Thematische Bibliographien / Curriculum Studies

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Auswahl der wissenschaftlichen Literatur zum Thema „Curriculum Studies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Curriculum Studies"

Arantes, Mavilde, und Maria Amélia Ferreira. „Changing Times in Undergraduate Studies on Neuroanatomy“. Revista Brasileira de Educação Médica 40, Nr. 3 (September 2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.

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Watson-Canning, Andrea. „Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction“. Journal of Curriculum Studies Research 2, Nr. 1 (26.05.2020): 55–75. http://dx.doi.org/10.46303/jcsr.02.01.4.

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Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.

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Sykes, Heather. „Queering Curriculum Studies“. Journal of Curriculum and Pedagogy 8, Nr. 1 (Januar 2011): 29–31. http://dx.doi.org/10.1080/15505170.2011.572517.

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Tuck, Eve. „Rematriating Curriculum Studies“. Journal of Curriculum and Pedagogy 8, Nr. 1 (Januar 2011): 34–37. http://dx.doi.org/10.1080/15505170.2011.572521.

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Viirpalu, Piret, Edgar Krull und Rain Mikser. „Investigating Estonian Teachers’ Expectations for the General Education Curriculum“. Journal of Teacher Education for Sustainability 16, Nr. 2 (01.12.2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.

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Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.

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Howard, Heather A., Nora Wood und Ilana Stonebraker. „Mapping information literacy using the Business Research Competencies“. Reference Services Review 46, Nr. 4 (12.11.2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.

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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

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Au, Wayne. „The Long March toward Revitalization: Developing Standpoint in Curriculum Studies“. Teachers College Record: The Voice of Scholarship in Education 114, Nr. 5 (Mai 2012): 1–30. http://dx.doi.org/10.1177/016146811211400508.

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Background/Context There historically exists significant epistemological and political tension within the field of curriculum studies. Further, although there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is undertheorized at best and, in many cases, misapplied or misunderstood. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to offer a potential resolution to the epistemological and political tension within the field of curriculum studies through the development of a conception of curricular standpoint that recognizes the dialectical relationship between the subjectivity of experience and the materiality of social and economic relations. Another purpose of this article is both to illustrate curricular standpoint as both a methodological tool for analysis and to justify a politics of social justice in classroom practice. Research Design This study is designed as an analytic essay that addresses critical issues within curriculum studies, develops a conceptual framework to address those issues, and analyzes concrete examples that illustrate the conceptual framework. Conclusions/Recommendations This study concludes that the framework for curricular standpoint can serve as a viable methodological tool for curriculum studies to overcome its ongoing epistemological and political tensions, and as an epistemologically strong orientation for the curriculum taught by classroom teachers.

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Alaca, Eray. „Values in Social Studies Curriculum: Case of Turkey“. Open Journal for Educational Research 6, Nr. 2 (07.11.2022): 155–64. http://dx.doi.org/10.32591/coas.ojer.0602.04155a.

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The importance of values in the development of society and the establishment of relations among individuals has made the social studies course important in the transfer of values. Because the social studies course is intertwined with values by its nature whether it is given directly or not. In this framework, values were included in every learning area, unit and subject of the social studies course, which was included in the curriculum for the first time in 1968. However, the explicit inclusion of values under a title in social studies curriculum was in 2005 with the reorganization of the education system according to the constructivist approach. The curricula have been made more explanatory and systematic compared to previous curricula. It has continued in the same way to the present day. In this study, in which the curricula that have been implemented since 2005 are examined, the values are given in tables by using the document analysis method. Then, it was interpreted by subjecting it to descriptive analysis. Thus, it is purposed to reveal the change and transformation by determining the values added and removed in the social studies curriculum.

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Kaplan, Sandra N. „Awakening and Elaborating Differentiation in Social Studies Content and Instruction“. Gifted Child Today 25, Nr. 3 (Juli 2002): 18–23. http://dx.doi.org/10.4219/gct-2002-73.

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There appears to be a natural alignment between the content and instruction of social studies and the concept of differentiating curricula and instruction for gifted students. Inherent in the social studies context is the opportunity to develop complex concepts and generalizations, critical thinking, and research methodology. Each of these curricular elements is regarded as essentials of a differentiated curriculum. Typical instructional methods of social studies, such as simulations, role playing, and independent study, are considered to be fundamental learning experiences for gifted students.

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Michael Connelly, F. „Joseph Schwab, curriculum, curriculum studies and educational reform“. Journal of Curriculum Studies 45, Nr. 5 (Oktober 2013): 622–39. http://dx.doi.org/10.1080/00220272.2013.798838.

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Dissertationen zum Thema "Curriculum Studies"

Beheshti, Jamshid. „Library and Information Studies Curriculum“. ALA, 1999. http://hdl.handle.net/10150/105051.

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Based on a presentation at the 27th Annual Conference of the Canadian Association for Information Science, June 9 - 12, 1999.
This exploratory study attempts to map the curricula of the ALA accredited LIS programs to provide a better understanding of the nature of LIS education as is currently prevalent in the United States and Canada. The mapping methodology is based on clustering keywords of individual course titles and course descriptions from each LIS program. Hence, the study provides a relatively accurate snapshot of the curricula through a concept intensity map of the subjects being presently taught in LIS programs. It is hoped that the map will contribute to discussions in designing a more cohesive LIS education.

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Petersen, Neal Theo. „Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole“. Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3368.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.
This study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.

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Jallad, Majid Zaki. „The Islamic studies curriculum in Jordan“. Thesis, University of Manchester, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676530.

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Khalsa, Sat Bir Kaur. „Incorporating Disability Studies: Revising the introductory women's studies course curriculum“. Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/291543.

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In this thesis, Incorporating Disability Studies: Revising the Introductory Women's Studies Course, I emphasize scholarship from Disability Studies that draws on feminist scholarship. I analyze introductory women's studies courses, using on-line syllabi only, and demonstrate the lack of Disability Studies work within the introductory courses. When analyzing Disability Studies courses for themes and required texts, I discover a rich field of feminist Disability Studies scholarship. I explore the historical trajectory of the development of the "social model of disability," as well as how it differs from the traditional "medical model." I examine the influence of feminist theory on issues of language, identity, embodiment, and sexuality within Disability Studies scholarship. I reveal the omission of Disability Studies perspectives from feminist scholarship. When revising, I offer scholarship that reflects themes noted as significantly important to Disability Studies scholars. Building a URLography, I provide brief annotations to web addresses that also contribute to incorporating Disability Studies material into the introductory women's studies course.

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Tsai, Ching-Tien. „Approaches to curriculum development : case studies of innovation in the social studies curriculum in the UK and Taiwan“. Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309938.

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There are ten chapters in this thesis. Chapter One introduces the context of the research, with particular reference to national spirit education and the social studies curriculum in Taiwan and raises the general research questions on the basis of a preliminary study of the field. Chapter Two deals with methodological issues in a contemporary historical inquiry into cases of curriculum development in social studies in the UK and Taiwan. This involves a discussion of contemporary history, of case study of curriculum development, of cross-site analysis, of curriculum scholarship, and of the process of cross-cultural understanding. Chapters Three to Eight present six cases of social studies curriculum development in Taiwan and UK: the Chou-shan Model, Pan-chiao Model, and Nan-hai Model in Taiwan; the Humanities Curriculum Project, the dissemination of Man:A Course of Study in the UK, and the subject of History in the National Curriculum in England. They describe the background of the individual projects and their approaches to curriculum planning, change, processes of curriculum development, dissemination and evaluation. Chapter Nine is a cross-site analysis based on the six cases. This focuses on issues to do with the notion of cultural selection, curriculum control, social values, curriculum material, pedagogical method, the role of teachers in the process of curriculum development, the professional culture of teachers, teachers as subverters, the involvement of teacher training in dissemination, and the contribution of evaluation. Chapter Ten sets out a number of conclusions, in which it is recognised that curriculum projects in social studies, as cultural developments located in particular historical, social cultural settings, need to be understood in their contexts. Nevertheless, the cross-site analysis of these six cases appears to support certain retrospectively derived principles for curriculum development which appear to cross the cultural borders of the UK and Taiwan.

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Cheng, Sze-chiu, und 鄭士超. „The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.

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Callahan, Cory Saye John W. „Educative curriculum materials“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.

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Burke, Michael Terence. „Religious education as a multi-process curriculum“. Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19685.

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Annexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.
Bibliography: pages 181-187.
Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.

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Leung, Lai-yung, und 梁麗容. „Value orientations in junior secondary social studies curriculum“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961095.

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Leung, Lai-yung. „Value orientations in junior secondary social studies curriculum“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.

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Bücher zum Thema "Curriculum Studies"

1955-, Flinders David J., und Thornton Stephen J, Hrsg. The curriculum studies reader. New York: Routledge, 1997.

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Urvebu, Andrew O. Curriculum studies. Harlow: Longman, 1990.

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1955-, Flinders David J., und Thornton Stephen J, Hrsg. The curriculum studies reader. 2. Aufl. New York, NY: RoutledgeFalmer, 2004.

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The curriculum studies reader. 4. Aufl. New York: Routledge, 2012.

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Blumenfeld-Jones, Donald S. Reimagining Curriculum Studies. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9877-4.

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Hébert, Cristyne, Nicholas Ng-A-Fook, Awad Ibrahim und Bryan Smith, Hrsg. Internationalizing Curriculum Studies. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01352-3.

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Henning, Haft, und Hopmann Stefan, Hrsg. Case studies in curriculum administration history. London: Falmer Press, 1990.

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Garba, Shehu A. Introduction to curriculum studies. Zaria: Tamaza Pub. Co., 1996.

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Encyclopedia of curriculum studies. Thousand Oaks, Calif: SAGE Publications, 2010.

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Ng-A-Fook, Nicholas, und Jennifer Rottmann, Hrsg. Reconsidering Canadian Curriculum Studies. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137008978.

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Buchteile zum Thema "Curriculum Studies"

Kelly, Dorothy. „Curriculum“. In Handbook of Translation Studies, 87–93. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hts.1.cur1.

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Reis, Sally M., Joseph S. Renzulli und Deborah E. Burns. „Successful Compacting Case Studies“. In Curriculum Compacting, 115–69. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234036-7.

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Glazman-Nowalski, Raquel. „Revisiting Curriculum Studies“. In Curriculum Studies in Mexico, 165–80. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230337886_8.

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Russell, William B., und Stewart Waters. „Social Studies Curriculum“. In Essentials of Elementary Social Studies, 13–33. 6. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123934-2.

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Russell, William B., Stewart Waters und Thomas N. Turner. „Social Studies Curriculum“. In Essentials of Elementary Social Studies, 12–31. Fifth edition. | New York : Routledge, 2018. | “First edition published by Pearson Education, Inc 1994”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315100678-2.

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Amorim, Antonio Carlos. „Curriculum Disfiguration“. In Curriculum Studies in Brazil, 55–69. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118065_4.

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Krogh, Suzanne L., und Pamela Morehouse. „Social Studies“. In The Early Childhood Curriculum, 238–74. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-11.

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Grant, S. G., und Bruce A. VanSledright. „Constructing Curriculum Inquiries“. In Elementary Social Studies, 265–82. Fourth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003013808-13.

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Noddings, Nel. „Post-modern Curriculum“. In Complexifying Curriculum Studies, 176–81. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-24.

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Hua, Zhang. „Curriculum Studies and Curriculum Reform in China“. In Curriculum Studies in China, 29–67. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137374295_2.

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Konferenzberichte zum Thema "Curriculum Studies"

Yuan, Xiaohong, Sahana Murthy, Jinsheng Xu und Huiming Yu. „Case studies for teaching physical security and security policy“. In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940947.

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Podsiadlik III, Edward. „Reimagining Literature as Curriculum and Revisiting Its Place Within Curriculum Studies“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881358.

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Subramanian, Shriram, Bharathi Dorairaju und Mayur Pallavarapu. „Value Based Curriculum Design for Engineering Studies“. In 2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2017. http://dx.doi.org/10.1109/mite.2017.00005.

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Kolluri, Suneal. „Enacting Ethnic Studies: Tensions That Emerge in Developing Ethnic Studies Curriculum“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884616.

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Spiegel, Michael, Paul Reynolds und David Brogan. „Grand Challenge Case Studies in a Simulation Curriculum“. In 2006 Winter Simulation Conference. IEEE, 2006. http://dx.doi.org/10.1109/wsc.2006.323027.

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Carvalho, Janete. „The Field of Curriculum Studies in the Transnational Curriculum Inquiry Journal: Science, Counterscience, Antiscience?“ In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581180.

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Krutka, Daniel. „Settling and Unsettling the Social Studies: Interrogating the Social Studies Curriculum Through Keywords“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445881.

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Yu, Feng. „Research on Curriculum of Design Basis Post-Integration“. In International Conference on Education Studies: Experience and Innovation (ICESEI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.058.

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Martinavicius, Jonas, und Rimvydas Skyrius. „CURRICULUM DEVELOPMENT IN THE STUDIES OF MANAGEMENT INFORMATION SYSTEMS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1192.

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Febriana, Beta, und Widinda Arlianty. „THE APPLICATION OF AUTHENTIC ASSESSMENT IN CHEMISTRY CURRICULUM STUDIES“. In International Conference on Education 2017. TIIKM, 2017. http://dx.doi.org/10.17501/icedu.2017.3111.

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Berichte der Organisationen zum Thema "Curriculum Studies"

Nelson, Gena, und Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, Januar 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et al., (2007) literature review on CBM-M. We evaluated 96 studies published since 2006 that included more than 540,000 participants. Nearly all studies (k = 83) reported results related to Stage 1, fewer studies reported results related to Stage 2 (k = 39) and Stage 3 (k = 4). The results of the systematic review report findings related to reliability, criterion validity, diagnostic accuracy, growth rates, and instructional utility of CBM-M.

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Dee, Thomas, und Emily Penner. The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. Cambridge, MA: National Bureau of Economic Research, Januar 2016. http://dx.doi.org/10.3386/w21865.

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Jones, Philip J., und Robert W. Baker. Security Operations Curriculum Package: BS in Global Security and Intelligence Studies, Security Operations Management Track, Embry-Riddle Aeronautical University, Prescott, AZ. BS in Security Operations Management, Model Curriculum. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2011. http://dx.doi.org/10.21236/ada554881.

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson und Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.

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Skoch, Bernard K. Proposed Automation and Software Management Studies for the Air War College Curriculum (Core and Advanced Study) Justification and Methodology. Fort Belvoir, VA: Defense Technical Information Center, Mai 1990. http://dx.doi.org/10.21236/ada241281.

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Hollingsworth, Hilary, und 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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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi und Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.

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Холошин, Ігор Віталійович, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук und Катерина Олегівна Шмельцер. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3258.

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Abstract. The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and webapplications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).

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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk und Ekaterina O. Shmeltser. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3263.

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The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and web-applications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).

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DeJaeghere, Joan, Bich-Hang Duong und Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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