondary schools." Asia Pacific Education Review 9, no. 2 (June 2008): 180–89. http://dx.doi.org/10.1007/bf03026498.
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Rajović, Jelena, and Milica Spasić-Stojković. "English for specific purposes in the curriculum of vocational secondary schools." Bastina, no. 51 (2020): 157–77. http://dx.doi.org/10.5937/bastina30-26741.
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The curriculum is the starting point for effective teaching planning. The outcome of the teaching process in secondary vocational schools depends, to a large extent, on the conception of the curriculum prescribed by state bodies, which is the case with most countries of the Western Balkans, including Serbia. The paper deals with the issue of English for specific purposes in secondary vocational schools, the representation of English for specific purposes in the curriculum of secondary vocational schools in Kosovo and Metohija, which are under the jurisdiction of the Ministry of Education, Science and Technological Development of the Republic of Serbia. The research describes approaches to curriculum development and planning for English for specific purposes. The analysis of plans and programs for the English language showed that the needs of students of vocational secondary schools of technical orientation in terms of English for specific purposes are not fully met. The research defines the components that are important to include in order to harmonize goals, forms and educational activities that will improve students' knowledge and prepare them for future professional roles.
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Chikati, Timothy Mandila, and Evans Ogoti Okendo (Phd). "Teachers’ and Students’ Perceptions of Integrated Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 7 (July 17, 2018): 4881–89. http://dx.doi.org/10.18535/ijsshi/v5i7.08.
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This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (1991, revised 2006, 2007). The theory views educational implementation as a model of interactions between characteristics of change (need clarity, complexity, quality & practicality) as independent variables on the one hand and teachers’ and students’ environmental literacy (awareness, knowledge, attitudes, skills, participation) as dependent variables. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants of the study. The target population of this study included public secondary schools, principals, and teachers and form 4 students from public secondary schools in Machakos Sub-County. Instruments for data collection included questionnaires and document analysis schedules. Quantitative analysis techniques were used to analyse data. The t- test statistic was used to test the null hypotheses at 0.05significance level. Study findings demonstrated that both teachers’ and students’ perceptions of the integrated environmental education in the secondary school curriculum were generally weak hence little attention was paid to adequate integration of EE in the school curriculum. This negatively impacted teachers’ and students’ involvement in and commitment to implementation of EE in the school curriculum hence the persistence of environmental degradation in Machakos Sub County. The study confirmed that some elements of environmental education were integrated in the subjects that were taught in the secondary school curriculum albeit inadequately and unevenly distributed, apparently marginalizing particularly climate change and land degradation hence reducing the crosscutting nature of EE. The study recommended that KICD should include a given percentage of EE topics in the curriculum; The Ministry of Education should clearly define environmental policies and prescribe them for schools.
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Paaske, David Mathias, Olman Segura-Bonilla, and Jairo Hernandez-Milian. "ESD for managers in the Danish lower secondary educational curriculum." Journal of Work-Applied Management 13, no. 1 (February 3, 2021): 154–66. http://dx.doi.org/10.1108/jwam-10-2020-0045.
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PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.