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1
Boudin, Kathy. "Teaching and Practice." Harvard Educational Review 63, no. 2 (July 1, 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 literacy skills. Although the article focuses on prison education, the women in Bedford Hills are like other women in urban communities for whom literacy is only one of many problems. Thus, the pedagogical and social issues raised here have many implications that extend beyond the prison bars.
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Hernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (August 5, 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 interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge. Findings Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum. Research limitations/implications Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process. Originality/value The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.
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Carelli, Francesco. "Minimal undergraduate teaching curriculum in Europe." British Journal of General Practice 61, no. 588 (July 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 (August 29, 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 an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.
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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 (June 29, 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 language teacher. It derives its qualitative data from semi-structured interviews, observation field notes and lesson plans. It identifies two themes of this teacher’s belief: “pragmatic views of teaching” and “conformity to practice”. When the beliefs were examined in relation to the practices, another two themes emerged, and they were “negotiation between expectations and practices” and “tension between conformity and practice”. The findings of this study indicate that negotiation was a constant practice while teaching within the context of the school-based curriculum. Although the teacher demonstrated autonomy in classroom management and teaching strategies, the freedom was not extended to the selection of teaching materials and activities. The identified tensions between conformity and practice highlight issues in teacher readiness and teacher support on the implementation of school-based curriculum. Keywords: Classroom practice, English language teacher, Indonesia, school-based curriculum, teacher belief. Cite as: Too, W. K. & Saimima, E. J. (2019). Teacher belief and practice in a school-based English language classroom in eastern Indonesia. Journal of Nusantara Studies, 4(1), 211-231. http://dx.doi.org/10.24200/jonus.vol4iss1pp211-231
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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 (August 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, Mankato in the United States. A vision and mission centered on the nursing of families, a family care teaching model, a framework of family constructs, and taxonomy of significant learning strategies guided faculty in creating learner-centered experiences. Course objectives, competencies, and teaching–learning practices in this curriculum are described. This manuscript may guide the development of innovative teaching–learning practices that integrate family nursing constructs and family nursing actions from a variety of family nursing models and theories. Initial evaluation suggests that this curriculum can increase students’ knowledge of family and instill a passion for family care in undergraduate programs.
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Clifford, Patricia, and Sharon Friesen. "Teaching and Practice." Harvard Educational Review 63, no. 3 (September 1, 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 and stories of these authors and their students, we witness the rich life of a classroom where teachers and children are passionate and vibrant learners.
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Throne, Jeanette. "Teaching and Practice: Living with the Pendulum: The Complex World of Teaching." Harvard Educational Review 64, no. 2 (July 1, 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 of her students, focusing on both their successes and challenges as they begin to read and write. She then describes the ways her students' learning has informed her teaching and prompted her to integrate several theoretical perspectives into her curriculum in order to ensure their success. She concludes by stressing that educators must look beyond either/or choices in order to see solutions that reflect the realities of the classroom, and emphasizes the importance of creating ongoing dialogue between teachers and theorists, researchers, and policymakers in order to foster a more comprehensive view of students and their learning needs.
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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 important way to carry out the Excellent Plan in the course teaching.
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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 (June 1, 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 reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.
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Edgoose, Jennifer, Joedrecka Brown Speights, Tanya White-Davis, Jessica Guh, Katura Bullock, Kortnee Roberson, Jessica De Leon, Warren Ferguson, and George W. Saba. "Teaching About Racism in Medical Education: A Mixed-Method Analysis of a Train-the-Trainer Faculty Development Workshop." Family Medicine 53, no. 1 (January 8, 2021): 23–31. http://dx.doi.org/10.22454/fammed.2021.408300.
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Background and Objectives: Curriculum addressing racism as a driver of inequities is lacking at most health professional programs. We describe and evaluate a faculty development workshop on teaching about racism to facilitate curriculum development at home institutions. Methods: Following development of a curricular toolkit, a train-the-trainer workshop was delivered at the 2017 Society of Teachers of Family Medicine Annual Spring Conference. Preconference evaluation and a needs assessment collected demographic data of participants, their learning communities, and experience in teaching about racism. Post-conference evaluations were completed at 2- and 6-month intervals querying participants’ experiences with teaching about racism, including barriers; commitment to change expressed at the workshop; and development of the workshop-delivered curriculum. We analyzed quantitative data using Statistical Package for the Social Sciences (SPSS) software and qualitative data, through open thematic coding and content analysis. Results: Forty-nine people consented to participate. The needs assessment revealed anxiety but also an interest in obtaining skills to teach about racism. The most reported barriers to developing curriculum were institutional and educator related. The majority of respondents at 2 months (61%, n=14/23) and 6 months (70%, n=14/20) had used the toolkit. Respondents ranked all 10 components as useful. The three highest-ranked components were (1) definitions and developing common language; (2) facilitation training, exploring implicit bias, privilege, intersectionality and microaggressions, and videos/podcasts; and (3) Theater of the Oppressed and articles/books. Conclusions: Faculty development training, such as this day-long workshop and accompanying toolkit, can advance skills and increase confidence in teaching about racism.
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Edgoose, Jennifer, Joedrecka Brown Speights, Tanya White-Davis, Jessica Guh, Katura Bullock, Kortnee Roberson, Jessica De Leon, Warren Ferguson, and George W. Saba. "Teaching About Racism in Medical Education: A Mixed-Method Analysis of a Train-the-Trainer Faculty Development Workshop." Family Medicine 53, no. 1 (January 8, 2021): 23–31. http://dx.doi.org/10.22454/fammed.2021.408300.
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Background and Objectives: Curriculum addressing racism as a driver of inequities is lacking at most health professional programs. We describe and evaluate a faculty development workshop on teaching about racism to facilitate curriculum development at home institutions. Methods: Following development of a curricular toolkit, a train-the-trainer workshop was delivered at the 2017 Society of Teachers of Family Medicine Annual Spring Conference. Preconference evaluation and a needs assessment collected demographic data of participants, their learning communities, and experience in teaching about racism. Post-conference evaluations were completed at 2- and 6-month intervals querying participants’ experiences with teaching about racism, including barriers; commitment to change expressed at the workshop; and development of the workshop-delivered curriculum. We analyzed quantitative data using Statistical Package for the Social Sciences (SPSS) software and qualitative data, through open thematic coding and content analysis. Results: Forty-nine people consented to participate. The needs assessment revealed anxiety but also an interest in obtaining skills to teach about racism. The most reported barriers to developing curriculum were institutional and educator related. The majority of respondents at 2 months (61%, n=14/23) and 6 months (70%, n=14/20) had used the toolkit. Respondents ranked all 10 components as useful. The three highest-ranked components were (1) definitions and developing common language; (2) facilitation training, exploring implicit bias, privilege, intersectionality and microaggressions, and videos/podcasts; and (3) Theater of the Oppressed and articles/books. Conclusions: Faculty development training, such as this day-long workshop and accompanying toolkit, can advance skills and increase confidence in teaching about racism.
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Mas'ud, Bulqia. "Language Curriculum in America and Indonesia: A Comparative Analysis for Improvement of Indonesian Character Education Practice." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (June 23, 2021): 197–203. http://dx.doi.org/10.34050/elsjish.v4i2.14008.
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This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.
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Nissen, Kiki, Steven V. Angus, Wendy Miller, and Adam R. Silverman. "Teaching Risk Management: Addressing ACGME Core Competencies." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 589–94. http://dx.doi.org/10.4300/jgme-d-10-00084.1.
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Abstract Background Risk management is an important aspect of education for all residents. Unfortunately, few curricula currently exist to fulfill this educational need. Objective We developed a curriculum that teaches residents basic principles of risk management with the goals of (1) educating residents about the medical-legal environment in which they operate, (2) helping residents identify common malpractice exposures, and (3) teaching practical risk management/patient safety interventions that can be implemented in their practice that could reduce malpractice exposure and improve patient safety. Methods The curriculum was developed by Medical Risk Management, LLC, a Connecticut-based risk management firm, in conjunction with academic leadership at the University of Connecticut. The program uses 3 learning modalities: live lectures, web-based video modules, and e-mailed learning publications. Gains in resident knowledge through participation in the curriculum were measured using pretests and posttests. Learner satisfaction with the curriculum was measured through web-based surveys. Results We found a significant improvement in knowledge in residents who took the pretest and posttest (P < .001). Of the survey respondents, 97% said the content was relevant to their specialty practice and 95% responded that these sessions should be held annually. Most respondents indicated they would change their practice as a result of what they learned from the live lectures. Conclusion This risk management curriculum has been successful in providing our residents with learning activities in risk management, improving their knowledge of risk management principles, and changing their attitudes and behaviors. These improvements may lead to fewer malpractice claims against them and the hospitals they train in.
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Sabrina, Arini. "The Implementation of Communicative Language Teaching in English Practice." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 1 (May 7, 2020): 17. http://dx.doi.org/10.12928/notion.v2i1.1750.
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2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.
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Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.
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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.
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Xin, Li. "Curriculum Reform and Practice of Mechanical CAD/CAM Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (August 30, 2018): 78. http://dx.doi.org/10.3991/ijet.v13i08.9040.
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Mechanical CAD/CAM technology is an important course for the mechanical design and manufacturing major. Its scope has a wide teaching content and discipline span, and is regarded a comprehensive course with strong theoretical and practical characteristics. Theoretical teaching was emphasized in the past to undervalue software operation. Unpractical teaching content directly resulted in student’s insufficient practice after the course. Thus, teaching reform measures were proposed, such as optimizing teaching contents, implementing modular teaching, introducing skill-based software, and formulating typical work tasks. Combined with theoretical knowledge, students used the software as a tool to accomplish designated tasks and reach corresponding teaching objectives. Taking mouse punch as an example, MasterCAM software was used to introduce the specific mode of task-oriented teaching in CAD/CAM experiments. Results show that students improve their abilities of applying CAD/CAM software after the course’s teaching reform. Practical engineering problems are analyzed thoroughly and orderly. Employment quantity and quality of graduates are significantly improved to gain praises from enterprises and achieve a remarkable teaching effect.
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Wang, Hongping. "On Theoretical Practice of Cooperative Learning Teaching Approach." Review of Educational Theory 4, no. 1 (February 26, 2021): 33. http://dx.doi.org/10.30564/ret.v4i1.2734.
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Cooperative learning is a kind of teaching theory and strategy initiated by new curriculum reform as well as a new learning style proposed by new curriculum standard. In recent years, with the constant deepening of educational reform, cooperative learning teaching approach has aroused more and more attention. This study introduces cooperative learning teaching approach from three aspects: the definition, history and methods, in order to understand the deep meaning of theoretical practice of cooperative learning teaching approach.
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Mayer, A. W., K. A. Smith, and S. Carrie. "A survey of ENT undergraduate teaching in the UK." Journal of Laryngology & Otology 134, no. 6 (June 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.
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AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
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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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Austin, Rebecca Claire, Carriedelle Wilson Fusco, E. Blake Fagan, Evan Drake, Josh Pacious, Hallum Dickens, Shelley L. Galvin, and Courtenay Gilmore Wilson. "Teaching Opioid Tapering Through Guided Instruction." Family Medicine 51, no. 5 (May 7, 2019): 434–37. http://dx.doi.org/10.22454/fammed.2019.502509.
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Background and Objectives: Given the current opioid epidemic, national practice guidelines and many state laws are shifting the treatment paradigm for chronic, noncancer pain to a judicious use of opioids. This has prompted a need to teach family medicine residents how to appropriately taper opioids. We created a multifaceted approach to integrate teaching of opioid tapering into a family medicine curriculum with an emphasis on guided instruction. We assessed the degree to which this curriculum affected guideline-concordant opioid prescribing within the family medicine practice. Methods: A retrospective chart review of 707 patients on chronic opioid therapy (COT) for noncancer pain was conducted before and after the incorporation of a guided instruction experience to the residency curriculum. The primary outcomes included the number of patients on chronic opioids, the average morphine equivalent daily (MED) per patient, the percentage of patients on >50 MED or >90 MED, and the number of patients on concomitant benzodiazepines. Results: Of the original 707 patients, 188 tapered off COT. Of those remaining on COT, the average MED did not change (53.4±76.9 vs 58.5+89.1, P=0.053). The percentage of patients on >50 MED and >90 MED decreased significantly (30.6% vs 25.0%, P=0.001; 19.4% vs 14.0%, P=0.027). The total number of patients on concomitant benzodiazepine decreased from 212 to 131. Conclusions: Providing opportunities for guided instruction with opioid tapering allowed for an increased concordance with national practice guidelines.
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Dr. Fahd Shehail Alalwi, Liu Kanglong, Muhammad Afzaal,. "Pedagogical Approaches and Instructional Variations: A Comparative Curriculum Analysis of Master Translation Programs in China, Hong Kong and the Kingdom of Saudi Arabia." Psychology and Education Journal 57, no. 9 (March 10, 2021): 6288–312. http://dx.doi.org/10.17762/pae.v57i9.2807.
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The study examines the underlying curriculum for translation training, pedagogies that integrate translation in the curriculum, teaching practice, and universities' approaches from Saudi Arabia, China and Hong Kong. Consideration of these issues in a curricular framework must also acknowledge the ideological potential of curricula themselves to prioritise individual relationships between the learner and society, relationships which arc investigated from the perspective of a socially situated view of the translator. The purpose of the study is to offer deep scientific apprehension of the explication of translation expertise in terms of learning translation methods, concepts and the intricacy of certain aspects of teaching. The results reveal that traditional language methodology with unprofessional trainers and teachers are the fundamental concerns in this regard, and it requires to rethought translation method and practice in the Chinese affairs and ordinary circumstances. The findings of the manifest study disparities all-around three cases somewhat due to regional circumstances and departmental differences, but are mainly because of discrete notions of the implementation of translation method and practice of theoretical concepts. Translation teaching research informs the training of all-around translators and interpreters and contributes to the growth of translation studies as a discipline.
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Liao, Chin-Wen, Yao-Tsung Chiang, Yi-Chen Chang, and Tsai-Ku Liao. "Develop Scientific Inquiry Integrating into Project Practice Teaching of Innovative Curriculum for Vocational High School." International Journal of Information and Education Technology 5, no. 5 (2015): 391–96. http://dx.doi.org/10.7763/ijiet.2015.v5.537.
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Hoidn, Sabine, and Sibylle Olbert-Bock. "Learning and teaching research methods in management education." International Journal of Educational Management 30, no. 1 (January 11, 2016): 43–62. http://dx.doi.org/10.1108/ijem-08-2014-0117.
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Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach – To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view. Findings – The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value – This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.
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Tao, Tian, Zou Nengfeng, Jiang Jiyu, and Xu Xiaochun. "Application of Practical Curriculum for College Specialty of Economic Management under TPACK Framework – Taking “Enterprise Operation and Decision Simulation System” Curriculum as an Example." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 124. http://dx.doi.org/10.3991/ijet.v12i07.7223.
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As a new type of educational knowledge integration framework under the appeal for informatization, Technological Pedagogical and Content Knowledge (TPACK) has become a prerequisite for teachers to integrate technologies into their teaching effectively. A comprehensive analysis of the current challenges faced by practical curriculums on economic management is presented in this paper. A curriculum design model was constructed based on the TPACK theoretic framework and the constructivism learning theory. The curriculum “Enterprise Operation and Decision Simulation System” was taken as an example, and the practical curriculum system for economic management under the TPACK framework was designed from three aspects, namely, teaching content, teaching methodology, and teaching technique. On this basis, an econometric analysis software was used to analyze the effects of curriculum implementation. Research indicates that TPACK plays a significant role in improving teaching quality, elevating student satisfaction, and cultivating students’ professional application and practice abilities. The research conclusion is of certain reference value to the practical teaching reform and development in universities.
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Herold, Frank. "‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England." European Physical Education Review 26, no. 4 (February 20, 2020): 920–37. http://dx.doi.org/10.1177/1356336x19892649.
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This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.
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Knobloch, Alexander C., Christy J. W. Ledford, Sean Wilkes, and Adam K. Saperstein. "The Impact of Near-Peer Teaching on Medical Students’ Transition to Clerkships." Family Medicine 50, no. 1 (January 8, 2018): 58–62. http://dx.doi.org/10.22454/fammed.2018.745428.
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Background and Objectives: The transition to clerkships is one of the most challenging times during medical school. To help students better cope, many schools have established transition-to-clerkship curricula. Such curricula may optimally prepare students through increasing their self-efficacy and response efficacy. We hypothesized that a small-group, near-peer-led format would be ideally suited to help students achieve these outcomes. Methods: During process improvement for a transition-to-clerkship curriculum, we conducted an informal focus group and subsequent survey of postclerkship students to guide curricular innovation, including incorporation of third- and fourth-year students as near-peer instructors in a seminar format. Seminars included three sequential small-group discussions focused on discrete topic areas and concluded with a large-group session highlighting salient discussion points. To evaluate the impact of this educational strategy, near-peer learners were surveyed before and after the seminars. Results: Junior student participants reported feeling more prepared to integrate into the health care team, develop a clerkship study plan, and access applicable, valuable study materials, both immediately following the seminars and 6 months later, demonstrating increased self-efficacy. These students placed equal or greater value on these topics as compared to students in previous year groups, demonstrating similar response efficacy. Conclusions: This study demonstrated an increase in student self-efficacy that persisted 6 months postintervention, in addition to similar response efficacy. Future research could be directed toward: (1) investigating whether improvements in self-efficacy among students transitioning to clerkships are associated with improved clerkship performance and (2) studying outcomes for near-peer teachers.
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Davison, Aidan, Paul Brown, Emma Pharo, Kristin Warr, Helen McGregor, Sarah Terkes, Davina Boyd, and Pamela Abuodha. "Distributed leadership." International Journal of Sustainability in Higher Education 15, no. 1 (December 20, 2013): 98–110. http://dx.doi.org/10.1108/ijshe-10-2012-0091.
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Purpose – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.
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Liu, Xing Yi. "Exploration and Practice on Learning Field-Based University Basic Computer Course Reform." Applied Mechanics and Materials 71-78 (July 2011): 3971–74. http://dx.doi.org/10.4028/www.scientific.net/amm.71-78.3971.
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Learning field curriculum program is a curriculum model in which thematic unit are designed and organized according to the process of professional task and work, which is a core in curriculum development of modern vocational education in German. This article describes the curriculum reform in learning field and its three basic elements in curriculum model concerned. Moreover, taken Basic Computer course as an example, the paper details the whole process of organization of the learning field curriculum model, such as teaching content designing, teaching and implementing.
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Gauthier, Launa. "Redesigning for Student Success: Cultivating Communities of Practice in a Higher Education Classroom." Journal of the Scholarship of Teaching and Learning 16, no. 2 (April 29, 2016): 1–13. http://dx.doi.org/10.14434/josotl.v16i2.19196.
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In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative, holistic instructional approach for instructors who were teaching a modular-based curriculum. The original course was designed to focus on improving students’ individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in the curriculum. In the new curriculum, I draw on both Etienne Wenger’s (1998) notions of communities of practice as sites for learning and Howe and Strauss’ (2000; 2007) work on generational analysis as theoretical frameworks. Furthermore, I incorporate Wenger, McDermott, and Snyder’s (2002) principles for cultivating communities of practice as a way of putting theory into practice. Initial data collection led to the main inquiry question: How could a curriculum, centered on building community in the classroom, help students to cultivate meaningful learning experiences that take learning beyond a “fake it ‘til you make it” mentality? This question guided the curricular design process and also my experiences teaching the course at MSVU during the Fall semester of 2012
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Lynch, Joan K., Peter Fischer, and Sarah F. Green. "Teaching in a Computer-intensive Algebra Curriculum." Mathematics Teacher 82, no. 9 (December 1989): 688–94. http://dx.doi.org/10.5951/mt.82.9.0688.
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The report of a March 1984 NCTM conference (Corbitt 1985) argued that one of the critical problems facing mathematics education today is the need for curricula and instructional methods that reflect the influence of computing on mathematics and its teaching. The conference report suggested that emerging technology would make possible a significant shift in curricular priorities and in patterns of classroom organization. The curricular emphasis could shift from ma nipulative skills to concepts, relationships, structures, and problem solving. The instructional emphasis could shift from teacher presentations and guided practice of skills to student-directed learning that exploits technology to solve problems and explore concepts.
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Papoulia‐Tzelepi, Panayota. "Teaching Practice Curriculum in Teacher Education: a proposed outline." European Journal of Teacher Education 16, no. 2 (January 1993): 147–62. http://dx.doi.org/10.1080/0261976930160206.
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Coulson, Michael R. C., and Nigel M. Waters. "TEACHING THE NCGIA CURRICULUM IN PRACTICE: ASSESSMENT AND EVALUATION." Cartographica: The International Journal for Geographic Information and Geovisualization 28, no. 3 (October 1991): 94–102. http://dx.doi.org/10.3138/565l-5k3w-7467-3857.
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HAWKINS, MARGARET, and DENNIS BRICAULT. "Teaching English to the World: History, Curriculum, and Practice." TESOL Quarterly 41, no. 2 (June 2007): 431–33. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00076.x.
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Gu, P. Y. "Teaching English to the World: History, Curriculum, and Practice." ELT Journal 61, no. 1 (January 1, 2007): 83–85. http://dx.doi.org/10.1093/elt/ccl051.
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Atai, Mahmood Reza, and Farhad Mazlum. "English language teaching curriculum in Iran: planning and practice." Curriculum Journal 24, no. 3 (September 2013): 389–411. http://dx.doi.org/10.1080/09585176.2012.744327.
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Bhandari, Laxman Prasad. "Teaching writing through task-based instruction: Exploring English teachers’ experiences." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 177–86. http://dx.doi.org/10.36892/ijlls.v2i4.466.
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As educationists and policymakers have been concerned much in increasing the English proficiency of their citizens, educational policies on curriculums and syllabuses have moved increasingly towards various versions of learner-centered teaching approaches including task-based language teaching. TBLT is one of the widely discussed learner-centered approaches for the last few decades. It aims at developing students’ communicative skills through their active engagement in various tasks focusing more on meaning than on form. The study aims to explore English teachers’ experiences in teaching writing with respect to the intent of the secondary level English curriculum prescribed by the Curriculum Development Center, Ministry of Education, Nepal. The study is qualitative where five teacher participants were interviewed. The data were analyzed based on the taxonomy of task types by Willis and Wills (2007). The findings showed that the teacher participants are theoretically aware of TBLT, especially in teaching writing, and the intent of the prescribed curriculum; however, they are not able to fully bring their knowledge and skills into practice to meet the objective of the curriculum. Thus, the study purposes a way forward to strengthen teachers’ ability to bring TBLT theory into practice through training, workshops, research, and higher studies.
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Corelli, Robin, Karen Cheung, Dennis Ankrah, Michael Blatt, and Karen Hudmon. "Impact of a Shared Tobacco Cessation Curriculum in California Schools of Pharmacy." Journal of Contemporary Pharmacy Practice 65, no. 3 (September 1, 2018): 24–27. http://dx.doi.org/10.37901/jcphp17-00010.
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Purpose: To characterize the long-term impact of a shared, evidence-based tobacco cessation curriculum (Rx for Change) on tobacco-related education in California schools of pharmacy (n=8). Methods: Faculty members responsible for teaching tobacco-related content completed a survey assessing implementation of tobacco education, curricular time devoted to tobacco, and teaching and assessment methods utilized. Using historical data, the total number of students trained since 2000 was estimated. Results: All schools utilized the shared curriculum, and in 2012–2013, a median of 435 minutes (range: 240–600 minutes) was devoted to tobacco-related content within required curricula. Between 2000 and 2013, an estimated 10,616 pharmacy students in California received Rx for Change training. Conclusion: After more than a decade, a shared tobacco cessation curriculum continues to be widely utilized and provides a strong foundation for legislative efforts to enhance pharmacists' scope of practice related to prescriptive authority for tobacco cessation.
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Stowe, Noel J. "Public History Curriculum: Illustrating Reflective Practice." Public Historian 28, no. 1 (2006): 39–65. http://dx.doi.org/10.1525/tph.2006.28.1.39.
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Public history curricula must prepare students for a reflective approach to public historical practice and introduce students to different models of practice. By teaching reflective practice techniques through concrete components assembled in linked course assignments, internships, and capstone projects, programs educate students to become history practitioners. A distinct, robust body of public historical knowledge and reflective practice constitutes a public history degree. Public history programs, as professionally oriented programs, prepare students in the high-order practice of the discipline, grounded in reflective practice techniques appropriate to applied history.
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Macalister, John. "Teaching reading: Research into practice." Language Teaching 47, no. 3 (June 3, 2014): 387–97. http://dx.doi.org/10.1017/s026144481400007x.
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In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded in bringing to the classroom. In doing this, I will examine the three obvious candidates for inclusion in a reading programme: extensive reading, reading fluency development, and intensive reading. For each of these I will give my perspective on what's getting through to teachers, and what isn’t, and my best guess as to why it isn’t. This leads to suggestions about areas for further research and other actions that need to be taken to improve classroom practice.
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Bunyamin, Bunyamin, and Khoerul Umam. "the Prevailing 2013 Curriculum in Junior High School Practice: Teacher Perspective." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 269. http://dx.doi.org/10.26737/jetl.v4i2.957.
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The 2013 Curriculum has been implemented in various schools in Jakarta. Although, the concept has been debated among teachers, and practitioners, some private and public schools in Jakarta have fully implemented this curriculum. The main purpose of this study was to examine teachers understanding of the prevailing 2013 Curriculum. This study used mix methods. The quantitative method was used to examine the teachers’ competence about the 2013 Curriculum, while the qualitative method was used to strengthen and explore teachers’ responses about curriculum in classroom practices. There were three different aspects that evaluated such as training period, classroom practice, and students' classroom engagement. The participant included 125 junior high school teachers from different parts of Jakarta. Data were collected through an online survey with a Likert scale. Data were analyzed by descriptive statistics. The result of this study reported that teachers have enough time to get their training but they need extra time to prepare for classroom practice. Students who be engaged the 2013 Curriculum in classroom practice have been supported to work collaboratively with their peers. Teachers need to be prepared such as equipment, classroom plan, book for the teacher, and time for meeting among their peer teaching. In the class practice, teachers need allotted time to prepare for teaching and examination.
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Tulinius, Charlotte, Arthur G. Hibble, and Greg J. Irving. "Learning and Teaching with the RCGP Curriculum." InnovAiT: Education and inspiration for general practice 5, no. 10 (October 2012): 625–31. http://dx.doi.org/10.1093/innovait/ins160.
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This article describes how to use the RCGP curriculum for learning and teaching in general practice, explaining why the revised curriculum is designed the way it is and how you can get the most out of it during your training and beyond.
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Yang, Yong Gang, and Quan Xiao Liu. "Practice and Exploration on the Excellent Curriculum of Processing Technology of Paper Box and Carton." Advanced Materials Research 1006-1007 (August 2014): 1147–50. http://dx.doi.org/10.4028/www.scientific.net/amr.1006-1007.1147.
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The curriculum construction is a very important work leading to the excellent course. Processing Technology of Paper Box and Carton (including 32 class hours) is a new elective course to the printing engineering in our college. It is very important and necessary to construct the course in time. At first, the current states and difficulties were introduced in the paper, which was that teaching contents, teaching courseware and teacher team should be all improved. Especially, the teaching content proportion on both paper box and carton was set. And then the ideas and ways used for building up the curriculum system are presented as integrating the teaching contents, reforming the teaching mode and strengthening the teaching management. Finally, the significance of carrying out the teaching reform was put forward, and the achievements of course construction should be applied to the usual teaching work. The curriculum Processing Technology of Paper Box and Carton was reckoned as the excellent curriculum of Beijing Institute of Graphic Communication in 2013.
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Yang, Xuejin, Shaoyun Song, Liangbo Sun, Deping Zhang, Xiang Liu, and Shiyun Ding. "Curriculum Construction and Reform for "Mechanics of Materials" Based on the Training of Outstanding Engineers." Lifelong Education 9, no. 6 (September 28, 2020): 240. http://dx.doi.org/10.18282/le.v9i6.1350.
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The curriculum of mechanics of materials is a professional course for engineering students, which is closely related to engineering practice. Under the background of the current teaching reform, the traditional curriculum teaching mainly focuses on theoretical teaching and ignores engineering practice, which leads to the influence of students' engineering practice ability. Based on the relevant requirements of the excellent engineer program, the teaching reform of the curriculum of mechanics of materials should be accelerated, and the existing problems and deficiencies in the current curriculum construction and reform should be clarified, so as to take targeted measures to improve and promote the students' ability of problem analysis and practical engineering solution. This paper first introduces the background of the outstanding engineer training plan, analyzes the problems existing in the course construction of mechanics of materials, then explores the construction and reform countermeasures for mechanics of materials curriculum based on outstanding engineer training.
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Peseta, Tai. "Special Edition: Journal of University Teaching and Learning Practice Editorial 9.3." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 2–5. http://dx.doi.org/10.53761/1.9.3.1.
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This Special Edition of JUTLP is unique in that it examines a single university's approach to curriculum reform, providing insights from many of the people who were engaged in the process. At La Trobe University in Australia the mechanism for engaging in discussions at a university level has been encapsulated in an institutional strategy known as Design for Learning (DfL) (La Trobe University 2009). From 2007, former Deputy Vice-Chancellor (Academic) Belinda Probert and former Pro ViceChancellor (Curriculum and Academic Planning) Tom Angelo, led an exciting and edgy curriculum change initiative intended to build on La Trobe’s learning and teaching strengths, while simultaneously building a systems focus for ensuring curriculum quality and renewal. The blueprint for the DfL described its principles thus: “ … highlight[ing] breadth of choice, equity, flexibility (options), learning centred-ness, research and evidence based decision making, a systems focus (rather than making individuals responsible for things they do not control), and support (resources)” (La Trobe University 2009, p. 7). With goodwill, energy and a profound sense that ‘something needed to be done’, in the early years of the DfL, the university was alive with fresh talk of curriculum, teaching and student learning galvanised by new leadership, a commitment to evidence-based change, resources to fund curriculum innovation, together with the promise of reward and recognition. Imagine the scene: committees and communities spring up to think together about complex pedagogical issues, spirited discussion takes place, departments and faculties share resources and good practices, new staff are brought on board with responsibility to make things happen. The 7 papers represented here describe both large and small curriculum change initiatives – some funded by the university and others done out of love, curiosity and interest.
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Pohl, Susan D., Sonja Van Hala, Dominik Ose, Benjamin Tingey, and Jennifer P. Leiser. "A Longitudinal Curriculum for Quality Improvement, Leadership Experience, and Scholarship in a Family Medicine Residency Program." Family Medicine 52, no. 8 (September 2, 2020): 570–75. http://dx.doi.org/10.22454/fammed.2020.679626.
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Background and Objectives: The Accreditation Council for Graduate Medical Education (ACGME) requires all residents be trained in quality improvement (QI), and that they produce scholarly projects. While not an ACGME requirement, residents need leadership skills to apply QI knowledge. We developed the Skills-based Experiential Embedded Quality Improvement (SEE-QI) curriculum to integrate training in QI, leadership, and scholarship. Methods: The University of Utah Family Medicine Residency Program began using the novel curriculum in 2012. The aim of the curriculum is to tie didactic teaching in quality improvement, leadership, and scholarship with skills application on multidisciplinary QI teams. Coaching for resident leaders is provided by faculty. Third-year resident leaders prepare academic presentations. Results of the ACGME Practice-Based Learning and Improvement (PBLI) 3 scores and number of scholarship presentations are described as a measure of efficacy. Results: Two cohorts of residents completed the curriculum and all competency assessments. The average initial and final competency scores for competency PBLI-3 showed improvement and the average final competency for each cohort was above the proficient level. The residency requirements for QI scholarship did not change with introduction of the curriculum, but the amount of optional curricular QI scholarship and independent QI scholarship increased. Conclusions: The SEE-QI curriculum resulted in a high level of resident QI competency, opportunity for leadership training, and an increase in scholarship. We studied the results of this curriculum at one institution. Efforts to tie QI, leadership, and scholarship training should be evaluated at other programs.
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Portillo, Edward Christopher, Kevin Look, David Mott, Robert Breslow, Mara Kieser, and Casey Gallimore. "Intentional Application of the Taba Curriculum Model to Develop a Rural Pharmacy Practice Course." INNOVATIONS in pharmacy 11, no. 1 (March 24, 2020): 21. http://dx.doi.org/10.24926/iip.v11i1.2089.
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The changing profession of pharmacy demands student preparation in dynamic courses that address the evolving healthcare landscape. Identifying an evidence-based approach to develop such coursework and content, however, can be a considerable challenge for curriculum innovators. This manuscript explores how curriculum design models can be applied as a guide to promote purposeful development of new curriculum, with the goal of promoting students as APPE, practice, and career-ready practitioners. Authors specifically describe a case study example for the process of creating a novel rural health course using the Taba curriculum design model as a guide for selecting course content, objectives, teaching strategies, learning experiences, and evaluative measures. Through the incorporation of the Taba model, this manuscript presents an evidence-based approach to curriculum development which can be replicated across schools and colleges of pharmacy. The described approach to curriculum design, which integrates models to guide the creative process, is a systematic approach to developing curriculum with purpose. Additional opportunities exist for curriculum innovators across the academy to explore incorporation of curriculum design models to guide course development, as well as to drive curricular assessment strategies and further curriculum refinement.
Article Type: Idea Paper
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Baloyi-Mothibeli, Seipati L., Christian Sunday Ugwuanyi, and Chinedu I. O. Okeke. "Exploring Grade R teachers’ mathematics curriculum practices and strategies for improvement: Implications for physics teaching." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 238–50. http://dx.doi.org/10.18844/cjes.v16i1.5523.
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This study sought strategies to improve teachers’ professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semi-structured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers’ professional curriculum practice in a Grade R mathematics class include employing adequately qualified Grade R teachers; aking available teaching and learning resources;ncouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.
Keywords: Improvement, Strategies, Teachers’ Professional Curriculum Practice, Grade R Mathematics.
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Cottrell, Emily, Hugh Alberti, Joe Rosenthal, Lindsey Pope, and Trevor Thompson. "Revealing the reality of undergraduate GP teaching in UK medical curricula: a cross-sectional questionnaire study." British Journal of General Practice 70, no. 698 (August 10, 2020): e644-e650. http://dx.doi.org/10.3399/bjgp20x712325.
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BackgroundTime in general practice offers medical students opportunities to learn a breadth of clinical knowledge and skills relevant to their future clinical practice. Undergraduate experiences shape career decisions and current recommendations are that 25% of undergraduate curriculum time should be focused on general practice. However, previous work demonstrated that GP teaching had plateaued or reduced in UK medical schools. Therefore, an up-to-date description of undergraduate GP teaching is timely.AimTo describe the current picture of UK undergraduate GP teaching, including the amount of time and resources allocated to GP teaching.Design and settingA cross-sectional questionnaire study across 36 UK medical schools.MethodThe questionnaire was designed based on a previous survey performed in 2011–2013, with additional questions on human and financial support allocated to GP teaching. The questionnaire was piloted and revised prior to distribution to leads of undergraduate GP teaching in UK medical schools.ResultsThe questionnaire response rate was 100%. GP teaching constituted an average of 9.2% of medical curricula; this was lower than previous figures, though the actual number of GP sessions has remained static. The majority (n = 23) describe plans to increase GP teaching in their local curricula over the next 5 years. UK-wide average payment was 55.60 GBP/student/session of in-practice teaching, falling well below estimated costs to practices. Allocation of human resources was varied.ConclusionUndergraduate GP teaching provision has plateaued since 2000 and falls short of national recommendations. Chronic underinvestment in GP teaching persists at a time when teaching is expected to increase. Both aspects need to be addressed to facilitate high-quality undergraduate GP teaching and promotion of the expert medical generalist role.
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Hongqiang, Zhao, Li Li, Sun Weiqi, Zhou Bin, Shi Yumin, Guo Xingxiang, and Li Kun. "Research and Practice of Course Mixed Teaching Mode Based on MOOC and Flipped Classroom." E3S Web of Conferences 236 (2021): 05054. http://dx.doi.org/10.1051/e3sconf/202123605054.
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Blended learning model draws lessons from MOOC's network platform technology and combines the advantages of traditional methods and network learning. It not only plays the leading role of teachers in guiding, inspiring and monitoring the teaching process, but also fully embodies the leading role of students. The mixed teaching mode of MOOC and flipped classroom brings new challenges and opportunities to the teaching reform of vocational education. This paper first analyzes the connotation of the mixed teaching mode of curriculum, and discusses the preparation of curriculum resources, teaching process and methods, and curriculum effect evaluation. Practice has proved that the research based on online and offline mixed teaching mode can teach students in accordance with their aptitude, strengthen their communication and cooperation, enhance their autonomous learning ability, improve their team cooperation ability, and greatly enhance the teaching effect of the course.