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Relevant bibliographies by topics / Teaching practice - Curriculum

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Academic literature on the topic 'Teaching practice - Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Teaching practice - Curriculum"

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Boudin, Kathy. "Teaching and Practice." Harvard Educational Review 63, no. 2 (1993): 207–33. http://dx.doi.org/10.17763/haer.63.2.t875w42q30w8qk04.

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In this article, Kathy Boudin recounts her story as an inmate and literacy educator at Bedford Hills Correctional Facility for women. While the standard literacy education curriculum for the facility emphasized instrumental, workbook-based reading skills, Boudin sought to make the literacy program more relevant to the women's lives and experiences. By working with the women in the literacy program, Boudin incorporated critical literacy teaching practices into the skills-based curriculum, using the subject of AIDS in prison as a means of linking the women's experiences with their acquisition of

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Hernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (2019): 1534–46. http://dx.doi.org/10.1108/k-04-2018-0212.

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Purpose The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform. Design/methodology/approach The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and inte

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Carelli, Francesco. "Minimal undergraduate teaching curriculum in Europe." British Journal of General Practice 61, no. 588 (2011): 440.1–440. http://dx.doi.org/10.3399/bjgp11x583029.

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Salmon, Gill, and Michal Tombs. "Teaching medical students child and adolescent psychiatry (CAP)." Journal of Mental Health Training, Education and Practice 14, no. 5 (2019): 348–60. http://dx.doi.org/10.1108/jmhtep-07-2018-0041.

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Purpose The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is

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Too, Wei Keong, and Eka J. Saimima. "TEACHER BELIEF AND PRACTICE IN A SCHOOL-BASED ENGLISH LANGUAGE CLASSROOM IN EASTERN INDONESIA." Journal of Nusantara Studies (JONUS) 4, no. 1 (2019): 211. http://dx.doi.org/10.24200/jonus.vol4iss1pp211-231.

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This study examines an English language teacher’s beliefs and practices within the context of implementation of school-based curriculum in Eastern Indonesia. The aim of this study is to examine the relationship between teacher belief and practice in the school-based curriculum through two research questions: “What are the teacher’s beliefs about teaching English in a school-based curriculum setting?” and “How does the school-based curriculum influence the teacher’s beliefs and practices?”. This case study adopts purposeful sampling involving a volunteered public junior high school English lang

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Meiers, Sonja J., Sandra K. Eggenberger, and Norma Krumwiede. "Development and Implementation of a Family-Focused Undergraduate Nursing Curriculum: Minnesota State University, Mankato." Journal of Family Nursing 24, no. 3 (2018): 307–44. http://dx.doi.org/10.1177/1074840718787274.

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Nurse educators have the responsibility to create learning experiences centered on the scientific and praxis foci of the nursing discipline to advance nursing practice with families. Although the nursing profession has ample knowledge about the importance of family nursing and the value of family-focused actions, there is a lack of curricular and teaching models that address nursing practice with families in numerous courses and learning experiences. This article describes the development of a family-focused undergraduate curriculum and teaching–learning practices at Minnesota State University

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Clifford, Patricia, and Sharon Friesen. "Teaching and Practice." Harvard Educational Review 63, no. 3 (1993): 339–59. http://dx.doi.org/10.17763/haer.63.3.y112450043270360.

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Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community. Using excerpts from their teaching journals, the authors recount their work with a classroom of six- and seven-year-olds, in which they continually question, challenge, and ultimately change fundamental assumptions about the education of young children. Through the voices an

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Throne, Jeanette. "Teaching and Practice: Living with the Pendulum: The Complex World of Teaching." Harvard Educational Review 64, no. 2 (1994): 195–209. http://dx.doi.org/10.17763/haer.64.2.751755752w5t5417.

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In this article, Jeanette Throne describes how educational reforms seem to swing from one opposing ideology to another, while teachers confront the complex nature of the classroom, where different need exist simultaneously. Throne looks at this problem from two perspectives: a historical look at curricular reforms and her won classroom practice. Examining the evolution of her kindergarten language arts curriculum, she questions whether the learning needs of individual students can be met within the bounds of a single theoretical framework. Throne reflects on and analyzes the learning processes

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He, Cheng Long. "Curriculum Reform Practice Based on PBL Teaching Mode." Advanced Materials Research 655-657 (January 2013): 2119–22. http://dx.doi.org/10.4028/www.scientific.net/amr.655-657.2119.

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PBL model is not only refers to problem-based learning but also refers to project-based learning. In this mode, teacher is an active guider and the students are self-learning teaching in groups around the problems. The specialized fundamental curriculum, Building Architecture, is practiced as an example. This article extracts three Projects and forty Problems. The theory teaching and course design are taken a comprehensive view of the situation as a whole. This curriculum reform practice has proved that PBL mode can raise students' the ability to analyze and solve problems, and it is an import

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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.

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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should

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Dissertations / Theses on the topic "Teaching practice - Curriculum"

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Noroozi, Majeed. "Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3874.

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Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse groups of learners” (p. 5). Task-based Language Teaching has been introduced and developed by second language acquisition researchers as well as language educators in response to the teacher dominated and focus-on-formS methods of language teaching in classrooms such as the approach of Present, Practice, Produce (PPP) (Van den Branden, 2006). The present study aimed to build upon the previous literature on the possible diff

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Smith, Matthew W. "Teaching the 'Third World' : difference and development in the school curriculum." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3998/.

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This research explores the communication of the 'Third World' in the school curriculum, focusing particularly on its role, location and significance. Using data collected from two UK secondary schools the thesis combines ethnographic methods with theoretical perspectives from sociology, development studies and cultural studies. The conceptual focus of the research is on the ways the communication of the 'Third World' constructs notions of difference and identity in the school curriculum, informed by its location within three frameworks of meaning: development; charity; multiculturalism. The co

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Cullen, Lorraine Ann. "Leading curriculum change : developing inquiry based teaching and learning in a primary school." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14288/.

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Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research. The idea of learning being placed at the heart of the core business of leadership

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Deweese, David L. "Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.

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This study of principal preparation programs composing the Danforth Foundation Program for the Preparation of School Principals (DPPSP) was conducted to identify and compare the perceptions of program faculty and program coordinators of their respective instructional planning and teaching practices, and their like perceptions of department expectations of faculty regarding these same roles. Variables were constructed using a pilot survey with selected faculty who were members of the Southern Region Council for Education Administration. There were three major fin

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Vail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.

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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The g

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Li, Ying. "Curriculum innovation and listening comprehension within the national English teaching reform in China." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/12313/.

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The ‘National English Teaching Reform’ at university level, also known as the Reform of College English, was initiated in China in 2003. The new mode of English teaching was a combination of classroom teaching and student self-access learning via CWISs (Campus-Wide Information System). The emphasis of the Reform was on developing the students' all-round ability, especially the ability of listening and speaking. The purpose of this study was to research the implementation of this curriculum innovation in a specific university. The research applied both quantitative and qualitative methods, name

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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.

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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning

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Chiu, Hazel Lai Wan. "Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10007359/.

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Grammar has often been a topic which receives attention in the English Language curricula of Hong Kong schools, irrespective of what teaching approaches are being endorsed. Particularly in the task-based English Language curriculum implemented in secondary schools from 2002, grammar is presented as one of the highlights. This thesis aims to investigate how grammar teaching is perceived and practised within the task-based secondary curriculum of Hong Kong. The study covers three major areas of investigation: (a) language teaching policy and curriculum in Hong Kong; (b) language and grammar teac

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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.

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Joseph, Jenead Diana Nicole. "Mathematics teachers’ experiences of the influence of the changing curriculum on their professional practice in grades 10 - 12 in the Cape Winelands district." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2495.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>Education in South Africa is a concern to many stakeholders, including government, teachers, teacher unions and non-governmental organisations, owing to the poor academic performances of learners. Mathematics teachers, the focus of this study, are confronted with a constantly changing curriculum. Teachers are often targeted by the education authorities and general public as the primary cause of the poor outcomes of education in South Africa. This study considers the experiences of Grades 10–12 mathematics teachers in t

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Books on the topic "Teaching practice - Curriculum"

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Lory, Quaranta, ed. Effective teaching: Principles and practice. Scott, Foresman, 1987.

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The professional practice of teaching. 3rd ed. Thomson Learning Australia, 2008.

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Wiles, Jon. Curriculum development: A guide to practice. 5th ed. Merrill, 1998.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 7th ed. Pearson Merrill Prentice Hall, 2007.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 3rd ed. Merrill Pub. Co., 1989.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 6th ed. Merrill/Prentice Hall, 2002.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 4th ed. Merrill, 1993.

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Wiles, Jon. Curriculum Development: A guide to practice. 3rd ed. Merrill, 1989.

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Massachusetts. Dept. of Education. Massachusetts arts curriculum framework: The practice of creating. The Department, 1999.

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Curriculum as institution and practice: Essays in the deliberative tradition. L. Erlbaum Associates, 1999.

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Book chapters on the topic "Teaching practice - Curriculum"

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Clarence, Sherran, and Martina van Heerden. "Changing curriculum and teaching practice." In Building Knowledge In Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-9.

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Shardlow, Steven, and Mark Doel. "Using a Curriculum for Practice Learning." In Practice Learning and Teaching. Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-11308-8_5.

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Watkins, Richard. "Linking Science to the Wider Curriculum." In Primary Science: A Guide to Teaching Practice. SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473910850.n6.

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Stinson, Susan W. "Dance/Teaching/Research: The Practice of Living (2015)." In Embodied Curriculum Theory and Research in Arts Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20786-5_20.

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Cramp, Andrew. "Curriculum design to provide learning as a social practice." In Masters Level Teaching, Learning and Assessment. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-39937-3_12.

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Peterson, Chris. "Teaching health research: social sciences in a physical sciences curriculum." In Health Research in Practice. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4497-9_4.

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Johnston, Keith. "Key Skills in the Context of Twenty-First-Century Teaching and Learning." In Curriculum Change within Policy and Practice. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_5.

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Morshedzadeh, Elham, Page Cross, Christopher Arena, and Andre Muelenaer. "Teaching Strategies Considering Interdisciplinary Practice in Industrial Design Curriculum." In Advances in Industrial Design. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80829-7_12.

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Chen, Bo, and Bing Wei. "Implementation of Standards-Based Curriculum by Chemistry Teachers: From Curriculum Materials to Teaching Practice." In Science Education in East Asia. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16390-1_21.

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Cui, Ruixue, and Yanchao Wang. "Research on Teaching Practice of Hidden Curriculum in University Physical Education." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_52.

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Conference papers on the topic "Teaching practice - Curriculum"

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Haiyu Li, Chunhua Zhang, Xiaohua Song, and Nan Zheng. "Cognition and practice about curriculum teaching design." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543781.

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Li, Haiyu, Chunhua Zhang, Xiaohua Song, and Nan Zheng. "Cognition and Practice about Curriculum Teaching Design." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.45.

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Qian, Min, Dan Wu, Yan Ye, Guiju Zhang, and Jihua Gu. "Teaching reform and practice of optoelectronic technology curriculum." In 15th Conference on Education and Training in Optics and Photonics, ETOP 2019, edited by Anne-Sophie Poulin-Girard and Joseph A. Shaw. SPIE, 2019. http://dx.doi.org/10.1117/12.2523449.

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Li, Liping, Shiming Zhang, and Yueping Wu. "Teaching reform and practice on software project management curriculum." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250371.

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Fu, Yabo, Haowei He, Lijuan Liang, Lizheng Zhang, and Guorong Cao. "Practice of Curriculum Teaching Reform on Green Transport Packaging." In International Conference on Education Innovation and Social Science (ICEISS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.8.

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Chen, Ning. "Superficial View on Relationship between Curriculum Teaching and Practice Teaching in China." In International Conference on Education, Management, Commerce and Society. Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.120.

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Tang, Yu, and Gang Wu. "Reform and Practice of Practical Teaching Curriculum system of Electronic and Information Engineering." In 2016 International Conference on Economy, Management and Education Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.434.

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Furtak, Erin. "Supporting science teaching practice with learning progressions." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_14.

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Learning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments.

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Li, Rong. "Exploration and Practice of Inquiry Teaching in Communication Theory Curriculum." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.125.

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Nolan, Collette, and Bill O'Flynn. "From space to place; Non-hierarchical collaborative strategies of teaching and learning in the Crawford College of Art and Design." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.38.

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What does Learning look like? What are the embodied roots of the thinking process? We have posed these questions in the process of developing our research, workshops and curricula. How do we understand, engage with and investigate the everyday teaching and learning environment? Art practice is a complex process, and successful induction into the forms of teaching and learning practiced in the studio is critical to a student’s progress through art college. For contemporary artist/researchers working at the interface of art and pedagogy, education continues to be a central concern in their resea

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Reports on the topic "Teaching practice - Curriculum"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and p

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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), 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 Staige

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source colle

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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