Thematische Bibliographien / Curriculum-based learning

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Dissertationen
Bücher
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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Curriculum-based learning“

Autor: Grafiati

Veröffentlicht am 14. Dezember 2024

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Zeitschriftenartikel zum Thema "Curriculum-based learning"

Nygaard, Claus, Thomas Højlt und Mads Hermansen. „Learning-based curriculum development“. Higher Education 55, Nr. 1 (03.10.2006): 33–50. http://dx.doi.org/10.1007/s10734-006-9036-2.

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He, Yuchen, und Simone Baldi. „Generalization Ability of Deep Reinforcement Learning-based Navigation Based on Curriculum Learning“. Journal of Physics: Conference Series 2593, Nr. 1 (01.09.2023): 012003. http://dx.doi.org/10.1088/1742-6596/2593/1/012003.

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Abstract In this paper, curriculum learning is studied as an approach to improve generalization ability in navigation tasks, that is, improve the agent’s ability of navigating in scenarios different from those used for training. The agent is trained based on the TD3 algorithm, and curriculum learning selects different stages (i.e. different curricula) of Empty/Sparse/Normal worlds for training. Via extensive numerical comparisons with agents trained under such curricula, it is shown that properly used curriculum learning improves the agent’s ability of generalization. Furthermore, an automatic curriculum learning (Auto-CL) approach is proposed. Auto-CL is shown to have even better generalization than the standard curriculum learning, since it makes the agent able to navigate in new environments with more than 6% shorter paths in more than 21% shorter time.

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Espin, Christine A., Todd W. Busch, Erica S. Lembke, David D. Hampton, Kyounghee Seo und Beth A. Zukowski. „Curriculum-Based Measurement in Science Learning“. Assessment for Effective Intervention 38, Nr. 4 (11.06.2013): 203–13. http://dx.doi.org/10.1177/1534508413489724.

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Lockwood, Diana. „Challenge-Based Learning & STEAM Curriculum“. STEAM 5, Nr. 1 (2023): 1–7. http://dx.doi.org/10.5642/steam.zfxx7073.

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Brown, Patrick, Rodger Bybee und Joseph Taylor. „Leading Effective Science Curriculum-Based Learning“. Science and Children 61, Nr. 4 (03.07.2024): 9–11. http://dx.doi.org/10.1080/00368148.2024.2367950.

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Yang, Xiuli, Renmiao Zhu, Duo Wu und Jiening Huang. „Curriculum evaluation design based on task-based teaching“. Advances in Social Development and Education Research 1, Nr. 3 (16.07.2024): 136. http://dx.doi.org/10.61935/asder.3.1.2024.p136.

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The task driven teaching model combined with traditional teaching methods can stimulate students' learning initiative and achieve better learning outcomes.Task based teaching design mainly includes task construction, task implementation, and task evaluation. This includes individual and group tasks of different difficulty levels.Task evaluation is a crucial process, and a reasonable evaluation mechanism can promote students to actively participate, timely understand their learning status, adjust their learning status, form good learning habits, and achieve good learning outcomes. In the driven teaching evaluation system, students themselves, teachers, and classmates form multiple evaluation subjects to make comprehensive and objective evaluations.

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Toiviainen, Hanna, und Hannele Kerosuo. „Development Curriculum for Knowledge-Based Organizations“. International Journal of Knowledge-Based Organizations 3, Nr. 3 (Juli 2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in question applies the theory of expansive learning and developmental work research (Engeström, 1987) by specifying it in a learning network setting. The cultural-historical activity theory approach is used to elaborate on the notion of multi-mediation as the main challenge for the pedagogical modeling of a learning network. The outcome of the analysis is summarized in terms of four tension-laden dimensions of learning to be mediated by a development curriculum.

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Kendler, Barry S., und Patricia A. Grove. „Problem-Based Learning in the Biology Curriculum“. American Biology Teacher 66, Nr. 5 (01.05.2004): 348–54. http://dx.doi.org/10.2307/4451688.

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Kendler, Barry S., und Patricia A. Grove. „Problem-Based Learning in the Biology Curriculum“. American Biology Teacher 66, Nr. 5 (Mai 2004): 348–54. http://dx.doi.org/10.1662/0002-7685(2004)066[0348:plitbc]2.0.co;2.

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Cho, Jung-Won, und Ji-Hye Kim. „Collaborative Project Curriculum applying Project-based Learning“. Journal of the Korea Academia-Industrial cooperation Society 11, Nr. 1 (31.01.2010): 214–19. http://dx.doi.org/10.5762/kais.2010.11.1.214.

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Dissertationen zum Thema "Curriculum-based learning"

Rasori, Tina Marie. „Becoming historians a project-based learning curriculum /“. Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).

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Lamb, Darren Hayes. „Project based learning in an applied construction curriculum“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.

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Brown, Steven A. „Evaluating leadership development curriculum based on learning contract feedback“. Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0564.

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Reddy, Sarasvathie, und Sioux McKenna. „The Guinea pigs of a problem-based learning curriculum“. Routledge, 2016. http://hdl.handle.net/10962/66730.

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Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.

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Buchanan, Carolyn Alma 1934. „AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291993.

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This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included.

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Yip, Chi-sio, und 葉{213d7e}兆. „Students' perceptions of project learning through a school-based curriculum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27588580.

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Wong, Kin-hang, und 黃健行. „Implementation of problem-based learning in junior secondary science curriculum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.

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Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes. The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions. A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test). The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group. The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Molnar, Michelle Lynn. „Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community“. Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193354.

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In this study, I illustrate an arts-based service-learning curriculum that utilizes an asset-based, student-centered, critical pedagogy. It is written for use with high school students in a classroom environment, but could be adapted for use with any age group or setting. It utilizes current service-learning research and practices, and community based art education models and adapts them into a practical and concrete curriculum. I use case study and ethnographic methodologies to examine what a community-based art and literacy organization (VOICES), a community-based artist (Lily Yeh and the Barefoot Artists organization), and a service-learning magnet high school can teach about implementing a service-learning program. Through a series of project-based lessons, group activities, and research, students will determine a community organization to partner with in the creation of a collaborative artwork. Youth and community voice are given utmost importance throughout the process to create relevant, reciprocal, authentic partnerships and a cumulative project.

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Лобода, Андрій Миколайович, Андрей Николаевич Лобода, Andrii Mykolaiovych Loboda, T. Poulton, P. Bamidis, S. Tabagari, G. Derbissalina und N. Schavlakadze. „Curriculum transformation in the ePBLnet project: Is modernisation by "repurposing" from another curriculum worth thr effort? What is the best way to do it?“ Thesis, The Association for Medical Education in Europe (AMEE), 2014. http://essuir.sumdu.edu.ua/handle/123456789/36651.

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ePBLnet - це фінансований ЄС надрегіональними проект, що включає країни Східної Європи, Південно-Східної Азії та Кавказу. Він включає модернізацію програми медичного навчання в шести університетах Грузії, України і Казахстану з метою створення єдиної освітньої мережі та її поширенню по всій Євразії. Карагандинський, Астанинський, Давид Твілдіані і Запорізький Медичні університети, а також Сумській та Кутаїський державні університети розробляють Проблемно орієнтовані навчальні програми для переходу до системи навчання з більшою складовою клінічної практики, ніж предметно орієнтовані програми, що використовувалися раніше. Університет Святого Георга, Університет Нікосії і Університет Аристотеля в Салоніках є партнерами в цій трансформації, яка заснована на навчальній програмі університету Святого Георга і включає інтерактивне Проблемно орієнтоване навчання за допомогою технології "віртуального пацієнта". Перевага спільного підходу до такої трансформації в тому, що пострадянські країни зберігають подібні освітні структури і стикаються з аналогічними проблемами, що дає можливість для міжінституційних рішень. Проте є багато культурних особливостей (соціальних, громадських, медичних) при адаптації навчального плану, наданого Великобританією. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/36651
ePBLnet - это финансируемый ЕС надрегиональный проект, включающий страны Восточной Европы, Юго-Восточной Азии и Кавказа. Он включает модернизацию программы медицинского обучения в шести университетах Грузии, Украины и Казахстана с целью создания единой образовательной сети и ее распространению по всей Евразии. Карагандинский, Астанинский, Давид Твилдиани и Запорожский Медицинские университеты, а также Сумской и Кутаиский государственные университеты разрабатывают Проблемно ориентированные учебные программы для перехода к системе обучения с большей составляющей клинической практики, чем ранее использовавшиеся предметно ориентированные программы. Университет Святого Георга, Университет Никосии и Университет Аристотеля в Салониках являются партнерами в этой трансформации, которая основана на учебной программе университета Святого Георга и включает интерактивное Проблемно ориентированное обучение с помощью технологии "виртуального пациента". Преимущество совместного подхода к такой трансформации в том, что постсоветские страны сохраняют подобные образовательные структуры и сталкиваются с аналогичными проблемами, что дает возможность для межинституциональных решений. Тем не менее есть много культурных особенностей (социальных, общественных, медицинских)при адаптации учебного плана, предоставленого Великобританией. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/36651
ePBLnet is an EC-funded supra-regional project across Eastern Europe, South-East Asia and the Caucuses. It is modernising the medical curricula in six institutions in Georgia, Ukraine and Kazakhstan, with a remit to build networks and develop dissemination activities to form a sustainable network across EurAsia. Karaganda, Astana, David Tvildiani and Zaporozhia Medical Universities, and Sumy and Kutaisi State Universities, have chosen to develop a Problem Based Learning (PBL) curricula, moving to learning styles with greater relevance to clinical practice than their previous subject-based didactic curricula. St George’s University, University of Nicosia and Aristotle University of Thessaloniki are partners in this transformation, which is based on the St George’s curriculum and includes an interactive PBL using ‘virtual patients’. An advantage of a consortium approach to these developments, is that post-Soviet countries retain similar educational structures and face similar challenges and opportunities for crossinstitutional solutions. Nevertheless there are many cultural issues (social, societal, healthcare), in adapting a UK curriculum. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/36651

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Buda, Sharon Liddell. „Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.

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Bücher zum Thema "Curriculum-based learning"

Karen, Hammons, Hrsg. Curriculum for integrated learning: A lesson-based approach. Albany, N.Y: Delmar Publishers, 1998.

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1943-, Alavi Christine, Hrsg. Problem-based learning in a health sciences curriculum. London: Routledge, 1995.

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Shipley, Carol Dale. Empowering children: Play-based curriculum for lifelong learning. 3. Aufl. Scarborough, ON: Thomson Nelson, 2002.

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Shipley, Dale. Empowering children: Play-based curriculum for lifelong learning. 4. Aufl. Toronto: Thomson Nelson, 2008.

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Shipley, Carol Dale. Empowering children: Play-based curriculum for lifelong learning. Scarborough, ON: Nelson Canada, 1993.

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Solity, Jonathan. Special needs: Bridging the curriculum gap. Milton Keynes [Buckinghamshire]: Open University Press, 1987.

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Great Britain. Scottish Education Department. Committee on Assessment. Assessment 5-14: Improving the quality of learning and teaching. (Edinburgh?): Scottish Education Department, 1990.

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5-14, Great Britain Committee on Assessment. Assessment 5-14: Improving the quality of learning and teaching : report of the Committee on Assessment. [Edinburgh]: Scottish Education Department, 1990.

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Ann, Nevin, und Paolucci-Whitcomb Phyllis, Hrsg. Models of curriculum-based assessment: A blueprint for learning. 3. Aufl. Austin, Tex: Pro-Ed, 1999.

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Idol, Lorna. Models of curriculum-based assessment: A blueprint for learning. 2. Aufl. Austin, Tex: Pro-Ed, 1996.

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Buchteile zum Thema "Curriculum-based learning"

Siegle, Del, und Talbot S. Hook. „Learning from and Learning with Technology“. In Content-Based Curriculum for Advanced Learners, 595–618. 4. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003310426-41.

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Siegle, Del, Christina M. Amspaugh und Melissa S. Mitchell. „Learning From and Learning with Technology“. In Content–Based Curriculum for high-ability learners, 437–60. 3. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-25.

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VanTassel-Baska, Joyce. „Professional Learning of Teachers“. In Content-Based Curriculum for Advanced Learners, 619–44. 4. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003310426-42.

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Turk, Diana B., und Stacie Brensilver Berman. „Gold Standard Project Based Learning Curriculum“. In Project Based Learning in Real World U.S. History Classrooms, 102–37. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003157649-6.

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McIntosh, Jason S. „Applications of Advanced Curriculum: Using Problem-Based and Project-Based Learning“. In Content-Based Curriculum for Advanced Learners, 197–214. 4. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003310426-14.

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Boniface, Gail. „Reflection and the Problem-Based Learning Curriculum“. In Problem-Based Learning in Health and Social Care, 97–113. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320541.ch8.

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Engle, Dorothy B. „Team-Based Learning in the Premedical Curriculum“. In Team-Based Learning for Health Professions Education, 133–39. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447511-13.

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Kerr, Jeannie. „Exploring Theoretical Frameworks of Problem Based Learning Through Aoki’s Curriculum-as-Plan and Curriculum-as-Lived“. In Problem-Based Learning in Teacher Education, 11–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02003-7_2.

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Maina, Gioko, und Waga Rosemary. „Digital Literacy Enhancement Status in Kenya’s Competency-Based Curriculum“. In Sustainable ICT, Education and Learning, 206–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28764-1_23.

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Cho, Jungwon, und Eui-young Kang. „Personalized Curriculum Recommender System Based on Hybrid Filtering“. In Advances in Web-Based Learning – ICWL 2010, 62–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17407-0_7.

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Konferenzberichte zum Thema "Curriculum-based learning"

Wang, Zihao, Yuanyang Zhu, Jingwen Wei und Chunlin Chen. „Curriculum-Guided Preference-based Reinforcement Learning: An Exploratory Approach“. In 2024 IEEE 25th China Conference on System Simulation Technology and its Application (CCSSTA), 446–53. IEEE, 2024. http://dx.doi.org/10.1109/ccssta62096.2024.10691827.

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Min, Yingqian, Kun Zhou, Dawei Gao, Xin Zhao, He Hu und Yaliang Li. „DATA-CUBE: Data Curriculum for Instruction-based Sentence Representation Learning“. In Findings of the Association for Computational Linguistics ACL 2024, 13748–61. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.816.

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Zhang, Ji, Jingkuan Song, Yazhou Yao und Lianli Gao. „Curriculum-Based Meta-learning“. In MM '21: ACM Multimedia Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474085.3475335.

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Kitto, Kirsty, Nikhil Sarathy, Aleksandr Gromov, Ming Liu, Katarzyna Musial und Simon Buckingham Shum. „Towards skills-based curriculum analytics“. In LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375526.

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Dos Santos Silva, Lucas Nildaimon, Lucas Cardoso Silva, Fernando Rezende Zagatti, Bruno Silva Sette, Helena De Medeiros Caseli, Daniel Lucredio und Diego Furtado Silva. „CurL-AutoML: Curriculum Learning-based AutoML“. In 2021 20th IEEE International Conference on Machine Learning and Applications (ICMLA). IEEE, 2021. http://dx.doi.org/10.1109/icmla52953.2021.00127.

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Farber, Matthew, und Tracy Fullerton. „Learning Deliberately: Walden, a Game-Based Curriculum“. In 9th International Conference of the Immersive Learning Research Network. Montana: The Immersive Learning Research Network, 2023. http://dx.doi.org/10.56198/itig2geqf.

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Atabekova, Anastasia, Rimma Gorbatenko und Tatyana Shoustikova. „RESEARCH-BASED CURRICULUM FOR UNIVERSITY FRESHMEN INTERNATIONALIZATION“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0138.

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Stojcevski, Alex, und David Fitrio. „Project Based Learning Curriculum in Microelectronics Engineering“. In 2008 14th IEEE International Conference on Parallel and Distributed Systems (ICPADS). IEEE, 2008. http://dx.doi.org/10.1109/icpads.2008.128.

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Soare, Emanuel. „Integrative Learning Pathways In Competence Based Curriculum“. In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.1.

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Wu, Jiaxi, Dianmin Zhang, Shanlin Zhong und Hong Qiao. „Trajectory-based Split Hindsight Reverse Curriculum Learning“. In 2021 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2021. http://dx.doi.org/10.1109/iros51168.2021.9636842.

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Berichte der Organisationen zum Thema "Curriculum-based learning"

Chu, Elizabeth Chu, Grace McCarty McCarty, Molly Gurny Gurny und Naureen Madhani Madhani. Curriculum-Based Professional Learning: The State of the Field. Center for Public Research & Leadership, September 2022. http://dx.doi.org/10.15868/socialsector.41196.

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Short, Jim Short, und Stephanie Hirsh Hirsh. The Elements: Transforming Teaching through Curriculum-Based Professional Learning. New York, NY United States: Carnegie Corporation of New York, November 2020. http://dx.doi.org/10.15868/socialsector.37787.

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Santiago, Ana, Marcelo Cabrol und Mariana Alfonso. Aligning Learning Incentives (ALI). Inter-American Development Bank, März 2010. http://dx.doi.org/10.18235/0008047.

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Mexican students score low in international learning assessments, particularly in math. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify to what extent performance based incentives for students, teachers and principals in upper-secondary schools can improve students¿ mathematical skills, as measured by their scores in curriculum-based mathematics tests.

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Cao, Huantian, Martha Carper, Kelly Cobb, Jillian Silverman und Shameeka Jelenewicz. Applying Problem-Based Learning (PBL) Strategy to Strengthen Sustainability Education in Textile and Apparel Curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-278.

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Darling-Hammond, Kia, und Linda Darling-Hammond. The civil rights road to deeper learning. Learning Policy Institute, Juli 2022. http://dx.doi.org/10.54300/462.143.

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This brief describes the key civil rights foundations that have been—and continue to be—essential to paving a path toward possibilities for deeper learning for all: those that secure safe communities, adequate school resources, inclusive environments, well-prepared teachers, and access to quality curriculum. It identifies the evidence-based policies and practices that can ensure that every student has access to a high-quality education focused on meaningful learning.

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Baraldés, Marissa, Helena Benito und Ricard Rigall-I-Torrent. Integrating Project Based Learning in the Business and Economics Curriculum: A Case Study from the Universitat de Girona. Bristol, UK: The Economics Network, November 2011. http://dx.doi.org/10.53593/n1333a.

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Kim, Ann Y., Tyler Reeb, Jaylee Jordan und Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program: Connections to STEM Education. Mineta Transportation Institute, Juni 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between the AGL curriculum and CA mathematics and science curriculum standards and AGL curriculum and project-based learning. The project’s findings identified that the AGL curriculum provided students with numerous opportunities to engage in mathematics and science practices in a project-based learning environment. Recommendations for policymakers and higher education institutions are discussed in order to advocate for best practices to serve California's youth.

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McGee, Steven, Randi McGee-Tekula und Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.

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Kelley, Sybil. Investigating Engagement, Thinking, and Learning Among Culturally Diverse, Urban Sixth Graders Experiencing an Inquiry-Based Science Curriculum, Contextualized in the Local Environment. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.813.

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Dinarte, Lelys, Pablo Egaña del Sol und Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, März 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.

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