Relevant bibliographies by topics / Core curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Core curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Core curriculum"

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Alghazo, Ali M. "CORE Curriculum and Students Perceptions: Approach to Curriculum Review." International Journal of Information and Education Technology 5, no. 8 (2015): 620–24. http://dx.doi.org/10.7763/ijiet.2015.v5.579.

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Katt, Jeffrey A. "Core Curriculum." Annals of Internal Medicine 117, no. 7 (October 1, 1992): 607. http://dx.doi.org/10.7326/0003-4819-117-7-607.

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Batcheller, Lori J. "Core Curriculum." Neurology Now 13, no. 2 (2017): 10–11. http://dx.doi.org/10.1097/01.nnn.0000515869.93567.9e.

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Brown, Jeannette. "Core Curriculum." Plastic Surgical Nursing 29, no. 2 (April 2009): 96–112. http://dx.doi.org/10.1097/01.psn.0000356869.25844.e8.

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&NA;. "Core Curriculum." Plastic Surgical Nursing 29, no. 2 (April 2009): 113–14. http://dx.doi.org/10.1097/01.psn.0000356870.02973.34.

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Chertoff, Jocelyn, Etta Pisano, and Bernard Gert. "Core Curriculum." Academic Radiology 16, no. 1 (January 2009): 108–16. http://dx.doi.org/10.1016/j.acra.2008.06.011.

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Loima, Jyrki. "Innovation, Recreation, Interpretation? A Case Study on the Origins and Implementation of Transversal Core Competencies in Finnish Basic Education Core Curriculum Reform 2016." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 180. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.180.

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This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.
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Luther, Vera, Rachel A. Shnekendorf, Spicer O. Jennifer, Ashleigh Logan, Alice Barsoumian, Brian Schwartz, Chloe Bryson-Cahn, et al. "1111. #BeASteward: Transforming Infectious Diseases Fellows Into Antimicrobial Stewards Using the IDSA Antimicrobial Stewardship Curriculum." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S585—S586. http://dx.doi.org/10.1093/ofid/ofaa439.1297.

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Abstract Background The Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020. Methods IDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. The workgroup conducted two surveys of ID Fellowship Program Directors, one in 2016 for the core curriculum and a second in 2018 for the advanced curriculum, to assess existing AS educational resources and determine needs for additional AS educational and evaluation resources. The workgroup used the evaluation data to inform the content, delivery methods, and assessment tools for the curricula. The Core AS Curriculum is designed to provide fellows foundational knowledge and skills in AS. The Advanced AS Curriculum is designed to provide fellows the knowledge and skills to become leaders in AS. The Core AS Curriculum was piloted by 56 ID Fellowship Programs in 2018 and then made broadly available via IDSA Academy in 2019. Pilot data will be used to improve future iterations of the curriculum. The Advanced AS Curriculum pilot will begin in 2020 and will be broadly available in 2021. Results The curricular packages contain a variety of training resources including eLearning modules, lectures slides, case-based questions, videos, reading materials, pocket cards, group-based learning, role play exercises and simulations. The modules can be taught by faculty to fellows or conducted as a self-directed learning experience. Program directors and fellows who participated in the Core AS Curriculum pilot reported that their fellowship program was significantly more effective in teaching multiple key stewardship content areas (Table). Table. Conclusion Evaluation data from programs who piloted the Core AS Curriculum indicate that this blended learning experience is an effective method for teaching AS and in providing educational and assessment tools for ID fellowship programs. The Advanced AS Curriculum will be similarly evaluated. Disclosures Julie Ann Justo, PharmD, MS, BCPS-AQ ID, bioMerieux (Speaker’s Bureau)TRC Healthcare (Speaker’s Bureau)
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Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.

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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.
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Astin, Alexander W. "The Core Curriculum." Science 237, no. 4814 (July 31, 1987): 474. http://dx.doi.org/10.1126/science.237.4814.474.a.

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Dissertations / Theses on the topic "Core curriculum"

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Brading, Aungelique R. "Impact of Core Knowledge Curriculum on Reading Achievement." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4717/.

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The purpose of this study was to examine the impact of Core Knowledge curriculum, a Comprehensive School Reform model, on the reading achievement of elementary students located in a north Texas suburban school district. A repeated measures, matched-comparison design was employed using longitudinal data over a three year period. Repeated measures analyses of variance (ANOVA) were conducted to determine if there were any significant differences in student achievement scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The experimental and control school were examined for student achievement gains overall, for advantaged versus disadvantaged students and for achievement gap differences. Although the results of the statistical analyses indicated that there were no significant differences in the reading TAKS scores of students participating in the study, experimental school students consistently had higher mean scores when compared to the control school in all areas. The evaluation of the achievement gap revealed that although the Core Knowledge school did not close the achievement gap between advantaged and disadvantaged students, the disadvantaged students' scores rose in proportion to the advantaged students, thus preventing an increase in the achievement gap between students.
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Godwin, Scott Douglas. "Gender issues, core curriculum, and statewide content standards." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2100.

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Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3212.

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Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki's theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers' professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.
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Krentz, Caroline D. "A theoretical-integrative model of core curriculum policy-making." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/20769.

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Swihart, Emily. "Integrated common core curriculum: environmental education through landscape architecture." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17547.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Recent development and adoption of Common Core State Standards has shifted academic emphasis within public and accredited schools. Consistent, national educational goals have standardized education and have resulted in a challenge to educators to assist all students in achieving maximum test scores. The curricular subjects of math, science, and literacy are the primary emphasis of instruction and achievement. Standardized testing is the dominant means to determine whether students are reaching acceptable achievement. “Integrated Common Core Curriculum: Environmental Education Through Landscape Architecture” explores the potential of incorporating basic landscape architectural knowledge into a fourth-grade curriculum while striving to achieve learning standards as determined by the Common Core and the Iowa Core Curriculum. Exploring the application of current educational criteria, the researcher developed an educational unit that utilizes the process of park design as a simplified version of a landscape architect’s approach in order to emphasize math, literature, science, creative thinking, and teamwork. Implementing environmental education through place-based education theory enhances unit strength by providing enhanced emotional, mental, and physical health benefits to children. Created during this study, an instructional unit was evaluated by a convenience sample of educators. Through the use of an open-ended questionnaire, preliminary review results indicate a strong potential for the unit to successfully demonstrate the basic process of landscape architecture design through the use of the local place simultaneously achieving academic standards. Review results identify a variety of limitations and challenges the unit would encounter for implementation including a current subject focused instructional philosophy within the school district verse the thematic focus of the unit. Additionally, ever-evolving standards would require regular unit updates, although school districts face perennial budget challenges and educators are limited on time. As a student of landscape architecture, I recognize that the profession offers a unique opportunity to model place-based, multi-subject practices realized in the practice of landscape architecture. Promoting the profession of landscape architecture through a curricular unit provides an environmental education tool and provides the opportunity for students to explore a career option within the classroom setting.
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Toavs, Karen Jaclyn. "How Rural Educators Implement Common Core State Standards." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251816.

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Implementation of the common core state standards began in 2010 for public school districts across the United States, and research about the impact of these standards on teaching and learning in smaller rural schools is limited. The purpose of this qualitative multiple case study was to describe how K-12 English language arts teachers in rural remote schools integrated the common core state standards into curriculum, as defined by Aoki’s theory about planned and lived curriculums, which formed the conceptual framework for this research. Participants included 8 K-12 English language arts teachers from 2 rural remote public school districts located in a western state. Research questions addressed curricular and instructional alignment, and data were collected from individual teacher interviews and reflective journals, observations of instructional lessons, and curriculum documents. Data were coded and categorized to determine themes and discrepant data (Charmaz, Merriam, and Miles, Huberman, and Saldaña). A content analysis was used for documents. Results indicate that teachers aligned curriculum with common core state standards by using previously adopted textbooks, developing alignment documents to address standards, creating unit and lesson materials independently, and participating in limited collaborative planning with colleagues. Recommendations include continued investigation into rural teachers’ professional development needs, collaborative planning practices, and use of curriculum materials within and across grade levels. This study contributes to positive social change because improved rural education impacts rural remote students, communities, and educators, who play a valuable role in developing a national curriculum.

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Grove, Margarete C. "A journey into the heart's core : a phenomenological exploration of teaching the core knowledge curriculum /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3149.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Donaldson, Brady E. "Fluency Instruction in Contemporary Core Reading Programs." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1046.

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Core reading programs (CRPs) provide the curriculum and guide reading instruction for many classroom teachers. The purpose of this study was to conduct a content analysis of reading fluency instruction in current (2008-2011 copyright) grade 2 and 3 top-selling core reading program lessons to answer the following two research questions: (1) How do core reading programs recommend that fluency skills be taught? (2) How do reading fluency instructional practices in core programs compare to evidence-based reading fluency instructional practices defined in current research? The results of the analysis revealed that fluency instruction is more prevalent in current core reading programs than reported in previous content analyses and that the recommendations for fluency instruction are somewhat aligned with the findings of the National Reading Panel (NRP). All lessons coded focused on one of four characteristics of a fluent reader (i.e., rate, accuracy, expression, and/or comprehension). However, more lessons focused on expression than the other three categories. Second, current CRPs incorporated guided oral reading procedures; almost half of lessons included some type of explanation, modeling, and/or guided practice from a teacher or peer; however, reading with a partner was more prevalent than reading with the teacher (choral and echo reading). Also, more than half of the lessons included the use of repeated reading procedures; however, several CRPs suggested that students read the text more than the recommended three to four times. Last, the near absence of lessons that suggest the practice of independent silent reading also reflect the NRP’s findings that neither recommended nor endorsed its use in the classroom. More recent research reports no significant effect differences of guided wide reading (one time reading of text) and scaffolded silent reading of texts over guided oral repeated reading of texts. The five current CRPs did not recommend the use of either of these two practices.
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Welch, Ian, and n/a. "Reconstituting a tradition : core curriculum for Australian schools : a retrospect." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061110.121837.

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The publication of the Curriculum Development Centre's discussion paper 'Core Curriculum for Australian Schools' in June 1980 stimulated discussion of the concept of core curriculum in Australia. The driving force came from the Foundation Director of the CDC, Dr Malcolm Skilbeck. This study discusses the themes and directions to which Skilbeck was committed through a study of his work prior to his return to Australia in 1975 and his subsequent writings. The study considers Skilbeck's work against general thinking on educational matters in Australia and overseas. The initial discussion centres on Skilbeck's work in the United Kingdom prior to 1975. This concludes that his views were moulded by his own research on the American progressive educator John Dewey and that Dewey's ideals of a democratic society moulded and sustained by a democratic core curriculum have been dominant in all Skilbeck's subsequent thinking. The study reviews the establishment, working and conclusions of the CDC Core Curriculum and Values Education Working Party. In two subsequent chapters, the study looks at Skilbeck's approach to cultural mapping and school-based curriculum development as the two fundamental Planks of his approach to the development and implementation of a core curriculum for Australian schools. The study shows that Skilbeck's concept of cultural mapping is helpful but does not succeed in providing an effective basis for the articulation of national guidelines. In consequence, the CDC did not succeed in providing a framework sufficient to hold together the infinite range of possibilities opened UP by school-based action. The study considers the limited published reactions to the CDC Paper. It notes that the termination of the CDC by the Committee for Review of Commonwealth Functions in early 1931 prevented the fuller dissemination and debate of the topic during 19S1 and subsequently. The study notes that responses were disaapointingly few and in many cases failed to address the central questions raised by the CDC paper, in particular the idea of national curriculum guidelines and their application through school-based curriculum development. The major responses came in the State of Victoria where local circumstances encouraged discussion of the issues raised by the CDC. The study concludes that the CDC discussion paper was a valuable stimulus to discussion of curricular foundations at the time it was released but represented a point of view that was not fully understood or appreciated at the time. It laid the foundation for the renaissance of the general concept as 'democratic curriculum' in 1986 and provides important indications of the potential for the development of the Participation and Equity Program.
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Lohmeier, Keri Lee. "An Analysis of Disability Specific Curriculum In A Specialized School for the Blind: A Case Study." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1315%5F1%5Fm.pdf&type=application/pdf.

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Books on the topic "Core curriculum"

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Kirk, Gordon. The core curriculum. London: Hodder and Stoughton, 1986.

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1947-, Holloway Nancy Meyer, and Emergency Department Nurses Association. Education Committee., eds. Core curriculum. Philadelphia: Saunders, 1985.

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Analysis, National Center for Geographic Information and. NCGIA core curriculum. California: National Center for Geographic Information and Analysis, University of California, Santa Barbara, 1990.

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National Center for Geographic Information and Analysis. NCGIA core curriculum. California: National Center for Geographic Information and Analysis, University of California, Santa Barbara, 1990.

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National Center for Geographic Information and Analysis. NCGIA core curriculum. California: National Center for Geographic Information and Analysis, University of California, Santa Barbara, 1990.

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National Center for Geographic Information and Analysis. NCGIA core curriculum. California: National Center for Geographic Information and Analysis, University of California, Santa Barbara, 1990.

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Dermatology, American Academy of, ed. Dermatology core curriculum. Dubuque, Iowa: Kendall/Hunt Pub., 1997.

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European Operating Room Nurses Association., ed. Common Core Curriculum. Harrogate: NATN, 1997.

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Kawzler, Matthew H. Dermatology core curriculum. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub., 2002.

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Rosemary, Boys, and Spink Elaine, eds. Primary curriculum: Teaching the core subjects. London: Continuum, 2008.

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Book chapters on the topic "Core curriculum"

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Maasberg, Wolfgang. "Application Core Curriculum." In Commercial-Industrial Cleaning, by Pressure-Washing, Hydro-Blasting and UHP-Jetting, 247–547. London: Springer London, 2012. http://dx.doi.org/10.1007/978-0-85729-835-5_3.

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McNeill, Patrick. "The Core Curriculum." In Society Today 2, 3–5. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12065-9_1.

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Lovato, Giovanna, and Anna Pierro. "Dal Core Competence al Core Curriculum." In Il Core Competence e il Core Curriculum del logopedista, 47–93. Milano: Springer Milan, 2010. http://dx.doi.org/10.1007/978-88-470-1415-2_4.

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Vitikka, Erja, Leena Krokfors, and Elisa Hurmerinta. "The Finnish National Core Curriculum." In Miracle of Education, 83–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-811-7_6.

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Vitikka, Erja, Leena Krokfors, and Leila Rikabi. "The Finnish National Core Curriculum." In Miracle of Education, 83–90. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-776-4_6.

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Brigman, Greg, Elizabeth Villares, and Linda Webb. "Evidence-Based Classroom Core Curriculum." In Evidence-Based School Counseling, 74–97. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315670621-4.

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Shore, Rebecca A., David M. Dunaway, and Gloria D. Campbell-Whatley. "Differentiating the Common Core Curriculum." In A School Leader’s Guide to Implementing the Common Core, 137–58. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315769868-9.

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Friedrichs, Linn. "4. Reimagining a New Core for U.S. Undergraduate Education." In Global Curriculum Development, 189–232. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839460238-006.

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Michael, Joel, William Cliff, Jenny McFarland, Harold Modell, and Ann Wright. "Core Concepts and the Physiology Curriculum." In The Core Concepts of Physiology, 133–43. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4939-6909-8_12.

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Moussaoui, D. "Undergraduate education — the WPA core curriculum." In Zukunftsperspektiven in Psychiatrie und Psychotherapie, 139–45. Heidelberg: Steinkopff, 2002. http://dx.doi.org/10.1007/978-3-642-57392-7_13.

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Conference papers on the topic "Core curriculum"

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Wu, Jingzi, and Dapeng Zhao. "Landscape design core curriculum study." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6058438.

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Labudiong, Carlo, and Wasim A. AlHamdani. "Network risk assessment base on multi-core processor architecture." In the 2014 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670739.2670741.

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Zhang, Li, Dianfu Ma, and Yiming Zhou. "A target-driven core curriculum development." In the 1st ACM Summit on Computing Education in China. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1517632.1517638.

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Edwards, Monica, Edmundo Tovar, and Oliver Soto. "Embedding a core competence curriculum in computing engineering." In 2008 IEEE Frontiers in Education Conference. IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720586.

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Pérez, Jorge, and Meg Murray. "Journey to the Center of the Core: Computers and the Internet in the Core Curriculum." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2943.

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Computers, digitalization and the Internet have transformed modem society. Commerce, education, communication and socialization will never be the same. Surprisingly, many universities do not require a computing course in the core curriculum. Critical information technology (IT) competencies are often taken for granted, to the detriment of students who lack computing and Internet skills. This paper describes an initiative undertaken by a computer science and information systems department to assess and remediate IT skills needed by all university students, regardless of major. The project is evolving along several dimensions: identification of discipline-independent IT competencies, assessment of IT skills among current and incoming students, and curriculum development.
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Rogers, E. "Integrating research into the core curriculum. A case study." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.632682.

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Zhang, Guangquan, and Mei Rong. "Exploration and practice of software engineering core curriculum construction." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028734.

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Huang, Lida, Huan Zhao, Kehua Yang, Yan Liu, Jingke She, Xiongren Xiao, Guoqi Xie, and Wendan Yuan. "Students as Co-Constructors in A Computer Core Curriculum." In 2021 16th International Conference on Computer Science & Education (ICCSE). IEEE, 2021. http://dx.doi.org/10.1109/iccse51940.2021.9569321.

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Macfadyen, Leah P. "Content analytics for curriculum review: A learning analytics use case for exploration of learner context." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0102.

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Curriculum analysis is a core component of curriculum renewal. Traditional approaches to curriculum analysis are manual, slow and subjective, but some studies have suggested that text analysis might usefully be employed for exploration of curriculum. This concise paper outlines a pilot use case of content analytics to support curriculum review and analysis. I have co-opted Quantext – a relatively user-friendly text analysis tool designed to help educators explore student writing – for analysis of the text content of the 17 courses in our online master’s program. Quantext computed descriptive metrics and readability indices for each course and identified top keywords and ngrams per course. Compilation and comparison of these revealed frequent curricular topics and networks of thematic relationships between courses, in ways that both individual educators and curriculum committees can interpret and use for decision-making. Future Quantext features will allow even more sophisticated identification of curricular gaps and redundancies.
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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.

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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.
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Reports on the topic "Core curriculum"

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Webber, Thomas B. Navy Core Values: Curriculum for Transformation. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada403712.

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Garlan, David, Alan Brown, Daniel Jackson, Jim Tomayko, and Jeannette Wing. The CMU Masters in Software Engineering Core Curriculum. Fort Belvoir, VA: Defense Technical Information Center, August 1993. http://dx.doi.org/10.21236/ada268983.

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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, May 1990. http://dx.doi.org/10.21236/ada241281.

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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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Nelson, Gena, and Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, January 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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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Savchenko, Sergii V., Svitlana O. Shekhavtsova, and Vladimir I. Zaselskiy. The development of students' critical thinking in the context of information security. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4420.

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The problem of students’ critical thinking development in the context of information security becomes important in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. The purpose of the given research is to introduce theoretical substantiation and experimental approbation of students’ critical thinking development in the context of information security. The skills of critical thinking help students to cope with the bulk of information they daily receive. However, there is still no conventional methodology for critical thinking development in university students. In our study we suggest possible ways to develop critical thinking in university students via introducing some special courses into the curriculum, and consider the results of the experimental study conducted on the basis of two Ukrainian leading universities. In order to improve the students’ skills of critical thinking the author suggested implementing the special course “The specifics of students’ critical thinking in the context of information security”, and an optional distance course on optimization of students’ critical thinking on the background of information and communication technologies. After the implementation of the suggested courses the indicators of students’ critical thinking development showed positive changes and proved the efficiency of the special courses as well as the general hypothesis of the study.
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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk, and I. Varfolomyeyeva. The application of geographic information systems in schools around the world: a retrospective analysis. IOP Publishing, March 2021. http://dx.doi.org/10.31812/123456789/4560.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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