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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Whitelaw, Pauline, and John Russell. "Psychiatry Curricula 2022." BJPsych Open 7, S1 (June 2021): S161—S162. http://dx.doi.org/10.1192/bjo.2021.449.
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AimsThe aim of our review was to ensure that:Curricula are aligned to the GMC's GPC and Excellence by Design FrameworksCurricula are capability focusedCurricula promote a flexible and adaptable approach to trainingCurricula are succinct, user friendly, patient-centred and reflective of current training in practiceBackgroundIn response to recommendations outlined in the Shape of Training Review (2013), the GMC developed their new framework for postgraduate medical education Excellence by Design (2015), alongside their Generic Professional Capabilities (GPC) Framework (2015).MethodGovernanceTo manage the review, a Curriculum Revision Working Group (CRWG) was set up to monitor and govern the review process. Members include Specialty Advisory Committee (SAC) chairs, trainee and patient/lay representatives.Curriculum Development & FrameworkThe CRWG, alongside SACs and specialty working groups, have undertaken a “Why, What, How” approach in developing the curriculum framework. Each curriculum is structured as follows:High Level Outcomes (HLOs) – These outline the “Why”, and provide an overarching view on what should be achieved by trainees. Each HLO is mapped directly onto each of the nine GMC GPC domains.Key Capabilities – These outline the “What”, and provide key detail on what trainees need to undertake to fulfil specific aspects of the curriculum.Training illustrations – These outline the “How”, and supplement the Key Capabilities by providing real-world examples of how to achieve each capability.Development of the curricula included:Mapping current Intended Learning Outcomes (ILOs) to the new HLO frameworkRe-writing competencies so that they were capability focusedUndertaking a thematic analysis of the curricula, to develop key themes/groupings for capabilitiesReview and update Workplace Based Assessments (WBPAs) to ensure they align to the new frameworkStakeholder EngagementPart of the review has been to ensure Key Stakeholders are involved at each stage of curriculum development. To ensure that all key stakeholders are provided opportunity for consultation, a stakeholder map was developed.Stakeholder engagement has included:Direct trainee/trainer/patient/lay involvement at curriculum review meetingsConsultation surveys at each development stage, including feedback on the draft curriculum framework and feedback on full draft curriculaAttendance at meetings with key stakeholders, including NHS Employers and Royal College meetingsResultThe review is currently ongoing. In 2020 we were successful in submitting all 10 of our curricula to the GMC for approval. We are continuing to further develop our curriculum framework, which includes: Psychiatry “Silver Guide”Curricula documentsTraining illustrationsARCP Decision AidsSupplementary GuidanceConclusionThe review of RCPsych curricula has provided an excellent opportunity to broaden curriculum capabilities, and ensure that the curricula are achievable and deliverable. Our aim is to ensure that the new curricula promote flexibility and adaptability within training, and are user friendly for both trainees and trainers.
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Aydin, Sevgi, and Selma Tortumlu. "The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?" Chemistry Education Research and Practice 16, no. 4 (2015): 786–96. http://dx.doi.org/10.1039/c5rp00073d.
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To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials. Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a content-embedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.
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Al-Shanawani, Hania M. "Evaluation of Self-Learning Curriculum for Kindergarten Using Stufflebeam’s CIPP Model." SAGE Open 9, no. 1 (January 2019): 215824401882238. http://dx.doi.org/10.1177/2158244018822380.
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This study sought to evaluate the self-learning curricula of a kindergarten in Saudi Arabia by applying the context, input, process, product (CIPP) model. To this end, the study utilized a mixed-method design, where teachers ( N = 420) had been randomly selected and surveyed, and school inspectors ( N = 15) had been interviewed. Furthermore, a content analysis had been carried out to analyze the curricula content based on CIPP model construction. Findings revealed that the objectives of the curricula were moderately correlated to the context. The input, process, and product also moderately contributed to the educational needs and to the Saudi community. However, the curricula failed to meet the kindergarten students’ needs and community in providing multiple sources of knowledge, teaching competencies, and training opportunities. The study recommended the need to develop a kindergarten curriculum on the basis of children’s educational needs and the community developmental needs. It suggests that future studies be conducted in various aspects of child education for preschool, continuous and comprehensive evaluation, and development of the kindergarten curriculum.
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Vinnervik, Peter, and Berit Bungum. "Computational thinking as part of compulsory education: How is it represented in Swedish and Norwegian curricula?" Nordic Studies in Science Education 18, no. 3 (November 30, 2022): 384–400. http://dx.doi.org/10.5617/nordina.9296.
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In recent years, many countries have revised their school policy documents to incorporate digital competence, computational thinking and programming. This study examines and compares how and in what contexts Nordic curricula, Swedish and Norwegian in particular, embody aspects of computational thinking. Results show that only parts of the practices defined in the computational thinking framework used for analysis could be explicitly identified in the curriculum documents. The most salient computational thinking practice represented in both the Swedish and Norwegian curricula is programming, and programming is primarily recognized as a method and tool for learning other subject content and not as a knowledge domain in its own right. Implicitly both curricula leave leeway for teachers to implement a broader approach to computational thinking. However, this would need much time, teacher competence and effort, and what it requires seems to be under-communicated in the curricula, leaving schools and teachers with major challenges.
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Yarbrough, Susan, and Linda Klotz. "Incorporating Cultural Issues in Education for Ethical Practice." Nursing Ethics 14, no. 4 (July 2007): 492–502. http://dx.doi.org/10.1177/0969733007077883.
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The population of most non-dominant ethnic groups in the USA is growing dramatically. Faculty members are challenged to develop curricula that adequately prepare our future nurses. An increased focus on clinical ethics has resulted from the use of sophisticated technology, changes in health care financing, an increasing elderly population and the shift of care from inpatient to outpatient settings. Nurses frequently face situations demanding resolution of ethical dilemmas involving cultural differences. Nursing curricula must include content on both ethics and cultural sensitivity. Active student participation is an important element providing a foundation for ethical practice. A proposed educational format was introduced with graduating baccalaureate students. In a pilot study, curricular content on cultural sensitivity and ethical practice was taught in separate modules. Students were then asked to identify and problem solve an ethical dilemma involving patients and professional caregivers from vastly different cultures. Course faculty members provided discussion questions to guide the students' thinking.
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Hazzan, Orit. "Putting Human Aspects of Software Engineering in University Curricula." IEEE Software 27, no. 4 (July 2010): 90–91. http://dx.doi.org/10.1109/ms.2010.104.
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Daulay, Saripuddin, and Rasyid Anwar Dalimunthe. "Modernisasi Pendidikan Islam di Indonesia (Komparasi Pengalaman Organisasi Muhammadiyah dan Nahdlatul Ulama)." Fitrah: Journal of Islamic Education 2, no. 2 (January 7, 2022): 125–40. http://dx.doi.org/10.53802/fitrah.v2i2.70.
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This study aims to analyze the modernization of Islamic education in Indonesia from two organizations namely Muhammadiyah and Nahdlatul Ulama. The focus of the study is on aspects of modernization and the contribution of modernization to national education. This type of research is qualitative based on literature study. The results of the study explain that aspects of modernization, such as educational goals, Muhammadiyah directs it towards being firm in holding and practicing Islamic teachings sourced from the Qur'an and Hadith. Meanwhile, Nahdlatul Ulama aims to be moral-spiritual oriented which emphasizes the urgency of balance between religion and science. Aspects of the curriculum, Muhammadiyah and Nahdatul Ulama have something in common, namely incorporating science into their curriculum. There is almost no difference in the method aspect, although NU sometimes still maintains its classical methods such as Wetonan and Sorogan. Both aspects of human resource development demand to have the characteristics of organizational scholarship. Its contribution to the national education system, Muhammadiyah gave birth to schools with Islamic curricula which so far only taught science, the NU version gave birth to modern Islamic boarding schools, even tiered to the level of higher education.
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Anužienė, Laimutė, and Vidmantas Tūtlys. "Enactment of the Vet Curricula in the Work Process." Vocational Training: Research And Realities 27, no. 1 (December 1, 2016): 27–41. http://dx.doi.org/10.1515/vtrr-2016-0003.
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Abstract The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania aimed to disclose applied methodological approaches and their implications for the professional and personal development of students. Research provides evidence that effective and sustainable enactment of the initial VET curricula requires to apply the integrated and holistic approach to competence development and implementation of VET curriculum.
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Schuster, Angela, Nora Anton, Pascal Grosse, and Christoph Heintze. "Is time running out? The urgent need for appropriate global health curricula in Germany." BMJ Global Health 5, no. 11 (November 2020): e003362. http://dx.doi.org/10.1136/bmjgh-2020-003362.
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Recently, representatives of politics, health officials and academia in Germany have advocated a greater role for Germany in matters concerning global health. However, health professionals in Germany are rarely taught about global health topics and accordingly real expertise in this field is lacking. To advance knowledge and competencies at German universities and adequately equip health professionals to achieve Germany’s political goals, global health curricula must be developed at medical schools and other institutions. Such ambitions raise questions about the required content and dimensions of global health curricula as the field is currently highly heterogeneous and ill defined. To systematically identify strengths and shortcomings of current curricula, we scrutinised the global health curriculum at our institution, Charité—Universitätsmedizin Berlin, using an analytical framework that integrates the various approaches of global health. Our analysis identified that four (technical, social justice, security and humanitarian) of five approaches are present in our core global health curriculum. Local and global aspects of the field are equally represented. We propose that the use of such a structured analytical framework can support the development of GH curricula for all health professionals—in Germany and elsewhere. But it can also help to evaluate existing curricula like ours at Charité. This framework has the potential to support the design of comprehensive GH trainings, serving German aspirations in politics and academia to promote health worldwide.
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Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.
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Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.
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Johansson, Annie-Maj, and Per-Olof Wickman. "Vad ska elever lära sig angående naturvetenskaplig verksamhet? - En analys av svenska läroplaner för grundskolan under 50 år. "What should students learn about scientific inquiry? A comparative study of 50 years of the Swedish national curricula."." Nordic Studies in Science Education 8, no. 3 (December 12, 2012): 197–212. http://dx.doi.org/10.5617/nordina.528.
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The purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents. A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.
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E. Childs, Peter. "Curriculum development in science - past, present and future." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 381–400. http://dx.doi.org/10.31129/lumat.v3i3.1036.
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Science only became a recognised school subject at the end of the 19th century. The study of science subjects remained an elitist pursuit until the mid-late 20th century, but it is now seen as a core subject in many countries, especially in the junior secondary cycle. Since the 1950s there have been major reforms in science education – in the USA, UK and other countries – with a shift away from a focus on content and prescribed practical work, to emphases on inquiry (thinking and working like scientists) and the social aspects of science (in the STS and context-based movements) and on the nature of science (history and philosophy of science). The talk will trace the evolution of the school science curriculum, with a focus on the UK and Ireland, and in particular the changing fortunes of discovery/inquiry science, whose latest incarnation – inquiry-based science education IBSE), is currently in vogue, particularly in Europe. Different science curricula have had different balances between the needs of science and scientists, of students, and of society. In addition, there have been at least three main paradigms underlying school science curricula:the facts and concepts of science (content);the nature and processes of science (conduct or process);the applications of science in society (context).Modern curricula rightly consider that all these aspects are important, although each one has produced its own version of school science, where its emphasis is dominant. The prevailing trend is to integrate all three aspects into science curricula, whether as combined science or single sciences, designed both for the needs of future science specialists and for citizens. Apart from the social and economic demands on science curricula to deliver benefits for society and the economy, the other major influence in the last 40 years or so has been the growth of science education research, and the demand that reforms in science curricula and classroom practice be evidence-based.
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Klimakova, Svitlana, Andriy Lyashenko, Iryna Delova, Larysa Ilnytska, and Ganna Ilnytska. "Comparative analysis of physical education curricula for students of 5-6 grades on the module "Swimming"." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(146) (February 17, 2022): 55–59. http://dx.doi.org/10.31392/npu-nc.series15.2022.2(146).12.
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In 2021, a model curricula "Physical Culture. Grades 5-6" for general secondary education institutions for the adaptive cycle of education was created, and should ensure continuity between primary and basic education, flexible transition of pupils from primary school age to adolescence. The aim of the article was to conduct a comparative analysis of physical education curricula in 2017 and 2021. The study used the analysis of scientific and pedagogical literature; method of system analysis, method of grouping, comparison and generalization. Both curriculas have some differences in both the invariant and the variable component of the module "Swimming" for 5th and 6th grades. In our opinion, the advantage of the model curriculum was the emphasis on the types of educational activities of students, which in a broad sense allows to reveal the applied aspects of this program, in particular in the 5th grade skills search tasks include independent search and selection of information to inform classmates in lessons, discussions and debates, game tasks, project activities, integrated tasks of combining movements and swimming exercises, specific motor activities with certain aspects of studying other subjects; to participate in competitions. However, in our opinion, the types of learning activities of students in 6th grade are more progressive than in the previous grade. Practical performance of exercises for improvement of technics by the studied styles of swimming, formation of abilities and skills is provided; search tasks for independent search and selection of information about historical facts, interesting examples of the impact of swimming and water treatments on human well-being; discussions and debates, project activities; integrated tasks; game tasks, games with diving in length and depth, relay races; participation in competitions. No significant differences were found in the theoretical data, special physical training and technical training between the two curriculas.
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Elliott, Portia. "One Point of View: Reclaiming School Mathematics." Arithmetic Teacher 37, no. 8 (April 1990): 4–5. http://dx.doi.org/10.5951/at.37.8.0004.
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The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).
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Ramirez, Mariano. "Sustainability in the education of industrial designers: the case for Australia." International Journal of Sustainability in Higher Education 7, no. 2 (April 1, 2006): 189–202. http://dx.doi.org/10.1108/14676370610655959.
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PurposeThe paper intends to determine the extent to which environmental sustainability issues are integrated in the curricula of industrial design programs in Australian universities.Design/methodology/approachIndustrial design lecturers and program heads were invited to participate in a web‐based survey on their university's industrial design curricula. Online university handbooks were also examined to determine which courses cover sustainability aspects. Survey results were then tabulated and analysed using descriptive statistics.FindingsThe study shows that, while there is a concern that sustainable development issues are important and relevant to design courses, the permeation of environmental sensitivity through most industrial design curricula, and indeed among design academics, is only starting to gain ground. Comparative examination of the curricular structures in Australian universities offering degree programs in industrial and product design revealed that, on average, 12 out of every 100 credit points earned have sustainability content.Practical implicationsThe paper informs industrial design academics that much more work has to be done in order to educate the next generation of designers about their responsibilities to the planet and its people. It tells them where we currently are and the gaps that we have to bridge in order to achieve environmental sustainability.Originality/valueThe paper is original in the field of Australian industrial design education, and builds on work in other disciplines about incorporating sustainability aspects in tertiary education.
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Tellioğlu, Hilda. "FCE." International Journal of Human Capital and Information Technology Professionals 7, no. 3 (July 2016): 19–32. http://dx.doi.org/10.4018/ijhcitp.2016070102.
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This paper is an attempt to conceptualise the scope of an evaluation framework for curricula in higher education. The framework presented in this paper (FCE) considers static and dynamic aspects of curricula. While briefly showing the state of the art requirements to an evaluation framework are summarised. After introducing the research setting and the methodology applied for this work, the Framework for Curriculum Evaluation (FCE) is presented with its two levels: definition level and execution level. For the execution level the questionnaires used for students, teachers and administration staff are briefly presented to make the utilisation of the FCE explicit. Some of the questions are exemplified to demonstrate their use in real settings. Discussion and conclusions finalise the paper.
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Zhan, Wei, Ana Goulart, Joseph A. Morgan, and Jay R. Porter. "Vertical And Horizontal Integration Of Laboratory Curricula And Course Projects Across The Electronic Engineering Technology Program." American Journal of Engineering Education (AJEE) 2, no. 2 (November 23, 2011): 67–80. http://dx.doi.org/10.19030/ajee.v2i2.6639.
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This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are introduced to the sophomore students in the EET curriculum; these tools are then used in several junior and senior level courses. Through early and repeated exposure to these tools, students learn to use them more effectively to solve various engineering problems in laboratory and course projects. A DC permanent magnetic motor is identified as one of the common hardware platforms for multiple course projects. By using a common platform for different course projects, the students can spend much less time preparing for the course projects. With each course adding different features to the common platform, the learning experience in several courses becomes seamlessly integrated. Surveys were conducted to show that the curriculum development effort improved the efficiency of student learning and enhanced the students’ educational experience.
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Estellés Frade, Marta. "Indicios de Estandarización Curricular: la Pedagogía del Entorno en los Currículos Oficiales de Educación Primaria de Chile y España." education policy analysis archives 21 (October 27, 2013): 82. http://dx.doi.org/10.14507/epaa.v21n82.2013.
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This study analyzes the treatment of the socio cultural environment in the Chilean and Spanish official curricula in Social Sciences (Primary Education) in search of evidence that The New Institutionalism in Historical Sociology of Education postulated as arising from world institutionalization of education. Differences between both decrees have to do more with specific details or matters of degree than with divergences in essential aspects of the curriculum. The use of discourses and rhetoric of politically correct pedagogy that conceals the real functions of the curriculum and instrumental ideology that underlies both curricula and that leads to a large number of internal incoherencies may be observed in both of them. The presumably conscious lack of means to achieve some of the stated purposes is the most obvious example of the superficiality of these discourses which are, moreover, surprisingly similar.
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Supriadi, Ghaida Sekarlita Fadha, Bambang Supriatno, and Sri Anggraeni. "Analisis Lembar Kerja Peserta Didik (LKPD) Praktikum Uji Urin Berbasis ANCORB." Bioscientist : Jurnal Ilmiah Biologi 9, no. 2 (December 30, 2021): 286. http://dx.doi.org/10.33394/bioscientist.v9i2.3797.
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Student Worksheet (LKPD), is a useful guide in conducting a practicum. This study aims to analyze, test, and reconstruct Student Worksheets (LKPD) that do not meet the established standards. The research method used is using a qualitative descriptive method, which analyzes the Student Worksheet (LKPD) of the urine test practicum contained in the Biology package book for class XI SMA from several curricula. The analysis was carried out on 10 Student Worksheets (LKPD) for urine testing from the Competency-Based Curriculum (KBK) (2004), Education Unit Level Curriculum (KTSP) (2006), and the 2013 Curriculum from competency aspects, practical aspects, and knowledge construction aspects. The results showed that, there were discrepancies in the Student Worksheet (LKPD) of the urine test on competency aspects, practical aspects, and knowledge construction aspects. Practically, the urine test Student Worksheet (LKPD) analyzed can be carried out properly, but some Student Worksheets (LKPD) are not in accordance with the predetermined standards. In addition, the existing Student Worksheets (LKPD) from the Competency-Based Curriculum (KBK) (2004), Education Unit Level Curriculum (KTSP) (2006), to the 2013 Curriculum, there is no change in the working procedures from the Competency-Based Curriculum (KBK). (2004) to 2013 Curriculum. Therefore, it is necessary to reconstruct the urine test Student Worksheet (LKPD) as an alternative to practicum in order to construct knowledge and develop students' thinking skills, so that practicum activities become more meaningful.
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Zarnow, Stefanie, Frank Hiller, and Tobias Hackenberg. "‚Digitale Aspekte‘ in Ordnungsmitteln der dualen kaufmännischen Berufsausbildung." Zeitschrift für Berufsund Wirtschaftspädagogik 116, no. 2 (2020): 250. http://dx.doi.org/10.25162/zbw-2020-0011.
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Brownell, Cassie J. "Mandated curricula as figured world." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 252–67. http://dx.doi.org/10.1108/etpc-10-2016-0131.
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Purpose This qualitative study aims to use the conceptual lens of figured worlds to explore how a 10-year-old child positions her identity and participates in systems of power through her engagement in writing. Design/methodology/approach Data was generated across an 18-week ethnographic case study in one fourth-grade classroom located in the Midwestern USA. Findings Findings highlight how children’s writing reflected both an adherence to and a rejection of the mandated curriculum as well as other aspects of the figured world of schooling. In turn, this study offers suggestions about how, by reading children’s writing with a figured world lens, their identities and positionings may become more apparent. Originality/value This study challenges teachers and researchers to read beyond “the basics” emphasized in the mandated curriculum to better attend to the ways children navigate standardized curricula, negotiate identities and positioning and use writing to (re)inscribe identities and positionings.
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Miguel da Silva de Oliveira, Francisco, and Alex Sandro Gomes Pessoa. "A EDUCAÇÃO DO CABOCLO-RIBEIRINHO: PROBLEMATIZAÇÕES ACERCA DO CURRÍCULO ESCOLAR E SEUS DESDOBRAMENTOS NAS ESCOLAS RIBEIRINHAS." COLLOQUIUM HUMANARUM 15, no. 4 (October 1, 2018): 72–82. http://dx.doi.org/10.5747/ch.2018.v15.n4.h391.
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This article consists as a theoretical essay on the thematic of curriculum and its unfolding in the reality of riverside schools. In the first instance, it aims to elucidate conceptualissues about curriculum and points out the mismatches between school contents that are defined arbitrarily and become decontextualized for the educational reality of the riverside schools.Then, some social aspects are brought in regarding the riverside schools, aiming to characterize this reality to the reader, as well as to present some of the social aspects that surround this context.It is argued that school curricula do not dialogue with the reality of the riverside communities, resulting in innocuouseducational actions, devoid of meaning and distant of deep social transformations.
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Rosmiati, Ika, Nurul Saadah Agustina, Yusup Maulana, and Ari Widodo. "Analysis of the Nature of Science in the “Merdeka” Curriculum and Elementary Science Books and Their Comparison Between Countries." Jurnal Penelitian Pendidikan IPA 8, no. 3 (July 31, 2022): 1618–26. http://dx.doi.org/10.29303/jppipa.v8i3.1701.
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The nature of science is essential to be conveyed in the curriculum and student books because it becomes a reference in the learning process to adequately achieve learning objectives. This study aims to describe aspects of the nature of science in the "merdeka" curriculum and its comparison between countries and an analysis of the nature of science in elementary science books. The quantitative descriptive method is carried out by studying literature and analyzing documents on aspects of the nature of science in the "merdeka" curriculum documents and elementary science books. Curricula documents from other countries are analyzed to find out the comparison. Based on the analysis and comparison results, it is shown that the nature of science in the elementary school curriculum and its embodiment in student books is not explained explicitly, both in the curriculum and in student books. The percentage of science essence values in the student curriculum is > 80.00%, namely product, subjective, and creative aspects, and in student books, only product aspects have a percentage value of > 80.00%. It is known that the percentage of the emergence of the nature of science is different in each country.
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Jonāne, Lolita. "The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education." Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.
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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.
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Silva, Viviane Xavier de Lima e., Vinícius Batista Vieira, and Saulo Ferreira Feitosa. "Complexity and transdisciplinary in medical curricula committed to Latin American bioethics." Revista Bioética 30, no. 3 (September 2022): 548–57. http://dx.doi.org/10.1590/1983-80422022303548en.
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Abstract Adopting bioethics as the framework, this essay discusses the transformation of medical curricula in Brazil from a multidisciplinary model to an inter- or transciplinary one. The narrative review method is used to discuss the theory of complexity and transdiciplinarity, establishing an analogous understanding between how Latin American bioethics views use this theory to understand reality, creating conceptual framework of a medical curricula that goes beyond fragmentation in training. Complex thought and transdiciplinarity are fundamental for the bioethics views of the global south to understand a non-reductionist reality, one that is open to constructing knowledge that is not isolated in a biomedical understanding of the world. Likewise, to train physicians with a broader view of health and who value the social and subjective determinant aspects in the health-disease process, the curriculum must provide a rekindling of pieces of knowledge. The introduction of complex though in medical curricula can stimulate non-reductionist teaching.
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GOODMAN, KENNETH W. "Health Information Technology as a Universal Donor to Bioethics Education." Cambridge Quarterly of Healthcare Ethics 26, no. 2 (March 31, 2017): 342–47. http://dx.doi.org/10.1017/s0963180116000943.
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Abstract:Health information technology, sometimes called biomedical informatics, is the use of computers and networks in the health professions. This technology has become widespread, from electronic health records to decision support tools to patient access through personal health records. These computational and information-based tools have engendered their own ethics literature and now present an opportunity to shape the standard medical and nursing ethics curricula. It is suggested that each of four core components in the professional education of clinicians—privacy, end-of-life care, access to healthcare and valid consent, and clinician–patient communication—offers an opportunity to leverage health information technology for curricular improvement. Using informatics in ethics education freshens ethics pedagogy and increases its utility, and does so without additional demands on overburdened curricula.
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Maturakarn, Charlie, and Chumporn Moorapun. "Design Thinking: Interior Architecture and Interior Design in Thailand." Environment-Behaviour Proceedings Journal 2, no. 6 (November 6, 2017): 71. http://dx.doi.org/10.21834/e-bpj.v2i6.980.
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This research aims to explore the aspects of design thinking of students from two different curricula: Interior Architecture (five years) and Interior Design (four years) to see what different aspects of design thinking. The research method is a survey based on quantitative approach. A questionnaire is developed from Perry scheme of intellectual development and Kolb’s Experiential Learning Theory (ELT) model. Then, both aspects were compared to see the difference. The findings indicate that the pattern of design thinking and learning style from two curricula are different and can be improved the thinking and learning styles of design students in Thailand.
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Khaddoor, Rouba, Siham Al-Amoush, and Ingo Eilks. "A comparative analysis of the intended curriculum and its presentation in 10th grade chemistry textbooks from seven Arabic countries." Chemistry Education Research and Practice 18, no. 2 (2017): 375–85. http://dx.doi.org/10.1039/c6rp00186f.
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This study investigates the nature of intended secondary chemistry curricula, as they are represented by chemistry textbooks, from seven Arabic countries: Algeria, Egypt, Jordan, Kuwait, Palestine, Saudi Arabia and Syria. The curricula are evaluated through analysis of the officially approved 10th grade chemistry textbooks used nationwide in all of these countries. The textbooks were analysed by qualitative content analysis in three cycles. The cycles focused on technical characteristics, the representation of the content, and an overall rating of the intended curriculum based on the findings from the first two rounds in connection to the ideas of the curriculum emphasis and curriculum orientation. The overall rating focuses on the orientation of the intended curricula, the emphases behind them, and indicators of any student-centred pedagogy. Our findings show that the textbooks differ widely. Some textbooks from this sample proved to be very traditional and purely organized in terms of the chemistry content with very limited connections of the content to modern aspects or applications of chemistry. The curricula in Algeria, Kuwait and Palestine were found to be of this kind. The textbooks from these countries basically operate a fundamental chemistry and structure-of-the-discipline approach. Other textbooks actually represent more modern approaches in chemistry teaching by providing a recognizable degree of contextualisation or even societal orientation. This is the case for Egypt, Syria and Saudi Arabia and, to a lesser degree, for Jordan. In the case of Palestine, the textbook focuses almost exclusively on content in technical and engineering contexts. Our analysis shows that there is no clear relationship between the intended chemistry curricula and certain characteristics in the corresponding countries, namely the regional background, the level of economic strength, and the degree of traditionalism.
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Ageenko, N. V., S. G. Menshenina, V. V. Dobrova, and P. G. Labzina. "Practical Aspects of Academic Literacy Development in Higher Education Institutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (September 8, 2021): 117–27. http://dx.doi.org/10.31992/0869-3617-2021-30-7-117-127.
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Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.
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Myklevold, Gro-Anita, and Heike Speitz. "Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?" Nordic Journal of Language Teaching and Learning 9, no. 2 (December 30, 2021): 25–50. http://dx.doi.org/10.46364/njltl.v9i2.947.
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The present study investigates the dichotomous relationship between the official language policies celebrating multilingualism in education on the one hand, and the practice field facing practical challenges concerning their students’ multilingualism on the other hand (Cummins & Persad, 2014; Lundberg, 2019). Document analysis of LK20 and focus groups of teachers were used to investigate two research questions; 1) Which aspects of multilingualism are represented in the core curriculum and in the subject curricula of English, Foreign languages and Norwegian in LK20? and 2) How are aspects of multilingualism in LK20 perceived by teachers of English, Foreign languages and Norwegian?
The findings indicate that there is a gap between the intentions of the ideological curriculum and the perceived and experiential curricula of teachers and students (Goodlad, 1979). When LK20 states that “All pupils shall experience that being proficient in a number of languages is a resource, both in school and society at large”, the teachers report that this normative assumption may place too much responsibility on different stakeholders such as students, as some are reluctant to display their multilingual repertoires in class. Furthermore, although the intentions at the ideological level of LK20 seem clear, the operational level remains unclear, since how this claim is to be applied in the classroom is not specified. This, in addition to the fact that multilingualism is conceptualized in a different way in the three language subject curricula of English, Foreign Languages and Norwegian, may explain why teachers report that, despite being positive towards linguistic diversity, they are insecure concerning the operationalization of multilingualism in their classrooms.
Keywords: Multilingualism, Plurilingualism, Operationalizations of multilingualism, Language policies
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MACPHERSON, CHERYL C., and ROBERT M. VEATCH. "Medical Student Attitudes about Bioethics." Cambridge Quarterly of Healthcare Ethics 19, no. 4 (August 18, 2010): 488–96. http://dx.doi.org/10.1017/s0963180110000381.
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Professionalism is demonstrated through attitudes and behaviors. Medical education is concerned with teaching and evaluating it among students. It is often bioethicists who teach professionalism to medical students. Most bioethics curricula use lectures and group discussions to introduce principles and theories, but there is variation in number of credit and contact hours, placement in the curriculum (which year(s) and alongside which courses bioethics is placed), the extent of individual mentoring, and the emphasis placed on any particular philosophical approach. Bioethics curricula also vary in whether and how explicitly and extensively they address topics, including professionalism, cultural competence, medical humanities, spirituality, death and dying, and community service, and in the number and topics of vignettes, controversies, assignments, and course activities.
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Palter, Vanessa N. "Comprehensive Training Curricula for Minimally Invasive Surgery." Journal of Graduate Medical Education 3, no. 3 (September 1, 2011): 293–98. http://dx.doi.org/10.4300/jgme-d-11-00091.1.
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Abstract Background The unique skill set required for minimally invasive surgery has in part contributed to a certain portion of surgical residency training transitioning from the operating room to the surgical skills laboratory. Simulation lends itself well as a method to shorten the learning curve for minimally invasive surgery by allowing trainees to practice the unique motor skills required for this type of surgery in a safe, structured environment. Although a significant amount of important work has been done to validate simulators as viable systems for teaching technical skills outside the operating room, the next step is to integrate simulation training into a comprehensive curriculum. Objectives This narrative review aims to synthesize the evidence and educational theories underlining curricula development for technical skills both in a broad context and specifically as it pertains to minimally invasive surgery. Findings The review highlights the critical aspects of simulation training, such as the effective provision of feedback, deliberate practice, training to proficiency, the opportunity to practice at varying levels of difficulty, and the inclusion of both cognitive teaching and hands-on training. In addition, frameworks for integrating simulation training into a comprehensive curriculum are described. Finally, existing curricula on both laparoscopic box trainers and virtual reality simulators are critically evaluated.
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Abadie, Michelle, and Krishna Bista. "Understanding the Stages of Concerns." Journal of School Administration Research and Development 3, no. 1 (June 20, 2018): 57–66. http://dx.doi.org/10.32674/jsard.v3i1.1932.
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This study investigated the initial implementation processes of the Common Core State Standards (CCSS) in public and private schools in a single Loui- siana district. Results suggested participants’ high level of concern in many aspects of the implementation of the CCSS in public schools related to the timeline and instability of curriculum decisions, which negatively affected teachers’ confidence levels. Private school teachers experienced greater stability in their curricula, a more feasible timeline of implementation, positive professional development, and positive experiences with CCSS implementation, affecting their teacher identity and impact on students. However, public school teachers reported instability in their curricula, difficult timelines of implementation, unsupportive professional development, and overall negative experiences, affecting their teacher identity and impact on students with the implementation of the CCSS.
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Chen, Wei-Ren. "Cultivating a Jian Zi." Gifted Education International 33, no. 1 (July 26, 2016): 18–33. http://dx.doi.org/10.1177/0261429414548967.
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This qualitative case study explored the operational curricula of an art teacher’s responsive pedagogy that focused on the differentiation aspects for artistically talented students in an elementary school in Taiwan. Findings indicate that cultivating a Jian Zi is the heart of the value system embedded in the art teacher’s responsive pedagogy for the development of art talent. Jian Zi means a superior person with both talent and virtue ( Cai De Jian Bei). Three themes are discussed: (a) qualitatively differentiated curricula for fostering sensitivity to human concerns; (b) harmonic integration between self-pursuits and group intentions; and (c) personalized guidance for well-balanced mixtures of substance and refinement. The art teachers’ responsive pedagogy can inspire practitioners to implement a differentiated “attentive living art curriculum” (Gude, 2007) in their classrooms.
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Lucia Gossler Rodrigues da Silva, Filomena, Andressa Graziele Brandt, and Tamiris Possamai. "LIMITES E POSSIBILIDADES DA INTEGRAÇÃO CURRICULAR NO INSTITUTO FEDERAL CATARINENSE: REFLEXÕES A PARTIR DA FORMAÇÃO CONTINUADA DE PROFESSORES." COLLOQUIUM HUMANARUM 17, no. 1 (October 6, 2020): 145–57. http://dx.doi.org/10.5747/ch.2020.v17.h474.
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In this work, we systematize some of the reflections carried out based on continuing education with teachers of Basic Technical and Technological Education at the Instituto Federal Catarinense(IFC) -Campus Camboriú, Brazil, about the limits and possibilities of curricular integration in Integrated High School courses. The methodological approach, of qualitative character, was based on literature review, document analysis and participant research along with the teachers from the IFC. Among the results, we identified that teachers understand that the concept of curricular integration requires both restructuring the pedagogical projects of the courses and, consequently, the curricula, as well as rethinking the pedagogical practices so that they contemplate the interdisciplinarity that the reality requires. Among the limits and possibilities for the viability of the integrated curriculum, there are aspects of administrative and pedagogical order that reveal wide knowledge of the institution by the teachers and,also, recognition of the existence of concrete material conditions for the materialization of the integral education of the students present in the concept of Integrated High School, including continuing education.
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Erjavšek, Martina. "Modern Aspects of Home Economics Education and Slovenia." Center for Educational Policy Studies Journal 11, no. 4 (December 23, 2021): 33–62. http://dx.doi.org/10.26529/cepsj.1191.
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Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.
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Davis, Ernest Kofi. "Socio-cultural issues in mathematics: A missing variable in Ghanaian basic school mathematics teacher preparation." Journal of Educational Development and Practice 4, no. 1 (December 1, 2013): 41–69. http://dx.doi.org/10.47963/jedp.v4i.956.
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Sociocultural practices of pupils and their teachers have been positioned in literature as being asset for meaningful learning of concepts generally (Hedegaard &. Chaiklin, 2005; Fleer & Robin, 2005) and mathematical concepts specifically (Prcsmeg, 2007). This paper draws on theories on the local aspect of mathematics, and teaching and learning to ascertain how the Ghanaian College of Education Mathematics curriculum deals with these aspects. The mathematics curricula at the colleges of Education in Ghana, the methods of teaching mathematics textbook and lessons from five experienced tutors of mathematics purposely selected from five Colleges of Education in Ghana constituted the main source of data. The documents were analysed qualitatively and presented as narrative description with illustrative examples. The study revealed among others that the College of Education Mathematics curriculum does not orient trainees to appreciate the local aspect of mathematics and mathematics pedagogy and recommends the need for curriculum developers to expose trainees to social and cultural issues in mathematics and mathematics pedagogy in order to make them better prepared as mathematics teachers.
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Ilyés, Enikő. "Curricula and methods on teaching different aspects of agile software development." Central-European Journal of New Technologies in Research, Education and Practice 3, no. 2 (2021): 20–41. http://dx.doi.org/10.36427/cejntrep.3.2.2378.
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Bugingo, Jean Bosco, Lakhan Lal Yadav, and K. K. Mashood. "Representation of Nature of Science Aspects in Secondary School Physics Curricula in East African Community Countries." International Journal of Learning, Teaching and Educational Research 21, no. 8 (August 30, 2022): 175–201. http://dx.doi.org/10.26803/ijlter.21.8.11.
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For several decades, nature of Science (NOS) has been advocated as the fourth dimension of science teaching and is a fundamental source of in-depth learning and teaching. In addition to improving learning and teaching of science, the explicit inclusion of NOS in science curricula helps the creation of a responsible citizenry. Here, we analyze the representation of NOS aspects in science curricula, particularly in the physics syllabi in four East African Community (EAC) countries: Burundi, Rwanda, Tanzania, and Uganda. These EAC countries have been purposively selected because of sharing similar culture and history as neighboring countries. To compare NOS representation in the physics content, five major topic areas (mechanics, heat and thermodynamics, oscillations and waves, electricity, and atomic physics) were randomly selected from the syllabi used in advanced level secondary schools. The paper critically analyzes the representation of NOS aspects throughout front matter (introductions and rationales) and back matter (appendices and references), content, teaching methods, and assessment procedures proposed in these physics’ syllabi. Based on the analysis of data, the findings reveal that NOS aspects are not explicitly represented in the four physics syllabi analyzed. This study also found that in four syllabi reviewed, competencies were given much attention without any overt connection to the work of scientists. Finally, we suggest possible ways to improve NOS representation in the science curriculum.
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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.
Full textAbstract:
Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.