Gotowe bibliografie tematyczne / Curricula

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Gotowa bibliografia na temat „Curricula”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Curricula"

Levine, Arthur. "Curriculi-Curricula." Change: The Magazine of Higher Learning 22, no. 2 (1990): 46–51. http://dx.doi.org/10.1080/00091383.1990.9939194.

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Ackermann, Nicole. "Wissen, Handeln, Entfalten: Curriculare Orientierungen und Kompetenzkonzepte entlang der Lehrplanrevisionen der kaufmännischen Berufsbildung in der Schweiz." transfer Forschung ↔ Schule 7, no. 7 (2021): 54–67. https://doi.org/10.5281/zenodo.7007333.

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Die kaufmännische Berufsbildung in der Schweiz durchlief in den letzten Jahrzehnten drei umfassende Lehrplanrevisionen. Dieser Beitrag untersucht curriculare Orientierungen und curriculare Kompetenzkonzepte in den kaufmännischen Lehrplänen. Hierfür werden die drei Lehrpläne 2003, 2012 und 2022 qualitativ analysiert. Das Wissenschaftsprinzip hat eine lange Tradition, wesentlich geprägt durch allgemeinbildende Fächer. Mit der jüngsten Revision kommt es zu einer Verlagerung hin zum Situations- und Persönlichkeitsprinzip, eingeführt durch beruflich

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Kranjc Horvat, Anja, Jeff Wiener, Sascha Marc Schmeling, and Andreas Borowski. "What Does the Curriculum Say? Review of the Particle Physics Content in 27 High-School Physics Curricula." Physics 4, no. 4 (2022): 1278–98. http://dx.doi.org/10.3390/physics4040082.

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This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education. Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter. The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed cu

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Petrun Sayers, Elizabeth L., Christopher A. Craig, Susan Gilbertz, Song Feng, Rita T. Karam, and Angelena Bohman. "Advancing STEM-Based Business Sustainability: Mending the Curricular Gap." Management Teaching Review 5, no. 1 (2019): 82–93. http://dx.doi.org/10.1177/2379298119852313.

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Businesses are increasingly facing economic, social, and environmental sustainability challenges. Science, technology, engineering, and math (STEM) are needed to address business sustainability needs, yet such competencies are noticeably absent from academic literature and business curricula. To mend the curricular gap, we make the case for developing cross-disciplinary STEM-based business sustainability curricula that enhance students’ sustainability literacy and cognitive abilities related to STEM and sustainability. A literature review is provided that documents curricular gaps specific to

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Nguyen, Viet-Hai, Ping-Han Cheng, Yu-Hsuan Chien, and Chun-Yen Chang. "The scientist’s ways in national science curricula: A comparative study between Taiwan and Vietnam." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 11 (2023): em2355. http://dx.doi.org/10.29333/ejmste/13753.

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Recent science education reforms center at having students learn the practices of scientists. In this study, we aim at exploring how science curricular documents reflect the latest updates from the “practice turn” reform. To do that, we utilize the notion of the scientist’s ways of doing science as a perspective to observe the distribution of components constituting scientific practices in national science curricula. Current literature provides several curriculum analysis frameworks based on taxonomies of cognitive demands or international tests. Still, those frameworks are either not intended

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Thomas, Dave S. P., and Kathleen M. Quinlan. "Why we need to reimagine the curricula in higher education to make it more culturally sensitive." Widening Participation and Lifelong Learning 23, no. 3 (2021): 37–47. http://dx.doi.org/10.5456/wpll.23.3.37.

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Persistent racial equality gaps exist in HE. We argue that culturally sensitive curricula can address those racial equality gaps as well as support the development of culturally competent graduates equipped for social change. In this short piece, we briefly describe our conceptualisation of culturally sensitive curricula and the tool we have developed to support curricular enhancement. We report on emerging evidence of the impact of culturally sensitive curricula on students' engagement and suggest how such curricula could lead to impact on educational outcomes.

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F. Dilek; ALKIN-ŞAHİN, GÖZÜTOK. "Cross-curricular themes in curricula." Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi 47, no. 2 (2014): 287–306. http://dx.doi.org/10.1501/egifak_0000001348.

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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee, and Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.

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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricul

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Hyer, Kathryn, Victor Molinari, Mary Kaplan, and Sharmalee Jones. "Credentialing dementia training: the Florida experience." International Psychogeriatrics 22, no. 6 (2010): 864–73. http://dx.doi.org/10.1017/s1041610210000426.

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ABSTRACTBackground: Florida is a leader in requiring that all direct care staff employed in assisted living, nursing homes, hospice, adult day care and home health undergo Alzheimer's disease (AD) training. Legislative requirements prescribe the curricula components and require a review of curricular content and minimum standards for the training providers.Methods: We describe Florida's AD training program review process, and report the results of our review of 445 curricula received over four and a half years.Results: On initial submission, over 90% of curricula submitted did not include lear

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Giuliani, Meredith Elana, Maria Athina (Tina) Martimianakis, Janet Papadakos, Michaela Broadhurst, Erik Driessen, and Janneke Frambach. "Humanism in global oncology curricula: An emerging priority." Journal of Clinical Oncology 37, no. 15_suppl (2019): 10505. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10505.

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10505 Background: Training in humanism provides the skills to achieve shared decision making with patients and their families, to navigate systems level challenges and to function positively within the healthcare team. However, there is potentially a lack of attention to humanistic competencies in global oncology curricula due to the dominance of the biomedical model in curriculum design, the challenge of assessing humanistic competencies and global cultural considerations. The aims of this study were to explore to what extent humanistic competencies are included in global oncology curricula a

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Rozprawy doktorskie na temat "Curricula"

Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementar

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Mendonça, Maria Norberta Varela Pires. "Gestão curricular da língua cabo-verdiana : sua integração nos curricula." Master's thesis, Universidade de Aveiro, 2005. http://hdl.handle.net/10773/15283.

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Mestrado em Gestão Curricular<br>Com esta investigação pretendemos analisar as perspectivas e opiniões dos professores de Portugugs, relativamente A questáo da Gestão Curricular da Língua Cabo-vediana e sua integração nos curficula. O trabalho divide-se em duas partes, sendo a primeira parte abrangendo a coniextualizaç~od o problema e objecto de estudo, e o enquadramento tebrico, com base nos suportes te6ricos de referência e a segunda parte abarca a enquadramento metodológico de um estudo prospectivo, concretizado através da realização de um inquérito por questionário aplicado a uma am

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Stuska, Susan Jolene. "Needs-based curricular content goals for two-year equine curricula." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08032007-102241/.

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Bennett, Sandra. "An investigation into curriculum alignment in building construction curricula." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.

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Wang, Xiaoli (Li). "Integrating information literacy into higher education curricula: An IL curricular integration model." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41747/1/Xiaoli%20Wang%20Thesis.pdf.

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This study investigates a way to systematically integrate information literacy (IL) into an undergraduate academic programme and develops a model for integrating information literacy across higher education curricula. Curricular integration of information literacy in this study means weaving information literacy into an academic curriculum. In the associated literature, it is also referred to as the information literacy embedding approach or the intra-curricular approach. The key findings identified from this study are presented in 4 categories: the characteristics of IL integration; th

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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.

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Alharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.

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Pang, Xing. "On the nature of academic rankings: The relationship between the academic rankings’ quality of education and the curriculum in Ph.D. C&I programs in America." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1603500247163977.

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Elizabeth, Tracy. "Media, Curricula, & Socioacademics." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663231.

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This dissertation is inspired by the creativity in children’s books and films, and by the possibilities for education as they are advancing with modern technology and media. Research tells us that youth are spending less time reading books and more time watching movies and television, and there is a growing trend in our culture to translate popular kids’ books into movies. Given this, I wondered: How can fiction books and their Hollywood film adaptations be leveraged to educate youth? To answer this, I present two papers, both of which explore instructional approaches for using crossmedia (boo

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Bezuidenhout, Daniel M. "Situasie-analise as 'n komponent van kurrikulumontwikkeling van technikonkursusse." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23156.

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Książki na temat "Curricula"

Reid, William Arbuckle. The pursuit of curriculum: Schooling and the public interest. Ablex Pub. Corp., 1994.

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Association Europeenne des Etablissement d'Enseignement Veterinaire. Curricula. Association Europeenne des Etablissement d'Enseignement Veterinaire, 1989.

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D, McNeil John, ed. Contemporary curriculum in thought and action. 6th ed. J. Wiley & Sons, 2006.

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Blair, Billie G. Curriculum: The strategic key to schooling. Kendall/Hunt, 1992.

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Blair, Billie G. Curriculum: The strategic key to schooling. 2nd ed. Kendall/Hunt, 1995.

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Cornbleth, Catherine. Curriculum in context. Falmer Press, 1990.

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Kirk, Gordon. The core curriculum. Hodder and Stoughton, 1986.

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L, Costa Arthur, and Liebmann Rosemarie M, eds. Supporting the spirit of learning: When process is content. Corwin Press, 1997.

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Yin, Hong-Biao. Curriculum reform in China: Changes and challenges. Edited by Li Zijian 1960-. Nova Science Publishers, 2011.

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Ch'u, Kwang-jae. Kyosa, kyoyuk kwajŏng chungsim e sŏda: Sŏnsaengnim i kkok ilgŏ poaya hal kyoyuk kwajŏng iyagi. Pagyŏng story, 2018.

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Części książek na temat "Curricula"

Schmidt, William H., Curtis C. Mcknight, Gilbert A. Valverde, Richard T. Houang, and David E. Wiley. "Mathematics Curricula: Investigating Curricular Intentions." In Many Visions, Many Aims. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5786-5_1.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_193-3.

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Girnat, Boris. "Individuelle Curricula." In Freiburger Empirische Forschung in der Mathematikdidaktik. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-15456-1_2.

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Adamson, Bob, and Paul Morris. "Comparing Curricula." In Comparative Education Research. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05594-7_11.

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Keifer-Boyd, Karen, Wanda B. Knight, and Ann Holt. "Living Curricula." In Ways of Being in Teaching. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-092-9_8.

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Charlop, Marjorie H., Benjamin R. Thomas, and Catherine Miltenberger. "Behavioral Curricula." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_142-5.

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Niemiec, Jacklynn. "Visualizing Curricula." In Diagrammatic Representation and Inference. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54249-8_53.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_193.

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Macy, Kelly, Wouter Staal, Cate Kraper, et al. "Behavioral Curricula." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_142.

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Wong, Connie, and Lauren Turner Brown. "Preschool Curricula." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_601.

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Streszczenia konferencji na temat "Curricula"

Lopez, Blake R., and Victor M. Zavala. "Analysis of Chemical Engineering Curricula Using Graph Theory." In Foundations of Computer-Aided Process Design. PSE Press, 2024. http://dx.doi.org/10.69997/sct.190804.

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Chemical engineering is a highly complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses vary among institutions and are based on years of prior teachings and research. Despite this, there have been calls to revaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic

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Frencham, Robert, Robert Ross, and Richard Hall. "Integrating IoT into Sustainability Curricula." In 2024 IEEE Annual Congress on Artificial Intelligence of Things (AIoT). IEEE, 2024. http://dx.doi.org/10.1109/aiot63253.2024.00023.

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Burcik, Vladimir, Gary DeLorenzo, Fred Kohun, and Robert Skovira. "Analysis of Cultural Effects on Business Curricular Subject Matter." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3284.

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It has been argued that culture effects how individuals implement, understand, and teach the curriculum of business courses within a society’s educational institutions (Burcik, Kohun, & Skovira, 2007; DeLorenzo, Kohun, & Skovira, 2006; Hofstede & Hofstede, 2005). The curricula and their subject matter of business faculties reflect the societies in which the curricula are developed and in which they are taught. The essay presents a rubric for analyzing this curricular phenomena based on Hofstede and Hofstede’s (2005) conception that a society’s culture constituted in and presented i

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Ngo, Chean Chin, and Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.

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Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degre

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Pasquinelli, Anna, Anne Rokka, Joanna Dzwonkowska, and Jill Carey. "New Matrix for Education Curricula Comparison in EAS: Application to ERASMUS Associations." In 18th HETI International Congress. The Federation of Horses in Education and Therapy International (HETI) A.I.S.B.L., 2024. https://doi.org/10.58862/bakq8367.

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Evaluative comparisons were made between different Education Curricula in Equine Assisted Services (EAS) to understand the main content of the education and orientation. An elaboration of an original Matrix which analyses each Erasmus+ 2019-1-FI01-KA202-060805 Partner’s curriculum (Finland, Ireland, Italy, Poland) was created, and definition and evaluation of the Main Topics, and the Disciplines for each Topic, used to analyse the curricula. The comparison between the Education Curricula in EAS of Erasmus Partners was completed with qualitative and quantitative analysis assessing the Topics an

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Maus, Christoph. "The Heterogeneous Accentuation of Economic Content in Vocational Education: A Starting Point for Occupation-Specific Human Resource Development." In Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.51.

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Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vo

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Khanolkar, Pranav Milind, Jerry Lu, Ada Hurst, and Alison Olechowski. "Assessing the Prevalence of Artificial Intelligence in Mechanical Engineering and Design Curricula." In ASME 2024 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2024. http://dx.doi.org/10.1115/detc2024-143693.

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Abstract Engineering curricula undergo frequent change, driven by new technologies and industry needs. Today we are witnessing a significant rise in artificial intelligence (AI) tools, with applications not only across engineering, but specifically in critical endeavors such as design. Given the interest in students in AI techniques, the demand of engineering design employers to hire students with such knowledge, and the fast-evolving nature of the AI field, compared to the slower pace of curriculum evolution, there is thus a need to assess curricular content related to AI in the mechanical en

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Gonçalves, Rodrigo, and Carina F. Dorneles. "Identifying named entity from researcher curricula." In Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbbd.2022.226233.

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NER (Named Entity Recognition) is an essential task in recognizing real-world entities scattered in a document. The task has been beneficial for detecting people, institutions, and places. In a researcher's curriculum repository, a NER process can be beneficial for understanding the associated context of a given document. For example, it could be possible to identify which persons/institutions are present in a given researcher's curriculum. This process is fundamental to identifying experts to work on a project or collaboration among researchers. In this paper, we evaluate entity extraction me

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Demedts, Lore, Goele Soogen, Helena Brusselle, Dries Vanacker, Hilde Van Puyenbroeck, and Nadia Vanderstraeten. "Promoting Efficiency in Education: The Cost-Aware Curriculum Model An Efficient and Purposeful Approach to Curriculum Design." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17294.

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There is a growing need for efficient and purposeful curriculum design. The Cost-Aware curriculum Model emerges as a transformative approach, optimizing the educational effectiveness.Through comprehensive analysis, we optimize the efficiency, quality and sustainability of educational programs while responsibly managing resources. By considering student dynamics, variations in study programs and staff dynamics, we ensure a curriculum that meets diverse needs. This approach reflects our commitment to excellence and fiscal responsibility. The Cost-Aware Curriculum Model aims to harmonize key para

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Ristić, Jelica Z., and Jelena S. Lukić. "Integrativni pristup sadržajima Digitalnog sveta i Sveta oko nas." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.279r.

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The contemporary approach to teaching aims to help children develop a complete picture of the world from an early age, to which the subjects The World Around Us and The Digital World also contribute by holistically viewing natural, social, and digital phenomena. The aim of this paper is to investigate whether, and to what extent, common content that can be integratively related is represented in the curricula and textbooks for the first and second grade of The Digital World and The World Around Us. The curriculum content analysis included the common content identification for achieving cross-c

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Raporty organizacyjne na temat "Curricula"

Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria rev

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Dinarte, Lelys, Pablo Egaña del Sol, Claudia Martínez, and Cindy Jacqueline Rojas Alvarado. Research Insights: Can After-School Programs, as a Source of Socio-Emotional Learning, Help to Improve Adolescents Behaviors and Academic Outcomes? Inter-American Development Bank, 2024. https://doi.org/10.18235/0013307.

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After-school programs (ASP) with psychology-based curricula improved students behavior at school by 23 percentage points compared to extracurricular-only programs in violent neighborhoods of El Salvador, Guatemala, and Honduras. The impact on improved behavior was largest for the highest-risk students. Programs with a mindfulness curriculum were more effective than those focused on character development, reducing dropout and improving fluid intelligence.

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Durriyah, Tati. Literacy finally on the reading list in Indonesia’s curricula. Edited by Ria Ernunsari and Charis Palmer. Monash University, 2022. http://dx.doi.org/10.54377/11e8-9f98.

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Weninger, Csilla, Suzanne S. Choo, Guangwei Hu, Patrick Williams, and Katy Hoi-Yi Kan. Media literacy in the teaching of English in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22725.

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Given the extraordinary pace at which especially new media technologies have developed in the last five to ten years, as well as the unprecedented amount of leisure time youth spend engaging with media such as television, Facebook, or games, there has been greater recognition by scholars, educators, and policymakers of the importance of incorporating media education and media literacy in schools and curricula. Current curricular approaches have moved away from a protectionist rationale toward a concern with supporting youth to become active media users (Buckingham, 2002). This shift towards re

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Shapiro, Harvey T., and Donald R. Loose. Prospects for Integrating Reliability and Maintainability into Undergraduate Engineering Curricula. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada221379.

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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportuniti

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stak

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Koh, Teck Seng. Enhancing STEM education through improvisational tinkering and computational thinking: A professional development package for Singapore teachers. National Institute of Education, Nanyang Technological University, Singapore, 2023. https://doi.org/10.32658/10497/27371.

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IMprovisational Tinkering (MT) emphasizes the creative, improvisational nature of problem solving that is the hallmark of MT as an educative, inquiry-based practice in Science, Technology, Engineering and Mathematics (STEM) education. Broadly, Improvisational Tinkering refers to the skill involved in Computational Thinking (CT) refers to MT and CT align with the aspirations of the Singapore education system. The school Science curricula places, at the heart of its curricula framework, the learners to apply themselves meaningfully in the new digital age.

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Jones, Stephanie M., Katharine E. Brush, Thelma Ramirez, et al. Navigating Social and Emotional Learning From the Inside Out. Harvard Graduate School of Education, 2021. http://dx.doi.org/10.59656/yd-os5671.001.

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