Log in

Relevant bibliographies by topics / Curricular innovation / Journal articles

To see the other types of publications on this topic, follow the link: Curricular innovation.

Journal articles on the topic 'Curricular innovation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Curricular innovation.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Gómez Cantore, J. "Curricular Innovation Project (CIP)." Anales de la Facultad de Ciencias Médicas (Asunción) 49, no. 1 (September 16, 2016): 13–16. http://dx.doi.org/10.18004/anales/2016.049(01)13-016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Brunnert, Rainer, Michael W. Tausch, and Claudia Bohrmann-Linde. "Paving the way for curriculum innovation through participatory action research in bilingual chemistry and bilingual biology lessons at German secondary schools: Results from a survey among teachers concerning their material demands." Action Research and Innovation in Science Education 3, no. 1 (March 16, 2020): 17–23. http://dx.doi.org/10.51724/arise.31.

Full text

Abstract:

This paper underlines the ongoing necessity of innovating school chemistry curricula in Germany, while acknowledging that both regular chemistry and CLIL chemistry lessons rely on the same governmental guidelines. In order to achieve curricular innovation successfully, cutting-edge curricular innovation research should be combined with participatory action research (PAR). There is no network of collaborating bilingual chemistry teachers. Therefore, a database of CLIL chemistry in Germany is created and a needs analysis is conducted to identify possible topics serving as starting points for innovation. The needs analysis focusing on the teachers’ demands as regards bilingual teaching materials addressed teachers of bilingual chemistry throughout Germany. The questionnaire comprises an open and a closed part. Additionally, CLIL biology teachers from North Rhine-Westphalia were included. The research reveals the respondents’ great demand in many key topics in chemistry and/or biology curricula. There is a particular interest in material for photosynthesis/respiration. A topical database of bilingual chemistry provision in Germany and bilingual biology provision in NRW was created. The survey helped select one innovative topic. Based on this, teachers will be recruited for PAR. Moreover, the teachers’ answers have reaffirmed current efforts into the development of bilingual chemistry teaching materials.

APA, Harvard, Vancouver, ISO, and other styles

3

Neto, AlaimNeto Souza, and Geovana Mendonça Lunardi Mendes. "Pedagogical Innovation versus Technological Innovation: Curricular Tensions." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 2, no. 1 (April 5, 2014): 22. http://dx.doi.org/10.3991/ijes.v2i1.3672.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

Abstract:

This qualitative study on the Finnish basic education curriculum (2016) had two goals. First, to survey the origins of first two new curriculum competences: 1) thinking and learning to learn, and, 2) cultural competences. Second, to analyse the local curricular implementation and comprehension in a rapid socio-cultural change. To reveal the possible data trends, two research questions were addressed: 1. What was the background of first two 2016 transversal core competencies? 2. How were those competencies implemented into a local curriculum 2016-19? The Data included basic education curricula (1985-2016), and a local curriculum. Relevant legislation, official information (e.g. PISA), parental feedback, and a questionnaire to an anonymous implementing principal comprised the curricular data. The Data triangulation was completed with a wide range of educational, cultural and ideological research. Regarding ethics, the individual sources and educational provider remained anonymous. Findings were surprising. “Modern” thinking and learning skills were created in early 20th century American society by Deweyan comprehension. However, an immigration had changed the long-lasting interpretation on the origins of Finnish culture. Moreover, local curriculum implementation was more successfully comprehended and supported. Conclusions were obvious: more identifiable research and teachers’ training were needed for curricular reforms and competences. The socio-cultural comprehension in the era of AI asked for sound arguments.

APA, Harvard, Vancouver, ISO, and other styles

5

Hjalmarson, Margret A. "Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development." Peabody Journal of Education 83, no. 4 (October 28, 2008): 592–610. http://dx.doi.org/10.1080/01619560802414965.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sykes, Julie M. "Interlanguage Pragmatics, Curricular Innovation, and Digital Technologies." CALICO Journal 35, no. 2 (March 28, 2018): 120–41. http://dx.doi.org/10.1558/cj.36175.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

St Maurice, Henry, Jane Lundin, Wendi Martell, and Donna Nelson. "What's New: practitioner enquiry into curricular innovation." Educational Action Research 4, no. 1 (January 1996): 105–18. http://dx.doi.org/10.1080/0965079960040109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

TOMAS, Marina, and Diego CASTRO. "Multidimensional Framework for the Analysis of Innovations at Universities in Catalonia." education policy analysis archives 19 (September 30, 2011): 27. http://dx.doi.org/10.14507/epaa.v19n27.2011.

Full text

Abstract:

The purpose of this paper is to contribute to a better understanding of the nature of change processes and dynamics at Catalan universities. A multidimensional approach was adopted to examine the change processes and to analyse organizational innovation in higher education. The paper draws involved in each particular innovation. Analysis of these innovations has led to the identification of common characteristics and a proposal for a multidimensional framework for future innovation analysis. Finally, the innovation cases analysed highlighted interactions between three innovation characteristics, defined as scope (number of people involved), nature (organizational or curricular) and term (short, medium or long).

APA, Harvard, Vancouver, ISO, and other styles

9

Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (December 2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.

Full text

Abstract:

The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.

APA, Harvard, Vancouver, ISO, and other styles

10

Thi Lan Anh, Vu, and To My Vien. "Innovation of Curriculum Planning in Accordance with CDIO Standards at Ho Chi Minh City University of Transport." European Journal of Engineering Research and Science 3, no. 9 (September 24, 2018): 29. http://dx.doi.org/10.24018/ejers.2018.3.9.887.

Full text

Abstract:

The CDIO initiative provides an integral approach including CDIO frameworks and CDIO standards in hopes of realizing students’ learning purposes and of figuring out learning experiences to meet output-standard based education and training. Many Vietnamese universities have become pilot places of CDIO implementation as a main curriculum development not only to satisfy social requirements and international standards, but also to boost creativeness and stimulate new assessment methods and improvements for the curricular. Due to requirements of all-sided and basic innovation of tertiary education ratified by Vietnamese Party and Government (phase 2010-2020), the CDIO implementation is considered as an indispensability in Ho Chi Minh City University of Transport. The paper is aimed to clarify the processes and procedures to develop curricular so as to meet social demands and international standards. This paper also mentions the principles to introduce this curriculum innovation to university educational institutions of Vietnam once the CDIO approach is put into application and implemented.

APA, Harvard, Vancouver, ISO, and other styles

11

Thi Lan Anh, Vu, and To My Vien. "Innovation of Curriculum Planning in Accordance with CDIO Standards at Ho Chi Minh City University of Transport." European Journal of Engineering and Technology Research 3, no. 9 (September 24, 2018): 29–33. http://dx.doi.org/10.24018/ejeng.2018.3.9.887.

Full text

Abstract:

The CDIO initiative provides an integral approach including CDIO frameworks and CDIO standards in hopes of realizing students’ learning purposes and of figuring out learning experiences to meet output-standard based education and training. Many Vietnamese universities have become pilot places of CDIO implementation as a main curriculum development not only to satisfy social requirements and international standards, but also to boost creativeness and stimulate new assessment methods and improvements for the curricular. Due to requirements of all-sided and basic innovation of tertiary education ratified by Vietnamese Party and Government (phase 2010-2020), the CDIO implementation is considered as an indispensability in Ho Chi Minh City University of Transport. The paper is aimed to clarify the processes and procedures to develop curricular so as to meet social demands and international standards. This paper also mentions the principles to introduce this curriculum innovation to university educational institutions of Vietnam once the CDIO approach is put into application and implemented.

APA, Harvard, Vancouver, ISO, and other styles

12

Kabir, Mohammed Humayun. "Managing Curricular Innovation and Teacher Training: Bangladesh Perspective." IIUC Studies 12 (December 10, 2016): 9–26. http://dx.doi.org/10.3329/iiucs.v12i0.30578.

Full text

Abstract:

This study aims at finding out the necessity of teachers training to put into practice the LT(Communicative Language Teaching) based English textbooks (English for Today series i.e. EFT) in Bangladesh at school and college levels where Grammar-Translation-Literature based curriculum had been followed for decades. Using a mixed methods approach, I conducted the study by engaging the teacher participants in the questionnaire response, interviewing them, observing their classes and consulting different official reports and research findings. The study revealed that majority of our English teachers are not trained up at all to use these CLT textbooks though they feel that training might definitely skill them well and make them efficient enough to handle the newly designed EFT textbooks more effectively. It further revealed that even trained up teachers cannot create a truly communicative environment in the classroom as the existing testing system encourages students to memorize answers to some probable questions rather than engage them in communicative activities. This paper ends with some recommendations to overcome this existing hopeless situation.IIUC Studies Vol.12 December 2015: 09-26

APA, Harvard, Vancouver, ISO, and other styles

13

Mayhew, Matthew J., Benjamin S. Selznick, Lini Zhang, Amy C. Barnes, and B. Ashley Staples. "Examining Curricular Approaches to Developing Undergraduates’ Innovation Capacities." Journal of Higher Education 90, no. 4 (November 20, 2018): 563–84. http://dx.doi.org/10.1080/00221546.2018.1513307.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Snyder, Erin, and Jason R. Hartig. "Gamification of board review: a residency curricular innovation." Medical Education 47, no. 5 (April 10, 2013): 524–25. http://dx.doi.org/10.1111/medu.12190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Isofache, Anca Cătălina. "Comunicarea în educație și în didactica studiului matematicii la elevi." Studia Doctoralia 6, no. 1-2 (September 27, 2018): 4–15. http://dx.doi.org/10.47040/sd/sdpsych.v6i1-2.36.

Full text

Abstract:

The dynamics of social, economic, public and cultural politics implies the need for innovative behavior in the school environment, in the educational process, in the management of the school organization in general. Innovation in school institutions addresses the quality of education policy projects and the continuous reconstruction of all the factors that ensure their consistency, competencies and personality of the teacher, their training, culture and successful professionals, foundations and curricular experiences of educational actors, medium- and long school managers. The qualitative evolution of a school is also determined by the quality of innovation present in curricular design, in the set of values of democratization of education, in strategies for equalizing the chances of social, professional and personal success of quality implications.

APA, Harvard, Vancouver, ISO, and other styles

16

Isofache, Anca Cătălina. "Comunicarea în educație și în didactica studiului matematicii la elevi." Studia Doctoralia 6, no. 1-2 (October 14, 2015): 4–15. http://dx.doi.org/10.47040/sd0000038.

Full text

Abstract:

The dynamics of social, economic, public and cultural politics implies the need for innovative behavior in the school environment, in the educational process, in the management of the school organization in general. Innovation in school institutions addresses the quality of education policy projects and the continuous reconstruction of all the factors that ensure their consistency, competencies and personality of the teacher, their training, culture and successful professionals, foundations and curricular experiences of educational actors, medium- and long school managers. The qualitative evolution of a school is also determined by the quality of innovation present in curricular design, in the set of values of democratization of education, in strategies for equalizing the chances of social, professional and personal success of quality implications.

APA, Harvard, Vancouver, ISO, and other styles

17

Zoghi, M., A. R. Chini, V. Luo, W. Wu, and B. Hyatt. "Curricular innovation to integrate sustainability for global grand challenges." QScience Proceedings 2015, no. 4 (June 2015): 53. http://dx.doi.org/10.5339/qproc.2015.elc2014.53.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Vries, Herman J., and Richard P. Long. "The EUROTECH Module: A Curricular Innovation for German Instruction." Foreign Language Annals 30, no. 3 (October 1997): 369–77. http://dx.doi.org/10.1111/j.1944-9720.1997.tb02359.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Lester, Emile. "World Religions in Modesto: Findings from a Curricular Innovation." Religion & Education 35, no. 1 (January 2008): 43–62. http://dx.doi.org/10.1080/15507394.2008.10012412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Wright, Steven, Michael McNeill, Joan Fry, Steven Tan, Clara Tan, and Paul Schempp. "Implications of Student Teachers’ Implementation of a Curricular Innovation." Journal of Teaching in Physical Education 25, no. 3 (July 2006): 310–28. http://dx.doi.org/10.1123/jtpe.25.3.310.

Full text

Abstract:

This study examined 49 student teachers’ actions and perspectives when implementing a curricular innovation (the tactical games approach). Data were collected via videotaped lessons, interviews, and follow-up questionnaires. Questions for interviews and questionnaires were pilot tested and data were analyzed using the constant comparison method. Videotape analysis was facilitated by Noldus’s Observer (4.0) software and was tested for interobserver reliability. Results revealed that pupils were actively engaged for more than half (52%) of class time. The majority of student teachers’ questions were of low order (76%). The greatest challenges student teachers faced were pupils being new to the approach, or lacking skills. The greatest facilitators to implementing the tactical approach were physical education teacher education courses. Student teachers suggested that more opportunities to teach using the tactical approach in schools during methods classes would better prepare them for practicum. A follow-up questionnaire, one year later, determined that 87% of participants were still using the “innovation” in their teaching.

APA, Harvard, Vancouver, ISO, and other styles

21

Mackie, Sylvia Anne, and Onnida Thongpravati. "Identifying curricular tensions in a technology innovation doctoral programme." Innovations in Education and Teaching International 56, no. 2 (May 18, 2017): 130–39. http://dx.doi.org/10.1080/14703297.2017.1329094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Grandzol, John R., and David C. Chou. "Leveraging Enterprise System Technology for Curricular Innovation and Redesign." Decision Sciences Journal of Innovative Education 7, no. 2 (July 2009): 327–29. http://dx.doi.org/10.1111/j.1540-4609.2009.00239.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Grandzol, John R., and David Chou. "Leveraging Enterprise System Technology for Curricular Innovation and Redesign." Decision Sciences Journal of Innovative Education 8, no. 1 (January 2010): 1–3. http://dx.doi.org/10.1111/j.1540-4609.2009.00240.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Grandzol, John, and David Chou. "Leveraging Enterprise System Technology for Curricular Innovation and Redesign." Decision Sciences Journal of Innovative Education 9, no. 2 (May 2011): 145–47. http://dx.doi.org/10.1111/j.1540-4609.2011.00312.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Mursalim and Hatta. "Inovasi Pengembangan Kurikulum PAI di Sekolah Menengah Pertama Raudatut Tholabah Berbasis Pesantren." Journal of Islamic Education Research 1, no. 02 (June 23, 2020): 1–14. http://dx.doi.org/10.35719/jier.v1i02.23.

Full text

Abstract:

Innovation in the development of the Islamic Education curriculum is important because of the moral decline in various elements of society. This destructive if not responded quickly, precisely, and intelligently can have a negative impact. The purpose of this study is to describe the implementation of innovative curriculum development through curricular and extracurricular activities in pesantren-based Roudhatut Thalabah Middle School. This research is a qualitative method. Data collection uses observation, interview, and documentation techniques. Data analysis uses descriptive qualitative methods. Data validity uses the triangulation of sources and techniques. The results of this study at Tholabah Middle School innovated in developing the Islamic Education curriculum through curriculum integration and collaboration between schools and dormitories. As well as making PAI subjects, in general, a nomenclature of subjects in schools, but PAI learning was developed into a stand-alone subject in the form of the Al-Qur'an, Hadis, Fiqh, SKI, and Akidah Akhlak.

APA, Harvard, Vancouver, ISO, and other styles

26

Aparicio de Real, Celeste. "Curricular Innovation in the Faculty of Medical Sciences. Three years after implementation." Anales de la Facultad de Ciencias Médicas (Asunción) 52, no. 3 (December 30, 2019): 13–16. http://dx.doi.org/10.18004/anales/2019.052.03.13-016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

LeDuc, Karen, Traci Snedden, and Linda Campbell. "Curricular Innovation to Integrate the Art and Science of Nursing." Journal of Nursing Education 52, no. 7 (July 1, 2013): 416. http://dx.doi.org/10.3928/01484834-20130620-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

DeLauro, TM, SH Kornhauser, Z. Leifer, and GA Luster. "Independent studies program in the basic sciences. A curricular innovation." Journal of the American Podiatric Medical Association 82, no. 6 (June 1, 1992): 311–19. http://dx.doi.org/10.7547/87507315-82-6-311.

Full text

Abstract:

The Independent Studies Program was initiated at the New York College of Podiatric Medicine during the early months of 1987, and it has achieved continued success and acceptance from the administration, faculty, and students. The program emphasizes competence as the constant within a relatively time-independent framework. This paper presents, in a longitudinal fashion, the Independent Studies Program as a program model that combines criterion-referencing concepts, mastery-based learning combinations, and self-learning strategies. As a result, students have taken the initiative for diagnosing their learning needs, formulating their learning goals, identifying their human and material resources, and evaluating their learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

29

Findlay, David J. "How to Do it-Strategy and tactics in curricular innovation." Medical Teacher 10, no. 2 (January 1988): 147–48. http://dx.doi.org/10.3109/01421598809010535.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Barker, Lisa, Meenakshy Aiyer, Andrew Bland, Trina Croland, Robert Jennetten, Gerald Wickham, and Ann Willemsen-Dunlap. "Board #203 - Program Innovation Evaluating Curricular Quality and Predicting Impact." Simulation in Healthcare: Journal of the Society for Simulation in Healthcare 9, no. 6 (December 2014): 441. http://dx.doi.org/10.1097/01.sih.0000459342.57285.62.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Read, Anne-Marie, and Dianne L. Hoff. "Clearwater: A Case Study in Curricular Innovation and School Reform." Journal of Cases in Educational Leadership 8, no. 1 (March 2005): 6–17. http://dx.doi.org/10.1177/155545890500800102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Burk-Rafel, Jesse, Kevin B. Harris, Jacqueline Heath, Alyssa Milliron, David J. Savage, and Susan E. Skochelak. "Students as catalysts for curricular innovation: A change management framework." Medical Teacher 42, no. 5 (February 4, 2020): 572–77. http://dx.doi.org/10.1080/0142159x.2020.1718070.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Gwozdek, Anne E., Emily C. Springfield, Melissa R. Peet, and Wendy E. Kerschbaum. "Using Online Program Development to Foster Curricular Change and Innovation." Journal of Dental Education 75, no. 3 (March 2011): 339–50. http://dx.doi.org/10.1002/j.0022-0337.2011.75.3.tb05047.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Howarth, Kath. "Context as a Factor in Teachers’ Perceptions of the Teaching of Thinking Skills in Physical Education." Journal of Teaching in Physical Education 19, no. 3 (April 2000): 270–86. http://dx.doi.org/10.1123/jtpe.19.3.270.

Full text

Abstract:

The purpose of the study was to understand how contextual factors influenced three teachers’ willingness to embrace and implement a curriculum based on the teaching of thinking skills within middle school physical education. The teachers were selected because teaching thinking skills was an important part of the central mission of their schools, and they were involved in planning and teaching thinking skills in physical education. Observations of lessons, formal interviews with the teachers and administrators, and curriculum documents provided the data base for analysis using constant comparison and analytic induction. In addition, the value orientations of all teachers within each department were obtained using the Value Orientation Inventory (Ennis & Chen, 1993). Results indicated that school and community support, teacher value orientation and collegiality, and teacher’s perception of the relationship of physical education to broader curricular innovation influenced the teachers’ acceptance of teaching thinking skills as a curricular focus.

APA, Harvard, Vancouver, ISO, and other styles

35

LeVasseur, Todd, and Christopher Ciarcia. "Sustainability Literacy in a Time of Socio-Ecological Crisis: Using Reaccreditation as a Leverage Point for Innovation in Higher Education." Sustainability 11, no. 18 (September 18, 2019): 5104. http://dx.doi.org/10.3390/su11185104.

Full text

Abstract:

This article presents a case study of innovation in sustainability education in higher education. It does so by explaining the to-date progress of a multi-year reaccreditation process begun in 2016 for the College of Charleston (CofC), a public liberal arts and sciences university in Charleston, South Carolina of approximately 10,000 undergraduates and 1300 graduate students. The question addressed is how can a higher education institute strategically embed sustainability literacy that is focused on social/environmental engagement, in a way that contributes to measurable student learning gains? We argue that the leverage point of institutional reaccreditation provides a strategic entryway into embedding such sustainability across curricular and co-curricular settings in innovative capacities. We do so by discussing how sustainability education was implemented into a co-curricular civic engagement program, alternative break, to build students’ sustainability literacy at the College of Charleston. The article concludes by reflecting on lessons learned at CofC on how to use institutional reaccreditation as a driver of sustainability education through civic engagement in an era of socio-ecological collapse.

APA, Harvard, Vancouver, ISO, and other styles

36

Cargos, Kelly. "From ELT to GELT: The Feasibility of Global Englishes Language Teaching Curricular Innovation." JALT Journal 44, no. 1 (May 1, 2022): 7–32. http://dx.doi.org/10.37546/jaltjj44.1-1.

Full text

Abstract:

Global Englishes (GE) is an inclusive paradigm that recognizes the diversity and fluidity of English use and English users around the world (Rose & Galloway, 2019). GE has inspired a framework for research and teaching known as Global Englishes Language Teaching (GELT). To evaluate the practicality of the GELT framework as a guide for curricular innovation, it is necessary to ascertain whether teachers view GELT as feasible. Building on studies by Cameron and Galloway (2019) and Galloway and Numajiri (2020), the present study investigated in-service teacher views on innovation feasibility and barriers to innovation. A questionnaire was distributed to 27 participants at 3 time conditions, and focus groups were conducted with 16 questionnaire respondents. Findings indicate that in-service teachers perceived GELT innovations to be somewhat feasible, yet various factors were identified as barriers. These results suggest that GELT curriculum innovation is most possible when initiated from the bottom up. Global Englishes（GE）は、世界中の英語使用と英語使用者の多様性と流動性を認識する包括的なパラダイムであり、Global Englishes Language Teaching（GELT）という研究・教育のフレームワークを生み出した（Rose & Galloway, 2019）。本研究では、GELTによるカリキュラム革新の実現可能性とその障壁に関する現職の英語教師の見解について調査した。アンケートは27名の英語教師に対して、3つの違う時期に実施した。フォーカスグループには16名のアンケート回答者を採用した。その結果、GELTによるカリキュラム革新をいくらか実行可能として捉えていた一方で、様々な要因をその障害としてみなしていることがわかった。これらの結果が示唆することは、GELTによるカリキュラム革新はボトムアップ方式が最も可能性があるということである。

APA, Harvard, Vancouver, ISO, and other styles

37

Fossatti, Paulo, Jefferson Marlon Monticelli, Luiz Carlos Danesi, and Hildegard Susana Jung. "Limits of Sustainability Management at Community Universities." Fronteiras: Journal of Social, Technological and Environmental Science 9, no. 3 (December 29, 2020): 33–54. http://dx.doi.org/10.21664/2238-8869.2020v9i3.p33-54.

Full text

Abstract:

The article aims to identify, from the perspective of strategic managers, categories that participate in the establishment of an innovation culture in community universities in southern Brazil. The method is based on an exploratory, qualitative research using a multiple case study and considering a group of Brazilian universities as the analysis unit. The interviews were conducted with 67 managers from 14 higher education institutions, as well as legal provisions, documents, and scenario studies. The results point to the need for universities to work in a competitive strategic positioning; approaching academia and market times; guaranteeing innovation of the sustainable management principle; internationalization as an indicator of innovation; curricular inflection and formation of innovative leaderships. Our contribution lies in proposing that universities, regardless of their state, private or community status, must follow a strategic plan that is competitive in the market and boosts the innovation culture.

APA, Harvard, Vancouver, ISO, and other styles

38

Thomas, Michael K., Sasha A. Barab, and Hakan Tuzun. "Developing Critical Implementations of Technology-Rich Innovations: A Cross-Case Study of the Implementation of Quest Atlantis." Journal of Educational Computing Research 41, no. 2 (September 2009): 125–53. http://dx.doi.org/10.2190/ec.41.2.a.

Full text

Abstract:

This study examined the tensions surrounding the implementation of a technology-rich educational innovation called Quest Atlantis (QA) in a local public elementary school. Three qualitative case studies of three classrooms implementing the innovation and a subsequent cross-case analysis were undertaken to illuminate: 1) the reasons why teachers chose to implement the innovation in their classrooms; 2) the core challenges and tensions of implementing this innovation; 3) the supports necessary to successfully implement the innovation; and 4) the adaptation that the innovation underwent in the course of its implementation. The results of this study indicated that teachers implemented QA because of its alignment with their existing curricular goals, its flexible adaptivity, and its emphasis on social commitments. Findings also indicated that teachers persisted in using QA because the students enjoyed it and were enthusiastic for its continued use. Core challenges and tensions in the implementation included security concerns related to QA's use of web-based communication features, providing appropriate technical and social support for implementation, and balancing the innovation's intended use and its actual use.

APA, Harvard, Vancouver, ISO, and other styles

39

Walsh, Anita, and Philip Powell. "Supporting student innovation through an engagement, employability and employment ecosystem." Higher Education, Skills and Work-Based Learning 8, no. 1 (February 12, 2018): 15–28. http://dx.doi.org/10.1108/heswbl-08-2017-0054.

Full text

Abstract:

Purpose The purpose of this paper is to explore how students, full-time and part-time, may be supported in becoming ambidextrous – developing “intrapreneurial” skills and capabilities, as well as being introduced to more typical “entrepreneurial” activities. It is proposed that both perspectives will be necessary for future graduates. Design/methodology/approach The paper highlights the fast-changing nature of the economic and employment context and the future requirements for graduate skills. It analyses and evaluates a framework of curricular and extra-curricular activities which has been developed to address future skills needs. The paper uses a case study to illustrate the issue. Findings The paper concludes that with increasingly flexible career paths, there is a need for graduates to be prepared for portfolio careers in which they move between employment and self-employment. The development of an independent mindset which can identify and exploit innovation is therefore important. Practical implications The paper outlines an approach that has been implemented in a UK higher education institution to the development of innovation skills which is responsive to a wider range of students than the conventional cohort of young, full-time students. Originality/value The paper highlights the importance of designing educational experiences which directly address students’ situations and experiences. It also identifies the role of work-based research in the development of an innovative mindset.

APA, Harvard, Vancouver, ISO, and other styles

40

Amgain, Kapil, and S. Budhathoki. "An innovative, integrated, and community based MBBS Curriculum: a humanistic and holistic approach for Karnali Academy of Health Sciences." Journal of Karnali Academy of Health Sciences 1, no. 3 (December 31, 2018): 52–60. http://dx.doi.org/10.3126/jkahs.v1i3.24157.

Full text

Abstract:

Background: With the mission of providing easy and accessible health services/facilities for the people of backward areas by producing qualified and skillful health professionals, Karnali Academy of Health Sciences (KAHS) has been established in 2011, by an Act of parliament of Nepal. In the way of fulfilling its mission, PCL nursing program (2014), PCL in General Medicine (2015), Bachelor in Public Health (2018) and Bachelor in Midwifery Sciences (2018) programs have already started successfully; and next goal of our Academy is to start MDGP and MBBS in near future. In this context of its academic progress, KAHS is developing an ideal MBBS curriculum by introducing the recent innovation in the field of medical education. Method: This was the cross-sectional study conducting among 100 public, 50 medical students and 20 professors and faculties of TU, KU, PAHS and BPKIHS from June, 2018 to November, 2018. The data were collected with the help of three different set of semi-structured questionnaires. Moreover, we had gone through the MBBS curriculum of 10 Universities/Academy, and the data regarding the type of curricular strategies, credit hours and course contents of individual subject, academic calendar, schedule of community posting, and evaluation pattern were collect in the performa. The collected data were analyzed and presented in the tables. Result: Present study found that out of 100 participants, almost all of the participants felt the need of one medical college and a well facilitated hospital in Karnali Province, especially in Jumla, with the qualified, skillful, patient-friendly medical doctors as well as other health professionals. After interviewed with the professors and faculties of various universities, we found that the integrated, community based and student centered curriculum had better level of understanding than the discipline based, teacher-centered MBBS curriculum. Out of the four prevailing MBBS curricula (TU, KU, PAHS and BPKIHS) in Nepal, all curricula incorporated the horizontal integration approach in basic sciences with early pre-clinical exposure and community posting. In addition to this, integrated MBBS curriculum of PAHS was fully problem-based, and community based. Conclusion: Integrated, student-centered, community based, problem based as well as problem oriented innovative teaching-learning method outweigh the contemporary teacher-centered hospital-based learning in medical education. So, we would like to recommend the development of integrated MBBS curriculum based on the organ system for the proper implementation recent innovation of medical education.

APA, Harvard, Vancouver, ISO, and other styles

41

Chacón de la Cruz, Tomás, Carlos Castillo Pimienta, and Gabriela Díaz-Veliz. "Impacto post-innovación curricular en la percepción del ambiente educacional en estudiantes de tecnología médica." Investigación en Educación Médica 30, no. 2 (April 12, 2019): 50–59. http://dx.doi.org/10.22201/facmed.20075057e.2019.30.1788.

Full text

Abstract:

Introducción: En la última década, la Facultad de Medicina de la Universidad de Chile ha modificado los currículos de las ocho escuelas de la salud que la componen, con el fin de orientar el proceso educativo de los estudiantes, en función de sus perfiles profesionales. Objetivo: Determinar el impacto de la innovación curricular en la percepción del ambiente educacional de los estudiantes de segundo año de la Escuela de Tecnología Médica de la Facultad de Medicina. Método: Estudio transversal realizado en cuatro cohortes sucesivas (N = 308), dos con currículo antiguo (años 2012 y 2013) y dos con currículo innovado (años 2014 y 2015). A todos los estudiantes se les aplicó el cuestionario DREEM. Este instrumento fue diseñado para medir la percepción del ambiente educacional y consta de 50 ítems, divididos en 5 subescalas: percepción de la enseñanza, de los profesores y del ambiente de aprendizaje, autopercepción académica y social. Resultados: El puntaje promedio total aumentó significativamente en los dos años post-innovación (2012:116.2; 2013:117.6; 2014:131.1; 2015:133.3). Además, en las cohortes 2014 y 2015, aumentó significativamente el porcentaje de estudiantes que consideraron el ambiente educacional como excelente (2012:6.6%; 2013:7.5%; 2014:20.8%; 2015:23.7%). En dos de las cinco subescalas del cuestionario DREEM, percepción de la enseñanza y percepción del ambiente de aprendizaje, aumentó significativamente la percepción positiva en los estudiantes que cursaban el currículo innovado. En el resto de las subescalas no se observaron diferencias significativas entre las cuatro cohortes. Conclusiones: De acuerdo con la opinión de los estudiantes, el proceso de innovación curricular en la Escuela de Tecnología Médica corrigió satisfactoriamente algunos aspectos deficitarios del currículum antiguo. El cuestionario DREEM entregó indicaciones acerca de las prioridades al momento de reformar el currículo.

APA, Harvard, Vancouver, ISO, and other styles

42

Videla, Carmen Burgos, and Glenda Gonzales. "Mechanism of Attainment of the Graduate Profile for the Curricular Harmonization in the University of Atacama." European Journal of Social Science Education and Research 6, no. 2 (August 31, 2019): 31. http://dx.doi.org/10.26417/ejser.v6i2.p31-38.

Full text

Abstract:

The progress of the curriculum redesign process promoted by the University of Atacama (UDA) is presented, through the Academic Vice Rectory and operationalized by the Center for Teaching Improvement. This process has been organized with a systematic approach defined to carry out curricular innovation with a competence-based approach, guided by its Educational Model (Universidad de Atacama, 2007). This understanding shows a significant first step materialized in the mechanism of achievement of the graduate profile of which we will explain the structure, the systemic approach and the possibility of implementation through participatory strategies. It is argued that from this proposal, a change in the logic of curricular implementations and evaluations is sought at a higher level, to incorporate into the task the inclusive view regarding historicity, of the contexts in which guidelines for a sustained change that aims for quality.

APA, Harvard, Vancouver, ISO, and other styles

43

Bonnema, Rachel A., Gabriella G. Gosman, and Robert M. Arnold. "Teaching Error Disclosure to Residents: A Curricular Innovation and Pilot Study." Journal of Graduate Medical Education 1, no. 1 (September 2009): 114–18. http://dx.doi.org/10.4300/01.01.0019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Hulett, Becky, and Elizabeth Davis. "Curricular Innovation for Quality and Safety Certification in a Graduate Program." Journal of Nursing Education 59, no. 5 (May 1, 2020): 291–92. http://dx.doi.org/10.3928/01484834-20200422-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Pinder, Karen E., and Jennifer A. Shabbits. "Educational leadership during a decade of medical curricular innovation and renewal." Medical Teacher 40, no. 6 (March 5, 2018): 578–81. http://dx.doi.org/10.1080/0142159x.2018.1440079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

BROWN, KIMBERLEY. "World Englishes in TESOL programs: an infusion model of curricular innovation." World Englishes 12, no. 1 (March 1993): 59–73. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00007.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Ruhe, Valerie, and J. Donald Boudreau. "Curricular innovation in an undergraduate medical program: What is “appropriate” assessment?" Educational Assessment, Evaluation and Accountability 23, no. 3 (June 11, 2011): 187–200. http://dx.doi.org/10.1007/s11092-011-9124-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Davis, Shannon N., and Shannon K. Jacobsen. "Curricular Integration as Innovation: Faculty Insights on Barriers to Institutionalizing Change." Innovative Higher Education 39, no. 1 (March 3, 2013): 17–31. http://dx.doi.org/10.1007/s10755-013-9254-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Bryan, George T. "The role and responsibility of the dean in promoting curricular innovation." Teaching and Learning in Medicine 6, no. 3 (June 1994): 221–23. http://dx.doi.org/10.1080/10401339409539681.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ocampo-Hernández, Stefany, Luis Alonso Arrieta Ávila, and Virginia Aguilar Barquero. "Impacto de la implementación de un modelo ecoformativo a través de proyectos estratégicos: el caso de la Universidad Castro Carazo (Costa Rica)." Research in Education and Learning Innovation Archives, no. 24 (June 24, 2020): 56. http://dx.doi.org/10.7203/realia.24.15898.

Full text

Abstract:

Castro Carazo University has adopted an educational model of ecoformation since 2016. It has been necessary to incorporate good practices and strategies of pedagogical and curricular innovation, as an integral part of its educational and administrative processes. This article details the most relevant practices and strategies: the design and implementation of a university teaching program for faculty, the inauguration of a learning laboratory for the promotion of learning through digital fabrication, and the strengthening of a Curricular Innovation team. These disruptive processes have changed the teacher–student dynamics, by promoting a dialogue of knowledge through physical and virtual spaces, where error is part of learning, and where the ecology of knowledge becomes the basis of learning.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!