Journal articles on the topic 'Curricular Complexity'
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Schubert, William. "Perspectives on evaluation from curricular contexts." education policy analysis archives 26 (April 16, 2018): 47. http://dx.doi.org/10.14507/epaa.26.3812.
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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.
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Hernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (August 5, 2019): 1534–46. http://dx.doi.org/10.1108/k-04-2018-0212.
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Purpose The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform. Design/methodology/approach The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge. Findings Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum. Research limitations/implications Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process. Originality/value The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.
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Anderson, Ronald D. "Perspectives on complexity: An essay on curricular reform." Journal of Research in Science Teaching 29, no. 8 (July 5, 2007): 861–76. http://dx.doi.org/10.1002/tea.3660290808.
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MUGIME, Santa Mónica Julião, Carlinda LEITE, and Feliciano M. MAHALAMBE. "Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique." INTERRITÓRIOS 5, no. 8 (June 22, 2019): 177. http://dx.doi.org/10.33052/inter.v5i8.241620.
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O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.
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Goldman, Ellen F., and Matthew L. Mintz. "Using Concepts from Complexity Science to Accelerate Curricular Revision." Innovative Higher Education 42, no. 5-6 (March 15, 2017): 437–49. http://dx.doi.org/10.1007/s10755-017-9396-9.
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Brdnik Juhart, Petra, and Barbara Sicherl Kafol. "Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 97–118. http://dx.doi.org/10.26529/cepsj.1092.
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Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.
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Josephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.
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Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.
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McKenzie, Thomas L., James F. Sallis, Paul Rosengard, and Kymm Ballard. "The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 381–89. http://dx.doi.org/10.1123/jtpe.2016-0100.
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SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for others interested in researching and disseminating evidence-based physical education and physical activity programs.
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Videla, Carmen Burgos, Juana Pizarro Toro, Maria Teresa Fajardo, and Javiera Martinez Diaz. "Didactic Operation." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 6 (December 6, 2019): 102–19. http://dx.doi.org/10.18844/prosoc.v6i6.4472.
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The case study of the Elementary Education Pedagogy program, practical axis of the University of Atacama, Copiapó, Chile (UDA), sought to generate the theoretical-methodological category Didactic Operation, as a possibility of improvement in the processes given in the practical-procedural dimension of the curriculum. The subjects of the research were seven academics related to professional training processes. The assumption that was handled is that only the curricular problem of the practical-procedural dimension of the curriculum can be approached in its complexity with analytical devices that provide the curricular adaptations of conceptual-theoretical support possible to be mediated by the subject and implemented in the classroom. With this, the presentation is organized in three moments. In the first moment, the context of the program is described, then the category Creative Action in triangulation is alluded to with the information collected from group discussion interviews. It concludes with the field of Didactic Operation.
Keywords: creative action, didactic operation, professional practice, didactics.
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Bordoni, Noemí, Angela Argentieri, and Aldo Squassi. "Comprehensive clinics. A comparative study among Dental Schools in Argentina." Acta Odontológica Latinoamericana 33, no. 3 (December 2020): 187–94. http://dx.doi.org/10.54589/aol.33/3/187.
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In this study, comprehensive clinics (CC) are interpreted as a pragmatic projection of the complexity of health. The aim of the study was to analyze the characteristics of the CCs at different schools of dentistry in Argentina. Data were collected from document analysis and interviews with key respondents at 8 universities, classified according to the criteria of Bray and Thomas. Interviews were developed and analyzed according to discourse analysis. The convergences and divergences among curricula were established and analyzed statistically. Triangulation of results showed that: (a) Most curricula (7/8) included subjects called CC; (b) the permanence of CCs in the curricula was not stable, with changes recorded in different periods; and (c) in the so-called CCs, the complex clinical approach showed frequent displacements based on teacher values or competence. It was concluded that there are divergences between theory and practice, and that it would be recommendable to have more rigorous curricular design taking into account current trends regarding the complexity of health and its transfer to educational management.
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Zellermayer, Michal, and Ilana Margolin. "Teacher Educators’ Professional Learning Described through the Lens of Complexity Theory." Teachers College Record: The Voice of Scholarship in Education 107, no. 6 (June 2005): 1275–304. http://dx.doi.org/10.1177/016146810510700607.
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In this study we review our own experience of coordinating learning in a professional community of student supervisors in the context of curricular change that took place in the elementary school program of our teacher education college. We present an analysis of four excerpts of conversations about change selected from a larger corpus of data, consisting of transcripts of the weekly department meetings that took place during an entire academic year in which the curricular change was implemented, representing four critical events that brought about the emergence of the interactive dynamic of this self-organizing community. We explain the catalytic power of these events through the theoretical framework of complexity theory. We show how complexity theory can be used for focusing on the dynamics of professional learning at work, as a process of influencing each other's learning and development, possibly leading to the reciprocal transformation of the members of the community.
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Secrieru, Angela, and Nadejda Botnari. "Financing of Extra-curricular Education in the Republic of Moldova through the Prism of the Right to Education." Economica, no. 4(118) (January 2022): 76–92. http://dx.doi.org/10.53486/econ.2021.118.075.
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This article aims to analyse extra-curricular education institutions in the Republic of Moldova in terms of their funding and to make recommendations to improve the financial mechanism so as to respect the right of children and young people to education. The complexity of the financial phenomenon related to the field of extracurricular education is investigated by the use of statistical and mathematical methods. In particular, the analysis of the dynamics and structure of the budgets of extra-curricular education institutions was used. As sources of information for the research, the following are to be mentioned: the legal and regulatory framework governing the activity of extra-curricular education institutions and their budgetary process; the budgets of institutions of extra-curricular education; interviews, discussions at the level of extra-curricular education institutions and their founders.
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Brazelton, Bennett. "Ethical Considerations on Representing Slavery in Curriculum." Radical Teacher 121 (December 9, 2021): 55–65. http://dx.doi.org/10.5195/rt.2021.830.
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Critical discourse on the role of slavery in U.S. history curriculum has tended to rely on calls for justice through truth and complexity. Yet the “truth” of slavery is almost incomprehensibly violent, constituting a form of “historical trauma”; the resultant instructional methods thus resemble what Berry and Stovall term a “curriculum of tragedy.” Ethical questions emerge regarding this method. Chiefly, if slavery constitutes a “historical trauma,” what are the possibilities of a Trauma-Informed curriculum? What are the responsibilities owed to students and historical subjects? Building from critical interventions in Black Feminist Theory and the work of the Frantz Fanon, I propose curricular interventions that attempt to mediate concurrent dynamics of trauma, pain, mourning, action, and revenge.
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Dwyer, John J. M., Andrea Starr, Christine Mills, and Jess Haines. "Undergraduate, Female, Nutrition Students’ Perceptions of Curricular Influence on Attitudes toward Individuals with Obesity." Canadian Journal of Dietetic Practice and Research 77, no. 4 (December 2016): 177–82. http://dx.doi.org/10.3148/cjdpr-2016-010.
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Purpose: This qualitative study, guided by a phenomenological approach, explored senior-level undergraduate, nutrition students’ perceptions of how obesity and weight bias were addressed in the undergraduate curricula and how the curricula influenced their attitudes toward individuals with obesity. Methods: Twenty senior-level undergraduate, nutrition students from the University of Guelph participated in interviews. Interviews were audio-recorded and transcribed verbatim. Thematic analysis entailed open, axial, and selective coding. Results: Participants’ sources of information about obesity in the curricula included nutrition courses, case studies, and non-nutrition courses. Regarding sources of information about weight bias in the curricula, they discussed nutrition courses, non-nutrition courses, and limited coverage of weight bias. Themes for curricular influence on attitudes toward people with obesity were increased knowledge of obesity, understanding the complexity of obesity, increased empathy toward individuals with obesity, and better ability to avoid stereotypes toward people with obesity. Conclusions: The perceptions among nutrition students varied regarding the amount and type of obesity and weight-bias information in the curricula, as well as the influence of the curricula on attitudes toward individuals with obesity, suggesting that obesity and weight bias warrant more coordinated coverage in the nutrition curricula.
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Mendoza Moreira, Francisco, and Tonny González Palacios. "Fuentes epistemológicas y contextuales para la generación de currículos pertinentes en la sociedad del conocimiento." Foro Educacional, no. 24 (January 11, 2016): 11. http://dx.doi.org/10.29344/07180772.24.610.
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RESUMENLos currículos de la Era de la Complejidad están fuertemente ligados a los contextos en que se desarrollan, considerando como contexto a las fuentes epistemológicas y de la realidad que son el marco de referencia para su construcción y organización de los aprendizajes en función de los elementos que se obtienen desde el estudio de la realidad. Este trabajo explora las fuentes señaladas y cómo se organizan para servir de base al diseño curricular de ofertas formativas en Educación Superior.Palabras clave: horizontes epistemológicos, núcleos básicos de las disciplinas, problemas de la realidad, tendencias, tensiones.Epistemological and contextual sources for generating relevant curriculum in the Society of KnowledgeABSTRACTThe curricula of the Age of Complexity are closely linked to the contexts in which they are developed, considering as context the epistemological sources and the reality being the frameworks for the construction and organization of learning in terms of the elements obtained from the study of reality. This paper explores the sources above mentioned and how they are organized to provide a basis for curriculum design of Higher Education offers.Key words: Epistemological horizons, discipline basic cores, problems of reality, trends, tensions.
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Ribeiro, William De Goes, Clarissa Bastos Craveiro, and Adriano Vargas Freitas. "Teorização curricular e formação docente: uma aposta em grupos de pesquisa (Curricular theorization and teaching training: a bet on search groups)." Revista Eletrônica de Educação 13, no. 2 (May 10, 2019): 588. http://dx.doi.org/10.14244/198271992864.
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Looking for in this text to highlight the relevance of curricular theorization to think about teacher training processes and the meanings in dispute, considering studies carried out in our research groups. The work highlights a collective bet in the processes of escape, in the face of regulatory policies that, despite differences, increasingly center the issue of the curriculum from a culture of testing, which has subsumed education to teaching (learning). Defends curriculum as a meaning, a perspective that supports different formative processes, which seek to value "the school floor" in an active dynamic in which politics is constituted. In this sense, disagrees that the quality of education necessarily passes through curricular centralization, nor that it is a matter of guarantee. Curricular policies - which in their complexity have been analyzed by us - in a scenario of educational reforms, hybridize disputes that seek to silence teacher action and colonize practices, as well as suggest changes brought about by the different governments, which have been the focus of the discussions in the groups. The argument suggests that the senses are not the same, the contexts and the interpretations are different, which then challenges us to analyze politics in a non-statecentric way. In this sense, escape is always possible, even if conditions do not favor it.ResumoProcura-se neste texto destacar a relevância da teorização curricular para pensar os processos de formação docente e os sentidos em disputa, considerando estudos realizados em nossos grupos de pesquisa. O trabalho põe em relevo uma aposta coletiva nos processos de escape, frente às políticas regulatórias que, a despeito das diferenças, cada vez mais centralizam a questão do currículo a partir de uma cultura da testagem, a qual tem subsumido educação a ensino (aprendizagem). Defende-se, diferentemente, o currículo como significação, perspectiva esta que ampara distintos processos formativos, os quais buscam valorizar “o chão da escola” em uma dinâmica ativa na qual a política se constitui. Nesse sentido, discorda que a qualidade da educação passe necessariamente pela centralização curricular, tampouco de que se trata de uma questão de garantia. As políticas curriculares – que em sua complexidade têm sido analisada por nós - em um cenário de reformas educacionais, hibridizam disputas que buscam silenciar a ação docente e colonizar as práticas, bem como sugerem também mudanças provocadas pelos distintos governos, as quais têm ocupado a tônica das discussões nos grupos. A argumentação sugere que os sentidos não são os mesmos, distintos são os contextos e as interpretações, o que interpela a seguir analisando a política de uma maneira não estadocêntrica. Nesse sentido, o escape sempre é possível, ainda que as condições não favoreçam.Keywords: Curriculum, Teacher training, Culture and education.Palavras-chave: Currículo, Formação docente, Cultura e educação.ReferencesAPPADURAI, Arjun. Dislocación y diferencia en la economía cultural global. In: ______. La modernidad desbordada. Dimensiones culturales de La globalización. Buenos Aires: FCE, 2001.BALL, Stephen J. Educação Global S. A.: novas redes de políticas e o imaginário neoliberal. Tradução de Janete Bridon. Ponta Grossa: UEPG, 2014. 270 p.BIESTA, Gert. Boa educação na era da mensuração. Trad. Teresa Dias Carneiro. Cadernos de Pesquisa, Campinas, v. 42, n. 147, p. 808- 825, set./dez. 2012.BRASIL. Parecer 11/2000. Diretrizes Curriculares Nacionais para a Educação de Jovens e Adultos. Brasília: CEB, 2000.BRASIL. Educação para Jovens e Adultos: Ensino Fundamental: Proposta Curricular -1º Segmento. São Paulo: Ação Educativa; Brasília: MEC, 2001.BRASIL. Resolucao CNE/CP 1. Institui Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, licenciatura. Brasilia: 2006.BRASIL. Diretrizes Curriculares Nacionais Gerais da Educação Básica. Brasília: MEC, SEB, DICEI, 2013.CRAVEIRO, Clarissa Bastos. Políticas curriculares para a formação de professores: processos de identificação docente (1995-2010). 2014. Tese (Doutorado em Educação). UERJ, Rio de Janeiro, 2014.CRAVEIRO, Clarissa Bastos. Corpus de Documentos Curriculares. Proped (UERJ), Rio de Janeiro. 1ª. ed., 2016. Fonte: www.curriculo-uerj.pro.br.CRAVEIRO, Clarissa Bastos; LOPES, Alice Casimiro. Sentidos de docência nos projetos curriculares FHC e Lula. Revista e-Curriculum (PUCSP), v. 13, n.3, p. 418-451, 2015.DERRIDA, Jacques. O monolinguismo do outro ou a prótese de origem. Trad. Fernanda Bernardo. Belo Horizonte (MG): Chão da Feira, 2016.FRANGELLA, Rita de Cassia Prazeres. Na procura de um curso: currículo-formação de professores-educação infantil identidade(s) em (des) construção? 2006. Tese (Doutorado em educação) – UERJ, Rio de Janeiro, 2006.HALL, Stuart. A centralidade da cultura: notas sobre as revoluções culturais do nosso tempo. Educação & Realidade, Porto Alegre, v. 22, n. 2, p. 15-46, jul./dez. 1997.HALL, Stuart. A identidade cultural na pós-modernidade. Rio de Janeiro: DP&A, 2006.LOPES, Alice Casimiro; MACEDO, Elizabeth. Políticas educativas, Currículo e Didática. In: LIBÂNEO, José Carlos; ALVES, Nilda (orgs.). Temas de Pedagogia: diálogos entre didática e currículo. São Paulo: Cortez, 2012, p. 534- 551.MACEDO, Elizabeth. Como a diferença passa do centro às margens nos currículos: o exemplo dos PCN. Educ. Soc., Campinas, vol. 30, n. 106, p. 87-109, jan./abr. 2009.MACEDO, Elizabeth. Base Nacional Curricular Comum: novas formas de sociabilidade produzindo sentidos para educação. Revista E-Curriculum, São Paulo, v.2, n.3, p.1530-1555, out./dez., 2014. MACEDO, Elizabeth. Base Nacional Comum para currículos: direitos de aprendizagem e desenvolvimento para quem? Educ. Soc., Campinas, v. 36, nº. 133, p. 891-908, out.-dez. 2015.MACEDO, Elizabeth. Base Nacional Curricular Comum: a falsa oposição entre conhecimento para fazer algo e conhecimento em si. Educação em Revista, Belo Horizonte, v.32, n.02, p. 45-67, abr./ jun., 2016.MACEDO, Elizabeth. As demandas conservadoras do movimento escola sem partido e a base nacional curricular comum. Educ. Soc., Campinas, v. 38, nº. 139, p.507-524, abr.-jun., 2017.MILLER, Janet. Teorização do currículo como antídoto contra/na cultura da testagem. Revista E-Curriculum, São Paulo, v.2, n.3, p.2043-2063, out./dez., 2014. PARAÍSO, Marlucy A. A ciranda do currículo como gênero, poder e resistência. Currículo sem Fronteiras, v. 16, n. 3, p. 388-415, set./ dez., 2016.RIBEIRO, William de Goes. Remobilizando a pesquisa com o pós-estruturalismo: quando a diferença faz toda a diferença. Currículo sem Fronteiras, v. 16, n. 3, p. 542- 548, set./dez., 2016.VIEIRA, Jarbas Santos; HYPOLITO, Álvaro Moreira. Políticas curriculares, estandardização do conhecimento e ressignificação da aprendizagem. In: TURA, Maria de Lourdes Rangel; GARCIA, Maria Manuela Alves (org.). Currículo, políticas e ação docente. Rio de Janeiro: EdUERJ, 2013, p. 127- 135.
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Carneiro, Maria Rutiene Santarém. "A Identidade Cultural e Saberes dos Estudantes nos Componentes Curriculares das Escolas Multisseriadas em Presidente Figueiredo – AM / Health-Related Fitness Profile in Brazilian Adolescents: An Integrative Literature Review." ID on line. Revista de psicologia 16, no. 61 (July 31, 2022): 256–81. http://dx.doi.org/10.14295/idonline.v16i61.3525.
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Resumo: O referido artigo é parte integrante de uma tese de doutorado intitulada “A Pedagogia Multisseriada da Escola no Campo: A Identidade Cultural e os Saberes dos Estudantes Construídos Pelos Componentes Curriculares em Presidente Figueiredo–Am, de 2013 a 2019”, vinculada ao Programa de Pós-graduação em Ciências da Educação da Universidade Del Sol. O objetivo deste estudo consiste em investigar em que medida a identidade cultural e saberes dos estudantes estão nos componentes curriculares das escolas multisseriada no referido município, situadas na Estrada da Morena e rio Uatumã, todas localizadas em áreas de proteção ambiental. Trata-se de estudo de abordagem qualitativa ancorado no método da complexidade de Edgar Morin, na pesquisa bibliográfica, documental e de campo, onde se analisou os Projetos Políticos Pedagógicos (PPPs) das escolas, e adotou-se como instrumento de coleta de dados a entrevista semi-estruturada com 5 professores. Os resultados apontam que a identidade local e conhecimentos tradicionais dos discentes Figueiredenses são quase inexistentes dentro do currículo escolar. Contudo, professores apontam a importância da inserção desses elementos nos currículos e práticas pedagógicas do campo. Conclui-se que é possível criar uma Pedagogia multisseriada nas escolas do campo que tenham como base os componentes curriculares que dêem visibilidade a identidade cultural e os saberes dos estudantes em Presidente Figueiredo Amazonas.Palavras-chave: identidade cultural; saberes dos estudantes; componentes curriculares; escolas multisseriadas. Abstract: This article is an integral part of a doctoral thesis entitled "The Multigrade Pedagogy of School in the Country: The Cultural Identity and Students' Knowledge Built by Curriculum Components in Presidente Figueiredo-Am, from 2013 to 2019", linked to the Postgraduate Program -graduation in Educational Sciences at the University Del Sol. The aim of this study is to investigate to what extent the cultural identity and knowledge of students are in the curricular components of the multigrade schools in that municipality, located on Estrada da Morena and Rio Uatumã, all located in areas of environmental protection. This is a study with a qualitative approach anchored in Edgar Morin's method of complexity, in bibliographical, documental, and field research, where the Political Pedagogical Projects (PPPs) of schools were analyzed, and the data collection instrument was adopted. semi-structured interviews with 5 teachers. The results show that the local identity and traditional knowledge of students from Figueiredenses are almost non-existent within the school curriculum. However, teachers point out the importance of inserting these elements in the curriculum and pedagogical practices in the field. It is concluded that it is possible to create a multigrade Pedagogy in rural schools based on curricular components that give visibility to the cultural identity and knowledge of students in Presidente Figueiredo Amazonas.Keywords: cultural identity; students' knowledge; curricular components; multigrade schools.
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Chen, Xinnian, John M. Redden, Aiyana Bobrownicki, Julia Gill, and Mark J. Graham. "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses." CBE—Life Sciences Education 20, no. 2 (June 2021): es5. http://dx.doi.org/10.1187/cbe.19-07-0147.
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This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student assessment, and communication between co-instructors.
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Smith, Steven Rathgeb. "The Increased Complexity of Public Services: Curricular Implications for Schools of Public Affairs." Journal of Public Affairs Education 14, no. 2 (September 2008): 115–28. http://dx.doi.org/10.1080/15236803.2008.12001515.
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Kálmán, Anikó, and Linda Citterio. "Complexity as new normality: What is going on?" Információs Társadalom 20, no. 2 (October 20, 2020): 19. http://dx.doi.org/10.22503/inftars.xx.2020.2.2.
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In this paper we aim at presenting SEFI Annual Conference 2019 from the thematic point of view. Authors have creatively reacted to the main theme ‘Complexity as the new normality’ by targeting different areas of education where complexity arises: project work, curricular changes and connection to the job market are just few examples. The importance of soft skills alongside the core engineering background has motivated an intense discussion on the role of teaching in developing students’ skills. We identified the most represented topics at SEFI 2019 and we reflected on the importance of less represented topics such as Lifelong learning, Talent management, Sustainability and 4th Industrial Revolution. We based our decision on the relevance of such topics for shaping the future engineering education practices. We hope to spark the readers’ interest and motivate to explore the articles in this thematic issue as well as the Proceedings of SEFI 2019 Conference.
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Woodward, John. "The Role of Models in Secondary Science Instruction." Remedial and Special Education 15, no. 2 (March 1994): 94–104. http://dx.doi.org/10.1177/074193259401500205.
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This article reviews common curricular alternatives for addressing the needs of secondary students with learning disabilities in science. For the most part, special education strategies for modifying science materials reflect generic techniques. Support for these methods is based on the argument that they place relatively few demands on teachers. Moreover, these methods readily apply to the commercial texts used in general and special education classrooms, however, the increasing complexity of secondary materials, as well as the call for a richer understanding of science. Make techniques like direct instruction, mnemonics, and graphic organizers less tenable. A curriculum revision method that emphasizes models and context-rich problem solving is proposed as a contemporary alternative.
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Vázquez-Alonso, Ángel, and María-Antonia Manassero-Mas. "CONTENIDOS DE NATURALEZA DE LA CIENCIA Y LA TECNOLOGÍA EN LOS NUEVOS CURRÍCULOS BÁSICOS DE EDUCACIÓN SECUNDARIA." Profesorado, Revista de Currículum y Formación del Profesorado 21, no. 1 (April 1, 2017): 294–312. http://dx.doi.org/10.30827/profesorado.v21i1.10364.
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Resumen: Los temas de naturaleza de ciencia y tecnología (NdCyT) constituyen el componente innovador de la alfabetización científica para todos, que la investigación didáctica proclama como objetivo principal de la educación científica. Algunas investigaciones indican que la enseñanza de estos temas es relegada por la influencia de una serie de factores tales como su presencia imprecisa en el currículo (escasez, desorganización y dispersión), su complejidad, la escasa tradición innovadora, la falta de formación del profesorado y materiales educativos específicos, que se realimentan para perpetuar su ausencia del aula de ciencias. Este artículo analiza la presencia de estos temas en los nuevos currículos básicos de educación secundaria obligatoria (ESO) y bachillerato, publicados por el Ministerio de Educación español en 2015, con el objetivo de facilitar al profesorado una visión más precisa, sistemática y estructurada de ellos, para así vencer su tradicional relegación u olvido e incentivar su enseñanza adecuada. El análisis aplica una taxonomía importada de la investigación didáctica sobre los nuevos estándares de aprendizaje evaluables, porque la mayor concreción de este contenido curricular permite identificar y clasificar los contenidos NdCyT con mayor precisión. Los resultados muestran que la presencia de temas de NdCyT en los currículos básicos de ciencias es más extendida y detallada, aunque irregular. Sin embargo, todavía subsisten deficiencias en el planteamiento curricular de esos contenidos (mejorable precisión terminológica, confusión con los procesos de la ciencia y carencia de un diseño de progresiones de aprendizaje). Como conclusión, este estudio identifica y estructura los temas NdCyT como un paso necesario para clarificar el currículo, comprender y formar mejor al profesorado, de modo que incida en mejorar el desarrollo del currículo y de materiales adecuados y la calidad de la enseñanza científica sobre contenidos de NdCyT. Abstract:The themes of nature of science (NoS) and technology are the innovative component of scientific and technological literacy for all citizens, which is advocated from the research as the main aim for science education. Some research also points out that the teaching of NoS issues is often relegated due to a set of factors, such as the inaccurate curricular presentation (scarcity, disorganization and dispersion), its complexity, the scarce innovative tradition, and lack of training and specific educational materials, which reinforce themselves to perpetuate their absence in science classrooms. This paper analyses the presence of NoS issues in the new core curricula for compulsory secondary and high school education, published in early 2015 by the Spanish Ministry of Education, aimed at helping teachers to get an accurate, systematic and structured vision, to overcome their traditional relegation or omission and thus promoting a better education of these issues. The analysis applies a taxonomy imported from the educational research on the learning standards for assessment, because this curricular contents display high specificity that allows the identification and classification of NoS contents in curricula with the highest accuracy. The results show that NoS contents in curricula reach a detailed and extended, yet uneven, presence. However, some shortcomings still remain in the curricular approach to NoS issues (improvable conceptual precision, unclear delimitation with the processes of science, lack of learning progression design). In conclusion, the study identifies and structures NoS issues, as a necessary step forward to clarify the curriculum and to improve teachers’ understanding and training on NoS, as means to globally improve the NoS curriculum and new NoS materials development and the quality of NoS teaching. Keywords: Science Education, Scientific and Technological Literacy, Nature of Science and Technology, Curriculum Development, Science Teacher Education, Reflective Teaching, Academic Standards. Los resultados muestran que la presencia de temas de NdCyT en los currículos básicos de ciencias es más extendida y detallada, aunque irregular. Sin embargo, todavía subsisten deficiencias en el planteamiento curricular de esos contenidos (mejorable precisión terminológica, confusión con los procesos de la ciencia y carencia de un diseño de progresiones de aprendizaje). Como conclusión, este estudio identifica y estructura los temas NdCyT como un paso necesario para clarificar el currículo, comprender y formar mejor al profesorado, de modo que incida en mejorar el desarrollo del currículo y de materiales adecuados y la calidad de la enseñanza científica sobre contenidos de NdCyT.
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Effiong, Okon. "Task repetition and extra-curricular speaking opportunities: Measuring gains in complexity, accuracy, and fluency." Language Teacher 38, no. 4 (July 1, 2014): 33. http://dx.doi.org/10.37546/jalttlt38.4-5.
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This paper reports a study which highlights the effectiveness of task repetition in promoting changes in learners’ interlanguage. Thirty-two randomly chosen third-grade junior high school students of both genders were divided into two groups and presented with an interview task. One group repeated the task four times while the second group did the same task twice over a four-week period. Statistical analysis of transcripts indicated that repetition enabled the learners to show improvement in measures of complexity, and to some extent, accuracy. Similarly, a holistic re-reading of the transcripts corroborated the quantitative result and showed gains in fluency, thereby supporting the argument that repetition can facilitate changes in learners’ language. The findings suggest that task repetition can promote language learning and overall language proficiency. 本論では、「繰り返し学習」で学習者の中間言語が促進されることを検証する。中学3年生男女32名を無作為に2つのグループに分け、インタビュー形式のタスクを実施した。4週間にわたり、同じタスクを1つのグループには4回、もう一方には2回行った。その結果、「繰り返し学習」で複雑な表現力の向上には統計的な有意差がみられ、正確さは向上する傾向がみられた。同様に、インタビュー内容全体を見返すと量的結果が裏付けられ、流暢さの向上がみられた。調査結果は、「繰り返し学習」は言語習得や全体的な言語能力を促進することを示唆している。
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Şimşek, Ahmet Bahadır. "The Curricular Practical Training Rotation Problem Formulation and the Assessment of Rotation Strategies." Croatian Operational Research Review 12, no. 2 (2021): 119–30. http://dx.doi.org/10.17535/crorr.2021.0010.
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This study addresses the curricular practical training rotation problem, which is a type of staff assignment problem. Many educational institutions require theoretical knowledge to be complemented by practical training. Although the details of the implementation differ from institution to institution, it is necessary to prepare a rotation plan that determines how long the trainees will practice in which unit in which training period. Because of the complexity of the problem and humanistic reasons, the manual rotation plan can not reach the optimal level that satisfies all stakeholders and takes time. This study defines a general Curricular Practical Training Rotation Planning Problem specific to the curriculum-based trainee assignment process carried out in a university department and proposes an integer mathematical model for its solution. It is one of the important contributions of this study. It also provides a methodological approach to identify the most appropriate rotation strategy that will satisfy stakeholders. The methodological approach followed is a structure that can be adapted to different perspectives. The study has the potential to guide practitioners and researchers in the field and to lead a rich literature that will be formed with different side constraints and purposes to the problem.
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Norris, Trevor. "Philosophical Questions about Teaching Philosophy: What's at Stake in High School Philosophy Education?" Philosophical Inquiry in Education 23, no. 1 (July 7, 2020): 62–72. http://dx.doi.org/10.7202/1070366ar.
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What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council (SSHRC) in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself.
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Schwartz, Andrea, and Kristen Schaefer. "A Longitudinal Aging and End-of-Life Care Curriculum for Medical Students Using the Geriatric 5Ms Framework." Innovation in Aging 4, Supplement_1 (December 1, 2020): 9. http://dx.doi.org/10.1093/geroni/igaa057.029.
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Abstract Medical student training in geriatrics and palliative care is critical to prepare them to care for older adults and those facing serious illness. We created a longitudinal Aging and End of Life Care Curriculum at Harvard Medical School, using Kern’s Curriculum Design Model. We conducted a focused needs assessment survey with course and clerkship directors, then implemented curricula based on the AAMC and Hartford Foundation’s 26 learning objectives in Geriatrics (Leipzig et al, Acad Med 2009), and “Raising the Bar for the care of seriously ill patients” which established competencies for medical students in palliative care (Schaefer at al, Acad Med 2014). We structured the curricular content to enable spaced learning, using the Geriatric 5Ms framework of Mobility, Mind, Medications, Multi-complexity and Matters Most (Tinetti at al, JAGS 2017), which aligns with the Age Friendly Health Systems Initiative priorities. Students participate in trainings on Delivering Serious News and Goals of Care Conversations, structured home visits with older adults, and clinical reasoning sessions focused on falls, delirium and polypharmacy risk reduction. The curriculum includes interactive, case based and jigsaw learning, as well as flipped classroom learning. Students are evaluated using a three part longitudinal Objective Structured Clinical Examination with an aging patient, which demonstrates an increase in medical student clinical skills in geriatrics. Individual sessions of the curriculum demonstrate increases in student knowledge of and attitude to geriatrics; longitudinal assessment is ongoing to ensure that students graduate ready to care for an aging society with competence, knowledge and compassion.
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Vera Luján, Agustín, and Inmaculada Martínez Martínez. "Actos ilocutivos y unidades discursivas en el «Plan Curricular del Instituto Cervantes»." Revista de Investigación Lingüística 22 (January 27, 2020): 199–220. http://dx.doi.org/10.6018/ril.381121.
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La adopción de los planteamientos metodológicos de una teoría del discurso permite abordar en forma descriptiva y explicativamente adecuadas la complejidad del funcionamiento y la estructura de los actos de habla. El análisis de cuatro tipos de actos de habla en el Plan Curricular del Instituto Cervantes realizado en este artículo permite comprobar que los planteamientos explicativos del documento curricular están anclados, sobre todo, en una perspectiva gramatical que lleva a tratar en forma insatisfactoria la mayoría de las tácticas discursivas. Estas últimas se sirven de unidades no gramaticalizadas, que son una parte esencial de los recursos disponibles para la construcción de los actos de habla. The adoption of the methodological basis of a theory of discourse makes it possible to analyze the complexity of the functioning and the structure of speech acts in a adecuate descriptive and explanatory manner. The analysis of four types of speech acts in the PCIC carried out in this article shows that the explanatory points of view of the Instituto Cervantes curriculum are anchored, above all, in a grammatical perspective that leads to the unsatisfactory treatment of most of the discursive tactics, based on ungrammaticalized units, which are an essential part of the resources available for the construction of speech acts.
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McCarthy, Glenda, and Christine Rogers Stanton. ""Let His Voice Be Heard": A Community's Response to Inclusion of an Indigenous Counter-Narrative in the District Curriculum." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 1. http://dx.doi.org/10.18251/ijme.v19i3.1385.
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Curricular counter-narratives can affirm the experiences of marginalized youth, but, given their complexity and unfamiliarity, they can also generate discord between community members. This case study analyzes documents, observations, and interviews to explore ways an Indigenous counter-narrative can create space for multicultural education within a Montana school district. The findings demonstrate both positive and negative community responses to the focus novel, the importance of teaching about context and multiple perspectives, and the potential for student agency and social action. The results also provide cautionary notes about the complexity of critical pedagogy and the importance of community consultation.
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Guzmán, Rosalinda Guevara, and María Esther Urrutia-Aguilar. "Curricular Content Level of Complexity Is a Factor of Depression and Learning in Medical Students." Journal of Behavioral and Brain Science 05, no. 07 (2015): 274–79. http://dx.doi.org/10.4236/jbbs.2015.57028.
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Merchant, Natasha Hakimali. "Responses to Islam in the Classroom: A Case of Muslim Girls from Minority Communities of Interpretation." International Journal of Multicultural Education 18, no. 1 (February 29, 2016): 183. http://dx.doi.org/10.18251/ijme.v18i1.1087.
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<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Coinciding with the rise of </span><span>Islamophobia </span><span>in the United States is a small but growing set of educational scholarship around the curricular impact of and response to Islamophobia. The qualitative case study discussed in this manuscript aims to contribute to this conversation by investigating how Muslim girls from minority communities of interpretation (n=6) made sense of and responded to the curriculum on Islam in their Social Studies classes. The central finding describes how sample students responded to Islamophobia in the classroom by building bridges across differences. Ultimately, this study advocates a curriculum on Islam honoring complexity. </span></p></div></div></div></div>
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Burgos, María, Seydel Bueno, Olga Pérez, and Juan D. Godino. "Onto-semiotic complexity of the Definite Integral." Journal of Research in Mathematics Education 10, no. 1 (February 24, 2021): 4. http://dx.doi.org/10.17583/redimat.2021.6778.
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Teaching and learning Calculus concepts and procedures, particularly the definite integral concept, is a challenge to teachers and students in their academic careers. In order to develop an informed plan for improving instructional processes, it is necessary to pay attention to the nature and complexity of the mathematical features of the definite integral, that students are expected to understand and apply. In this research, we supplement the analysis made by different authors, applying the theoretical and methodological tools of the Onto-Semiotic Approach to mathematical knowledge and instruction. The goal is to understand the diverse meanings of the concept of the definite integral and potentials semiotic conflicts based on the given data. We focus attention on a first intuitive meaning, which involves mainly arithmetic knowledge, and the definite integral formal meaning as Riemann’s sums limit predominantly in the curricular guidelines. The recognition of the onto-semiotic complexity of mathematics objects is considered as a key factor in explaining the learning difficulties of concepts, procedures and its application for problem-solving, as well as to make grounded decisions on teaching. The methodology analysis of a mathematical text, which we exemplify in this work applying the tools of Onto-Semiotic Approach, provides a microscopic level of analysis that allows us to identify some semiotic-cognitive facts of didactic interest. This also allows for the identification of some epistemic strata, that is, institutional knowledge that should have been previously studied, which usually goes unnoticed in the teaching process.
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Gadelshina, Gyuzel, Chandra Vemury, and Arif Attar. "Meaningful Learning and The Integration of Responsible Management Education in the Business School Courses." International Journal of Modern Education Studies 2, no. 1 (August 7, 2018): 24. http://dx.doi.org/10.51383/ijonmes.2018.18.
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In recent years there has been an increasing interest in responsible management education. Integration of the principles of responsible management education (PRME) within the core curricula of business schools and management education-related institutions calls for the creation of innovative pedagogies and educational approaches. Responding to the inherent challenges associated with the development and implementation of education for sustainability within existing business‐related education, this paper seeks to discuss a teaching initiative of introducing Model United Nations (Model UN) as a classroom activity for undergraduate students. The main purpose of research presented in this paper is to explore students’ experience of engaging in Model UN debates around topics related to the sustainable development goals as defined in the UN 2030 Agenda for sustainable development (for example, youth unemployment, climate change, poverty, etc.). Model UN is traditionally known as an extra-curricular educational simulation of the United Nations where students play their roles as delegates from different countries and endeavour to solve real world issues using the policies and perspectives of their assigned country as well as policies and procedures of the United Nations. In this paper Model UN is proposed as a classroom engagement activity which assists undergraduate students in recognising the complexity of international negotiations and reflecting on challenges associated with the decision making process and how it affects the sustainability agenda on the individual and societal level. This paper seeks to provide a useful insight into the practical value of Model UN simulation as a means to facilitate meaningful learning on the course. It is suggested that experience of introducing Model UN as a core curricular activity, rather than one that is extra-curricular, will be of particular interest for educators who are involved in delivering sustainability-related courses or wishing to teach sustainability-related topics in globally responsible business-related education programs for undergraduate students.
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Green-Thompson, Lionel, Patricia McInerney, and Robert Woollard. "Envisioning a socially accountable doctor: a three-axis curriculum emerging from final-year medical student reflections." Scholarship of Teaching and Learning in the South 2, no. 1 (April 24, 2018): 76. http://dx.doi.org/10.36615/sotls.v2i1.27.
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Social accountability in health professions education is important for the reduction of health disparities. There is a need for the development of curricula which begin to produce graduates who are responsive to community needs. These curricula need to include dialogues with communities, deep reflection and a transformative perspective. This study used a grounded theory approach to explore the perceptions of social accountability amongst final-year medical students. These students grappled with the definition of social accountability but described it as the tension between obligation and a willingness to serve. Five themes regarding social accountability were drawn from the students’ feedback: ‘it’s poorly defined’; ‘web of interconnected relationships’; ‘losing my heart and losing my compassion’; ‘more wide-angled view of things’ and ‘if I don’t go there, then who will go?’. These themes are connected through relational statements of three curricular axes of reflective practice, complexity and meaningful relationships. In each of these axes, participants identified catalysts and detractors for the progressive development of an accountable medical graduate.
How to cite this article:
GREEN-THOMPSON, Lionel; MCINERNEY, Patricia; WOOLLARD; Robert. Envisioning a socially accountable doctor: a three-axis curriculum emerging from final-year medical student reflections Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 76-94, Apr. 2018. Available at: Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=27
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Chen, Pujun, Anastasia Goncharova, Matthias Pilz, Dietmar Frommberger, Junmin Li, Olga Romanova, and Yueru Lin. "International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument." International Journal for Research in Vocational Education and Training 8, no. 4 (August 14, 2021): 16–43. http://dx.doi.org/10.13152/ijrvet.8.4.2.
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Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows. However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons. In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team. Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum. Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.
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Santos, Sônia Maria Soares dos, and Magda Lúcia Félix de Oliveira. "Knowledge about aids and drugs among undergraduate students in a higher education institution in the state of Paraná." Revista Latino-Americana de Enfermagem 17, no. 4 (August 2009): 522–28. http://dx.doi.org/10.1590/s0104-11692009000400014.
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The main objective of this study was to measure the knowledge of undergraduate nursing students about Acquired Immunodeficiency Syndrome (AIDS) and drugs. The study was carried out in 2007 with a random sample of 289 undergraduate students at a State University in the Northwest of Paraná, Brazil. The students self-applied a questionnaire validated by experts. Questions were divided into three levels of complexity: low, average and high. The level of correct answers was higher in the questions of low complexity, diminishing as the questions' complexity increased. Thirteen percent of questions concerning risk factors and vulnerability to HIV infection among injection drug users (IDU) and biological material for diagnosis of AIDS was correctly answered by 90% of students. Students possessed knowledge concerning AIDS and drugs, however such knowledge was considered insufficient, showing lack of information and gaps in education with a dissociation of interdisciplinary and inter-curricular content.
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Bickford III, John H., and Taylor A. Badal. "Trade Books’ Historical Representation of Eleanor Roosevelt, First Lady of the World." Social Studies Research and Practice 11, no. 3 (November 1, 2016): 1–18. http://dx.doi.org/10.1108/ssrp-03-2016-b0001.
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Contemporary education initiatives require English language arts educators spend half their time on non-fiction and history and social studies teachers to include diverse sources. Beginning in the early grades within the aforementioned curricula, students are to scrutinize multiple texts of the same historical event, era, or figure. Whereas trade books are a logical curricular resource for English language arts and history and social studies curricula, the education mandates do not provide suggestions. Research indicates trade books are rife with historical misrepresentations, yet few empirical studies have been completed so more research is needed. Our research examined the historical representation of Eleanor Roosevelt within trade books for early and middle-grades students. Identified historical misrepresentations included minimized or omitted accounts of the societal contexts and social relationships that shaped Mrs. Roosevelt’s social conscience and civic involvement. Effective content spiraling, in which complexity and nuance increase with grade level, between early and middle-grades trade books did not appear. Pedagogical suggestions included ways to position students to identify the varying degrees of historical representation within different trade books and integrate supplementary primary sources to balance the historical gaps.
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Huth, Kathleen, Tobey Audcent, Sara Long-Gagne, Anne Marie Sbrocchi, Natalie Weiser, Doug Miller, Danielle Arje, et al. "Evaluating Curricular Modules in the Care of Children with Medical Complexity: A Mixed-Methods Randomized Controlled Trial." Academic Pediatrics 18, no. 5 (July 2018): e26-e27. http://dx.doi.org/10.1016/j.acap.2018.04.075.
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Huth, Kathleen, Tobey Audcent, Sara Long-Gagne, Anne Marie Sbrocchi, Natalie Weiser, Doug Miller, Danielle Arje, et al. "Evaluating Curricular Modules in the Care of Children With Medical Complexity: A Mixed-Methods Randomized Controlled Trial." Academic Pediatrics 20, no. 2 (March 2020): 282–89. http://dx.doi.org/10.1016/j.acap.2019.09.002.
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Huth, Kathleen, Lori Newman, and Laurie Glader. "Core Curricular Priorities in the Care of Children With Medical Complexity: A North American Modified Delphi Study." Academic Pediatrics 20, no. 4 (May 2020): 558–64. http://dx.doi.org/10.1016/j.acap.2020.01.014.
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Bickford, John H., Jeremiah Clabough, and Tim N. Taylor. "Fourth-graders' reading, thinking, and writing about historical sources." Social Studies Research and Practice 15, no. 1 (April 24, 2020): 57–82. http://dx.doi.org/10.1108/ssrp-07-2019-0039.
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PurposeElementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.Design/methodology/approachThis article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.FindingsFindings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.Originality/valueThe inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.
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Abrams, Zsuzsanna, and Susanne Rott. "Variability and variation of L2 grammar: A cross-sectional analysis of German learners’ performance on two tasks." Language Teaching Research 21, no. 2 (August 1, 2016): 144–65. http://dx.doi.org/10.1177/1362168815627833.
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Research on second language (L2) grammar in task-based language learning has yielded inconsistent results regarding the effects of task-complexity, prompting calls for more nuanced analyses of L2 development and task performance. The present cross-sectional study contributes to this discussion by comparing the performance of 245 learners of German at two universities in the USA on two types of assessment tasks using multidimensional analyses of grammatical accuracy, fluency and complexity. Results show that: (1) grammatical accuracy in learner performance did not improve linearly across two years of instruction in either task condition; (2) participants tended to perform more accurately in the integrative task than on discrete-point items; (3) second-year learners wrote more fluently than first-year learners; and (4) fourth-semester learners wrote more complex sentences than other groups. The results yield important research, pedagogical and curricular insights.
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Hosseini, Seyed Ali. "Complexity Faced by Legal Clinics in Afghanistan: Addressing the Challenges." Asian Journal of Legal Education 7, no. 2 (May 2, 2020): 164–77. http://dx.doi.org/10.1177/2322005820919256.
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This article studies the burgeoning legal clinics in Afghanistan and describes the complexity that influences their effectiveness and accessibility. This complexity arises from conflicts among statutory law, Sharia and customary laws, exacerbated by the dual legal education in law and Sharia faculties in the highly challenging environment of the country. The main objective of this qualitative research is to illustrate these challenges faced by pro bono legal aid and legal clinics, and its main claim is that unsettled conflicts between statutory law, Sharia and customs and between legal education systems negatively affect legal aid provision in the country. Legal education, provided by faculties of law and Sharia to suit the aims of the two recognized legal systems of statutory law and Sharia, is considered the internal challenge to the clinical legal service, and the highly adverse environment in which legal clinics operate is considered the external challenge. Since some of the external challenges are related to traditional dispute resolution mechanisms, they are inevitably related to legal and legal education systems, and hence, addressing them improves the effectiveness of the legal clinics. This research uses available data to support its claims. As part of a sustainable solution to the acute shortage of legal aid throughout Afghanistan, legal education should emphasize practical aspects of law, improve curricular development in both law and Sharia faculties, train more female lawyers, use more broadly accepted frameworks of human rights and social justice and highlight the values of voluntarism.
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Cobb, Floyd, and Nicole M. Russell. "Meritocracy or complexity: problematizing racial disparities in mathematics assessment within the context of curricular structures, practices, and discourse." Journal of Education Policy 30, no. 5 (December 6, 2014): 631–49. http://dx.doi.org/10.1080/02680939.2014.983551.
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Valadares, Juarez Melgaço, and Célio Silveira Júnior. "Interculturalidade e ensino de ciências: O cotidiano de uma sala de aula." education policy analysis archives 28 (October 26, 2020): 153. http://dx.doi.org/10.14507/epaa.28.4699.
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Historically, science has become an obstacle to the introduction of other kinds of knowledge in schools. Since 1990, the superiority of scientific knowledge has been criticized by education researchers. In parallel, indigenous education has been proving itself as a privileged space of recognition of relationships among cultural groups, in a way that traditional types of knowledge have been incorporated into the school curriculum, bringing other challenges to the pedagogical work. In this paper, we discuss a case study in which traditional types of knowledge were part of a course from the Undergraduate Program for Indigenous Educators at Federal University of Minas Gerais. We collected interrelated situations involving food planting and astronomical observations under various conceptions, and we developed them in a dialogic form in the classroom. The strengthening of indigenous cultures was rethought as the interlocution kept made us see the viability of the cultural dialogue in its complexity. We hope to contribute to overcome the dichotomy between scientific knowledge and traditional culture in the curricular propositions of indigenous and non-indigenous school education.
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De Jesus C. Relvas, Maria, Maria Do Carmo Teixeira Pinto, Isolina Oliveira, and Alda Pereira. "Online Peer Assessment in a First Cycle University Degree – Which Challenges?" EDEN Conference Proceedings, no. 1 (October 21, 2020): 141–50. http://dx.doi.org/10.38069/edenconf-2020-rw-0016.
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Authenticity and transparency constitute two essential dimensions in the digital assessment of competences. Authenticity emphasises the importance of the complexity inherent to online assessment tasks related to real life contexts and are recognised as relevant by students, teachers and potential employers. Transparency has to do with the students’ involvement in the assessment tasks, through the democratisation and knowledge of the used strategies. Self-, co- and peer assessment are powerful instruments in the transparency operationalisation. The current study presents the peer assessment (PA) implementation process in a first cycle university degree curricular unit, in online context. The study was planned according to the following purposes: (a) to identify peer assessment potentialities and constraints in first cycle university degrees; (b) to analyse the questions that are brought forward among students by the application of a scoring rubric; (c) to reflect on the obtained results, aiming at the improvement of the implementation process and its applicability to other curricular units. In this essay, the authors present and discuss the obtained results, and propose recommendations to improve the quality of the peer assessment process.
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Canney, Nathan, and Angela Bielefeldt. "Collegiate service engagement correlations with engineering job selection and satisfaction." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 15, no. 1 (March 30, 2020): 1–17. http://dx.doi.org/10.24908/ijsle.v15i1.13538.
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Curricular and co-curricular service programs are becoming more common in engineering education. For some students, these experiences align with preexisting desires to use engineering to help others; for others it instills these expectations for one’s career. There has been a lack of research on the long-term impacts of these service experiences on engineers’ career pathways, including satisfaction with an ability to help others through one’s career. A survey asked engineering alumni to describe characteristics of their most and least satisfying jobs with respect to an ability to help others or society. Results showed that for individuals in their first job since graduation, undergraduate collegiate service weakly correlated with an ability to help others as a motivator for job selection, and graduate level collegiate service moderately correlated with satisfaction with an ability to help others through one’s job. The results point to the formative effect that service can have on career aspirations and perceptions, but also highlight the complexity of these issues and the need for more in-depth and nuanced assessments of the effects of collegiate experiences on post-collegiate pathways.
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Norman, Nurul Ain. "Ibn Sina’s Theory of the Soul: A Taxonomy of Islamic Education." ICR Journal 12, no. 2 (December 31, 2021): 275–89. http://dx.doi.org/10.52282/icr.v12i2.867.
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Ibn Sina’s theory of the soul possesses a logical-metaphysical categorisation of that concept, which allows for the designing of a new taxonomy of educational objectives. Its unique alteration of Aristotelian philosophy creates both an understanding of the natural relationship between categories, species, varieties, etc., and powerful inventive philosophical arguments and principles supporting the structural basis of monotheistic belief (tawhid). When speaking of the goals and objectives of the contemporary Islamic educational world, this approach also embraces the demands of the twenty-first century knowledge economy and the holistic development of the human being, enabling people to become critical, creative, innovative, and ethical without leaving religion behind. However, the new scene has created volatility, uncertainty, complexity, and ambiguity among educators as to how to liaise the new curriculum and apply new assessment methods in their classrooms. This study intends to develop a taxonomy that will enable curriculum designers and Islamic educators to easily identify hierarchal and categorical human faculties and relate them to specific curricular objectives, proper classroom assessments, and suitable teaching methods. The taxonomy is designed using a philosophical-descriptive analysis of Ibn Sina’s theory of the soul and a logic-argumentative description of his human categorisation. The end result is a prototype taxonomy for future validity evaluation.
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Huth, Kathleen, Lori Newman, and Laurie Glader. "17 Top Curricular Priorities for Pediatric Residents in the Care of Children with Medical Complexity: A National Delphi Study." Paediatrics & Child Health 24, Supplement_2 (May 31, 2019): e7-e8. http://dx.doi.org/10.1093/pch/pxz066.016.
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Kotciuba, Igor, and Aleksey Mihaylov. "AUTOMATION OF DEVELOPING PLAN FOR EXTRA-CURRICULAR ACTIVITIES USING INTELLIGENT INFORMATION TECHNOLOGIES." Vestnik of Astrakhan State Technical University. Series: Management, computer science and informatics 2020, no. 4 (October 31, 2020): 132–40. http://dx.doi.org/10.24143/2072-9502-2020-4-132-140.
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The article analyzes the problem of organizing extracurricular activities, which, along with the organization of the learning process, is important in modern education characterized by the person integrated development and individualization of training and education programs. The important problems need to be addressed at various stages of the organization of extracurricular activities, from its methodological study to organizational and technical planning. There has been offered a review of the directions of extracurricular activities, the forms in which it can be organized, as well as the specifics of its implementation at various levels of education. In order to reduce the complexity of time costs, ability to choose forms of extracurricular activities in suitable areas, taking into account the time available for its implementation, as well as the ability to generate plans based on individual preferences, an intelligent information system has been developed. A mathematical model of method optimization aimed to solve the problem of decision support, functional and software-architectural models of the developed web service and examples of its work at various stages of generating the extracurricular activities plan in the optimization statement have been presented. The proposed approach can be widely used in the educational institutions of various levels interested in reducing the costs of organizing extracurricular activities, automatic check for compliance with the requirements of the Federal State Educational Standard and generating a working plan taking into account the opinions of various categories of experts.
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Labra Godoy, Pamela, and Rodrigo Fuentealba J. "Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica." Foro Educacional, no. 19 (July 17, 2014): 143. http://dx.doi.org/10.29344/07180772.19.858.
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Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection