Zeitschriftenartikel: „Curriculum planning“

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Leinster, Sam. „Curriculum planning“. Lancet 362, Nr. 9385 (August 2003): 750. http://dx.doi.org/10.1016/s0140-6736(03)14222-5.

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Syed Razi Muhammad. „CURRICULUM PLANNING.“ JMMC 1, Nr. 1 (29.10.2010): 25–28. http://dx.doi.org/10.62118/jmmc.v1i1.401.

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Planning of the curriculum depends upon the common sense, the understanding of the subject, the way theteacher was educated and the teaching practice of his peers. Help can be taken for guidance from curriculum ofMBBS released by Pakistan Medical & Dental Council and revised in 20051.New Insight: There are various models of curriculum development like Hanford & Hall’s eight step process2,3and Laidlaw & Harden’s study guides4. However, Hardens ten questions5 do not only provide an excellent tool inplanning a curriculum, but also in analyzing it.

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Balding, John. „Planning the curriculum“. Health Education Journal 45, Nr. 1 (März 1986): 25–27. http://dx.doi.org/10.1177/001789698604500106.

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Harper, Betty J., und Lisa R. Lattuca. „Tightening Curricular Connections: CQI and Effective Curriculum Planning“. Research in Higher Education 51, Nr. 6 (04.02.2010): 505–27. http://dx.doi.org/10.1007/s11162-010-9167-2.

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Lister, T. A. J., und R. J. Cameron. „Curriculum Management (Part 1): Planning Curriculum Objectives“. Educational Psychology in Practice 2, Nr. 1 (April 1986): 6–14. http://dx.doi.org/10.1080/0266736860020103.

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Neureuther, Brian D. „Implementation Of Enterprise Resource Planning In Business Curriculums“. Review of Business Information Systems (RBIS) 9, Nr. 4 (01.10.2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.

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Song, Naree, und Dukjoo Jo. „A Study on the Development and Operation Model of Extracurricular Curriculum in University“. Korean Association For Learner-Centered Curriculum And Instruction 24, Nr. 8 (30.04.2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.

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Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage collected and analyzed the extracurricular, extracurricular activities, extracurricular curriculum which were related to the pilot study, curriculum development model, model research, curriculum development the research paper and also were related to the books and research papers. The model development stage based on the curriculum model and the curriculum development model which are the foundation of curriculum brought out the implication and the model was confirmed after a feasibility study by a expert of curriculum. Results The management and development model for extracurricular curriculums consists of four stages: 1. Drafting a proposal and planning of university extracurricular curriculums; 2. crafting detailed plans for each extracurricular curriculum activity; 3. executing and operating the extracurricular curriculum activities; and 4. evaluating and assessing university extracurricular curriculums. Each stage is comprised of five different sub-categories, such as ① subject, ② period, ③ foundation, ④ method, and ⑤ model. Conclusions The reason for the establishment and operation of the extracurricular curriculum is to instill students with the university’s core values and help them become competent members of society and the university. Therefore, the university extracurricular curriculum must be developed and operated according to the stages and procedures as in the required and elective curriculum.

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Daud, Darmawan, Muhammad Nasir und Moh Salehudin. „Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)“. Journal on Education 6, Nr. 4 (14.06.2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adalah Pesantren Curriculum Development refers to the vision and mission of Trubus Iman Islamic Boarding School by enriching the curriculum content that integrates knowledge, faith, and practice. There is a close integration between religious and general knowledge in the curriculum, which is designed in the context of intra-curricular, extra-curricular, and co-curricular activities. The Implementation of the Mu'adalah Pesantren Curriculum Development begins with a curriculum orientation stage for the subject teachers. The mu'adalah curriculum program is developed by adopting learning processes inside and outside the classroom, reflecting the characteristics of Trubus Iman's integrative, comprehensive, and independent education system. The Evaluation of Curriculum Development involves supervision activities that include guidance, monitoring, and controlling the implementation of the curriculum.

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Burge, S. M. „Curriculum planning in dermatology“. Clinical and Experimental Dermatology 29, Nr. 1 (Januar 2004): 100–104. http://dx.doi.org/10.1111/j.1365-2230.2004.01426.x.

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HARDEN, R. M. „Approaches to curriculum planning“. Medical Education 20, Nr. 5 (September 1986): 458–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01193.x.

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Tooey, Mary Joan. „Planning an Internet Curriculum“. Medical Reference Services Quarterly 14, Nr. 2 (07.06.1995): 85–89. http://dx.doi.org/10.1300/j115v14n02_09.

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Carden, Nigel. „Planning National Curriculum Science“. British Journal of Special Education 18, Nr. 3 (September 1991): 93–95. http://dx.doi.org/10.1111/bjsp.1991.18.3.93.

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Harnden, Julia. „Integrated curriculum financial planning“. SecEd 2019, Nr. 5 (07.02.2019): 7. http://dx.doi.org/10.12968/sece.2019.5.7.

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Roberts, G. D. „Planning a professional curriculum“. BMJ 300, Nr. 6736 (26.05.1990): 1398. http://dx.doi.org/10.1136/bmj.300.6736.1398.

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Latifa, Helmia, Koesoemo Ratih und Maryadi Maryadi. „JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM“. English Review: Journal of English Education 12, Nr. 1 (31.01.2024): 203–12. http://dx.doi.org/10.25134/erjee.v12i1.8832.

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The purpose of this study was to determine teachers’ planning for implementing Merdeka curriculum in teaching English. This research is phenomenological research. Researchers used observation, interviews, and documentation to obtain data. The research data are statements from English teachers, principal, and deputy principals in the field of curriculum, pictures from observations, and documentation. The results of this study showed that the teacher made four plannings` for the implementation of Merdeka curriculum. These plannings are assessment, teaching device, flow of learning objectives, and teaching modules. Therefore, these plannings are carried out by the teachers so that the implementation of Merdeka curriculum in learning English is successful. School needs to develop professionalism for teachers to increase understanding of Merdeka curriculum, especially in English language learning

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Hakim, Abdul, und N. Hani Herlina. „Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar“. Jurnal Penelitian Pendidikan Islam 6, Nr. 1 (31.05.2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren

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Abdelmalak, Mariam. „Participatory Curriculum Planning: Students’ Perceptions“. Curriculum and Teaching 30, Nr. 1 (01.01.2015): 67–84. http://dx.doi.org/10.7459/ct/30.1.06.

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Woodhouse, Howard, und Chris Nash. „Collaborative Curriculum Planning at Universities“. Canadian Journal of Education / Revue canadienne de l'éducation 17, Nr. 4 (1992): 463. http://dx.doi.org/10.2307/1495445.

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CRAWFORD, N. B., und J. GARDNER. „Curriculum Planning Workshop: an evaluation“. Journal of the Institute of Mental Subnormality (APEX) 7, Nr. 4 (26.08.2009): 130–33. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00483.x.

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Cooper, Chris. „Curriculum Planning for Tourism Education“. Journal of Teaching in Travel & Tourism 2, Nr. 1 (Januar 2002): 19–39. http://dx.doi.org/10.1300/j172v02n01_02.

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Sparacino, Patricia S. A. „Clinical Nurse Specialist Curriculum Planning“. Clinical Nurse Specialist 4, Nr. 1 (1990): 43–44. http://dx.doi.org/10.1097/00002800-199000410-00012.

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Tiwari, Agnes, Sophia Chan und Beatrice Law. „Stakeholder Involvement in Curriculum Planning“. Nurse Educator 27, Nr. 6 (November 2002): 265–70. http://dx.doi.org/10.1097/00006223-200211000-00007.

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Scarfe, N. V. „Curriculum Planning in Geographic Education“. New Zealand Journal of Geography 47, Nr. 1 (15.05.2008): 17–21. http://dx.doi.org/10.1111/j.0028-8292.1969.tb00042.x.

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Smith, Doris O. „Staff meetings: Planning meaningful curriculum“. Day Care & Early Education 12, Nr. 4 (Juni 1985): 20–21. http://dx.doi.org/10.1007/bf01619852.

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Chiarella, E. Mary. „Ethical dilemmas in curriculum planning“. Nurse Education Today 8, Nr. 2 (April 1988): 96–98. http://dx.doi.org/10.1016/0260-6917(88)90006-8.

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Gallego, Amalia. „Curriculum planning in nursing education“. Nurse Education Today 12, Nr. 1 (Februar 1992): 76. http://dx.doi.org/10.1016/0260-6917(92)90027-l.

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Intan Sari, Arrum, und Rini Setyaningsih. „ISLAMIC EDUCATION CURRICULUM PLANNING MODEL“. Al Ulya: Jurnal Pendidikan Islam 8, Nr. 2 (25.10.2023): 95–107. http://dx.doi.org/10.32665/alulya.v8i2.1796.

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The purpose of this research is to find out how the Islamic education curriculum planning model takes into account 1) epistemology, 2) ideology, and 3) the Islamic education curriculum planning model in Tyler's view which is associated with the opinions and theories of Zainal Arifin. The method used in this study is Library Research which is carried out by collecting data in the form of text in online/offline libraries, E-Books, and journals using inductive analysis techniques. The main literary sources used are two books (Zainal Arifin and Oemar Hamalik) and one article (Mukh Nursikin). The approach used in this study is to 1) record all data findings in the form of text obtained from the literature, 2) combine the data obtained, 3) researchers analyze the data obtained, and 4) criticize the results obtained. The results of this study are that the interactive rational curriculum planning model that adapts to thoughts and situations is very suitable to be applied and this model pays attention to curriculum development after planning. Supported by the theory of the curriculum model, namely the ideology and epistemology of the Islamic education curriculum, namely knowledge, methods, structure, and basis which are used as guidelines.

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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz und Rahma Rahma. „Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education“. Aṭfālunā Journal of Islamic Early Childhood Education 6, Nr. 2 (31.12.2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the Merdeka curriculum with the Pancasila student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the Merdeka curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the Merdeka Curriculum's Pancasila-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.

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Nani Zahrotul Mufidah, Imam Fuadi, Agus Zaenul Fitri und Asy’aril Muhajir. „Integrated curriculum planning of the Qur'an in shaping the religious character of students at SDI Qur'ani Al-Bahjah Cirebon, West Java, Indonesia“. World Journal of Advanced Research and Reviews 20, Nr. 2 (30.11.2023): 571–78. http://dx.doi.org/10.30574/wjarr.2023.20.2.2272.

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This research was motivated by the author's interest in the curriculum program at the institution, namely SDI Qur'ani Al-Bahjah Cirebon, with the curriculum used as the Tahfidz Curriculum. This institution incorporates the Tahfidz Curriculum into the learning process. This can be seen from the uniqueness highlighted by the institution as an effort to answer the challenges of the times and also answer parents' concerns about the morals and abilities of their children. The institution offers an integrated curriculum of the Qur'an as a shaper of the religious character of students. Furthermore, further will be discussed related to applying the integrated curriculum of the Quran in the learning process. This study aims to explain and formulate an integrated curriculum planning of the Qur'an in shaping the religious character of students at SDIQU Al-Bahjah Cirebon. The research method in this study uses a Phenomenological Approach, a type of qualitative research with a natural setting; the method used is a field study with a case study design. The research results in this study are in planning an integrated curriculum of the Qur'an in shaping the religious character of students at SDIQU Al-Bahjah Cirebon. This institution has two curriculums: the Qur'an-based local and National curriculum. Curriculum design includes determining the vision and mission, integrating the curriculum, selecting strategies, to planning learning evaluations using standards from the institution.

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Diana Riski Sapitri Siregar und Bahrissalim. „Desain Pengembangan Kurikulum“. Jurnal Mahasiswa Pendidikan 2, Nr. 2 (01.10.2022): 137–48. http://dx.doi.org/10.37286/jmp.v2i2.183.

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The curriculum is one of the components and guidelines that facilitate the implementation of education to achieve its goals. The curriculum is an important component in education, because it regulates all educational processes from planning to evaluation. The purpose of this study is to discuss the design of curriculum development. The method used in this research is qualitative research with library research method, by reviewing some literature on curriculum development. The results of this study indicate that the micro curriculum goals can be seen from the institutional goals, curricular goals, and instructional goals. On a macro level, it aims to reconstruct and innovate the previous curriculum which still has weaknesses and shortcomings after being evaluated. Furthermore, curriculum development aims to adapt education to social change and explore knowledge that has not been touched before. While the curriculum development process generally consists of planning, implementation, and evaluation.

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Ali, Agus, Nurwadjah Ahmad EQ und Andewi Suhartini. „Manajemen Kurikulum Terpadudi Pondok Pesantren Modern Ummul Quro Al-Islami Bogor“. Jurnal Dirosah Islamiyah 4, Nr. 1 (14.11.2021): 59–77. http://dx.doi.org/10.47467/jdi.v4i1.677.

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This article aims to discuss integrated curriculum management at the modern Islamic boarding school Ummul Quro Al-Islami Bogor, including: planning and implementing an integrated curriculum. By using a descriptive qualitative method, Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) Integrated curriculum planning consists of, intra-curricular, co-curricular and extracurricular, integrated curriculum planning include: (1) goals, (2) programs, (3) schedule of activities. Educational programs include; Faith, Islam, Akhlaq Karimah, Science, Citizenship / Nationality, Art and Beauty (Aesthetics), Entrepreneurship and Technical Skills, Da'wah and Society (Khidmah al-Ijtimaiyyah), Leadership and Management, Teacher Training, Islamic Boarding School, Physical Education and Health, Scouting Tahfidzul Qur'an. Santri live in disciplined dormitories for 24 hours under the guidance of teachers and Kyai, the activity schedule consists of Daily, Weekly, Semester and Yearly. (2) The organization of the curriculum that applies at the Modern Islamic Boarding School Ummul Quro Al-Islami is a combination of the pesantren education curriculum and the government curriculum (Ministry of Religion), so that graduates can continue to higher education levels, both at home and abroad. Modern Islamic Boarding School Ummul Quro Al-Islami is a level of education for 6 (six) years and 4 (four) years, 6 years namely, I, II and III which are equivalent to classes I, II, III SMP and classes IV, V and VI which equivalent to class I, II and III MA and 4 years, namely one year of intensive Arabic and English language training using an integrated curriculum. Keyword: Management, Integrated Curriculum And Modern Pesantren

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Armando, Diego, Huaita Acha und Yangali Vicente. „Semantic Correlation Model of Socio-Formative Data for Curricular Planning Evaluation“. European Journal of Educational Research 12, Nr. 1 (15.01.2024): 69–87. http://dx.doi.org/10.12973/eu-jer.13.1.69.

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<p style="text-align: justify;">The study presents a semantic correlation model (SCM) of socioformative data, which is designed to support the evaluation of curriculum planning (CPE) that is developed from indicators derived from curriculum components such as graduate profile, study plan, area plan and subject plan. The objective of the research was to design a semantic correlation model of socio-formative data to support the evaluation of curriculum planning in accordance with the objectives of sustainable development in education. The study is a quasi-experimental research based in a Likert questionnaire applied on a group of 10 students (16 and 18 years old) belonging to the eleventh grade of the urban official educational institutions of Marsella, in the department of Risaralda in Colombia. The results indicate that the model has an impact on the evaluation of curricular planning, concluding that the design and implementation of a semantic correlation model of sociodemographic data does have an impact on the evaluation of curricular planning of a classroom subject in an educational institution in Marsella.</p>

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Tulkinovna, Djumayeva Guli. „LANGUAGE PLANNING PROPOSAL“. American Journal Of Social Sciences And Humanity Research 03, Nr. 03 (01.03.2023): 71–77. http://dx.doi.org/10.37547/ajsshr/volume03issue03-16.

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This article indicates some issues in increasing students' аbility to communicаte effectively in English using the lаnguаge specific to their professionаl fields by the time they graduate from university and reach B2. Also, the article demonstrates methods of the teachers as well as he aim of the curriculum. In addition, recommendations are provided in order to support students to achieve their goals.

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Al-Eraky, Mohamed M. „Curriculum Navigator: Aspiring towards a comprehensive package for curriculum planning“. Medical Teacher 34, Nr. 9 (30.05.2012): 724–32. http://dx.doi.org/10.3109/0142159x.2012.689445.

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Neidermeyer, Adolph A., und Presha E. Neidermeyer. „The Missing Curriculum Link: Personal Financial Planning“. American Journal of Business Education (AJBE) 3, Nr. 4 (01.04.2010): 79–82. http://dx.doi.org/10.19030/ajbe.v3i4.417.

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With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances. Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility. Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launching a generation of students who are unprepared to manage both their own and potentially others’ financial affairs. With that shortfall of a course offering as a backdrop, we suggest the following content for a required Personal Financial Planning course for all students majoring in Business Administration.

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Yuslia Yeni, Herfina, und Zulminiati Zulminiati. „Manajemen Pembelajaran Kurikulum Merdeka di Taman Kanak-kanak Khalifah Carocok Anau Kabupaten Pesisir Selatan“. Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini 3, Nr. 1 (07.06.2023): 141–49. http://dx.doi.org/10.53398/arraihanah.v3i1.254.

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The purpose of this research is to find out how the independent curriculum learning management is managed in the Khalifah Carocok Anau Kindergarten in the South Coastal Region. This researcher is a participant in a qualitative study that describes the planning, implementation, and assessment of the independent curriculum in kindergarten. Information is collected from various sources, including observation, interviews, and documentation. To process all the collected data used data analysis, especially descriptive analysis. Based on research findings, the management of independent curriculum learning includes planning, implementation, and assessment processes. Learning planning consists of annual programs, semester programs, and teaching modules. Where co-curricular, extra-curricular and intra-curricular activities are used to complete the learning process. Every Monday to Thursday, students take part in intracurricular learning, and every Saturday students take part in extracurricular learning. For Friday imtaq-based lessons. In one semester, two learning projects are completed. Different content, products and results are used to carry out learning in a differentiated way. The implementation of independent curriculum learning is carried out by giving independence to children to carry out activities. Assessment of learning emphasizes the process not the result. The assessment process is carried out in the form of early learning activities, during the learning process and at the end of learning activities

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Kurniawati, Aisyah, Sutarno Sutarno und Sariman Sariman. „INTEGRATION OF ISLAMIC SPIRITUAL EMOTIONAL AND INTELLECTUAL EDUCATION IN VOCATIONAL HIGH SCHOOLS“. Ta dib Jurnal Pendidikan Islam 11, Nr. 2 (23.03.2023): 229–40. http://dx.doi.org/10.29313/tjpi.v11i2.10542.

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The results of education are not only cognitively centered but are emphasized on everyday moral behavior, which reflects on spiritual intellectual intelligence. This study aims to describe and analyze the planning and implementation of the integration of Islamic spiritual emotional and intellectual education in vocational high schools. The results of this study: Integration of Spiritual, Emotional, and Intellectual Education Curriculum at Nahdlatul Ulama Al Barokah Babat Vocational High School begins with curriculum integration planning in five stages, namely concept formulation, curriculum formulation at the education unit level by adding Arabic and NU subjects, preparation of academic and non-academic programs. The process of implementing curriculum integration through intra-curricular activities containing Arabic and Nuanism subjects, religious extracurricular activities, and habituation activities. The education curriculum integration model is a multidisciplinary model and a transdisciplinary model.

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Alnaji, Abdulssalam Omar. „Curriculum Planning Model in General Education“. Journal of Curriculum and Teaching 11, Nr. 5 (11.08.2022): 275. http://dx.doi.org/10.5430/jct.v11n5p275.

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The purpose of this study was to establish the appropriateness of a comprehensive model for curriculum planning in the Kingdom of Saudi Arabia, including its processes and procedures. The researcher employed a descriptive approach. The researcher created a curriculum planning model containing the objectives, foundations, procedures, and a visual schematic diagram illustrating the 14 specialists' responses. They demonstrated the model elements' suitability for curriculum development by a very high agreement rate of 100%. The average proportion of procedures for each planning process was 100%, and the average percentage of suitable procedures for each process was 99.4%. The average ratio of procedures incorporated into the planning process was 100%. The research concluded that the curriculum planning methodology is appropriate for the Kingdom of Saudi Arabia's public education planning. The study advises that curriculum planners utilize curriculum planning methods.

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Sefer, Jasmina. „Thematic curriculum approach“. Zbornik Instituta za pedagoska istrazivanja, Nr. 35 (2003): 79–93. http://dx.doi.org/10.2298/zipi0335079s.

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Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.

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Witkosky, David V., und Paul Sandrock. „Planning Curriculum for Learning World Languages“. Die Unterrichtspraxis / Teaching German 36, Nr. 1 (2003): 100. http://dx.doi.org/10.2307/3531702.

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Oxford, Raquel, und Paul Sandrock. „Planning Curriculum for Learning World Languages“. Hispania 87, Nr. 4 (01.12.2004): 743. http://dx.doi.org/10.2307/20140901.

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HASSAN, ZEINA. „Curriculum planning in the educational process"“. Journal Ishraqat Tanmawya 27 (Juni 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.1.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)

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HASSAN, ZEINA. „Curriculum planning in the educational process"“. Journal Ishraqat Tanmawya 27 (Juni 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.2.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)

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CRAWFORD, NICK, und JILL GARDNER. „CURRICULUM PLANNING WORKSHOP: AN EVALUATION POSTSCRIPT“. Journal of the Institute of Mental Subnormality (APEX) 8, Nr. 2 (26.08.2009): 47. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00513.x.

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Carpenter, Barry. „Curriculum and Achievement Planning for Transition“. International Journal of Adolescence and Youth 6, Nr. 3 (Januar 1996): 261–71. http://dx.doi.org/10.1080/02673843.1996.9747795.

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Muir, Mike. „Planning Integrative Curriculum with Skeptical Students“. Middle School Journal 30, Nr. 2 (November 1998): 9–17. http://dx.doi.org/10.1080/00940771.1998.11494568.

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Lindahl, Ronald A., Samuel Obaki und Shouhong Zhang. „Curriculum Planning for a Globalized World“. International Journal of Educational Reform 12, Nr. 2 (April 2003): 165–75. http://dx.doi.org/10.1177/105678790301200206.

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Davidson, J. Mark. „Quantitative Reasoning in the Planning Curriculum“. Journal of Planning Education and Research 6, Nr. 1 (Oktober 1986): 30–36. http://dx.doi.org/10.1177/0739456x8600600106.

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Friedmann, John. „The Core Curriculum in Planning Revisited“. Journal of Planning Education and Research 15, Nr. 2 (Januar 1996): 89–104. http://dx.doi.org/10.1177/0739456x9601500202.

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Stewart, William J. „Facilitating Holistic Curriculum Planning in Schools“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, Nr. 2 (Dezember 1993): 112–15. http://dx.doi.org/10.1080/00098655.1993.9956036.

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