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Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Internationalisation of curriculum programs"

Khuong, Cam Thi Hong, and Ly Thi Tran. "Internationalisation at home for tourism training programmes: case studies from Vietnam." Higher Education Evaluation and Development 12, no. 1 (April 9, 2018): 19–35. http://dx.doi.org/10.1108/heed-01-2018-0003.

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Purpose Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam. Design/methodology/approach The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection. Findings The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts. Research limitations/implications The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam. Originality/value The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.

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Abdullahi, Ismail, Leif Kajberg, and Sirje Virkus. "Internationalization of LIS education in Europe and North America." New Library World 108, no. 1/2 (January 16, 2007): 7–24. http://dx.doi.org/10.1108/03074800710722144.

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PurposeThis paper aims to stress the importance of international and intercultural opportunities in serving as essential components in educating and training library and information professionals. More specifically, it provides an overview of issues and trends in internationalization of higher education (HE) in general and illustrates how the concept of and approaches to internationalization have affected library and information science (LIS) educational settings and programs primarily in Europe and the USA.Design/methodology/approachBased on a literature review, the paper discusses the meaning and definition of the concept of internationalization. Using a framework that draws on theoretical work on internationalisation of HE programs/contexts an analysis is then presented of the changing nature of internationalization in HE environments. The theoretical analysis is coupled with illustrations of current internationalisation practices, projects, strategies and players within LIS education communities in Europe and the USA. Finally, a discussion of the principal issues of internationalization of the LIS curriculum is presentedFindingsA synthesis is provided of the body of knowledge on the topics of internationalisation in general and within the HE sector in particular. Also presented is an overview of the multifaceted internationalisation activities taking place within LIS education. A range of thoughts and suggestions are given on how LIS schools can respond to the challenges of an increasing global world and, more specifically, how they can develop LIS programs and create classroom settings that are truly international in orientation and scope.Research limitations/implicationsThe geographical scope is limited to Europe and North America and the focus of the study is particularly on issues and challenges within the LIS education community.Practical implicationsExposure to international educational environments and acquisition and absorption of intercultural values and skills serves to enhance and enrich the academic background of LIS students/graduates and add to the employability and career development of the coming LIS professionals. International outlook, networking and intercultural communication skills are essential for practitioners, policy makers, leaders, decision makers, researchers and educators in the LIS field.Originality/valueNo comprehensive study of the internationalization of LIS programs in the context of HE sector‐specific internationalization theory has previously been published. The paper makes a difference in the way it reflects on LIS internationalization issues and tasks from the perspective of the published literature on internationalization of HE.

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Das, Rebekah. "Internationalisation Of The Curriculum: Putting Theory Into Practice In A Physiotherapy Program." Journal of University Teaching and Learning Practice 2, no. 1 (January 1, 2005): 28–38. http://dx.doi.org/10.53761/1.2.1.4.

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Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled ‘Language and Communication in Physiotherapy’ in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students’ needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having ‘gaps’ in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students’ learning, but also in advancing the cultural competence of teachers involved in the course.

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Begimkulov, Uzokboy, Mekhribon Matnazarova, Yashin Ismadiyarov, Alfiya Isyanova, and Ismoil Eshmamatov. "Internationalisation and modernisation of processes in the higher education." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 47. http://dx.doi.org/10.17770/sie2016vol1.1509.

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This article studies the aspects of the improvement in higher education in terms of advanced foreign experience. It deals with the organizational-methodical, contented aspects and the basic directions of modernization and implementation of modern curricula, and the programs of educational directions.

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Salehi‐Sangari, Esmail, and Tim Foster. "Curriculum internationalisation." European Journal of Marketing 33, no. 7/8 (August 1999): 760–72. http://dx.doi.org/10.1108/03090569910274401.

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de Haan, Donna, and Emma Sherry. "Internationalisation of the Sport Management Curriculum." Journal of Studies in International Education 16, no. 1 (July 19, 2011): 24–39. http://dx.doi.org/10.1177/1028315311403487.

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Law, Kate, and Nita Muir. "The internationalisation of the nursing curriculum." Nurse Education in Practice 6, no. 3 (May 2006): 149–55. http://dx.doi.org/10.1016/j.nepr.2005.11.004.

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Nagarajan, Srivalli, and Lindy McAllister. "Internationalisation of curriculum at home: Imperatives, opportunities and challenges for allied health education." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (December 9, 2015): 88–99. http://dx.doi.org/10.21153/jtlge2015vol6no1art575.

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Preparation of globally competent health graduates who have a good understanding of local and international healthcare is an important goal for allied health education. Internationalisation of curriculum and Internationalisation at home strategies are needed to prepare students to work in culturally diverse contexts. A critical review of issues, challenges and future needs in internationalisation of allied health curricula is the focus of this paper. Current approaches to internationalisation from a range of disciplines are considered and their applicability to allied health courses is discussed. Important challenges for progress on internationalisation goals and integration of internationalisation experiences into allied health curricula are identified. Suggestions for progressing internationalisation of allied health curricula through formal and informal curriculum are presented. Future research needs that are key to progressing internationalisation goals in allied health education are considered. Important questions that will prompt academic, clinical educators and students to consider how well internationalisation goals are being addressed in allied health education are also raised.

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Killick, David. "Curriculum internationalisation: identity, graduate attributes and ‘altermodernity’." Enhancing Learning in the Social Sciences 2, no. 1 (July 2009): 1–33. http://dx.doi.org/10.11120/elss.2009.02010006.

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Heffernan, Troy, Dave Morrison, Polly Magne, Simon Payne, and Debby Cotton. "Internalising internationalisation: views of internationalisation of the curriculum among non-mobile home students." Studies in Higher Education 44, no. 12 (July 27, 2018): 2359–73. http://dx.doi.org/10.1080/03075079.2018.1499716.

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Дисертації з теми "Internationalisation of curriculum programs"

Chalapati, Supaporn, and Supaporn chalapati@rmit edu au. "The Internationalisation of Higher Education in Thailand: Case Studies of Two English-Medium Business Graduate Programs." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.145018.

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This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.

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Crose, Amanda Rose. "Scripted Programs: A Curriculum Evaluation." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7130.

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Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.

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Miller, John Edward. "Curricular emphasis in Industrial Distribution programs and programs of similar theme." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/87.

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Thirteen state-sponsored colleges and universities within the United States offer a bachelor level degree in Industrial Distribution. The first of these emerged in the 1950s in response to industry demands for unique educational preparation of entry-level professionals. Since the 1980s, increased sophistication in the field has accelerated the demand for educational preparation of Industrial Distribution professionals. The problem facing educators is to determine the mix of courses that will provide the appropriate curricular focus when developing or refining the programs at their individual institutions. In the first phase of this study, the curricular focus of the current bachelor level programs in Industrial Distribution is identified in the form of eight curricular groupings representing the required courses in those programs. The second phase of this study investigates the curricula of programs that contain a similar theme of focus at state-sponsored colleges and universities. The purpose is to identify programs other than formal Industrial Distribution programs, which have similar curricular focus, and may therefore provide graduates of similar educational preparation. In addition to providing educators with insight into the relationship between formal Industrial Distribution programs and those of similar theme, this portion of the study provides managers in the field with information to consider when evaluating schools as potential sources of new hires. State-sponsored schools in the study were identified from the membership of the American Association of State-Sponsored Colleges and Universities (AASCU). Findings included ninety-six institutions from the six most populous and six least populous states, as of the 2000 U.S. Census. These institutions provided a representative sample of the 387 colleges and universities currently members of AASCU. The identified schools offer over four hundred programs of similar theme to the thirteen formal Industrial Distribution programs. The overwhelming majority of those programs are in colleges of Business and Technology, and are generally marketed as supporting general or governmental business, with no reference in catalogs, and departmental literature or Internet websites as supporting fields directly identifiable with Industrial Distribution.

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Bell, Maureen. "Internationalisation of the curriculum in higher education through study abroad and global learning." Faculty of Education, 2008. http://ro.uow.edu.au/theses/130.

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Internationalisation of the curriculum is a major issue for academics, administrators and policy makers in an era of market-driven changes affecting the higher education sector. It is a key program strategy within the wider activity of internationalisation of higher education. The latter is increasingly seen by policy makers and university administrators as driven by international student mobility and the need for revenue from international student fees. These are critical issues for universities in the globally competitive market environment.Despite its importance as a concept, it is not yet clear just what internationalisation of the curriculum means, or how it should be implemented. Thus it attracts a variety of perspectives and understandings. For example, it could be described simultaneously as a systemic reaction to the neo-liberal economic imperatives of marketisation and as an educational response to globalisation. One important outcome of the work described herein is the development of recommendations for internationalisation of the curriculum to assist and empower academics in providing international learning outcomes for their students.The literature review carried out as part of this study revealed that only a relatively small amount of research, evaluation and guidance on internationalisation of the curriculum has been published. It was also clear that very little is known about the ways in which academics and students experience internationalisation of the curriculum.The research reported herein was designed to fill this gap by documenting and analysing the staff and student experience. The research is therefore grounded in the interpretive paradigm and utilises case study method. Using the curricular areas of the Best Practice Guidelines for Internationalising the Curriculum (Whalley, 1997) as a framework, two summer study abroad programs and one global learning course at Australian and Singaporean universities were chosen for study. These programs were offered within science faculties however the curriculum for the study abroad programs included languages and commerce subjects. After data gathering the Presage, Process and Product structure of the 3P Model of Learning (Biggs, 2003) was used as an interpretive tool.The cross-case analysis surfaces common themes and highlights contradictions and tensions that were seen to lead to problems in practice. In particular, the two study abroad programs were found to be top-down and failed to offer students an authentic international learning opportunity. In contrast, the third case, a global learning course, was found to be both top-down and education-led and afforded a level of international engagement for students.Academic goodwill was found to be the most critical factor for success of internationalisation of the curriculum initiatives. Other factors that were found to have negative impacts include: the absence of theoretical frameworks underpinning internationalisation of the curriculum and curriculum planning; the non-alignment of assessment policy and practice across partner institutions; and the failure to develop student learning communities.From the themes identified in the cross case analysis a set of recommendations for internationalisation of the curriculum is offered by the author to help academics and administrators develop policy and a disciplinary vision for courses and programs that lead to international outcomes for students. These recommendations refer to the need for: theory-based, education-led models and disciplinary visions for internationalising the curriculum; equity of student access; student engagement within and across institutions; local and transnational student learning communities; policy-based procedures and professional development and support for academics.

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Haji, Abdul Mumin Khadizah. "An exploration of the internationalisation of the nursing and midwifery curriculum in Brunei Darussalam." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/362827/.

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This study explored curriculum developers’ experiences of developing and internationalising the nursing and midwifery curriculum in Brunei Darussalam (henceforth: ‘Brunei’), and students’ and graduates’ views of learning from the curriculum. The internationalisation of the curriculum, in education generally and health care and nursing in particular, has featured as a phenomenon in much global literature, describing attempts to ensure that curricula are fit for purpose, both to meet globally acceptable standards and accommodate an increasingly mobile workforce. A qualitative case study approach was used for the research. Data were collected from 34 participants (curriculum developers [n=17], students [n=8], graduates [n=9]) through semi-structured in-depth individual interviews. Qualitative data analysis used grounded theory principles and thematic analytic methods. Literature indicated that the evolution of the internationalisation of the nursing and midwifery curriculum in Brunei initially occurred due to the influence of the British over Brunei, from 1888 until 1983. The findings in this study showed that, in contemporary times, the integration of international perspectives into the curriculum has been culturally influenced whereby only perspectives considered as usable, culturally acceptable and applicable in Brunei would be selected for the curriculum. These international perspectives were further adapted to ensure relevancy to the Brunei context, in order to preserve its local identity. Data also indicated that curriculum users have contrasting perceptions on what constitutes relevance. Importantly students and graduates have particular views which characteristically were ignored in curriculum development. This study has implications for the development of an internationally oriented curriculum in nursing and midwifery which takes into account the cultural context of a specific country. Since there existed different perceptions of curriculum developers and those engaging with and learning through the curriculum, the study also points to a need to involve students in the curriculum design, an inclusion that is not apparently commonplace.

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Nganga, Lydiah Wangui. "Multicultural curriculum issues in Wyoming early childhood programs." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1023146451&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Youssef, Sarah Jane. "Implant Maintenance Curriculum Among U.S. Dental Hygiene Programs." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586814568072554.

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Khasseneyeva, Aliya. "A case study of the conception of curriculum internationalisation in a secondary school in Kazakhstan." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12559/.

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Curriculum internationalisation has been long associated with higher educational institutions (e.g. Knight, 2012, 2003; De Haan, 2013; Deardorff, de Wit & Heyl, 2012; Brewer, E. & Teekens, H., 2007; James, 2005; Wilkinson, 1998; Starr, 1979). However, globalisation and the growing interconnectedness of the world have led to the urgent need for internationalising the curriculum of national secondary education. Therefore, the importance of research in secondary education curriculum internationalisation has been recognised (Yemini, 2014). This thesis aims at exploring the perception of school curriculum internationalisation within one secondary school in Kazakhstan. In order to achieve that aim this research employed interpretative case study methodology to explore the phenomenon under examination. Thematic analysis of the interviews with the school stakeholders and the school policies was applied. The sampling was purposeful and included school stakeholders at different levels: senior management, local and international teachers, students and parents. The school policies and documents were selected on the basis of the interviews. The selected school is notable for being an experimental platform for educational reforms of secondary education in Kazakhstan. The research revealed that the perceptions can be divided into two converging definitions of school curriculum internationalisation in terms of the outcome: educating a global citizen and educating a competitive graduate. Those definitions were supplemented with the perceived strategies or aspects that can help achieve the aim of curriculum internationalisation. Furthermore, the participants identified the challenges associated with curriculum internationalisation. Those challenges included tension between national identity and global citizenship education, the challenge of innovating a teaching and learning approach, and the difficulty in diversifying the staff and student body.

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au, Mfiocco@cic wa edu, and Maria Fiocco. "Glonacal Contexts: Internationalisation Policy in the Australian Higher Education Sector and the Development of Pathway Programs." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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Through a critique of Balls (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment (the policy) and the subsequent development of pathway programs in the Australian higher education sector. In this study Balls framework is extended to include Marginson and Rhoades (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of the policy. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of the policy cycle. The study examines the key players or individuals who contributed to the policys creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of the policy, and in influencing key players. It was also recognized that it was not always possible to definitively describe the role of these players or actors according to a hierarchical structure and separate contexts, confirming Balls (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that the policy created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs." Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.

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Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle. The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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Книги з теми "Internationalisation of curriculum programs"

Council, Sandra. Basic beginnings: Preschool curriculum. Springfield, Mo: JEC Pub. Co., 2009.

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Wignall, Daria. Dancing through the curriculum. Nottingham: Davies (the Sports Division of NES Arnold), 1996.

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J, Colker Laura, Heroman Cate, and Bickart Toni S, eds. The creative curriculum for preschool. Washington, DC: Teaching Strategies, 2008.

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Dodge, Diane Trister. The creative curriculum for preschool. Washington, DC: Teaching Strategies, 2010.

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The creative curriculum for preschool. 6th ed. Bethesda, MD: Teaching Strategies, 2016.

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W, Parkay Forrest, Anctil Eric J, and Hass Glen, eds. Curriculum leadership: Readings for developing quality educational programs. 9th ed. Boston: Pearson/Allyn and Bacon, 2010.

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Mellon, Siobhan. Birds in the primary curriculum. 2nd ed. Sandy, Bedfordshire: Royal Society for the Protection of Birds, 2001.

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Morgridge, Tashia. Award-winning activities for all curriculum areas. Carthage, Ill: Fearon Teacher Aids, 1990.

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Moe, Andrea. Los marineros: Curriculum guide. 3rd ed. Santa Barbara, Calif: Santa Barbara Museum of Natural History, 2004.

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Siwicke, GeorgeAnn Kislia. Rivers.: Curriculum guide. Parsippany, N.J: Dale Seymour Publications, 2001.

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Частини книг з теми "Internationalisation of curriculum programs"

Leask, Betty. "Rethinking internationalisation of the curriculum." In Mestenhauser and the Possibilities of International Education, 164–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003159810-19.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Defining Curriculum." In Curriculum Development for Intensive English Programs, 18–34. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-2.

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Killick, David. "Building curriculum internationalisation from the bottom up." In For the Love of Learning, 142–48. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-33430-5_21.

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Jamil, Md Golam, Nazmul Alam, Natascha Radclyffe-Thomas, Mohammad Aminul Islam, A. K. M. Moniruzzaman Mollah, and Annajiat Alim Rasel. "Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities." In Applied Pedagogies for Higher Education, 107–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_6.

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Abstract Real world learning and the internationalisation of curricula are relatively new considerations in contemporary higher education discourses. Inquiry and application lie at the heart of real world learning, and the internationalisation of academic programmes is expected to equip learners with diverse learning styles and global citizenship skills. However, combining these two sets of educational objectives for pedagogic success is challenging, mainly because of learners’ academic, social and cultural differences. The chapter addresses this problem theoretically and with the help of three real cases drawn from the UK and Bangladesh. The cases convey the ethos and procedures for accommodating diversity, inquiry, application of learning, and cross-cultural collaboration in international educational settings. The findings suggest several practical guidelines on creating authentic and long-term learning opportunities in higher education.

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Whitsed, Craig, and Wendy Green. "Critical Reflections on the Internationalisation of the Curriculum." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 277–96. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_21.

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Jalongo, Mary Renck. "Designing and Delivering a Curriculum Matched to Program Goals." In Prison Dog Programs, 143–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25618-0_8.

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Kain, Victoria J. "Internationalisation of the Curriculum in an Undergraduate Nursing Degree." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 205–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_16.

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Wood, Susannah M., and Erin M. D. Lane. "Supporting Career Development in Advanced Programs." In Content-Based Curriculum for Advanced Learners, 505–22. 4th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003310426-33.

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Najdowski, Adel C., Evelyn R. Gould, Taira M. Lanagan, and Michele R. Bishop. "Designing Curriculum Programs for Children with Autism." In Handbook of Early Intervention for Autism Spectrum Disorders, 179–204. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0401-3_10.

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Тези доповідей конференцій з теми "Internationalisation of curriculum programs"

Mirabet, Sílvia Espinosa, Jordi Serra Simón, and Joaquim Majó Fernández. "Projects with added value to increase competitiveness and student satisfaction.Case study: The renewal of the BA in Advertising and Public Relations. University of Girona." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11189.

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This communication is aimed at describing the measures implemented in the new BA of Advertising and Public Relations at the moment of redefining its curricular design to make it more appealing and according to the needs of the era of the Internet.According to Universities’ guidelines there was a need to reformulate the academic curriculum. This need for change was used as an opportunity for boosting the internationalization of the studies, increasing the approach between students and professional profiles through the implementation of compulsory internships and eventually, among others, providing the BA program with added value activities which encompass master classes, circles of conferences given by top professionals, as well as specialized workshops about technologies of the Information.Keywords re-curriculum design, involving professional companies, developing optional activites, networks development, enhancing internationalisation.

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Paduretu, Sanda, Sonia Carmen Munteanu, and Angelica-Maria Capraru. "TWO FACES OF A STRONG CURRENCY: INTERNATIONALISATION AT HOME AND INTERNATIONALISATION OF THE CURRICULUM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2370.

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Romanovska, Alina, and Irina Presnakova. "The role of internationalisation in students’ cultural literacy and intercultural communication." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11233.

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The internationalisation of studies is one of the most current trends in higher education, aimed at improving the quality of higher education and preparing students for the global labour market. Student mobility is one of the most common forms of internationalisation. As part of the given study, an interview with the groups of exchange and local students at a regional university has been conducted in order to clarify their views on the role of internationalisation in the educational process, general cultural literacy, promoting intercultural cooperation and building a global world view. The study took place in a bachelor's degree-level programme at a regional university in Latvia, using the qualitative method. A thematic analysis of the interviews was undertaken using an iterative, inductive approach to the generation of codes and themes. Coding was established using NVivo 12. In general, the internationalisation of studies (particularly student mobility) has been evaluated very positively by both local and exchange students. The advantages of internationalisation are associated with the possibility of obtaining specific cultural expertise and learning life-friendly soft skills. In the future, the respondents see themselves employed in international teams taking as an advantage the experience gained in the internationalisation process. In addition, exchange students have pointed out that the mobility experience specified in Curricula vitae could be considered by an employer as added value thus enhancing the opportunities to get a better job.

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Adekunle, Temitope, Sumboornam Moodley, and Delysia Timm. "TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0137.

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Vitenko, Tatiana, Pawel Drozdziel, and Radovan Madlenak. "INTERNATIONALISATION OF INSTITUTIONAL EDUCATIONAL SPACE THROUGH DOUBLE DEGREE PROGRAMS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0671.

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Zafar, Afnan, and Marja Ahola. "Internationalisation of Finnish Firms and Use of Digital Solutions." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100910.

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Firms in Finland are experiencing an immense shortage of skilled workers, and one of the many ways to cope with this shortage is the internationalisation of firms. The starting point of internationalisation of the firm is the smooth induction process of foreign background employees in the firm and utilising digital solutions. This paper explores different ways firms use to enhance the employees’ induction process and promote internationalisation. The data has been collected from 36 firms from Finland in the interview form between 2020-2021. The collected data were analysed qualitatively and provided widespread information. This paper focuses on the induction and internationalisation side of data. The study explains digital solutions, orientation-training programs, promoting an inclusive work culture and background evaluations to enhance the induction process. The practical implication of this study is to provide guidelines and bases to develop further digital solutions for the induction process in Finnish firms.

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Meini, Sondang Sumbawati. "Implementing the Indonesian Qualification Curriculum in Study Programs." In 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.28.

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Ramaila, Sam, and Leelakrishna Reddy. "FOSTERING ADEQUATE ACADEMIC PERFORMANCE THROUGH EXTENDED CURRICULUM PROGRAMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0670.

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Lucietto, Anne, Meher Taleyarkhan, and Emily Schott. "Engineering Technology Curriculum Development When Similar Programs are Limited." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028538.

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Peltsverger, Svetlana. "A survey of university system of Georgia cyber security programs." In INFOSECCD '15: Information Security Curriculum Development Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2885990.2886004.

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Williams, Kristine, Tia Claridge, and Alexandria Carroll. Multimodal Transportation Planning Curriculum for Urban Planning Programs. Portland State University Library, May 2016. http://dx.doi.org/10.15760/trec.128.

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Sadachar, Amrut, Emily Dance, Jane Teel, and Susan Hubbard. Are Apparel Design and Merchandising Programs� Curriculum Building Students� Soft Skills? A Pilot Study Regarding the Presence of Communication and Leadership Skills. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8804.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.

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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.

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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.

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Programming for HIV prevention in South African schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1011.

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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Medical Research Council of South Africa and the Horizons Program studied the Life Skills Grade 9 Curriculum, a school-based HIV/AIDS initiative, as it was introduced in the Pietermaritzburg region of KwaZulu Natal Province in 2001. The 16-hour Grade 9 Curriculum is taught at least once a week over two school terms as part of the Life Orientation subject. The national and provincial South African departments of education, health, and social welfare collaborated on the curriculum design, teacher training, and course introduction. Horizons assessed the life skills program in KwaZulu Natal using both a population-based survey and an evaluation of the course curriculum. This brief focuses on the impact of the curriculum that was being introduced to ninth-grade students.

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Programming for HIV prevention in Mexican schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1003.

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As national education programs incorporate HIV prevention into school curriculums, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students and improve their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Mexican Institute of Family and Population Research (IMIFAP), the Mexican Ministry of Public Education (SEP), and the Horizons Program examined the effects of a school-based HIV-prevention program on Mexican secondary-school students. All public schools in Mexico must implement sexuality education and teacher-training programs, although the content is left to each state’s discretion. Students must pass this class just as they would other courses in the curriculum. With approval from SEP, a leading Mexican NGO (IMIFAP) experienced in designing sex education courses developed the curriculum and the teacher-training program used in this study. The 30-session student curriculum, described in this brief, focuses on a broad range of topics that aim to equip students with information and skills to prevent HIV infection.

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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.

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Programming for HIV prevention among college students in Thailand. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1012.

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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Thai Ministry of Education, the Program for Appropriate Technology in Health (PATH), and the Horizons Program embarked on a study to examine the outcomes of a school-based HIV/AIDS program for Thai college students. The curriculum for the “Teens on Smart Sex” Program consists of eight two-hour sessions conducted once a week among college-age students. As noted in this brief, the program successfully improved students’ HIV-related knowledge and attitudes about people living with HIV/AIDS. It also improved female students’ attitudes about condom use and increased actual use. There was no evidence, however, of the adoption of other protective behaviors, such as abstinence, among males and females. Evaluation findings are being used to strengthen course activities so that course impact can result in greater behavior change.

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