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Artykuły w czasopismach na temat „Curricula”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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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Mloka, D., E. Tarimo, N. Sirili, et al. "Engagement of stakeholders in the development of generic medical and nursing curricula in Tanzania through media outlets and social media." African Journal of Health Professions Education 16, no. 1 (2024): e828. http://dx.doi.org/10.7196/ajhpe.2024.v16i1.828.

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Background. The Catholic University of Health and Allied Health Sciences, Kilimanjaro Christian Medical University College and Muhimbili University of Health and Allied Sciences teamed up to address gaps in the training curricula for medical doctors and nurses with the aim of developing harmonised curricular templates that would be comprehensive and suit national objectives. Objectives. To share experiences and lessons learned in engaging stakeholders using social media as an additional method to collect information on curricular gaps and ideas to develop harmonised medical and nursing curricu

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Giuliani, Meredith Elana, Janneke Frambach, Erik Driessen, and Maria Athina (Tina) Martimianakis. "Exploring glocalization in the construction and implementation of global curricula." Journal of Clinical Oncology 38, no. 15_suppl (2020): 11020. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.11020.

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11020 Background: Despite proposed advantages of global oncology curricular harmonization including physician mobility and improving the quality of care the challenges and unintended consequences require greater study. The aim of this study was to problematize the concept and implementation of global oncology curricula and their relationship to local contexts of power and culture. Methods: Fourteen international participants involved in the development and implementation of global oncology curricula completed in-depth, one-on-one semi-structured interviews lasting 40-60 minutes. Snowball sampl

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Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination." Journal for the Education of the Gifted 11, no. 2 (1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

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Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) co

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Nunes, Geórgia, Jarbas Maurício Gomes, and Fábio Francisco de Almeida Castilho. "The Conif Matrix and the curricular restructuring of the Integrated High School courses offered by Ifal." Concilium 24, no. 14 (2024): 472–81. http://dx.doi.org/10.53660/clm-3781-23p40.

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This paper analyzes how Conif's Budget Matrix, approved to take effect as of 2019, guided the curricular restructuring of the Integrated High School courses offered by the Federal Institutes. We seek to demonstrate how, through the economic bias, the Executive Government encouraged the Federal Institutes to restructure the curricula of the Integrated High School courses, reducing the curricula and bringing them closer to what is proclaimed in the High School Reform. To this end, we analyzed the curricular restructuring of these courses that took place at the Federal Institute of Alagoas – Ifal

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Dwyer, John J. M., Andrea Starr, Christine Mills, and Jess Haines. "Undergraduate, Female, Nutrition Students’ Perceptions of Curricular Influence on Attitudes toward Individuals with Obesity." Canadian Journal of Dietetic Practice and Research 77, no. 4 (2016): 177–82. http://dx.doi.org/10.3148/cjdpr-2016-010.

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Purpose: This qualitative study, guided by a phenomenological approach, explored senior-level undergraduate, nutrition students’ perceptions of how obesity and weight bias were addressed in the undergraduate curricula and how the curricula influenced their attitudes toward individuals with obesity. Methods: Twenty senior-level undergraduate, nutrition students from the University of Guelph participated in interviews. Interviews were audio-recorded and transcribed verbatim. Thematic analysis entailed open, axial, and selective coding. Results: Participants’ sources of information about obesity

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Arakawa, Naoko, Andreia Bruno, and Ian Bates. "A A Global Comparison of Initial Pharmacy Education Curricula: An Exploratory Study." INNOVATIONS in pharmacy 11, no. 1 (2020): 18. http://dx.doi.org/10.24926/iip.v11i1.2093.

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Background: Time-tabled curricular contents and syllabi reflect the actual delivery of the academic programme and one of key quality components in healthcare professional education. There is a need of global evidence base of Initial Pharmacy Education and Training (IPET) curricula for assisting the advancement of IPET globally. Objectives: To seek the differences and similarities among IPET curricula and to explore relative trends and weighting of IPET curricula globally. Methods: Sample curricular documents were collected purposively either through a parallel survey study investig

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Joseph, Meera, and Jeff Nisker. "Need for Prominent Core Curricula Designed and Taught by Persons with Disabilities in All Levels of Medical Education." Canadian Journal of Disability Studies 9, no. 5 (2020): 245–64. http://dx.doi.org/10.15353/cjds.v9i5.697.

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   The need for comprehensive core curricula in medical education regarding the health of persons with disabilities has been identified by disability scholars for many years and was recently reinforced by our research indicating Canadian physicians lack knowledge of the social model of disability, and their legal duty to ensure accommodation for persons with disabilities to have equal access to health. The purpose of the current research is to investigate the existence of core medical education curricula devoted to the health of persons with disabilities and determine whether

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Jidkov, Lydia, Matthew Alexander, Pippa Bark, et al. "Health informatics competencies in postgraduate medical education and training in the UK: a mixed methods study." BMJ Open 9, no. 3 (2019): e025460. http://dx.doi.org/10.1136/bmjopen-2018-025460.

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ObjectiveTo assess health informatics (HI) training in UK postgraduate medical education, across all specialties, against international standards in the context of UK digital health initiatives (eg, Health Data Research UK, National Health Service Digital Academy and Global Digital Exemplars).DesignA mixed methods study of UK postgraduate clinician training curricula (71 specialties) against international HI standards: scoping review, curricular content analysis and expert consultation.Setting and participantsA scoping literature review (PubMed until March 2017) informed development of a conte

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Al-Sohpany, Shehab Mohamad. "The Availability of Specialized and Occupational Health and Safety Curricula in Sana'a University-Yemen." Journal of Social Studies 28, no. 4 (2023): 68–81. http://dx.doi.org/10.20428/jss.v28i4.2041.

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The wide spread of injuries, diseases, accidents and pollutions in Yemen related to the poor awareness of safety practices of workers is considered the main reason and the root Cause of weak occupational/ specialized health and safety practices, applications, awareness and qualification in Yemen. Therefore this study aims to measure the existence of occupational and specialized health and safety curricula within different specializations of Sana'a University's educational curricula and plan which might be relevant to this weakness- This study started studying all colleges and sectors curricula

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S. B. Martins, Joberto, and Guilherme Marback Neto. "STUDENT-UNIVERSITY-ORGANIZATION CURRICULAR INTERNSHIP ISSUES." Interfaces Científicas - Educação 12, no. 1 (2023): 265–77. http://dx.doi.org/10.17564/2316-3828.2023v12n1p265-277.

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The curricular internship is a component of undergraduate and graduate curricula that, in summary, aims for students to apply course learning, theories, and experiences to actual professional life. The curricular internship is part of undergraduate curricula with specific objectives and interacts with organizations in general. Organizations change, for instance, technological innovation, human resource management, market positioning, economic situation, and environmental behavior. Consequently, the curricular internship, to some extent, is impacted by the organizations positioning and behavior

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Martins, Joberto S. B., and Guilherme Marback Neto. "STUDENT-UNIVERSITY-ORGANIZATION CURRICULAR INTERNSHIP ISSUES." Interfaces Científicas - Educação 12, no. 1 (2023): 265–77. https://doi.org/10.5281/zenodo.8331522.

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The curricular internship is a component of undergraduate and graduate curricula that, in summary, aims for students to apply course learning, theories, and experiences to actual professional life. The curricular internship is part of undergraduate curricula with specific objectives and interacts with organizations in general. Organizations change, for instance, technological innovation, human resource management, market positioning, economic situation, and environmental behavior. Consequently, the curricular internship, to some extent, is impacted by the organizations positioning and behavior

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Guagchinga-Chicaiza, Nelson Wilfrido. "El impacto del currículo en las prácticas pedagógicas de los docentes de inglés." Revista Científica Zambos 4, no. 1 (2025): 114–26. https://doi.org/10.69484/rcz/v4/n1/80.

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The educational curriculum significantly impacts the pedagogical practices of English teachers, defining content and strategies that affect the quality of teaching. This study explores how curricular rigidity, teacher training and the integration of Information and Communication Technologies (ICT) determine the methodologies applied in the classroom. Through a literature review of recent studies, factors such as the lack of flexibility in curricula, which limits pedagogical innovation, and the scarce teacher training to adapt methodologies to diverse contexts were identified. The potential of

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Nguyen, Tutrang, Jade Marcus Jenkins, and Anamarie Auger Whitaker. "Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?" AERA Open 4, no. 2 (2018): 233285841878428. http://dx.doi.org/10.1177/2332858418784283.

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Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially be

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Sammel, Alison J., Lisa M. Watson, and Dena W. McMartin. "Extreme freshwater events, scientific realities, curriculum inclusions, and perpetuation of cultural beliefs." PLOS Climate 1, no. 5 (2022): e0000020. http://dx.doi.org/10.1371/journal.pclm.0000020.

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The purpose of this research was to explore and open dialogue about possible connections between the scientific realities of extreme freshwater events (EFWE), a lack of EFWE-related curricular content in schools, and future teachers’ awareness and perceptions of EFWE. In phase one, an analysis of existing weather data demonstrated ongoing moderate to severe EFWE in the two regions under investigation, Queensland, Australia and Saskatchewan, Canada, at the time of data collection. In phase two, a content analysis of school curricula in the two regions shows a dearth of mandatory content related

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Bloompott, Katherine, Mary J. Dyck, MyoungJin Kim, Kim Schafer Astroth, Cherrill Stockmann, and O. Erin Reitz. "The Scope of LGBTQIA+ Health Content in Prelicensure Nursing Curricula." Journal of Nursing Education 62, no. 11 (2023): 623–30. http://dx.doi.org/10.3928/01484834-20230906-04.

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Background: Little is known about the status of lesbian, gay, bisexual, transgender, queer or questioning, and inter-sex and asexual (LGBTQIA+) health content in prelicensure nursing curricula. This study explored curricular and pedagogical practices of LGBTQIA+ health content in nursing curricula in the United States. Design: A quantitative, cross-sectional comparative descriptive design was implemented. Method: Stratified random sampling was used to email a survey to deans and administrators of prelicensure associate degree in nursing (ADN) and baccalaureate nursing (BSN) programs. Results:

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Sircar, Monica, Sheila Orr, Carlee Madis, and Sarah DiMaria. "Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM." Education Sciences 14, no. 7 (2024): 793. http://dx.doi.org/10.3390/educsci14070793.

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Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which teachers create discipline-rich STEM projects. Drawing on the theory of the curriculum enactment process, we analyzed curricular artifacts from our teaching practices that we created as secondary STEM teachers who designed and enacted project-based learning. From the analysis, we pr

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Bhatt, Rachana, and Cory Koedel. "Large-Scale Evaluations of Curricular Effectiveness." Educational Evaluation and Policy Analysis 34, no. 4 (2012): 391–412. http://dx.doi.org/10.3102/0162373712440040.

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We use data from one of the few states where information on curriculum adoptions is available—Indiana—to empirically evaluate differences in performance across three elementary-mathematics curricula. The three curricula that we evaluate were popular nationally during the time of our study, and two of the three remain popular today. We find large differences in effectiveness between the curricula, most notably between the two that held the largest market shares in Indiana. Both are best characterized as traditional in pedagogy. We also show that the publisher of the least-effective curriculum d

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Posso-Pacheco, Richar Jacobo, Bertha Susana Paz-Viteri, María Gladys Cóndor-Chicaiza, Ñacato Josue Celso Marcillo, and Oliver Ramos-Álvarez. "Physical education by competencies in the South American context: Pedagogical perspectives and curricular approaches for the integral development of children." Environment and Social Psychology 9, no. 2 (2023): 1950. https://doi.org/10.54517/esp.v9i2.1950.

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  Physical Education goes beyond the development of motor skills; it also includes cognitive, social and affective aspects. The aim of this research was to analyse the pedagogical perspectives and curricular approaches of the national physical education curricula by competences in South American countries. A systematic review was carried out by searching several Latin American databases due to the characteristics of the study, 2985 documents were collected, from which 22 were selected. An analysis of the similarities of the pedagogical perspectives and curricular approaches used in the ph

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Pedersen, Elaine L., and Leslie Davis Burns. "Curriculum integration across fashion-related curricula." International Journal of Fashion Design, Technology and Education 4, no. 1 (2011): 43–50. http://dx.doi.org/10.1080/17543266.2010.519725.

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Hong, Seongyoun. "Rethinking General Education from the Perspective of High School and Higher Education Curriculum Articulation." Korean Association of General Education 18, no. 5 (2024): 11–30. http://dx.doi.org/10.46392/kjge.2024.18.5.11.

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This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school cur

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Bree, Kelly K., Shari A. Whicker, H. Barrett Fromme, Steve Paik, and Larrie Greenberg. "Residents-as-Teachers Publications: What Can Programs Learn From the Literature When Starting a New or Refining an Established Curriculum?" Journal of Graduate Medical Education 6, no. 2 (2014): 237–48. http://dx.doi.org/10.4300/jgme-d-13-00308.1.

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Abstract Background Teaching residents how to teach is a critical part of resident education because residents are often the major teachers of medical students. The importance of formal residents-as-teachers (RAT) curricula has been emphasized throughout the literature, yet not all residency programs have such a curriculum in place. Objective The purpose of our study was to (1) review the medical education literature for established RAT curricula, (2) assess published curricula's reproducibility, (3) evaluate the type of outcomes achieved using the Kirkpatrick model of evaluation, and (4) iden

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Pretti-Frontczak, Kristie, Kurt Kowalski, and Rhonda Douglas Brown. "Preschool Teachers' Use of Assessments and Curricula: A Statewide Examination." Exceptional Children 69, no. 1 (2002): 109–23. http://dx.doi.org/10.1177/001440290206900108.

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Preschool teachers in Ohio, representing Head Start, Preschool Special Education, and Public School Preschool programs, completed a survey designed to examine their use of assessments and curricula. The 586 preschool teachers provided a range of responses, including reported use of 21 commercial assessments and self-developed and program-developed checklists. A majority of teachers listed curriculum-based measures acceptable in linking assessment and intervention. Teachers also provided a range of curricular responses, including six that met our definition of an actual curriculum. Differences

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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, et al. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular reso

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Boller, Balázs. "Teaching correlation and regression in three European countries." Teaching Mathematics and Computer Science 21, no. 2 (2024): 161–83. http://dx.doi.org/10.5485/tmcs.2023.13291.

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In this article, we compare the presence of correlation and regression analysis in secondary education of Ireland, the Netherlands and Luxembourg, through the analysis of final-exam tasks and curricula based on the Anthropological Theory of Didactics (ATD). It points out that the same topic can appear in different ways and extent in curricula, even if the mathematics teaching goals are similar. This article is a kind of introduction to the research that explores the possibilities for the appearance of these concepts in the Hungarian mathematics education. Therefore, in the second part of the a

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Chung, Arlene S., Annemarie Cardell, Smruti Desai, et al. "Educational Outcomes of Diversity Curricula in Graduate Medical Education." Journal of Graduate Medical Education 15, no. 2 (2023): 152–70. http://dx.doi.org/10.4300/jgme-d-22-00497.1.

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ABSTRACT Background Education is an important step toward achieving equity in health care. However, there is little published literature examining the educational outcomes of curricula for resident physicians focused on diversity, equity, and inclusion (DEI). Objective Our objective was to review the literature to assess the outcomes of curricula for resident physicians of all specialties focused on DEI in medical education and health care. Methods We applied a structured approach to conducting a scoping review of the medical education literature. Studies were included for final analysis if th

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Pires, Hugo, and Claudio Paula. "Curriculum changes in Brazilian Librarianship and its relations with the gendering of the librarian profession." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 20, no. 2022 (2022): 1–19. http://dx.doi.org/10.20396/rdbci.v20i00.8668097/28126.

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Introduction:It highlights how gender relations are inserted in the logic of power and are supported by the production of diffusion of discourses to penetrate people's daily lives and produce docile individuals. Objective: To present a theoretical discussion about howthe curricular changes of Librarianship courses in Brazil –sometimes more humanistic, sometimes more technical –influenced the process of feminization of the profession and the insertion of the profession in the list of professions notably marked by thesexual division of labor. Method:bibliographic review about the role of curricu

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Halagao, Patricia, Allyson Tintiangco-Cubales, and Joan Cordova. "Critical Review of K-12 Filipina/o American Curriculum." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 1–24. http://dx.doi.org/10.36650/nexus7.1_1-24_halagaoetal.

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This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches

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Rufino, Luiz Gustavo Bonatto, and Samuel de Souza Neto. "Desafios da estrutura curricular anacrônica e os currículos de formação de professores no campo da Educação Física." ETD - Educação Temática Digital 27 (June 11, 2025): e025040. https://doi.org/10.20396/etd.v27i00.8675741.

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This study aimed to analyze the considerations of a sample of teacher educators from the academic field regarding the main challenges in structuring teacher education curricula in the field of Physical Education. For this, seven educators from public Higher Education Institutions in São Paulo State – Brazil were interviewed through semi-structured interviews. After being transcribed, the interviews were submitted to content analysis. The data resulted in the organization of three categories: 1) Anachronistic curricular structure: fragmentation, confinement and distance between initial training

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Asif, Irfan, Jane S. Thornton, Stephen Carek, et al. "Exercise medicine and physical activity promotion: core curricula for US medical schools, residencies and sports medicine fellowships: developed by the American Medical Society for Sports Medicine and endorsed by the Canadian Academy of Sport and Exercise Medicine." British Journal of Sports Medicine 56, no. 7 (2022): 369–75. http://dx.doi.org/10.1136/bjsports-2021-104819.

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Regular physical activity provides a variety of health benefits and is proven to treat and prevent several non-communicable diseases. Specifically, physical activity enhances muscular and osseous strength, improves cardiorespiratory fitness, and reduces the risk of hypertension, coronary heart disease, stroke, type 2 diabetes, mental health disorders, cognitive decline and several cancers. Despite these well-known benefits, physical activity promotion in clinical practice is underused due to insufficient training during medical education. Medical trainees in the USA receive relatively few hour

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Silva, Maria Cecília, and Vítor Duarte Teodoro. "Os exames nacionais de Física e Química e a evolução curricular." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 672–84. http://dx.doi.org/10.23925/2178-2911.2019v20espp672-684.

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Resumo A evolução da nossa sociedade impõe uma atualização frequente dos currículos em Ciência. A atualização pode ser compreendida através da análise da evolução dos exames nacionais. Atendendo ao papel fulcral que os exames têm desempenhado na formulação e implementação de aprendizagens e currículos, este artigo analisa alguns aspetos da evolução dos exames nacionais de Física e Química, exemplificando implicações dinâmicas entre os exames (diferentes conteúdos e aprendizagens) e os currículos, no âmbito das reformas curriculares ocorridas em Portugal. Nesta abor

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Majerník, Jaroslav, Andrea Kacmarikova, Martin Komenda, et al. "Development and implementation of an online platform for curriculum mapping in medical education." Bio-Algorithms and Med-Systems 18, no. 1 (2021): 1–11. http://dx.doi.org/10.1515/bams-2021-0143.

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Abstract Objectives Nowadays universities face ever-increasing demands on quality of education, which is crucial from perspective of future graduates. In face of the need of constant quality improvements of medical curricula, it is important to seek strategies for their efficient management. The general trend is to develop electronic support tools to streamline the curricular design, analysis and harmonization. Methods Based on the requirements we have identified by the needs analysis among curriculum designers, teachers and managers at five universities involved in the Building Curriculum Inf

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Cygan, Heide, Andrew N. Garman, Santosh Basapur, and Mallory Bejster. "Turning Concern Into Confidence: Planetary Health Needs in Nursing Education." Journal of Nursing Education 63, no. 3 (2024): 178–81. http://dx.doi.org/10.3928/01484834-20240108-09.

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Background: Climate change is a recognized global threat to human health, and nurses must be prepared to mitigate its negative effects. This article describes nursing student and faculty opinions about climate change and associated planetary health curricular needs. Method: A survey including the Six Americas Super Short Survey and an adaptation of the Planetary Health Report Card was developed and emailed to nursing students and faculty. Results: Student ( n = 72) and faculty ( n = 56) responses showed that although they were concerned about climate change, they were not confident in preparat

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Clichici, Veronica. "New education vs school curriculum from the vision of prospective pedagogy." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(185) (June 2025): 78–86. https://doi.org/10.59295/sum5(185)2025_08.

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In this scientific article we elucidate references for the development of new educations vis-a-vis school curricula in the vision of prospective pedagogy at the European and national level. The super-technological society in the 21st century is dominated by research, innovation, creativity through new models of education and approaches to contemporary development, and in the Republic of Moldova the curricular policy documents themselves acquire new valences by capitalizing on the concept of lifelong learning. In a descriptive sense, we approach scientific developments of European researchers i

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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.

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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay p

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Mitchell, April, Kimberly H. Lott, and Colby Tofel-Grehl. "Cookie-Jar Alarms: An Analysis of First-Grade Students’ Gendered Conceptions of Engineers following a Programming Design Task." Education Sciences 12, no. 2 (2022): 110. http://dx.doi.org/10.3390/educsci12020110.

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Women remain underrepresented in engineering and broadening participation has recently become the focus of education reform efforts. Increased emphasis on K-12 engineering education calls for the design of learning environments and curricula that increase interest and conceptual understanding of engineering work, beginning in the early years of childhood. We seek to understand what works, for whom, in what contexts, how it works, and how engineering curricula can be improved to promote social justice. Here, we evaluate the impact of a curricular intervention designed to promote equity in eleme

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Karmasin, Matthias, and Denise Voci. "The role of sustainability in media and communication studies’ curricula throughout Europe." International Journal of Sustainability in Higher Education 22, no. 8 (2021): 42–68. http://dx.doi.org/10.1108/ijshe-10-2020-0380.

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Purpose This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe. Design/methodology/approach A total of n = 1068 bachelor and master’s degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis. Findings Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most case

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Bauer, Waldemar, and Karin Przygodda. "New Learning Concepts within the German System of Vocational Education and Training." European Educational Research Journal 2, no. 1 (2003): 22–40. http://dx.doi.org/10.2304/eerj.2003.2.1.8.

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In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved project

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Prendergast, Jocelyn Stevens, and Brittany Nixon May. "Curriculum reform and policy considerations: A multiple case study of the inclusion of modern band into music teacher preparation programmes." Journal of Popular Music Education 4, no. 1 (2020): 21–40. http://dx.doi.org/10.1386/jpme_00012_1.

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Many music teacher education programmes in the United States are increasingly offering classes that fall within the scope of modern band. A number of policies impact music teacher education curricula in the United States. These include both hard policies, such as teacher certification and NASM accreditation requirements, as well as soft policies, such as institutional traditions. In this multiple case study, the researchers interviewed three music teacher educators from different universities to examine their individual experiences incorporating modern band into their music education curricula

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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.

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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contex

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Hantzopoulos, Maria, Zeena Zakharia, Roozbeh Shirazi, Monisha Bajaj, and Ameena Ghaffar-Kucher. "New Curricular Approaches to Teaching About the Middle East and North Africa." Social Studies Research and Practice 10, no. 1 (2015): 84–93. http://dx.doi.org/10.1108/ssrp-01-2015-b0005.

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This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share ana

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