Artículos de revistas: "Curriculum building"

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McClintock, Philip T. "Curriculum building." Music Educators Journal 78, no. 4 (1991): 7. http://dx.doi.org/10.2307/3398324.

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Russell, Joshua A. "Building Curriculum-Based Concerts." Music Educators Journal 92, no. 3 (2006): 34–39. http://dx.doi.org/10.2307/3401138.

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Pickover, Sheri. "Emotional Skills-Building Curriculum." Journal of Addictions & Offender Counseling 31, no. 1 (2010): 52–58. http://dx.doi.org/10.1002/j.2161-1874.2010.tb00066.x.

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Ragavan, Maya, Janine Bruce, Megan Bair-Merritt, et al. "Building a Novel Health Curriculum for Survivors of Intimate Partner Violence Residing at a Transitional Housing Program." Violence Against Women 24, no. 3 (2017): 266–85. http://dx.doi.org/10.1177/1077801217697206.

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We used a community-based participatory research approach to develop, implement, and evaluate one of the first health curricula for female intimate partner violence (IPV) survivors residing at a transitional housing program. The curriculum comprised 12 workshops that were developed based on the survivors’ experiences, needs, and interests. Evaluation participants included 20 of the 37 women who attended at least one workshop, 12 workshop facilitators, and two housing center staff. Participants found the curriculum to be engaging, interactive, and helpful in building a supportive community. Suggestions for curricular improvement as well as opportunities for further research and curricular development are discussed.

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Phillips, Janet M., Jerelyn Resnick, Mary Sharon Boni, et al. "Voices of Innovation: Building a Model for Curriculum Transformation." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 91–97. http://dx.doi.org/10.1515/ijnes-2012-0008.

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AbstractInnovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today’s health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

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Laribee, Janet F. "BUILDING A STRONGER IRM CURRICULUM." Information Systems Management 9, no. 2 (1992): 22–28. http://dx.doi.org/10.1080/10580539208906861.

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Langer, Lynn Johnson. "Building a curriculum for bioentrepreneurs." Nature Biotechnology 32, no. 9 (2014): 863–65. http://dx.doi.org/10.1038/nbt.3012.

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Hook, Sidney. "The Politics of Curriculum Building." Proceedings and Addresses of the American Philosophical Association 62, no. 4 (1989): 707. http://dx.doi.org/10.2307/3130372.

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Kraeplin, Camille, and Carrie Anna Criado. "Building a Case for Convergence Journalism Curriculum." Journalism & Mass Communication Educator 60, no. 1 (2005): 47–56. http://dx.doi.org/10.1177/107769580506000109.

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This paper examines the growth of convergence journalism training in the academy. It suggests that currently most programs with convergence curricula have implemented what could best be described as a multidisciplinary approach, which represents a lower level of integration across media. For instance, only two in ten heads of journalism divisions said they had substantially altered their curriculum to reflect the industry trend toward convergence, and most required students to specialize in a print, broadcast, or online track. It presents an interdisciplinary model, which is at a higher level of integration, as a better alternative for teaching convergence journalism.

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Young, Karen, Stuart Palmer, and Malcolm Campbell. "Good WIL hunting: Building capacity for curriculum re-design." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 215. http://dx.doi.org/10.21153/jtlge2017vol8no1art670.

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In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A ‘WIL Leadership Framework’ underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were ‘hunted-out’ and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.

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Venkatesan, Arun, Felicia C. Chow, Allen Aksamit, et al. "Building a neuroinfectious disease consensus curriculum." Neurology 93, no. 5 (2019): 208–16. http://dx.doi.org/10.1212/wnl.0000000000007872.

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ObjectiveTo delineate a comprehensive curriculum for fellowship training in neuroinfectious diseases, we conducted a modified Delphi approach to reach consensus among 11 experts in the field.MethodsThe authors invited a diverse range of experts from the American Academy of Neurology Neuro-Infectious Diseases (AAN Neuro-ID) Section to participate in a consensus process using a modified Delphi technique.ResultsA comprehensive list of topics was generated with 101 initial items. Through 3 rounds of voting and discussion, a curriculum with 83 items reached consensus.ConclusionsThe modified Delphi technique provides an efficient and rigorous means to reach consensus on topics requiring expert opinion. The AAN Neuro-ID section provided the pool of diverse experts, the infrastructure, and the community through which to accomplish the consensus project successfully. This process could be applied to other subspecialties and sections at the AAN.

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Galambos, Colleen, and Roberta R. Greene. "A Competency Approach to Curriculum Building." Journal of Gerontological Social Work 48, no. 1-2 (2006): 111–26. http://dx.doi.org/10.1300/j083v48n01_08.

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&NA;, &NA;. "Curriculum Revolution: Community Building and Activism." Nursing Administration Quarterly 16, no. 4 (1992): 82. http://dx.doi.org/10.1097/00006216-199201640-00018.

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Pilling, Bruce K., Edward E. Rigdon, and Harvey J. Brightman. "Building a Metrics-Enabled Marketing Curriculum." Journal of Marketing Education 34, no. 2 (2012): 179–93. http://dx.doi.org/10.1177/0273475312450390.

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The lack of analytical preparation of marketing students was a key concern at a large, public university in southeastern United States, leading to the decision to create a new required undergraduate marketing metrics course. This article describes the development of that course, designed specifically to strengthen analytical skills across the marketing curriculum. The process that guided course development is presented. The specific stages in course design are briefly discussed, and the instructional plan and specific teaching strategies are presented. This discussion includes the allocation of instructional time across topics, a description of in-class exercises, a description of hooks for each module, and a focus on establishing the relevance of individual metrics and introducing/reviewing math concepts on a just-in-time basis. Student perceptions of learning and primary trait analysis results are reported, followed by a discussion of challenges encountered and issues surrounding the applicability of the process.

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Charles, Ramona. "Curriculum Revolution: Community Building and Activism." Journal of Continuing Education in Nursing 23, no. 5 (1992): 235. http://dx.doi.org/10.3928/0022-0124-19920901-17.

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Hegde, Rupamanjari. "Curriculum under Siege." Contemporary Education Dialogue 15, no. 2 (2018): 217–26. http://dx.doi.org/10.1177/0973184918781218.

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Citizenship education being central to the process of nation-building, changing political regimes promote a re-imagination of the ‘ideal’ citizen. A perusal of the successive national curriculum frameworks introduced by the NCERT (1975–2005) shows how curricula and textbooks have been repeatedly re-designed to suit the requirements of changing political regimes, throwing up contesting visions of citizenship and nationhood. While this explains the seemingly inevitable state-curricular linkage, the announcement made by the current political dispensation regarding an urgent need for drastic reduction of the curricular load at the school level raises serious concerns. It is widely speculated that the current ruling dispensation supported by its ideological mentor, the Rashtriya Swayamsevak Sangh (RSS), is going to introduce curricular reforms aimed at reshaping the national identity in accordance with its ideological framework. As during the previous NDA regime (1998–2004), this would not only severely damage the multicultural narrative of India’s past and present, but would also pose a serious challenge to the very idea of India.

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Khalil, Mohammed K., and Jonathan D. Kibble. "Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective." Advances in Physiology Education 38, no. 3 (2014): 199–209. http://dx.doi.org/10.1152/advan.00055.2014.

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This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins by exploring what curriculum integration really means and what its purpose might be. Our case study explores the challenges of building a shared understanding among stakeholders and of negotiating learning outcomes and methods of teaching as well as the process of developing content and assessment. We feel that many of our experiences in the new medical school are applicable in other settings, such as curriculum reform in established schools and for developers of competency-based premedical curricula. We conclude with recommendations to assist other curriculum planners and teachers by offering some benefits of hindsight.

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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.

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Ray, Moira K., Sherril B. Gelmon, Matthew DiVeronica, and Kimberly Lepin. "Faculty Development in Improvement Science: Building Capacity and Expanding Curricula Across an Academic Health Center." Journal of Graduate Medical Education 11, no. 6 (2019): 678–84. http://dx.doi.org/10.4300/jgme-d-19-00287.1.

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ABSTRACT Background The ability of health professions faculty to design, teach, evaluate, and improve relevant curricula is vital for teaching improvement science (IS) skills to trainees. Objective We launched a Foundational Improvement Science Curriculum (FISC) to build faculty competence in IS teaching and scholarship, and to develop, expand, and standardize IS curricula across one institution. Methods FISC consisted of 9 full or half-day sessions over 10 months in 2015–2016 and 2016–2017 academic years. Each session required pre-work, including readings, Institute for Healthcare Improvement Open School modules, and personal improvement projects. Sessions included brief didactics, group activities, planning, and feedback on curriculum development. An evaluation strategy was employed, including pre- and post-program self-assessment, competency mapping, evaluations of didactics and overall program, and participant satisfaction. Results Forty individuals from 23 academic programs voluntarily completed FISC, representing 20% of graduate medical education (GME) programs and 50% of primary GME programs in addition to undergraduate medical education (UME) and nursing programs. Median self-assessed competency scores (mid versus final score; scale 1–9, 9 high; P < .05 for all comparisons) improved over the course for all competencies for knowledge (3 versus 7), application (2 versus 7), curriculum design (2 versus 7), and scholarship (2 versus 5). Eighteen new or revised IS curricula were developed across GME, UME, and nursing programs. Conclusions FISC offers a feasible model to enhance and support faculty development in IS and IS curriculum design.

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Plitt Donaldson, Linda, Barbara P. Early, and Min-Ling Wang. "Toward Building a Culture of Strengths in U.S. MSW Programs." Advances in Social Work 10, no. 2 (2009): 211–29. http://dx.doi.org/10.18060/230.

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Social work has embraced the strengths perspective as a vital part of micro, mezzo, and macro practice. Yet the authors’ experience suggests that the medical model of deficits, disease, and disorder remains the dominant paradigm. This exploratory study sought to determine how and to what extent strengths-based practice is integrated into the MSW practice curriculum. Forty-four (44) of 181 programs responded to a 12-item web-based survey. Quantitative and qualitative responses indicate an almost universal awareness of and attention to integrating strengths-based content. However, a smaller number of programs appear to be looking beyond curriculum content towards the creation of a broader culture of strengths. Even so, challenges remain toward overcoming a pathological orientation in social work practice curricula.

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Gerver, Robert, Lauren Santucci, and Hanah Leventhal. "Building a High School Math Research Curriculum." Mathematics Teacher 111, no. 1 (2017): 34–39. http://dx.doi.org/10.5951/mathteacher.111.1.0034.

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Stone, Suzanne Last. "Nation-Building and Curriculum Innovation in Israel." Academic Questions 33, no. 4 (2020): 564–71. http://dx.doi.org/10.1007/s12129-020-09935-1.

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Snyder, John R. "Building Consensus for Medical Technology Curriculum Reform." Laboratory Medicine 24, no. 2 (1993): 73–74. http://dx.doi.org/10.1093/labmed/24.2.73.

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Daraban, Bogdan. "Building a Curriculum for Social Business Entrepreneurship." Studies in Business and Economics 11, no. 2 (2016): 19–25. http://dx.doi.org/10.1515/sbe-2016-0017.

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Abstract In recent years social entrepreneurship has been emerging as a viable alternative to government policies for addressing some of the society’s most pressing issues. Academics have also started to take note but only a small number of institutions of higher education offer educational opportunities for students who want to become social entrepreneurs. In this paper I show how business schools are well equipped to offer a coherent curriculum for social business entrepreneurs at a relatively low marginal cost and argue that a business-heavy curriculum is appropriate.

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Shafer, Sherri. "Building Public Speaking Skills across the Curriculum." International Journal of Learning: Annual Review 17, no. 2 (2010): 279–84. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46895.

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Shedd, John A., and Katherine A. Young. "Constructing Buildings, Bridges, and Minds: Building an Integrated Curriculum through Social Studies." History Teacher 28, no. 2 (1995): 282. http://dx.doi.org/10.2307/494499.

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Pfund, Christine, Kimberly C. Spencer, Pamela Asquith, Stephanie C. House, Sarah Miller, and Christine A. Sorkness. "Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers." CBE—Life Sciences Education 14, no. 2 (2015): ar24. http://dx.doi.org/10.1187/cbe.14-10-0184.

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Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

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Thies, Linda C. "Building Staff Capacity through Reflecting on Collaborative Development of Embedded Academic Literacies Curricula." Journal of University Teaching and Learning Practice 13, no. 5 (2016): 82–105. http://dx.doi.org/10.53761/1.13.5.8.

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Most Australian universities articulate some policies around the integration of graduate learning outcomes in courses. This paper draws on a Federal Government funded project that adopted a developmental approach to students’ acquisition of course learning outcomes, through the embedding of academic literacies in course curricula. The project was part of a Higher Education Participation and Partnership Program (HEPPP), which focused on courses with a high proportion of students from a low socio-economic status (SES) background. However, the project took an inclusive approach to curriculum development by focusing on the needs of all students. In describing this project, the paper aims to explore the challenges and advantages of collaborative curriculum development. The findings, which are based on individual interviews with the project partners suggest that increased collaboration between course team members and professional staff, and the opportunity to reflect built the capacity of all staff, specifically their understanding of academic literacies. Evaluation of the project helped to confirm that a curriculum renewal process needs to ensure that members of course teams have time to fully engage in collaborative reflection. The evaluation supported a move to a more cooperative approach to curriculum development.

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Thomas, Christine, and Carmelita Santiago. "Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections." Mathematics Teaching in the Middle School 7, no. 9 (2002): 484–88. http://dx.doi.org/10.5951/mtms.7.9.0484.

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Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students develop a deeper and more lasting understanding of mathematics when they are able to connect mathematical ideas. The 1989 and 2000 Standards clearly delineate the power and importance of connections in the mathematics curriculum. This article examines and compares curricular recommendations for connections in the two documents.

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Chen, Mei-hui, Yenchun Wu, and Kune-muh Tsai. "Building an Industry-Oriented Business Sustainability Curriculum in Higher Education." Sustainability 10, no. 12 (2018): 4698. http://dx.doi.org/10.3390/su10124698.

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In the past, research addressing the issues reflecting industrial needs for sustainability-related curriculum design in higher education has been limited. To narrow this gap and to provide students with better business sustainability curricula, we propose employing a mapping concept to extract the opinions and needs of industrial professionals. A total of 14 industrial professionals were invited to brainstorm on topics of business sustainability to be included in the curriculum, and we were able to obtain 52 topics. The participants were then asked to group the topics on the basis of their own perception of similarity, and rated their importance and difficulty levels. To associate the topics into clusters, we conducted multidimensional scaling and hierarchical cluster analysis. We achieved five clusters: resource usage reduction and management, corporate governance and labor safety, business sustainability practices, employee rights and community involvement, and knowledge of the regulations. A derived importance–performance analysis (dIPA) was later implemented to further categorize the topics on the basis of the distinct levels of importance and difficulty of each topic. The four quadrants in dIPA could act as guidelines for designing a series of progressive courses on business sustainability in higher education.

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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 (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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Leverette, John, Arthur Froese, and Vincenzo DiNicola. "Building Curriculum for Training in Community Child Psychiatry." Canadian Journal of Psychiatry 41, no. 6 (1996): 400–405. http://dx.doi.org/10.1177/070674379604100612.

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Objective: To present a practical approach to curriculum design for community-based care in child psychiatry. Method: A design template is presented, steps for a curriculum review are derived from it, and as an example, a small academic division's program is reviewed. Results: The division's curriculum was developed according to the template, resulting in an enhanced focus and improved coverage of topics through a combination of experiential and didactic teaching. Conclusion: The suggested format is considered applicable to child psychiatric training programs of all sizes and offers an opportunity to review or initiate the teaching of community child psychiatry.

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Bush, Shirley H., Valérie Gratton, Monisha Kabir, et al. "Building a Medical Undergraduate Palliative Care Curriculum: Lessons Learned." Journal of Palliative Care 36, no. 1 (2020): 29–37. http://dx.doi.org/10.1177/0825859720916565.

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Previous literature demonstrates that current palliative care training is in need of improvement for medical students in global, European and Canadian contexts. The training of medical undergraduates is key to ensure that the ongoing and increasing need for enhanced access to palliative care across all settings and communities is met. We describe building a comprehensive palliative and end-of-life care curriculum for medical undergraduates at our university. As with recent European and US studies, we found that the process of university curriculum renewal provided a critical opportunity to integrate palliative care content, but needed a local palliative care champion already in place as an energetic and tireless advocate. The development and integration of a substantive bilingual (English and French) palliative and end-of-life care curriculum over the 4-year medical undergraduate program at our university has occurred over the course of 14 years, and required multiple steps and initiatives. Subsequent to the development of the curriculum, there has been a 13-fold increase in students selecting our palliative care clinical rotations. Critical lessons learned speak to the importance of having a team vision, interprofessional collaboration with a focus on vision, plans and implementation, and flexibility to actively respond and further integrate new educational opportunities within the curriculum. Future directions for our palliative care curriculum include shifting to a competency-based training and evaluation paradigm. Our findings and lessons learned may help others who are working to develop a comprehensive undergraduate medical education curriculum.

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Turra-Díaz, Omar Rolando. "Curriculum and Building Identity in Chilean Indigenous Contexts." Educación y Educadores 15, no. 1 (2012): 81–95. http://dx.doi.org/10.5294/edu.2012.15.1.5.

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Kafel, Donna, Andrew Creamer, and Elaine Martin. "Building the New England Collaborative Data Management Curriculum." Journal of eScience Librarianship 3, no. 1 (2014): 60–66. http://dx.doi.org/10.7191/jeslib.2014.1066.

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Lanier, Vincent. "The Fourth Domain: Building a New Art Curriculum." Studies in Art Education 28, no. 1 (1986): 5. http://dx.doi.org/10.2307/1320429.

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Ritchhart, Ron. "Generative Topics: Building a Curriculum around Big Ideas." Teaching Children Mathematics 5, no. 8 (1999): 462–68. http://dx.doi.org/10.5951/tcm.5.8.0462.

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Data from the Third International Mathematics and Science Study (TIMSS) point out “a comparative lack of focus and coherence in the American mathematics curriculum” and an absence of “meaningful connections between the big ideas of mathematics” (Schmidt 1997). These findings, along with those reported in other international comparisons (e.g., Stevenson and Stigler 1992), suggest that we must carefully examine the actual content of both our written and our implemented mathematics curriculum to be sure that it gives students the focus and coherence they need to develop mathematical understanding. Although teaching methodology is important, no issue is as fundamental to the heart of teaching or as important to reform in mathematics education as our decision about what to teach.

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Jankouskas, Tara Seifert. "A CONTINUOUS CURRICULUM FOR BUILDING CODE BLUE COMPETENCY." Journal for Nurses in Staff Development (JNSD) 17, no. 4 (2001): 195–98. http://dx.doi.org/10.1097/00124645-200107000-00008.

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Jones, Tricia S., and Rebecca Sanford. "Building the container: Curriculum infusion and classroom climate." Conflict Resolution Quarterly 21, no. 1 (2003): 115–30. http://dx.doi.org/10.1002/crq.52.

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Lumsden, Peter John. "Building Personal Development Planning (PDP) into the curriculum." Planet 15, no. 1 (2005): 33–35. http://dx.doi.org/10.11120/plan.2005.00150033.

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Asher, Jenny. "Building work‐based learning into the school curriculum." Education + Training 47, no. 1 (2005): 64–69. http://dx.doi.org/10.1108/00400910510580647.

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Evans, Dason E., and Claudia S. Estcourt. "A practical guide to building a national curriculum." British Journal of Hospital Medicine 68, no. 11 (2007): 612–15. http://dx.doi.org/10.12968/hmed.2007.68.11.27685.

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Hall, E., S. Rose, and K. Baltzell. "Building a curriculum for global health nurse competencies." Annals of Global Health 82, no. 3 (2016): 361. http://dx.doi.org/10.1016/j.aogh.2016.04.081.

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Joseph, Dawn. "Internationalising the curriculum: building intercultural understandings through music." Journal of University Teaching and Learning Practice 9, no. 1 (2012): 97–108. http://dx.doi.org/10.53761/1.9.1.8.

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This article reports of the power (influence) of music to develop intercultural understandings to better internationalise the curriculum. It argues that through internationalisation, we learn more about other people’s cultures hence, by providing an international/intercultural dimension into the teaching unit of ‘Discovering Music A’, tertiary students at Deakin University have opportunities to experience, investigate and participate in a different music and culture. Using the metaphor of the ‘talking drum’, this article reports through anecdotal notes, observations, journaling and student evaluation, how a different music, like that of Africa, communicates and promotes intercultural dialogue in a social and learning environment. The 2011 cohort included both international and local students from the Faculty of Arts and Education, Health and Business and Law, opening up a broad range of international dialogue in which all students in the cohort had a voice for expressing themselves about another culture and its music. I contend that the inclusion of a new and different music in the Bachelor of Education (Primary) curriculum and as an elective unit across all faculties provides a pathway for intercultural dialogue and understanding. As tertiary educators by internationalising the curriculum and through the process of reflection, observation and student feedback, we are able to make meaning around our practice and adapt our practice. I argue that units like Discovering Music A are an effective and useful dais to address cultural diversity and build intercultural relations and understandings in our tertiary courses.

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Cosma Oneţ, Mihaela-Gabriela. "Towards a Transdiciplinary Systemic Approach to National Heritage-Based Learning. Curricular Insights into the Romanian Art Education Reform in the Glocal Transformative Age." Educatia 21 20 (April 28, 2021): 110–19. http://dx.doi.org/10.24193/ed21.2021.20.14.

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The aporia of the collapsology threats in the contemporary era of globalization, as well as our need for psychosocial-ecological resilience and well-being have shown the crucial imperative to improve education. Thus, it is through innovating the curriculum design and its intimate features that humanity will be able to restore the world’s health and wealth. Consequently, the author stresses an original approach to curricula renewal in order to bridge the gap between school and society while building students’ 21st century competencies. Given the challenges of today’s technological and glocal era, new transformative learning pathways have been established by considering transdiciplinarity as theoretical reference. Hence, this study develops a theoretical systemic model to design a national heritage-based learning curriculum, which underpins collaborative and experiential learning. Likewise, through a transferable competency-based curriculum on national heritage, students undergo a transpersonal well-being as a holistic character-building process.

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Sabarudin, Sabarudin. "A Discourse of Transformative Islam within Curriculum Transformation at State Institute for Islamic Studies of Purwokerto (IAIN Purwokerto)." Jurnal Pendidikan Islam 6, no. 1 (2017): 223. http://dx.doi.org/10.14421/jpi.2017.61.223-237.

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Abstract This research is aimed to trace the thoughts and actions as efforts to achieve vision and mission of state institute for Islamic studies of Purwokerto (IAIN). The study is directed to answer following questions. Firstly, why transformative Islam becomes a discourse on curriculum development. Secondly, how a discourse of transformative Islam implicates in curriculum development at state institute for Islamic studies of Purwokerto (IAIN). Then, the findings show that a discourse of Islam tranformative in curriculum development at state institute for Islamic studies of Purwokerto (IAIN) emerges as a result of an incapability of traditional and modern Islam perspective to resolve people’s problem due to lack of critical understanding of the meaning and message of the Qur’an and Hadith. Then, implication of Islamic transformative discourse in curriculum development at state institute for Islamic studies of Purwokerto can be seen in its intra curricular activities, co-curricular, and extra curricular activities. Through intra-curricular activities, transformative Islam is embodied in Islamic building lectures. In co-curricular program, Islam is indigenized through activity of knowledge and practice of worship (nationally abbreviated PPI), while within extra-curricular activities transformative Islamic values come into student activities which are strongly supported by policies of university leaders. Keywords: Transformative Islam, Islamic Building, Knowledge and Practice of Worship Abstrak Tujuan penelitian ini adalah untuk menelusuri pemikiran dan aksi dari upaya pencapaian visi dan misi IAIN Purwokerto. Petanyaan penelitiannya adalah pertama mengapa Islam transformatif menjadi wacana dalam pengembangan kurikulum. Kedua, bagaimana implikasi wacana Islam transformatif dalam pengembangan kurikulum di IAIN Purwokerto. Hasil penelitian menunjukkan, bahwa pertama, wacana Islam transformatif dalam pengembangan kurikulum IAIN Purwokerto muncul akibat ketidakmampuan pandangan tradisionalis dan modernis Islam dalam menyelesaikan persoalan umat akibat dari kurang kritisnya dalam menangkap makna dan pesan al-Qur’an dan al-Hadits. Kedua, Implikasi wacana Islam transformatif dalam pengembangan kurikulum di IAIN Purwokerto dapat dicermati pada kegiatan intra kurikuler, ko-kurikuler, dan ekstra kurikuler. Dalam bentuk intra kurikuler, Islam tranformatif mewujud dalam perkuliahan Islamic Building. Dalam kegiatan ko-kurikuler, Islam transformatif melalui bentuk pribumisasi Islam melalui kegiatan, Pengetahuan dan Pengamalan Ibadah (PPI). Sedangkan dalam kegiatan ekstra kurikuler, nilai-nilai Islam transformatif memperoleh lahan dalam kegiatan kemahasiswaan, yang mendapat dukungan kuat melalui kebijakan pimpinan. Kata Kunci: Islam Transformatif, Islamic Building, Pengetahuan dan Pengamalan Ibadah

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Fregoso Bailón, Raúl Olmo, and Noah De Lissovoy. "Against coloniality: Toward an epistemically insurgent curriculum." Policy Futures in Education 17, no. 3 (2018): 355–69. http://dx.doi.org/10.1177/1478210318819206.

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This study interrogates the colonial and Western epistemology underlying mainstream curricula and proposes a decolonial approach that can build an epistemically insurgent curriculum that takes into account non-Western epistemologies. We begin with an analysis of coloniality in Western culture and knowledge systems, including in education. Then, building on the epistemological challenge proposed within decolonial literary works by Pablo Neruda, Eduardo Galeano, and Josías López Gómez, we describe how history and literature curricula can foreground non-dominant saberes (ways of knowing) that call into question the monopoly on understanding claimed by Western modes of reason, and how they can participate in the ethical and analectical project of attending to the being and agency of those who have been marginalized. This approach can help teachers and students to participate in building a sophisticated global border thinking and can provide them with new conceptual tools to make sense of their own realities.

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Horton, Robert M., Vicki Phillips, and John Kenelly. "Building Your Own Regression Model." Mathematics Teacher 97, no. 4 (2004): 284–88. http://dx.doi.org/10.5951/mt.97.4.0284.

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Regression has rightfully assumed an important role in the secondary mathematics curriculum. Graphing calculators can perform many types of regression quickly and easily, and students can learn a great deal in analyzing the results.

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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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Ameliyana, Novi, and Dadang Suyadi. "Persepsi Guru Teknik Gambar Bangunan Tentang Kurikulum 2013." Jurnal PenSil 2, no. 2 (2013): 129–40. http://dx.doi.org/10.21009/jpensil.v2i2.9873.

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This study aimed to determine the perceptions of teachers about curriculum drawing technique building 2013. Where the research was conducted in Central Jakarta SMK 1 , SMK Negeri 56 Jakarta Utara , SMK Negeri 52 Jakarta Timur , SMK Negeri 26 Jakarta Timur , and SMK Negeri 35 Jakarta west . This study took place in November 2013 held at SMK in Jakarta on teacher drawing technique building .In this study using a survey method using a Guttman scale of 1-0 . The population in this study were teachers of engineering drawings in class X which implement the curriculum in 2013 the number of 19 respondents . The number of samples in this study were 19 teachers who teach engineering drawings in class X. In this study sample technique used is total sampling . To test the validity of the poll / questionnaire using the formula for the coefficient point biserial and reliability test using the KR - 21 formula . Based on the results of data processing questionnaires that are valid and reliable at the level of reliability that can be included in the criteria is as high as with R11 = 0.845 with the statement as much as 40 points .The results of processing the data in the study showed that teachers' perceptions of curriculum building drawing technique in 2013 in preparation indicator curriculum in 2013 has a positive perception with a percentage of 68.19 %, this can be said image building techniques teachers can welcome the curriculum in 2013 . Regarding the indicators of the basic concepts of curriculum 2013 image building techniques teachers have a positive perception with the percentage of 75.44 % means that teachers have to know the technique of building a picture of the concept of curriculum in 2013 and for indicators of teacher lesson plans engineering drawing of the building gives a positive perception of the learning plan curriculum 2013 with a percentage of 56.89 % means that teachers have to know how about planning curriculum learning in 2013 .

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