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Relevant bibliographies by topics / Standards-based curricula

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Academic literature on the topic 'Standards-based curricula'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Standards-based curricula"

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French, Doug. "Standards-based school mathematics curricula." British Journal of Educational Technology 35, no. 2 (March 2004): 250–51. http://dx.doi.org/10.1111/j.0007-1013.2004.386_5.x.

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Wells, Richard. "Designing Curricula Based on the Standards." Music Educators Journal 84, no. 1 (July 1997): 34–39. http://dx.doi.org/10.2307/3399084.

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Wahlström, Ninni. "Democracy and curriculum—the task still before us." European Educational Research Journal 19, no. 4 (November 29, 2019): 351–63. http://dx.doi.org/10.1177/1474904119889795.

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This article explores how John Dewey’s concept of democracy can contribute to our understanding of what is required from education amid growing nationalism and populism, even in what are usually perceived as established democracies. The purpose of the study is to explore how standards-based curricula for citizenship education can be problematised in relation to the broad concept of democracy. The meaning of citizenship education in curricula is examined through two cases from western countries (Sweden and the USA) with standards-based curricula. These social studies curricula deal with democracy as something ‘to teach about’, rather than focusing on helping students learn to understand and recreate democracy for their own generation. However, the concept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculum logic of standards and knowledge outcomes emphasising measurability. Now, when democracy is challenged, also seems to be the right time to confront the logic of a standards-based curriculum and the selective traditions of subjects within the social studies, as well as to ask the questions ‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.

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J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.

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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

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Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.

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Bay-Williams, Jennifer M., Barbara J. Reys, and Robert E. Reys. "Effectively Implementing Standards-Based Mathematics Curricula in Middle Schools." Middle School Journal 34, no. 4 (March 2003): 36–41. http://dx.doi.org/10.1080/00940771.2003.11495387.

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Bay, Jennifer M., John K. Beem, Robert E. Reys, Ira Papick, and David E. Barnes. "Student Reactions to Standards-Based Mathematics Curricula: The Interplay Between Curriculum, Teachers, and Students." School Science and Mathematics 99, no. 4 (April 1999): 182–88. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17472.x.

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Kapol, Nattiya, Pagamas Maitreemit, Petcharat Pongcharoensuk, and Edward P. Armstrong. "Evaluation of Curricula Content Based on Thai Pharmacy Competency Standards." American Journal of Pharmaceutical Education 72, no. 1 (September 2008): 09. http://dx.doi.org/10.5688/aj720109.

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Clarke, Nancy A., Shirley Stow, Charles Ruebling, and Frances Kayona. "Developing Standards-Based Curricula and Assessments: Lessons from the Field." Clearing House: A Journal of Educational Strategies, Issues and Ideas 79, no. 6 (July 2006): 258–61. http://dx.doi.org/10.3200/tchs.79.6.258-261.

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Dissertations / Theses on the topic "Standards-based curricula"

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Pettit, Annie. "THE IMPACT OF STANDARDS-BASED CURRICULA ON UNDERREPRESENTED GROUPS." Miami University Honors Theses / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111087318.

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Bay, Jennifer M. "Middle school mathematics curriculum implementation : the dynamics of change as teachers introduce and use standards-based curricula /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953844.

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Wilborn, LaChelle Rachel. "Hospitality curriculum: a comparative assessment based on ACPHA standards." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/43684.

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This is what experts are saying: African American students need a "dynamic curriculum" in order to gain the competitive edge over their peers (Marshall, 1992). Top educators and industry executives at the 1993 Annual CHRIE Conference stated that "hospitality schools need to overhaul their curricula if they are to be more relevant in today’s market place" (Walkup, 1993). The purpose of the research project was to obtain information on how the curricula of HPBCUs with hospitality administration programs compared to ACPHA standards. The study sought information from those institutions of higher education and made comparisons based on ACPHA standards and expert reviewers. The study was aimed primarily at identifying the strengths and weaknesses of the HPBCUs’ curricula using the ACPHA standards as the foundation. A total of 11 HPBCUS were evaluated by 18 ACPHA reviewers. The reviewers compared the HPBCUs’ curricula to ACPHA standards using a Likert-type scale (4=Superior, 3=Satisfactory, 2=Unsatisfactory, 1=Poor). Each HPBCU curriculum was evaluated by two reviewers. Forty percent of the institutions received an approval rating for accreditation and 40% were deferred accreditation. The remaining 20% were denied the accreditation status. All accrediting decisions reflected curriculum only. It was recommended that the 11 HPBCUs follow ACPHA standards to ensure the quality of education being offered. It was also recommended that the HPBCUs’ curricula be revised to reflect areas of hospitality administration deemed necessary by ACPHA.
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Mueller, Kristi Joanne. "Reaching the standards: An action research project using a constructivist survey to measure the effects of curricular change based on the goals of the National Science Education Standards." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1666.

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Geddis-Capel, Mandy L. "Who is the EYT? A narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225202140.

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Regacho-Anaclerio, Renee D. "Principal behaviors and practices that support the development of a standards-based instructional system." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2350.

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This qualitative study sought to identify the common behaviors and practices of principals in high achieving standards-based schools. Three schools were examined in the study. These schools were selected from a ten county area and had demonstrated consistent and unusual growth on the Academic Performance Index (API). The practices of principals were identified through a phenomenological study of the experiences of successfully implementing a standards-based instructional system. Principals were interviewed individually, and focus groups of teachers were interviewed separately. Both groups were asked about the principal behaviors and practices that led the school to achieve academic success. Principals and teachers across the three sites identified similar practices including high expectations of students and staff, planning and goal setting based on student achievement data, frequent monitoring of student achievement, teacher collaboration, principal classroom visits, principal visibility on campus, principal accessibility, and a school culture that promoted trust and team work.

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Findling, John C. "Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.

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Newton, Jill. "Discourse analysis as a tool to investigate the relationship between written and enacted curricula the case of fraction multiplication in a middle school standards-based curriculum /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.
Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.

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Genz, Rebekah Loraine. "Determining High School Geometry Students' Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students?" Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1373.pdf.

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Toot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.

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Books on the topic "Standards-based curricula"

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Creating standards-based integrated curriculum: The common core standards edition. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2012.

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Performance assessment and standards-based curricula: The achievement cycle. Larchmont, N.Y: Eye On Education, 1998.

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Aligning and balancing the standards-based curriculum. Thousand Oaks, Calif: Corwin Press, 2005.

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Ainsworth, Larry. Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press, 2006.

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Mary, Hamm, ed. Literacy today: Standards across the curriculum. New York: Falmer Press, 2000.

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Snapp, Jim. Implementing curriculum integration in standards-based middle schools: The principal's role. Westerville, Ohio: National Middle School Association, 2006.

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Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. New York: Teacher College Press, 2005.

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March, Judith K. Designing instruction: Making best practices work in standards-based classrooms. Thousand Oaks, CA: Corwin Press, 2008.

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Bert, Greg. Meeting physical education standards through meaningful assessment: Research-based strategies for secondary teachers. Champaign, IL: Human Kinetics, 2013.

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Keuss, Jeffrey F. Character in action: First standards based character education workbook/blackline master : lessons & activities for ages 9-14. Kirkland, Wash: Positively For Kids, 2005.

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Book chapters on the topic "Standards-based curricula"

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Cai, Jinfa, Bikai Nie, John C. Moyer, and Ning Wang. "Teaching Mathematics Using Standards-Based and Traditional Curricula: A Case of Variable Ideas." In Mathematics Curriculum in School Education, 391–415. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_19.

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Christison, MaryAnn, and Denise E. Murray. "A Standards-Based Curriculum." In What English Language Teachers Need to Know Volume III, 337–52. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429275746-28.

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Hartsuijker, Ard, Yael Friedler, and Frits Gravenberch. "MBL, MML and the Science Curriculum—Are We Ready for Implementation?" In Microcomputer–Based Labs: Educational Research and Standards, 73–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-61189-6_4.

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Linn, Marcia C. "From Separation to Partnership in Science Education: Students, Laboratories, and the Curriculum." In Microcomputer–Based Labs: Educational Research and Standards, 13–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-61189-6_2.

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de Beurs, C., and A. L. Ellermeijer. "Computer Applications in Physics: The Integration of Information Technology in the Physics Curriculum." In Microcomputer–Based Labs: Educational Research and Standards, 239–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-61189-6_13.

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Bailey, Lora Battle, Parichart Thornton, Stacie K. Pettit, and Laura Rychly. "Constructivist Interdisciplinary Curriculum, English Language Learning, and Family Engagement." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 54–76. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-2.

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Sarama, Julie, Kimberly Brenneman, Douglas H. Clements, Nell K. Duke, and Mary Louise Hemmeter. "Interdisciplinary Teaching across Multiple Domains." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 1–53. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-1.

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Davis, Sara McCormick, and Christine Chaillé. "Integrating Math and Science through Big Ideas." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 77–85. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-3.

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Hindman, Annemarie H., Emily K. Snell, and Barbara A. Wasik. "Developing Vocabulary in the Early Grades." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 86–105. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-4.

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Dennis, Lindsay R., and Nancy Stockall. "Individualized Language Interventions within a Collaborative School/Family Partnership." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 106–20. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-5.

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Conference papers on the topic "Standards-based curricula"

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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.

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Vasudevan, Nitish, and Conrad S. Tucker. "Digital Representation of Physical Artifacts: The Effect of Low Cost, High Accuracy 3D Scanning Technologies on Engineering Education, Student Learning and Design Evaluation." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12651.

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This paper aims to address two fundamental challenges in engineering education; i) the disconnect between digital and tactile learning activities in traditional Engineering Design curricula and ii) variations in standards used to assess digital activities completed by students. Digital 3D scanning technologies have the potential to mitigate the disconnect between digital and tactile learning activities by providing students with a real time understanding of the relationship between the digital and tactile design space in a real time, dynamic manner. In the process, students are introduced to the concept of reverse engineering as a means of understanding product assembly/disassembly as tactile activities, which can be then seamlessly represented/augmented in the digital space. The researchers of this work aim to understand the impact on the learning outcomes experienced by students when digital and tactile engineering activities are integrated in a real time dynamic manner. To mitigate variations in standards used to assess digital activities completed by students, the authors propose employing a 3D similarity metric that quantifies the differences between digital solutions created by students and a baseline solution from which student solutions are compared against. By establishing a quantitative similarity metric to assess student solutions, variations in grading across different instructors can be minimized and scores finalized in a more timely and efficient manner. The case study presented in this work is based on an Introduction to Engineering Design course, where freshmen students working both in individual and team based design projects are introduced to both digital and tactile activities. The research findings reveal students’ perception of 3D scanning technologies as it relates to their experiences with digital and tactile learning activities. After being introduced to digital and tactile activities, students’ performance are quantified through controlled design activities that are then assessed/graded using the proposed digital similarity metric.

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Nikolova, Evgeniya, Yanislav Zhelev, and Mariya Monova-Zheleva. "INTEGRATING THE TRAINING IN STANDARDIZATION IN UNIVERSITY CURRICULA – EUROPEAN DIMENSIONS AND CHALLENGES." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.217.

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Standardization and standards play a key role in today’s competitive landscape. It is already broadly recognised the importance of the standards and standardization regarding the knowledge and best practices transfer, global supply chain networks building and management, the achievement of economic efficiency and sustainability as well as boosting the innovations. Taking into consideration the importance and the urgent need outlined by the business and the industries for a workforce equipped with relevant knowledge and skills regarding standardization and standards, this paper is focused on the following questions: (i) what are the reasons the standards-related training are still not adequately represented in the academic disciplines; (ii) what is the University lecturers and students’ levels of awareness about the international and European standardization systems and their readiness to improve their knowledge and competencies in the field of standardization; (iii) what are the main aspects to improve the training in terms of standards and standardization in university education. The authors of this paper propose answers to these questions on the base of the results achieved through a comprehensive study conducted in five European countries in the framework of the international project “Standards Teaching in University Education” /STUNED/, funded by the Erasmus plus program of the European Commission.

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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.

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Nur, Andi Saparuddin, Hariani Fitrianti, Murni Sianturi, and Muhammad Sunu Queen Irianto. "HOTS Test Construction Based on Orientation to The 2013 Curriculum Assessment Standards." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.282.

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Fertalj, Kresimir, and Damir Kalpic. "On the Transformation of Traditional IS Service Department into a Modern IS Center: A Case Study." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2415.

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Some issues related to the transformation of a traditional IS service department into a modern team-based information center are discussed. The process of transformation comprises human resources analysis, investigation of possible ways of transformation, proposal of a new organization and constitution of development teams (DTs). New organization is based on DTs with flexible structure, which ensures a successful transformation. Education during transformation must be adjusted to the customer and can include different approaches such as on-the-job education, full curriculum and the short-term training plan, consulting services, end-user education and so forth. An educational framework should propose the standards to be followed and possible adjustments of those standards, which would make the education successful. A study done for a large state-owned Croatian company, carried out in practice as part of the initial strategy plan, will be presented and used as an example.

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Miller, William H., David Jonassen, Rose Marra, Matthew Schmidt, Matthew Easter, Ioan Gelu Ionas, Gayla M. Neumeyer, Randy Etter, Bruce Meffert, and Christopher C. Graham. "Radiation Protection Technician Two-Year Associates of Applied Science Curriculum for National Implementation." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48952.

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The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.

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West, Matthew, Mariana Silva Sohn, and Geoffrey L. Herman. "Sustainable Reform of an Introductory Mechanics Course Sequence Driven by a Community of Practice." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51493.

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As part of a broader effort to promote the sustainable adoption of evidence-based pedagogies at our institution, the three-course sequence consisting of Introductory Statics, Introductory Dynamics, and Introductory Solid Mechanics has been redesigned to (1) improve students’ low engagement and enthusiasm, (2) improve instructors’ experience and reduce their high workload, and (3) maintain and elevate the current standards for content. These three courses are the core second-year mechanics classes in our engineering curriculum, serving approximately 2500 students per year from seven engineering departments. To promote sustainability of the reforms, the courses were redesigned through a Community of Practice (CoP), consisting of faculty who collaborated closely to design and implement changes and who developed communal knowledge of the reforms. Evaluation of reforms focused on student satisfaction as expressed through surveys and focus groups.

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Casto, Mark, Ibrahim Zeid, and Claire Duggan. "Development and Implementation of an Engineering Course Guided by Involvement in University-Based Professional Development." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64653.

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Amesbury High School is a small suburban district located in the northeastern portion of Massachusetts. Amesbury High School offers a traditional science curriculum (biology, chemistry, and physics) blended with many elective courses. Recently added electives include microbiology, forensics, geology, environmental science, and meteorology to name a few. All of these courses offer students a chance to explore in-depth issues connected to each of these fields with a curriculum designed to address real-life connections, strengthen their problem solving skills, and provide opportunities for application of their knowledge. Based upon review of the Next Generation Science Standards, it became evident a need to offer students a STEM course that was strongly focused on problem-based learning, which bridged math and science content, and offered students a better understanding of the engineering field. In the spring of 2012, a curriculum was written based upon experiences in Northeastern University’s Research Experience for Teachers Program and the CAPSULE Program which are both funded by NSF. Both of these programs offer rich professional development, is focused on engineering-based learning (EBL), have strong connections to University faculty, and provide teachers the opportunity to develop lessons and units that they can directly apply in their classrooms. The CAPSULE program provided extensive training in developing units based upon the engineering design process (EDP), offered intensive training in SolidWorks® (mechanical design software), and provided each of its participants with continued support through classrooms visits and online discussion forums. Based upon participation in these programs, available support through University connections, and a deeper understanding of the field of engineering and the EDP, we anticipate the curriculum developed for our students will lead to a deeper understanding of STEM topics and lead to an increase in enrollment in our science and math classes. I also feel that the potential exists to have CAPSTONE projects become a requirement in the newly developed course. This paper covers the details of the initial offering of the newly-developed course, the changes made for the upcoming school year, and the challenges faced throughout the process of implementation. It also addresses the grant writing successes and failures encountered and how the funding has been used to enhance components of the course. Included in the paper are student reactions and feedback that was considered in revising the course. Lastly, the paper summarizes my involvement in both of these professional development programs and how they are integral to developing leadership skills and confidence within the education profession.

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Ye, Jing. "Research on the Consistency of Learning Results and Curriculum Standards Based on SEC Model-Take the Course of “Data Structure” as An Example." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.556.

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Reports on the topic "Standards-based curricula"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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