Relevant bibliographies by topics / Curricula aspects

Academic literature on the topic 'Curricula aspects'

Author: Grafiati
Published: 10 March 2023
Last updated: 11 March 2023

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Journal articles on the topic "Curricula aspects"

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Collazos, César A., Toni Granollers, Rosa Gil, Luis A. Guerrero, and Sergio F. Ochoa. "Multicultural aspects in HCI-curricula." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1584–87. http://dx.doi.org/10.1016/j.sbspro.2010.03.240.

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Giuliani, Meredith Elana, Maria Athina (Tina) Martimianakis, Janet Papadakos, Michaela Broadhurst, Erik Driessen, and Janneke Frambach. "Humanism in global oncology curricula: An emerging priority." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10505. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10505.

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10505 Background: Training in humanism provides the skills to achieve shared decision making with patients and their families, to navigate systems level challenges and to function positively within the healthcare team. However, there is potentially a lack of attention to humanistic competencies in global oncology curricula due to the dominance of the biomedical model in curriculum design, the challenge of assessing humanistic competencies and global cultural considerations. The aims of this study were to explore to what extent humanistic competencies are included in global oncology curricula and the nature of the humanistic competencies included. Methods: Sixteen global oncology curricula identified in a prior systematic review were analysed. The curricula were coded using the Gold Foundation’s I.E.C.A.R.E.S (Integrity, Excellence, Collaboration & compassion, Altruism, Respect & Resilience, Empathy and Service) humanistic competency framework and the CanMEDS framework. Descriptive statistics were used to describe the proportion of items attributed to each aspect of the framework. Results: 7733 curricular items were identified in the 16 curricula and 729 (9%) aligned with the I.E.C.A.R.E.S framework. The proportion of humanistic items in individual curricula ranged from 2% to 26%. The proportion of humanistic items has been increasing from the curricula published in 1980-1989 (3%) to the curricula published in 2010-2017 with a mean of 11% (4 to 25%). There was a higher proportion of humanistic competencies in curricula from the European region (9%) than in other regions. Of the humanistic items 35% were under respect, 31% under compassion, 24% under empathy, 5% were under integrity, 2% under excellence, 1% under altruism, and 1% under service. The majority of the humanistic items also aligned with the professional (35%), medical expert (31%) or communicator (26%) CanMEDS domains. Conclusions: The proportion of humanistic competencies has been increasing in global oncology curricula over time however the overall proportion remains low. Humanism is largely represented by competencies of respect, compassion and empathy and there exists a conflation between humanism and professionalism. Future global curricular efforts may benefit from attention to incorporating all aspects of humanistic competencies.
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Petersen, Jeffrey, and David Pierce. "Professional Sport League Assessment of Sport Management Curriculum." Sport Management Education Journal 3, no. 1 (October 2009): 110–24. http://dx.doi.org/10.1123/smej.3.1.110.

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Undergraduate sport management curriculum continues to be debated amongst this discipline’s educators. Curricular content impacts professional sport organizations as program graduates become employees. This study gathered the input of human resource professionals from NFL, MLB, and NBA franchises regarding curricular topics via an existing, modified questionnaire. The questionnaire included a five-point scale assessment of 61 curricular topics. A 34.8% response rate was proportionally distributed between the leagues. An ANOVA of means for ten curricular areas revealed significant differences with the following rank order: Field Experience 4.38; Communication 4.23; Legal Aspects 4.02; Ethics 3.98; Management and Leadership 3.97; Marketing 3.96; Economics 3.68; Budget and Finance 3.59; Governance 3.25; and Socio-Cultural Aspects 3.25. An ANOVA of topics revealed seven significant between-league differences including: Sport Sociology, Ethics, Market Shares/Ratings, Business Writing, Labor Relations, Stadium/Arena Economics, and Risk Management/Liability. These results can inform the development or modification of curricula to better prepare students for professional sport needs.
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Karmasin, Matthias, and Denise Voci. "The role of sustainability in media and communication studies’ curricula throughout Europe." International Journal of Sustainability in Higher Education 22, no. 8 (February 25, 2021): 42–68. http://dx.doi.org/10.1108/ijshe-10-2020-0380.

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Purpose This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe. Design/methodology/approach A total of n = 1068 bachelor and master’s degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis. Findings Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most cases, sustainability remains an abstract guiding principle that is not translated into a dedicated course offer. This can indicate the difficulty of operationalizing such a concept as sustainability, which is experienced by not only higher education institutions but also policy and society as a whole. In addition, the results leave space for a reflection on the social and educational responsibility of higher education institutions. Research limitations/implications The authors are aware that not all teaching (content) is depicted in curricula. Especially where teaching is research-based, The authors assume that sustainability (communication) is more present as the curricula' analysis can represent it. In addition, the fact of solely investigating English language curricula can be seen as a further limitation. Originality/value This research is one of the few attempts to verify the actual integration level of sustainability aspects in the curricula of a specific sustainability-relevant discipline, which is neither conducted as a case study nor as a single-country analysis.
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Cothran, Donetta J., and Catherine D. Ennis. "Curricula of Mutual Worth: Comparisons of Students’ and Teachers’ Curricular Goals." Journal of Teaching in Physical Education 17, no. 3 (April 1998): 307–26. http://dx.doi.org/10.1123/jtpe.17.3.307.

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Teachers’ educational values appear to influence their decision-making, but they are not the only decision-makers in the classroom. Students are also actively deciding on courses of action, yet educators know very little about students’ values or the interaction of teacher and student values. The purpose of this study was to examine levels of congruence between students’ and teachers’ values, and between their values and the curriculum. A multiphase research design involving observations, interviews, and Q methodology examined the educational values of 4 urban high school teachers and their students. Observation and interview data were analyzed via constant comparison. Descriptive statistics were used to analyze the Q-sort data. Results indicated that teachers and students held potentially conflicting values about the educational and noneducational aspects of physical education, the role and value of social aspects, and the role of fun. Additionally, there was incongruence between participants’ values and the curricular model.
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Komulainen, Kauko Pekka, Sara Sintonen, Seija Kairavuori, and Aleksi Ojala. "Approaching the renewed Finnish basic education curriculum as a potential and an option for aesthetics." Educare - vetenskapliga skrifter, no. 1 (March 20, 2020): 34–52. http://dx.doi.org/10.24834/educare.2020.1.3.

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This article provides an overview of how aesthetics is treated in the current Finnish basic education core curriculum document. Relatively little research has been conducted on aesthetics in Finnish curricula, particularly from an interdisciplinary approach. In the broader picture, the position of aesthetics and the appreciation of arts subjects in curricula has paradoxically weakened globally over recent decades, particularly in English-speaking cultures. At the same time, the significance of aesthetics has increased in postmodern culture with, for instance, increasingly more commercial brands. Finland has a broad national core curriculum, and although aesthetics (as a school subject) is not officially part of it the traditional arts subjects (arts, music, crafts), aspects of aesthetics are nevertheless involved in the curriculum. In this study, we investigate how aspects of aesthetics feature in the renewed Finnish curriculum text for basic education. Our analysis shows that only a few specific references to aesthetics can be found in the Finnish renewed curriculum. Conceptually, the lack of postmodern aesthetics is noticeable, particularly in the subject of art, where one can see features of it without the concept being explicitly mentioned. In order to successfully incorporate aesthetics into basic education curricula, we conclude that the subject needs to better reflect notions of participation, self-expression, and divergent thinking.
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Nasir, Agus, Hendri Yawan, and Saifullah Saifullah. "A Comparative Study: Similarities and Differences between Indonesia’s Curriculum and Philippine’s Curriculum." International Journal Of Education, Social Studies, And Management (IJESSM) 2, no. 3 (January 4, 2023): 64–75. http://dx.doi.org/10.52121/ijessm.v2i3.121.

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The school curriculum of Indonesia has changed three times over the same period since 2004. Meanwhile the new curiculum of Philippine was changed in 2012. This study attempted to compare Indonesia 2013 curriculum (K13) with Philippine curriculum K to 12 (K12) regarding their development and enacment while also uncovering the embedded cultural values and influences on both curricula. The discussion also tried to investigate how the two curricula have impacted different stakeholders involved. This research was conducted by reviewing the collated official curriculum documents published by education ministry of the two countries and analysing facts and issues emerged from related studies and articles. The study reveals that the similarity of both curricula reforms lies at the fact that both curricula are deliberately reformed in response to the actual needs of society in each country. Meanwhile, the difference might be seen from the lens of curricula purposes in which K13 was designed to strengthen social and religious values while K-12 was focused on the development of knowledge and skills. The findings suggest that Indonesian curriculum needs to be made more practical instead of being too philosophical while gradual and continuous evaluation in necessary aspects is more recommended than total reforms which tend to result in longer adaptation and transition process.
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SALMI‎, Karima, and Asma‎ HAMADOU. "EDUCATION ACCORDING TO THE METHOD OF ‎PROPHECY IN FACING THE NEGATIVE ‎ASPECTS OF OPENNESS TO THE WORLD ‎." RIMAK International Journal of Humanities and Social Sciences 03, no. 08 (November 1, 2021): 214–24. http://dx.doi.org/10.47832/2717-8293.8-3.16.

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The curriculum is the most effective way to organize the ‎ways of‏ ‏education and its features, and the curricula have ‎varied and their characteristics as one of the educational ‎tools, according to the philosophy and beliefs of each ‎people. This does not detract from its importance, but rather ‎increases the merit and value of education in general and ‎the education of young people in particular, given what it ‎faces in light of the modernity and sweeping western ‎renaissance the world is experiencing, and a technological ‎boom that has forced us to adopt it with its negatives and ‎positives, and given that young people are the most ‎obedient group to this technology, we must settle their ‎behaviors, and preserving their minds through sound ‎education, hence the importance of the curriculum and its ‎good selection and preparation. But which curriculum is best ‎suited to attaining the highest levels of education, the ‎refinement of the creed, and the creation of a normal human ‎being, especially with the dependence on everything that ‎has happened to our societies, which is neither our thought ‎nor our culture, and we are ignorant of the greatest divine ‎curriculum, which is the curriculum of our Noble Prophet, so ‎are its features manifested in our educational‏ ‏curricula. ‎Arabic in general and Algerian in particular‏?‏ Our research paper aims to monitor the greatness, balance ‎and integration of the Prophet’s curriculum, and how he did ‎not leave any stray or incoming from the foundations of ‎education except that he presented living examples of it and ‎praised it, and we also seek to be active in defining it and ‎clarifying its advantages so that we may contribute to the ‎preservation of our children‎‎. Keywords: Education, Young People, Curricula, Prophetic Curriculum, ‎Openness.
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Wolffenbüttel, Cristina Rolim, and Lucas Pacheco Brum. "Art Curriculum: Reflections, Discussions, and Concerns." International Journal of Social Science Studies 8, no. 2 (February 12, 2020): 55. http://dx.doi.org/10.11114/ijsss.v8i2.4715.

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This essay problematizes the resistance processes present in art school curricula. Some curricula are legitimized by the constant emphasis on sequentiality and chronological succession grounded in the history of art, which often comes only from a scholarly conception centered on the work and life of consecrated artists over the centuries, or rereading of works of art. Besides that most of the school curricula are guided by textbooks that legitimize the continuity of these practices, privileging elitist, ideological, sequential aspects that may exclude other artistic manifestations. There is an imposition of good or bad art. There are several discourses in Art that can produce operations and subjectivations of bodies in and out of school, demanding new ways for subjects to be in and out of the classroom in order to produce resistance in curricula and school spaces as a whole. This essay calls these processes urgencies. It is understood that these urgencies are in conflict and have the power to create reliefs with what is legitimized by the school system as a curriculum in Art. In this process, there is a flow of forces between what is put, the status quo and the urgencies, implying lifestyles, aesthetic choices and the construction of discourses, people, bodies, as well as attitudes, actions and ways of walking, speak and behave, that is, ways of managing life that operate in the processes of subjectivation. This essay deals with the resistance that permeates the art curriculum at school, in view of the curricular conceptions already legitimized by the system.
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Siddiq, Fazilat. "A Comparison Between Digital Competence in Two Nordic Countries’ National Curricula and an International Framework: Inspecting their Readiness for 21st Century Education." Seminar.net 14, no. 2 (October 15, 2018): 144–59. http://dx.doi.org/10.7577/seminar.2977.

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This study investigates the objectives and competence aims in the digital competence curricula of two Nordic countries for compulsory education and an international framework, DIGCOMP. The main aim of the study is to analyze the visions and main features of the Norwegian and Swedish national curricula, and inspect the extent to which they align with the DIGCOMP framework. The results show that the underlying visions and objectives of the frameworks largely converge. However, there are large discrepancies between the national curricula and DIGCOMP regarding the structure, the content covered (e.g., competence aims) and the instructional aspects. The findings and their implications for researchers, policy makers and curriculum developers are discussed.
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Dissertations / Theses on the topic "Curricula aspects"

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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.

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Chambliss, Virginia Ricci. "Curricula Responses to the Demands of Industrialization and High Technology in the Marketplace." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500717/.

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This study addresses itself to several issues in relation to public education in the United States. First, it examines the basic social philosophies underlying the development of mass education in the United States. Secondly, it asks the question: what is the purpose of public education? Thirdly, it relates the development of public education to a dominant source of social change--industrialization, and examines the relationship between the structure and function of education in the 1800's and early 1900's, and the needs of the marketplace. Fourthly, it examines the relationship between the curricula of education in the 1980's and the needs of high technology in the marketplace.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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曾宇新 and Y. S. Tsang. "Ideology and curriculum: a critical analysis of school administrators' discourse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31679353.

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Vickers, Edward. "History as a school subject in Hong Kong: 1960s-2000." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242352.

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Wong, Kai-shung, and 王啓淞. "Evaluating teaching units on science issues in society: a case study in sixth form curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627036.

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Jackey, Lisa. "Understanding the Perceptions and Indications of the Goals and Unique Aspects of the Foundations for Success (FFS) Curriculum Model: A Case Study in a North Texas Private Preschool." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062817/.

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This quantitative and qualitative case study examined the educators' perceptions of both the goals and unique aspects of the foundations for success (FFS) curriculum model. Specifically, this study was designed to explain the experiences of 55 early childhood educators and administrators who all had similar exposure to the FFS curriculum model. This study sought to understand the educators' perceptions of the specific goals of using pertinent curriculum and instruction terminology and the parallel process of content language, connecting the importance of developmentally appropriate practices (DAP) and learning standards and readiness for kindergarten. In the same way, the perceptions of the unique aspects of the value based curriculum, the use of reflective supervision and the use of design thinking were gathered and interpreted. This study looked closely into program successes, challenges and future implications of the FFS curriculum model. This study also considered the extent to which future implementations of the model could change the current interdependent relationship between early childhood education and the primary grades. The researcher analyzed the perceptions, utilizing the Likert-value survey instrument responses, the open-ended survey responses, along with the focus group responses to triangulate the findings. Common themes shared across all data collection were evaluated and described. The most apparent themes derived from the findings included the following: the importance of relationships; the importance of accountability and the role language plays; the necessity of the consideration of children's interest for optimal development; and the recognition of intentional planning, revisiting and reflection to the process of the FFS curriculum model. Overall, the FFS curriculum model was determined to be a curriculum model that takes educators on a continuous journey of thinking and learning. Evidence was gathered for the FFS curriculum model that implicated the possibility for replication of the model in other schools, as well as further research using the model to measure student success.
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Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.
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SHEA, VICTORIA ANNE. "THE PHILOSOPHICAL IMPLICATIONS OF THE CONFLICT BETWEEN SECULAR HUMANISM AND JUDEO-CHRISTIAN TRADITIONALISM IN THE PUBLIC SCHOOLS: AN EXAMINATION OF "FAMILY LIFE" EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188131.

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The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.
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Books on the topic "Curricula aspects"

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Great Britain. Inspectorate of Schools. and Great Britain. Scottish Education Dept., eds. Curriculum, staffing and timetabling: A commentary on aspects of secondary school management. London: H.M.S.O., 1990.

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Alistair, Ross. Curriculum: Construction and critique. London: Falmer Press, 2000.

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Milton Margai Teachers College. Centre for Research into the Education of Secondary Teachers., ed. Qualitative aspects of secondary education in Sierra Leone. [Goderich, Sierra Leone]: Centre for Research into the Education of Secondary Teachers, Milton Margai Teachers College, 1985.

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Ng-A-Fook, Nicholas, and Jennifer Rottmann. Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives. New York: Palgrave Macmillan, 2012.

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10 great curricula: Lived conversations of progressive, democratic curricula in school and society. Charlotte, N.C: IAP, 2012.

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J, Anstead Christopher, and Mangan John Marshall 1947-, eds. Subject knowledge: Readings for the study of school subjects. London: Falmer Press, 1998.

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M, Burlbaw Lynn, and Field Sherry L, eds. Explorations in curriculum history research. Greenwich: Information Age Pub., 2005.

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Curriculum, pedagogy & life works: The selected works of Ivor F. Goodson. New York, NY: RoutledgeFalmer, 2005.

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1940-, O'Connor Maureen, and School Curriculum Development Committee., eds. Curriculum at the crossroads: An account of the SCDC national conference on aspects of curriculum change, University of Leeds, September 1987. London: School Curriculum Development Committee, 1987.

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Cultures of curriculum. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Book chapters on the topic "Curricula aspects"

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Bostantjopoulou, Sevasti, Pantelis Stathis, and Spiros Konitsiotis. "Wilson’s Disease: Neurological Aspects, Clinical Manifestations, and Treatment Considerations." In Movement Disorders Curricula, 343–54. Vienna: Springer Vienna, 2017. http://dx.doi.org/10.1007/978-3-7091-1628-9_33.

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Albano, V., M. Contenti, and V. S. Runchella. "Surveying Curricula in Information Systems in the Italian Faculties of Economics." In Interdisciplinary Aspects of Information Systems Studies, 253–59. Heidelberg: Physica-Verlag HD, 2008. http://dx.doi.org/10.1007/978-3-7908-2010-2_31.

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Read, Huw, Iain Sutherland, Konstantinos Xynos, Tom Drange, and Ernst Sundt. "The Impact of Changing Technology on International Cybersecurity Curricula." In Human Aspects of Information Security, Privacy and Trust, 518–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58460-7_36.

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Monteiro, Carlos Eduardo Ferreira, Maria Niedja Pereira Martins, and Theodosia Prodromou. "Analysing Aspects of Brazilian Curricula for Teaching Statistics Involving Big Data." In Policy Implications of Research in Education, 217–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76841-6_10.

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Monteiro, Carlos Eduardo Ferreira, Maria Niedja Pereira Martins, and Theodosia Prodromou. "Analysing Aspects of Brazilian Curricula for Teaching Statistics Involving Big Data." In Policy Implications of Research in Education, 217–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76841-6_10.

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Fazzi, Luca. "Introducing Creativity into Social Work Managers’ Curricula: Conceptual and Practical Aspects." In Handbook of Applied Teaching and Learning in Social Work Management Education, 113–29. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5_6.

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Jones, Christopher. "A Proposal for Integrating DevOps into Software Engineering Curricula." In Software Engineering Aspects of Continuous Development and New Paradigms of Software Production and Deployment, 33–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06019-0_3.

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Klabal, Ondrej. "Chapter 9. Teaching contrastive legal grammar for translators." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 156–76. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.09kla.

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This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.
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Casalino, Nunzio, and Laura Ricci. "Organizational Aspects and Governance of a Learning Environment Aimed at a Common Curricula for European Senior Civil Servants." In Information Systems: Crossroads for Organization, Management, Accounting and Engineering, 507–15. Heidelberg: Physica-Verlag HD, 2012. http://dx.doi.org/10.1007/978-3-7908-2789-7_55.

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Gagliardi, Mauro, Veronica Bartolucci, and David Scaradozzi. "Educational Robotics at Primary School with Nintendo Labo." In Makers at School, Educational Robotics and Innovative Learning Environments, 291–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_39.

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AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disciplines. The idea of the National Operational Programme (PON) and the National Plan for Digital Education (PNSD) is to boost digital knowledge and participation in STEM subjects. The project presented in this article was launched in this context and was a collaboration with the Nintendo company to evaluate the “Nintendo Labo” product at educational level. This trial was conducted in a third-grade class at the “Allegretto di Nuzio” primary school in Fabriano (AN). The kit, an evolution of the Nintendo Switch console, was initially created for recreational purposes. The advantages and limitations of the product came to light during the few months of the experiment. The “Nintendo Labo: assembly—play—discover” educational project allowed students to merge theoretical and practical aspects of their knowledge, and understand complex systems through design and simulation.
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Conference papers on the topic "Curricula aspects"

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Mara, Elena Lucia. "CURRICULA FOR PRESCHOOL EDUCATION IN ROMANIA – THEORETICAL ASPECTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0620.

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FAROKHI, SAEED. "System design aspects of propulsion education in aerospace engineering curricula." In 25th Joint Propulsion Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1989. http://dx.doi.org/10.2514/6.1989-2256.

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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Popescu, Mariamagdalena, Ion Roceanu, Michela Ott, Jeffrey Earp, and Pablo moreno Ger. "ASPECTS OF SG CURRICULUM INTEGRATION – A TWO-FOLDED APPROACH." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-149.

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Over the years, there have been numerous definitions of curriculum integration,where the curriculum is interwoven, connected, thematic, interdisciplinary multidisciplinary, correlated, linked and holistic.(Robin Fogarty, 2007) Curriculum integration is based on both philosophy and practicality, drawing together knowledge, skills, attitudes and values from within or across subject areas to develop a more powerful understanding of key information. Curriculum integration is best done when components of the curriculum are connected and related in meaningful ways by both students and teachers.With the large uptake of SGs in education nowadays, one must consider SGs curriculum integration an issue at large since effectiveness of SGs use in training and education is getting more and more proponents. This paper looks at SGs curriculum integration issues from two perspectives- of the teacher connecting the content of the game and the learning outcomes into the whole educational context on the one hand, and of the researcher who sees the connection between the pedagogical state-of-art in SG and what realia can offer, on the other. By drawing on the experience of three teams of researchers and educators from Romania, Italy and Spain, based on common activities conducted by same partners and others in the Games and Learning Alliance (GaLA), an EC-funded Network of Excellence on SGs, joint perspectives over curriculum integration will be presented, with a view to sharing the experience in order to give guidelines for future extension of SGs into education and training, into well built curricula. The situations presented of SGs curriculum integration in the three different educational contexts are to showcase the framework for building a SGs curriculum design , the way SGs are effective for instruction, to present forms of integrating a SG into curriculum- how,where, how long, and showcase trans- and inter-disciplinarity within SG curriculum integration. A set of guidelines will be just a quick overview on what both practitioners, researchers and policy makers should consider for the near future in terms of SG currriculum integration, to enhance a lage-scale uptake of SGs into all levels of education and training, to better respond the 21st Century student and current social needs. All the statements and observations will be outspoken based on genuine results of the experiments and long-term practice of the authors in the realm of SGs integration into the training programs.
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Milinković, Jasmina. "PERSPEKTIVE ZA RAZVOJ STATISTIČKE PISMENOSTI U POČETNOJ NASTAVI MATEMATIKE." In Metodički aspekti nastave matematike. Faculty of Edaucatin in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.029m.

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The paper deals with aspects of contemporary mathematical ed- ucation related to development of statistical literacy. The achievements of fourth grade students from Serbia to TIMSS 2015 in displaying data are analyzed. The achievements of students are discussed in relation to the cognitive domain of mathematical tasks and types of graphic display. Preschool experience allows ear- ly intuitive encounter with tabular and other visual data presentation. The data display domain is not defined in Serbian primary grade curriculum; therefore, relatively high student achievements is due to informal acquisition of knowledge in this field. A comparative analysis of contents in the field of data presentation in curricula of other countries is presented. In the second part, the current text- books in Serbia are analyzed. A sample of 8 textbooks for the fourth grade of elementary school was analyzed to determine the presence of data presentation tasks. The paper gives a short overview of the research studies conducted in this field in Serbia. The aim of the paper is to encourage introducing this content in primary school mathematics curriculum.
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Lumkes, John H. "The Integration of Student Design Competitions and Academic Curricula." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15127.

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This paper discusses various aspects and models of how student design competitions can be integrated into a typical undergraduate curriculum. University models range from no involvement—where the professional society chapter or even a separate group of students operate autonomously—to models where the competition activities are intimately integrated with the capstone senior design requirements. Each model exhibits different strengths and weakness, these being examined in terms of student experiences and feedback, ABET criteria, benefits to the university, and cost to the university. A case study demonstrates the potential for integration and the perspectives of students, advisors, and organizers are considered.
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Block, Brit-Maren, and Marie Gillian Guerne. "Gender and Diversity aspects in Engineering Education and their impact on the design of engineering curricula." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454043.

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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Rissanen, Antti, and Kalle Saastamoinen. "CHALLENGES IN ASSESSMENT AND GUIDANCE IN STUDY GROUP BASED LEARNING." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.112.

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In science and technology education lectures, exercises, and report type home works are aimed to guide individual learning in knowing applied methods and tools to gain knowledge and skills needed in future profession. This research presents observations how flipped learning and group work would solve some of the motivation and resource related challenges in the NDU’s master level curricula in the department of military technology. However, feedback studies from recent courses showed that assessment, guidance, and even controlling procedures are needed when applying these methods. Action research methodology was used to seek solutions to the new challenges produced by student centric education like flipped and group work type approaches. Observations were made from the NDU’s two year long, preprogrammed, and mostly preplanned curricula. The research revealed that in NDU many aspects in group based models required deeper consideration. Especially, related individual assignments, assessment methods, and motivational aspects formed some of the critical areas. Keywords: group work, assessment methods, student centric learning.
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Teodoriu, Catalin. "Incorporating Geothermal Curricula into Petroleum Classes: A Ten-Year Experience." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210219-ms.

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Abstract Over the years, petroleum curricula have been enjoying a continuous update to keep up with technology and industry progress, whereas geothermal is still working on establishing itself as an independent engineering study program. Recently, SPE has created the SPE Geothermal Technical Section, a strong signal towards expanding existing interest areas and strengthening the position of geothermal as a renewable energy resource. Geothermal is undoubtably the closest to oil and gas operations, as it needs, among others, drilling, well construction and completion, reservoir modeling and understanding, geology assessment and geophysics. Consequently, many authors have repeatedly asked for an acceleration of the technology transfer from oil and gas to geothermal. However, this technology transfer is still very slow and irregular. With this in mind, the main question is whether there is a need of fully dedicated courses to teach geothermal or we should rather slowly incorporate geothermal into established courses. This paper is proposing an intensive discussion about how a petroleum-based program can promote and support the needs of future geothermal engineers through curriculum adaptations. As an example, ten years of teaching experience on two continents under different program concepts, layouts, requirements, and expectations will be summarized and presented here. One of the main findings of this study is that unlike a class fully dedicated to geothermal, adding geothermal aspects into drilling and completion classes is more likely to facilitate the absorption of geothermal knowledge and enhance the desired technology transfer from oil and gas to geothermal.
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Reports on the topic "Curricula aspects"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Improving the content of training future translators in the aspect of studying modern CAT tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3877.

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The article deals with the search for improving the content of training for future translators, taking into account the expansion of the use of information technologies in the field of translation. The results of a study of curriculums for translators at the universities of Europe, America and Asia are presented. The use of CAT systems in the work of translation agencies is shown. The presentation of various CAT systems in training programs for translators and their use in the market of translation services is analyzed. It has been established that both university curricula and translation agencies are oriented, as a rule, not to one, but to several CAT systems. The results of a student survey based on their practice in translation agencies are presented. Recommendations have been developed regarding the inclusion of the most common CAT systems in the training program for translators. The expediency of studying not just one, but several CAT systems is substantiated. The necessity of studying both desktop and cloud CAT systems is indicated.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite, and Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.
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O’Brien, Thomas, and Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2067.

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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
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Sánchez Márquez, Nery Isabel. Motivación: una revisión conceptual. Ediciones Universidad Cooperativa de Colombia, September 2021. http://dx.doi.org/10.16925/gcnc.18.

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Este documento describe los elementos centrales teóricos y prácticos que han sido implementados en el curso de Procesos Psicológicos Básicos y Complejos, el cual se ubica en el segundo semestre del plan de estudios por competencias en la puesta en práctica de la reforma curricular en el programa de Psicología. Este curso es de carácter formativo, pues comprender el funcionamiento y el impacto de cada proceso en los otros procesos psicológicos es base nuclear para la formación del psicólogo. Esta nota de clase constituye una herramienta fundamental para el estudiante del curso, toda vez que le permitirá desarrollar las competencias necesarias para establecer relaciones entre la organización y la dinámica de los procesos psicológicos básicos y complejos, con sus componentes psicobiológicos y psicosociales, así como identificar la participación de los procesos psicológicos implicados en situaciones de ejecución específicas. Todo lo anterior facilitará el desarrollo de la macrocompetencia de “Evaluar las dinámicas y realidades psicológicas individuales y colectivas”, a fin de orientar procesos de diagnóstico e intervención basados en la evidencia, que promuevan el bienestar y la calidad de vida a través de modelos, técnicas e instrumentos de evaluación guiados por aspectos éticos y estándares nacionales e internacionales de la profesión. Finalmente, desde el punto de vista metodológico cabe resaltar que el estudiante encontrará en esta nota de clase una introducción al tema de la motivación, lecturas complementarias, y cuestionarios y evaluaciones prácticas tanto en el inicio como al final de cada tema, lo cual propicia el desarrollo de la competencia propuesta.
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was conducted jointly by the Ministry of Education and the Population Council in three districts in Kenya. Many aspects of school education were covered including physical facilities, financing of education, curriculum, teacher-pupil relationships, and teachers’ attitudes. This report provides a balanced view of school education provided in the three districts that are representative of the situation elsewhere in the Republic of Kenya.
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