Journal articles on the topic 'Curricular supports'
To see the other types of publications on this topic, follow the link: Curricular supports.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Curricular supports.'
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
Kurth, Jennifer A., Andrea L. Ruppar, Jessica A. McQueston, Katie M. McCabe, Russell Johnston, and Samantha Gross Toews. "Types of Supplementary Aids and Services for Students With Significant Support Needs." Journal of Special Education 52, no. 4 (August 9, 2018): 208–18. http://dx.doi.org/10.1177/0022466918791156.
Full textAbstract:
Supplementary aids and services (SAS) have been a provision in special education law since PL 94-142, however, almost no guidance has been provided to help teams make decisions about their appropriate selection and use. In this exploratory study, we explore the types of SAS selected for students with significant support needs using a conventional content analysis of individualized education program (IEPs) from 88 students in Grades K–12. Results illustrate the wide variation in types of SAS chosen for students overall. Curricular accommodations and personnel supports were the most commonly identified supports, while supports to assist students to communicate and make meaning of curriculum (e.g., curricular modifications) were less common, as were less intrusive supports such as peer-assisted learning. Implications for policy, practice, and research are provided.
2
Kezar, Adrianna, and Elizabeth Holcombe. "Integrated and Comprehensive Student Support Programs Aimed at Historically Underserved Students: Creating a Unified Community of Support." International Journal of Chinese Education 7, no. 1 (August 1, 2018): 65–84. http://dx.doi.org/10.1163/22125868-12340090.
Full textAbstract:
AbstractWhile numerous support programs have evolved to support underrepresented students in higher education, these programs are often disconnected from the curriculum and only target one area of student need. Emerging research indicates that integrated programs which combine multiple curricular and co-curricular supports may be a more effective way to support historically underserved students. In this article, we report on one such integrated program in the United States,CSU STEMCollaboratives. We describe how integrated programs benefit students as well as the broader campus community by creating a unified community of support that fosters collaboration and connection.
3
Merritt, Eileen G., Leanna Archambault, and Annie E. Hale. "Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 18–35. http://dx.doi.org/10.2478/dcse-2018-0002.
Full textAbstract:
Abstract The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.
4
Kennedy, Dan. "From the 1990s: Climbing Around on the Tree of Mathematics." Mathematics Teacher 100, no. 5 (December 2006): 80–85. http://dx.doi.org/10.5951/mt.100.5.0080.
Full textAbstract:
This September 1995 article approaches creating a modern mathematics curriculum using a metaphoric tree of Mathematics. Author describes problem of optimal selection and sequencing of subjects. He supports the ladder of technology for reaching higher branches of the tree and argues for clearing the dead leaves of centuries of curricular material, clearing the view of beautiful tree of Mathematics.
5
Kennedy, Dan. "From the 1990s: Climbing Around on the Tree of Mathematics." Mathematics Teacher 100, no. 5 (December 2006): 80–85. http://dx.doi.org/10.5951/mt.100.5.0080.
Full textAbstract:
This September 1995 article approaches creating a modern mathematics curriculum using a metaphoric tree of Mathematics. Author describes problem of optimal selection and sequencing of subjects. He supports the ladder of technology for reaching higher branches of the tree and argues for clearing the dead leaves of centuries of curricular material, clearing the view of beautiful tree of Mathematics.
6
Silva, Fabiany De Cássia Tavares, and Christiane Caetano Martins Fernandes. "“Estudos comparados” como ferramenta metodológica de investigação de documentos curriculares prescritos." Revista Pesquisa Qualitativa 8, no. 16 (April 22, 2020): 20. http://dx.doi.org/10.33361/rpq.2020.v.8.n.16.326.
Full textAbstract:
Resumo: Este texto expõe uma versão do método de comparação intitulada “estudos comparados”, que na condição de ferramenta de investigação, suporta outra representação ou outro design qualitativo de comparação, cruzando as áreas de educação, história da educação e sociologia comparadas. Nessa condição toma forma em um Programa de Pesquisa que analisa documentos curriculares prescritos, também conhecidos como parâmetros, orientações, diretrizes, referenciais, programas e/ou planos, produzidos por redes de ensino estaduais e/ou municipais para informar o processo de seleção e distribuição de conhecimentos escolares. Tal exposição, nos limites deste texto, alimenta-se das dissertações e teses como fontes que estudam documentos curriculares e disponibilizam um ‘conhecimento poderoso’, validado pela crença da/na legitimidade das escolhas e de quem as legitima, crença cuja produção torna relevantes os estudos acadêmicos sobre documentos curriculares prescritos.Palavras-chave: Método; Estudo Comparado; Currículo; Dissertações e Teses. “Compared studies” as a methodological tool for investigation of prescribed curriculum documentsAbstract: This text presents a version of the comparison method entitled “comparative studies”, which, as a research tool, supports another representation or another qualitative design of comparison, crossing the areas of education, history of education and sociology compared. In this condition, it takes shape in a Research Program that analyzes prescribed curriculum documents, also known as parameters, guidelines, guidelines, references, programs and / or plans, produced by state and / or municipal education networks to inform the selection and distribution process of school knowledge. Such exhibition, within the limits of this text, feeds on dissertations and theses as sources that study curricular documents and they aim to provide 'powerful knowledge', validated by the belief of / in the legitimacy of the choices and of those who legitimize them, a belief whose production makes academic studies on prescribed curriculum documents relevant.Keywords: Method; Comparative Stud; Local Curricular Documents; Curriculum; Dissertations and Thesis.
7
Henneberry, Solana, Jennifer Kelso, and Gloria Soto. "Using Standards-Based Instruction To Teach Language to Children Who Use AAC." Perspectives on Augmentative and Alternative Communication 21, no. 3 (September 2012): 92–98. http://dx.doi.org/10.1044/aac21.3.92.
Full textAbstract:
Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary content and context of the education and therapeutic intervention for students who use AAC. Special educators, including speech and language pathologists, need to encapsulate the essence of Common Core Content Standards and the general education curriculum to address the content and language needs of AAC users. The interconnection of curriculum content and language demands for the AAC user can be accomplished using readily available research based tools and strategies. We created a five-step process to help SLPs incorporate the general education curriculum into intervention to address language goals of AAC users: 1) assessment; 2) identifying grade level content standards from Common Core or state standards; 3) identifying the “essence” of the standard as it relates to language; 4) generating IEP goals; and 5) teaching language skills across curricular activities. We will provide examples of this process to address a general education standard and the language and curricular content goals for beginning communicators, context-dependent communicators and for students communicating independently. Collaboration between the SLP and educators by means of these steps supports student success across all curricular areas.
8
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.
Full textAbstract:
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.
9
O'Brien, M. T., and J. Littrich. "Using Assessment Practice to Evaluate the Legal Skills Curriculum." Journal of University Teaching and Learning Practice 5, no. 1 (January 1, 2008): 68–84. http://dx.doi.org/10.53761/1.5.1.6.
Full textAbstract:
A comprehensive audit of the skills curriculum offered to students in a Bachelor of Laws program yielded important insights about the collective impact of assessment tasks on the hidden and operational skills curriculum. This qualitative case study supports the views (1) that assessment tasks provide significant skills practice and performance opportunities for students; (2) that assessment provides students with important cues about what type of learning is valued; and (3) that review of assessment practices across the curriculum can provide important information for curricular reform.
10
Teo, Tang Wee, Kim Chwee Daniel Tan, Yaw Kai Yan, Yong Chua Teo, and Leck Wee Yeo. "How flip teaching supports undergraduate chemistry laboratory learning." Chem. Educ. Res. Pract. 15, no. 4 (2014): 550–67. http://dx.doi.org/10.1039/c4rp00003j.
Full textAbstract:
In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution's mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates' self-directed learning.
11
Aspden, Trudi, Rachael Butler, Lynne Bye, and Lynne Petersen. "Using multiple lenses to explore how an undergraduate curriculum supports pharmacy students’ patient-centred competency development." Pharmacy Education 22, no. 1 (August 26, 2022): 727–43. http://dx.doi.org/10.46542/pe.2022.221.727743.
Full textAbstract:
Background: This study explores how a Bachelor of Pharmacy curriculum supports students’ holistic patient-centred competency development. Methods: This mixed-method exploratory study identified patient-centred care themes through a literature review. The themes were mapped to a curriculum. They also informed staff and student focus groups, and student, intern, and preceptor surveys. Qualitative data were thematically analysed, descriptive statistics were generated from quantitative data and the findings triangulated. Results: Six themes and 22 subthemes were identified and mapped. Attributes synthesised from subthemes, were explored via surveys. Eight staff and 20 students participated in four focus groups. The influence of people, immersive learning experiences and learning variety were identified as key facilitators for competency development. 51 students, 18 interns and 51 preceptors completed the questionnaires. The responses validated the themes and attributes and identified curricular strengths and gaps. Conclusion: A multi-step study incorporating triangulation generated a comprehensive and confirming overview of curriculum components, which led to pharmacy students’ development of patient-centred competencies.
12
Ferry, Matthew, and Nate McCaughtry. "“Whatever Is Comfortable:” Secondary Physical Educators’ Curricular Decision Making: Issues of Knowledge and Gendered Performativity." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 297–315. http://dx.doi.org/10.1123/jtpe.2014-0027.
Full textAbstract:
Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students’ regular participation in physical activity (PA). Researchers’ use of the term PA, however, often stresses the similarities while ignoring important differences. Utilizing teacher knowledge theory, feminist poststructural scholarship, and interpretive methodologies we attempted to better understand how teachers selected curricular content by examining their CK. We found that the teachers’ PA biographies led them to develop deeply embodied and gendered knowledge and competencies, or ±comfort,“ when it came to teaching particular PAs, and this was a major factor in how they selected curricular content. Implications of the study highlight the socially constructed nature of teacher CK and issues associated with secondary PE curricula and wider physical activity culture(s).
13
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.
Full textAbstract:
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.
14
Beyer, Carrie J., Cesar Delgado, Elizabeth A. Davis, and Joseph Krajcik. "Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials." Journal of Research in Science Teaching 46, no. 9 (November 2009): 977–98. http://dx.doi.org/10.1002/tea.20293.
Full text
15
Brady-Amoon, Peggy, Nita Makhija, Vasudev Dixit, and Jonathan Dator. "Social Justice: Pushing Past Boundaries in Graduate Training." Journal for Social Action in Counseling & Psychology 4, no. 2 (July 27, 2018): 85–98. http://dx.doi.org/10.33043/jsacp.4.2.85-98.
Full textAbstract:
This article explores definitions and integration of social justice in graduate training in counseling and psychology. We examine both the professional literature and our own process in pushing past curricular and administrative boundaries by establishing an extra- or co-curricular component to graduate training that supports the further infusion of social justice principles in graduate training. We conclude with a call for further dialogue and action.
16
Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (January 2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.
Full textAbstract:
In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.
17
Thompson, James R., Virginia L. Walker, Karrie A. Shogren, and Michael L. Wehmeyer. "Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports." Intellectual and Developmental Disabilities 56, no. 6 (December 1, 2018): 396–411. http://dx.doi.org/10.1352/1934-9556-56.6.396.
Full textAbstract:
Abstract Progress in including students with the most significant cognitive disabilities in general education environments has been unquestionably slow during the past quarter century. Systematic approaches to identifying and arranging supports are needed to accelerate this outcome. In this article, we propose an approach to understanding students by their support needs in relation to curricular demands, instructional strategies, and participation requirements as a means to enhance the capacities of schools and general education classrooms to educate all students.
18
Acosta Castellanos, Pedro Mauricio, Araceli Queiruga-Dios, Ascensión Hernández Encinas, and Libia Cristina Acosta. "Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America." Sustainability 12, no. 18 (September 4, 2020): 7239. http://dx.doi.org/10.3390/su12187239.
Full textAbstract:
Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.
19
Mascarenhas de Almeida, José Rubens, and Danilo Bandeira Dos Santos Cruz. "A REFORMA CURRICULAR E A MEMÓRIA IDEOLOGIZADA DE UMA GEOGRAFIA EM (DES) CONSTRUÇÃO." Cadernos de Pesquisa 24, no. 2 (September 3, 2017): 27. http://dx.doi.org/10.18764/2178-2229.v24n2p27-41.
Full textAbstract:
Resumo: As mudanças curriculares surgem como possibilidade de adequação à lógica de acumulação capitalista, visto que são capazes de direcionar o comportamento dos sujeitos no sentido da adaptação ao dinâmico metabolismo imposto pelo poder dominante, em especial, no processo de (re)organização do trabalho. Nessa direção, este estudo objetiva analisar esse processo a partir dos currículos que deram consistência e orientação ao curso de Licenciatura Plena em Geografia, da Universidade Estadual do Sudoeste da Bahia – UESB, ao longo desses 31 anos de existência (1985 – 2015). Para tanto, este trabalho se ampara em observações de campo – seleção/coleta dos documentos analisados e de conversas com professores que participaram da elaboração, análise dos dados, leituras e discussões. Além disso, a pesquisa alcança a memória, inscrita nos currículos analisados, a qual oculta/expõe um movimento de (des)construção de uma geografia permanentemente em vias de consolidação, cuja trajetória esteve marcada por avanços e retrocessos.Palavras-chave: Geografia. Licenciatura Plena. Uesb. Ideologia. Educação. Currículo.CURRICULAR REFORM AND IDEOLOGIZED MEMORY OF A GEOGRAPHY IN (DE) CONSTRUCTION Abstract: The curricular changes arise as the possibility of suiting to the capitalist accumulation logic, since they are able to direct the subjects behavior in the sense of adapting to the dynamic metabolism imposed by the dominant power, especially, in the process of (re) organization of work. In this direction, this study aims to analyze that process from the curricula that gave consistency and guidance to the Full Degree in Geography course of the Universidade Estadual do Sudoeste da Bahia – UESB, over those 31 years of existence (1985 – 2015).Therefore, this work supports itself in field observations – time of selection/ collection of examined documents and conversations with teachers who took part in the elaborations, data analysis, readings and discussions. In addition, the research reaches the memory registered in the analyzed curricula, which hides/expose a movement of (de) construction of a geography permanently in process of consolidation, whose trajectory was marked by advances and backspace.Keywords: Geography. Full graduation. Ideology. Uesb. Education. Curriculum. LA REFORMA CURRICULAR Y LA MEMORIA IDEOLOGIZADA DE UNA GEOGRAFIA EN (DE) CONSTRUCCIÓNResumen: Los cambios curriculares surgen como posibilidad de adecuación a la lógica de la acumulación capitalista, ya que son capaces de dirigir el comportamiento de los sujetos en el sentido de la adaptación al dinámico metabolismo impuesto por el poder dominante, en especial en el proceso de (re)organización. En este sentido, este estudio tiene como objetivo analizar el proceso a partir de los currículos que dieron consistencia y orientación al Curso de Licenciatura en Geografía, de la Universidade Estadual do Sudoeste da Bahia – UESB, a lo largo de estos 31 años de existencia (1985-2015). Por lo tanto, este trabajo se ampara en observaciones de campo – selección/recolección de documentos examinados y de conversaciones con los profesores que participaron de la preparación, análisis de datos, lecturas y discusiones. Además, la investigación llega a la memoria, registrada en los currículos analizados, que oculta/muestra un movimiento de (de) construcción de una geografía permanentemente en el proceso de consolidación, cuya trayectoria estuve marcada por avances y retrocesos.Palabras clave: Geografía. Licenciatura Plena. Uesb. Ideología. Educación. Currículo.
20
Couture, Danielle, Judith McBride, Sujata Saha, Denise Schellhase, and Kelly Von Eschen. "Teacher Inquiry for Educational Change." LEARNing Landscapes 4, no. 2 (April 2, 2011): 125–44. http://dx.doi.org/10.36510/learnland.v4i2.391.
Full textAbstract:
The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.
21
Bonati, Michelle L., and Stacy K. Dymond. "Service-Learning and Students With Severe Disabilities: Examining Participation and Curricular Goals." Intellectual and Developmental Disabilities 57, no. 1 (February 1, 2019): 42–55. http://dx.doi.org/10.1352/1934-9556-57.1.42.
Full textAbstract:
Abstract The purpose of this case study was to examine how students with severe disabilities participated in service-learning at a food pantry and the curricular goals they addressed. Service-learning is a form of experiential learning that blends classroom instruction with community service. Participants included 3 high school students with severe disabilities enrolled in a private faith-based school, 5 school staff, and the food pantry coordinator. Data were collected over a 6-month period from observations, interviews, and a focus group. Findings indicate students partially participated in service-learning with supports using a strengths-based approach. Barriers to participation included unclear paraprofessionals' roles, uncertain project priorities, and insufficient supports for communication and behavior. Curricular goals addressed emphasized Jewish values and functional skills. An extension of Furco's service-learning theoretical model is proposed to conceptualize service-learning as being situated along a continuum from supported volunteering to vocational training.
22
Crawford, Caroline M., Sharon Andrews, and Jennifer K. Young Wallace. "Co-Creative Collegial Communities of Instructional Engagement." International Journal of Hyperconnectivity and the Internet of Things 5, no. 2 (July 2021): 38–56. http://dx.doi.org/10.4018/ijhiot.2021070103.
Full textAbstract:
With the rise of the digital age, the concept of anywhere and anytime learning has become a stunning reality, therefore embedding learning within one's daily life more securely than previous decades. Impactful is one's daily community through which each person engages, formally and informally engaging. As distance learning environments stealthily become a normal expectation, the embedding of learning experiences into communities of engagement arises. Focusing upon curricular design that emphasizes the engagement of different colleagues within the community, towards framing information in new and different ways, is of grounding impact upon the success of online learning success. A presentation of earning understandings, framed through digital pedagogy, andragogy, and heutagogy, are advanced supports through the social collegial community in which one currently lives. Further, embedding the concept of collegial communities within distance learning supports rethinking curricular design, thru values, professional standards, competences, capabilities, and behavioral dispositions.
23
Arias, Anna Maria, Annemarie S. Palincsar, and Elizabeth A. Davis. "The Design and Use of Educative Curricular Supports for Text-Based Discussions in Science." Journal of Education 195, no. 1 (January 2015): 21–37. http://dx.doi.org/10.1177/002205741519500105.
Full text
24
Riram, Bombi, and T. K. Lhungdim. "To Study the Various Co-curricular Activities of Girl Student of Kasturba Gandhi Balika Vidyalaya and Government Upper Primary School of East Siang District Arunachal Pradesh." International Journal of Research in Engineering, Science and Management 3, no. 11 (November 9, 2020): 41–44. http://dx.doi.org/10.47607/ijresm.2020.369.
Full textAbstract:
Co-Curricular Activities are important part of curriculum. These activities are important for the overall development of students. Though CCA are non-academic activities, it supports the academic purpose of schools, through positive reinforcements for the social and emotional aspects. It benefits the school children in gaining valuable academic and social experiences by providing wide range of opportunities and experience for self-expression and participation. The present study is an attempt to study the participation of girls’ students in various co-curricular activities that are organised in the Kasturba Gandhi Balika Vidyalaya and Government Upper Primary School of East Siang District of Arunachal Pradesh. A sample of 4 KGBV and 4 GUPS from 2 blocks,5 teachers and 10 girls’ students from each school have been taken by following simple random technique. The total sample consist of 8 schools,40 teachers and 80 girls’ students. It is a descriptive research study. For collecting various information, the researcher used the constructed questionnaire. The data analysis had been done by using simple frequency and percentage technique. The findings of the study revealed that girls’ students of KGBV took more active participation in CCA than GUPS.
25
Davis, Elizabeth, Annemarie Sullivan Palincsar, Anna Maria Arias, Amber Schultz Bismack, Loren Marulis, and Stefanie Iwashyna. "Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process." Harvard Educational Review 84, no. 1 (March 13, 2014): 24–52. http://dx.doi.org/10.17763/haer.84.1.g48488u230616264.
Full textAbstract:
In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for developing curricular supports for teachers is of paramount importance. While the illustrations provided focus on science curriculum materials and instruction, the authors argue that the principles and processes applied generalize to the design of educative features across subject-matter areas.
26
Ferns, Sonia, and Linda Lilly. "Driving institutional engagement in WIL: Enhancing graduate employability." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (February 15, 2016): 116–33. http://dx.doi.org/10.21153/jtlge2015vol6no1art577.
Full textAbstract:
Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focussing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is required in order to address these societal demands.
Embedding the development of employability capabilities in curriculum to ensure work-ready graduates is a priority for Curtin University as it aspires to provide authentic learning experiences where students apply theoretical concepts in real-world settings. Scaffolding skill development across curriculum is fundamental to quality curriculum design. Flexible industry and community partnerships are integral to implementing a practice-based curriculum, enabling the development of professional practice to be an integral component of the degree program. This paper presents a three-year Strategic Project, which aimed to enrich the student experience through establishing an institutional framework for WIL, as a case study to inform further WIL initiatives. It outlines strategies implemented to achieve the strategic goals, to introduce innovative approaches for establishing an institutional framework, and to enhance the student experience through WIL.
27
Casey, Gail, and Terry Evans. "Action research to support the integration of social media in the classroom." Action Research 16, no. 2 (January 4, 2017): 127–51. http://dx.doi.org/10.1177/1476750316674539.
Full textAbstract:
This article discusses and reflects on the action research process used during an investigation in which social and participatory media were integrated into the face-to-face classroom. The action research project concerned pedagogical and curricular changes created, negotiated, reflected upon and documented as new media were incorporated into 13 classes, over an 18-month period, in an Australian public high school. The action research process and its continual cycles of improvement were used to redesign projects that incorporated new media within a contemporary pedagogical approach to schooling young people. The article discusses the change in thinking and mindset for the teacher that came about from this new learning milieu and was undertaken with a view to meet the school demands of a one electronic device per student program. This study supports educators and learning designers in developing curriculum and pedagogy that is more in line with the demands and skills of young people using social and participatory media to engage, interpret and understand their social worlds.
28
Youngs, Peter, Nathan Jones, and Mark Low. "How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources." Teachers College Record: The Voice of Scholarship in Education 113, no. 7 (July 2011): 1506–40. http://dx.doi.org/10.1177/016146811111300704.
Full textAbstract:
Background/Context Studies have found that within-field mentoring, collaboration with colleagues, and administrative support can increase new general education teacher commitment (Kapadia, Coca, & Easton, 2007; Smith & Ingersoll, 2004). In the area of special education, studies have reported that support from mentors and colleagues is associated with increased commitment among novices (Billingsley, Carlson, & Klein, 2004; Whitaker, 2000). Despite these advances, there has been little research on how beginning special educators make sense of the curricular, instructional, and role expectations placed on them or how they negotiate relationships with and make use of supports from mentors, colleagues, and administrators. Purpose One purpose of the study was to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers. A second purpose was to document variations in how novices from both groups addressed expectations they encountered. Research Design Data collection during the 2006-07 school year involved interviewing two beginning special education and two general education teachers twice each and surveying all four teachers twice each. All four teachers were working in a medium-sized urban district in Michigan where 40% of students were eligible for free/reduced-price lunches. The interview questions addressed the study participants’ professional backgrounds, teaching assignments, and the curricular, instructional, and role expectations they experienced in their schools. The teachers were also asked about the content and frequency of their interactions with their formally assigned mentors, colleagues, and school and district administrators, and their participation in induction and professional development activities. Findings/Results The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work. In addition, the study also found variations in how these teachers made sense of the expectations placed on them and the nature and amount of the effort they seemed to exert in meeting these expectations. Further, due to the nature of the curricular and role expectations they faced, the early career special educators were much more dependent on their general education colleagues (as compared to the general educators in the study) and they were expected to develop relationships with a greater number and wider range of individuals. Conclusions/Recommendations Based on the study findings, there are three main induction practices or activities that school leaders and districts should consider. For one, it is important for new special education teachers to have access to same-field mentors and clear curricular guidelines that can help them determine their curriculum and carry out their instructional duties. Second, in order to further reduce role ambiguity for new special educators, ensure that they meet their legal obligations (enshrined in IDEA and NCLB), and integrate them into their schools, it may be helpful for principals and district administrators to take strong, visible positions in support of inclusion and help them establish productive relationships with other teachers in their schools. Third, we argue that it may be useful for induction programs for beginning special education teachers to address the nature of, and help them build, their relationships with general education colleagues.
29
Nascimento, Ilma Vieira do Nascimento Vieira do, and Karyanne Moreira da Silva Nogueira Rosa. "CURRÍCULO INTEGRADO EM UM PROGRAMA DE INCLUSÃO SOCIAL: a visão dos gestores." Revista Educação e Emancipação 9, no. 3 (May 10, 2017): 112. http://dx.doi.org/10.18764/2358-4319.v9n3p112-132.
Full textAbstract:
RESUMO Neste artigo, discute-se sobre o currículo integrado do Projovem na visão dos gestores do programa desenvolvido na cidade de São Luís-MA. Reflete-se sobre diferentes concepções do currículo e especificamente sobre a proposta de currículo integrado para analisar a concepção de currículo integrado que embasa a proposta curricular do Projovem, cuja organização contempla três dimensões: escolarização, qualificação profissional e ação comunitária. A partir dessa revisão teórica da produção acadêmica que aborda o currículo integrado, discute-se as percepções dos gestores sobre o desenvolvimento desse currículo no Projovem. Para tanto, realizou-se estudo exploratório, pesquisa de campo com os gestores, por meio de entrevistas. A análise dos dados evidencia que a integração acontece na perspectiva das três dimensões curriculares do programa, porém não há percepção clara de currículo integrado percebido no discurso dos gestores das escolas. Por fim, ressalta-se a importância do currículo integrado para formação integral do aluno, sendo que os conteúdos trabalhados devem se constituir em elementos concretos na sua formação, de modo a lhe favorecer possibilidades de compreensão e intervenção na realidade.Palavras-chave: Currículo integrado. Projovem. Dimensões curriculares.CURRICULUM INTEGRATED IN A SOCIAL INCLUSION PROGRAMME: the vision of managers ABSTRACT This article discusses about the integrated curriculum Projovem in view of Program Managers developed in São Luis-MA. Reflected on different conceptions of the curriculum and specifically on the proposed integrated curriculum to analyze the design of integrated curriculum that supports the curriculum proposal Projovem, whose organization has three dimensions: education, professional training and community action. From this theoretical review of academic literature that addresses the integrated curriculum, discusses the perceptions of managers on the development of this curriculum in Projovem. For both held exploratory study, field research with managers, through interviews. Data analysis shows that integration takes place in the perspective of the three curricular dimensions of the program, but there is no clear perception of integrated curriculum perceived in the discourse of managers of schools. Finally, we emphasize the importance of integrated curriculum for comprehensive training of the student, and the contents worked should constitute concrete elements in their training, in order to favor her understanding of possibilities and intervention in reality.Keywords: Integrated Curriculum. Projovem. Curriculum dimensions.PLAN DE ESTUDIOS INTEGRADO EN UN PROGRAMA DE INCLUSIÓN SOCIAL: la visión de los gestore RESUMENEn este artículo se discute acerca de la Projovem plan de estudios integrado a la vista de los directores de programas desarrollados en San Luis-MA. Refleja en diferentes concepciones del plan de estudios y específicamente en el plan de estudios integrado propuesto para analizar el diseño del plan de estudios integrado que soporta la propuesta curricular Projovem, cuya organización tiene tres dimensiones: educación, formación profesional y de acción comunitaria. A partir de esta revisión teórica de la literatura académica que aborda el plan de estudios integrado, se analizan las percepciones de los directivos en el desarrollo de este plan de estudios en Projovem. Para ambas celebradas estudio exploratorio, la investigación de campo con los gerentes, a través de entrevistas. Análisis de los datos muestra que la integración se lleva a cabo en la perspectiva de las tres dimensiones del plan de estudios del programa, pero no existe una clara percepción de currículo integrado se percibe en el discurso de los administradores de las escuelas. Por último, destacamos la importancia del plan de estudios integrado para la formación integral del alumno y los contenidos trabajados deben constituir elementos de hormigón en su formación, con el fin de favorecer la comprensión de las posibilidades y la intervención en la realidad. Palabras clave: Curriculum integrado. Projovem. Las dimensiones del plan de estudios.
30
Jindal, SK. "End of Life Care: A Curricular and Practice Need." Journal of Postgraduate Medicine, Education and Research 46, no. 3 (2012): 117–21. http://dx.doi.org/10.5005/jp-journals-10028-1027.
Full textAbstract:
ABSTRACT End of life (EOL) care is a subset of palliative care during the terminal phase of an illness. It primarily aims to provide psychosocial supports and symptomatic relief employing a step-ladder approach to management of physical pain, breathlessness and other distressing symptoms. Futile aggressive and invasive treatments are either withheld or withdrawn. The EOL care accepts the principles of stopping disease-modifying therapy after all possible reversible factors of the illness are excluded. It does not imply the non-use of curative treatment whenever it is considered useful. In case of the ‘double-effect’ of a drug, it gives preference to symptomrelieving over the harmful effects, which are accepted as of secondary importance. EOL care is governed by well established moral principles and individual's freedom of choice. It allows the normal and natural process of death to happen for an incurable and end-stage disease. How to cite this article Jindal SK. End of Life Care: A Curricular and Practice Need. J Postgrad Med Edu Res 2012;46(3): 117-121.
31
Selmer, Sarah J., Melissa J. Luna, and James A. Rye. "Insights into Teachers’ Experiences Implementing Garden-Based Learning: Characterizing the Relationship between the Teacher and the Curriculum." Teachers College Record: The Voice of Scholarship in Education 117, no. 9 (September 2015): 1–36. http://dx.doi.org/10.1177/016146811511700905.
Full textAbstract:
Background/Context This study seeks insights into teachers’ experiences implementing Garden-Based Learning (GBL) in an elementary school. The breadth of studies supporting the use of GBL in K–8 schools in the United States alongside the paucity of studies specific to teachers’ experiences implementing GBL highlights the importance of this work. Purpose Our study uses Remillard's framework for characterizing and studying teachers’ interactions with curriculum materials specifically in the context of GBL. We believe that exploring the dynamic relationship between teachers and a GBL curriculum may help those involved in supporting teachers in implementing GBL to gain a deeper understanding of the complexity of the teacher/GBL curriculum relationship. This research examined teachers’ GBL implementation experiences in order to answer the following research question: How do we describe and characterize teachers’ interactions with GBL curriculum materials? Research Design Twenty teachers employed from one elementary school were interviewed using a semistructured task-based protocol resulting in a teacher-created diagram of supports and challenges he/she encountered while implementing GBL over the past year. The diagram was used as a tool to stimulate and access teachers’ thinking about these supports and challenges in order to provide insight into the teacher and curricular resources at play when implementing GBL. Findings/Results Using a grounded theory analysis of each participant's diagram, we characterized each teacher's participatory relationship with GBL. We found 13% of supports and challenges elicited from all teachers had a teaching and learning focus. On an individual level, supports and challenges had a substantial teaching and learning focus for only two teachers. Thirteen teachers were characterized as having a pragmatic focus. Of the seven teachers characterized to have an experiential focus: supports and challenges focused more so on what students were doing for four teachers and more so on what teachers were doing for three teachers. Conclusions/Recommendations We used Remillard's framework to investigate and characterize the participatory relationship between teachers and the GBL curriculum. The resulting characterizations provide insight for supporting GBL teacher learning contexts and will help guide future research. Based on this study, it is critical that individuals involved in educational change continue trying to understand and develop spaces for teacher learning. These spaces should move beyond traditional professional development focused on teacher participation toward experiences focused on teacher learning within and across their teaching contexts.
32
Morari, Marina. "8. Training of Artistic Skills of the Music Teacher." Review of Artistic Education 20, no. 1 (April 1, 2020): 309–24. http://dx.doi.org/10.2478/rae-2020-0036.
Full textAbstract:
AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula are added, instead of integrating these topics into core disciplines and used as a basis for reviewing barriers between disciplines and applied strategies, so that they become more interactive and more targeted. towards the development of transversal competences.There are imperative models / projects of education oriented towards the attainment of the transdisciplinary and transversal competences, oriented towards a graduate endowed with transdisciplinary competences, formed through the prism of all the studied school disciplines and that allow him the active participation in the social and economic life. Promoting curricular approaches through one-day cross-disciplinary activities (recommended in the national curriculum) requires the extension of the competence of the teachers in the field of interdisciplinary learning. Required: collaborative planning (between teachers from different disciplines / curricular areas / domains), models of educational approach that use Science, Technology, Engineering, Arts and Mathematics (STEAM) as access points for guidance in the learning process, in the context of real life, through transdisciplinarity.In the article are: (a) described the practices of integrating the arts in STEAM education in the USA, (b) identified the prospects for integrating the school disciplines in the curricular arts area into the STEAM education in the primary education level in the Republic of Moldova. STEAM education is an innovative initiative in learning, which supports the development and practice of the skills of students and young people of the century. XXI, considered one of the main trends in world education, practiced in the US and over 10 countries in the EU. The integration of STEAM education models into the Moldovan education system (starting with early education and primary education) can contribute to the effective implementation of educational policies through the regulatory function (targeted by the teleological component) and the strategic function targeted by the content and process components.
33
Roy, Sodip. "Student Cabinet and Curricular Activities: A Case Study of a Secondary School in Bangladesh." Journal of Education and Research 10, no. 2 (November 6, 2020): 7–26. http://dx.doi.org/10.3126/jer.v10i2.32718.
Full textAbstract:
Student leadership is well-known for enhancing student engagement in extra-curricular activities of the schools. But very little research has been pursued- particularly in Bangladesh on how the student leadership contributes to curricular activities and improves better learning experiences of students in secondary schools. In 2015, the Government of Bangladesh introduced Student Cabinet in the secondary schools with a view to inculcate democratic values among the pupils and to foster learning environment in schools. And, in this study, I examine how the Student Cabinet as a leadership tool influences academic activities: classroom and non-classroom activities and supports for an effective learning atmosphere in the school. To that purpose, I follow the qualitative methodology of in-depth interview, focus group discussion, and observation of the student cabinet’s actions in a selected school in Dhaka city. After an examination of its activities, the study reveals that it promotes many curricular activities of the school and minimizes the gaps of learning experiences at least a bit; however, their several activities are likely to link to traditional student politics in Bangladesh in future.
34
Meaux, Ashley Bourque, Emily Diehm, and Ginger Collins. "Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 515–30. http://dx.doi.org/10.1044/2020_lshss-19-00051.
Full textAbstract:
Purpose The study of morphological knowledge and its role in literacy development for early elementary students is growing. The aim of this tutorial is to illustrate the role a school-based speech-language pathologist (SLP) has as a collaborative partner in multitiered system of supports (MTSS) in elementary for morphological knowledge. Method This tutorial presents the role of morphology in the English writing system and the documented benefit of morphological interventions to support students' oral and written language development. Next, the role of morphology in literacy development as it appears in curricular standards is highlighted. Lastly, strategies are provided for how SLPs can be part of a collaborative educational team to increase morphological knowledge in early elementary school within an MTSS framework. Conclusion Given school-based SLPs' language and literacy expertise, we are well suited for engaging in collaborative partnerships in the school setting to increase academic outcomes. The information presented in this tutorial provides a guide to establish collaborative partnerships within educational teams to support morphological knowledge development through all MTSS tiers. Additionally, the need for further evidence to support the role of morphological knowledge in literacy development is presented.
35
Breakwell, Glynis M., and Sue Beardsell. "Gender, parental and peer influences upon science attitudes and activities." Public Understanding of Science 1, no. 2 (April 1992): 183–97. http://dx.doi.org/10.1088/0963-6625/1/2/003.
Full textAbstract:
This paper explores the extent to which variance in science attitudes and involvement in science activities may be attributable to gender, parental and peer influences upon 11-14 year olds in the UK. The data presented are derived from a sample of 391 pupils drawn at random, but stratified by age and gender, from Local Education Authority schools (i.e. schools within the state sector where parents make no direct payments for education). A self-completion questionnaire was administered to the pupils in school. Attitudes toward scientific change, involvement in scientific extra-curricular activity, liking and performance in school science subjects, and participation in peer youth culture were indexed, in addition to estimates of the amount of positive regard for science expressed by peers and parents. Boys had more positive attitudes to science and greater levels of participation in scientific extra-curricular activities. They also reported performing better at school science than girls. A positive attitude to science was strongly positively related to having a father and mother who support science, coming from a lower socio-economic family background, being male, and having scientific peers. Greater involvement in scientific extra-curricular activities was predicted by having a father who supports science, having parents who engage in activities jointly with their children, and having scientific peers. In terms of predicting participation in science, liking of it and success at it, these data lead to the conclusion that both parental and peer support are influential. Though it does seem that they are relatively more important in predicting variance in attitudes to science in society than as indicators of liking of or performance at school science. The problems involved in estimating whether commonly reported gender effects are mediated through peer or parental support are discussed.
36
Lo, C. Owen, Yuen Sze Michelle Tan, Megan Chrostowski, Shun-Fu Hu, Diana Chan, Deanna M. Sue, I.-Chen Wu, and Wei Li. "Reenvisioning Gifted Education in British Columbia: A Qualitative Research Protocol of Policy Analysis in the Context of a Redesigned Curriculum." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691882223. http://dx.doi.org/10.1177/1609406918822233.
Full textAbstract:
Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this new curricular context. Moreover, a shift in the field of gifted education toward more inclusive practices aiming to promote gifted learning for all students has emerged. Taken together, this project highlights a unique juncture that invites a critical examination of the current provincial policy on gifted education and presents opportunities for sustaining better alignment between gifted education philosophy and local policies and practices. Aims: To examine the epistemic understandings of giftedness reflected in BC gifted education policy and to identify incongruence between this policy and the redesigned curriculum. Objectives: (1) To construct a historical and archival account of gifted education policy context in BC, (2) to evaluate the conceptualization of giftedness as reflected in BC policy texts, and (3) to provide insights into how policies and practices might be reconfigured. Methods: This project uses a case study method with a focus on evaluation to generate an in-depth account of the policy context and to develop a critical understanding of potential issues. Research participants include two to three provincial-level policy makers, 60 policy linkers, and two policy informers who have expertise in gifted education. Qualitative data include legislative and supplementary documents, interviews, and memos and field notes. Quantitative data will be gathered through the administration of an online survey. Significance: This project will uncover the merits, issues, and opportunities of gifted education policy in BC and enhance the connectivity between gifted education philosophy and local policy and practices. The results will further contribute to professional development opportunities for teachers and school districts to help improve their supports for students with advanced learning needs within the new curricular context.
37
Costa Júnior, José Gerardo Bastos da, Francisca Leidiana de Souza, Luiz Antonio Da Silva dos Santos, and Francisco das Chagas Silva Souza. "O CURRÍCULO INTEGRADO NOS DOCUMENTOS DO IFRN: PERSPECTIVAS E DESAFIOS." Revista Labor 2, no. 18 (August 28, 2018): 180. http://dx.doi.org/10.29148/labor.v2i18.33515.
Full textAbstract:
Neste artigo, abordamos as perspectivas e os desafios enfrentados pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) para colocar em prática a integração curricular. A metodologia constou de um pesquisa documental na qual foram analisados o Projeto Político-Pedagógico (PPP) dessa instituição e cinco Projetos Pedagógicos dos Cursos Técnicos de Nível Médio Integrados (PPC). Constatamos, no PPP, a preocupação do IFRN em destacar as bases teóricas marxistas em que se assentam o seu currículo. A formação integral e a necessária articulação entre a formação geral e a profissional são ressaltadas ao longo do documento. Entretanto, nos textos dos PPC, embora haja recorrências aos princípios defendidos pelo PPP, em algumas situações percebemos um distanciamento com relação às propostas desse documento que norteia o currículo integrado no IFRN. ABSTRACTThis article approaches the perspectives and challenges faced by the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) that sets in motion the curricular integration. The methodology had documental research that analysed the Pedagogical Political Project (PPP) of the institution and another five Course Pedagogical Projects (PPC) of different Integrated Vocational High School Courses. We perceived, in the PPPs, the concern of IFRN to highlight the theoretical Marxist basis that are present in their curriculum. The integral formation and the necessary articulation between general formation and vocational formation are also highlighted throughout the entire document. Although the PPCs have some recurrences of the principles defended by the PPPs, we also perceived the detachment, in some occasions, from the proposals of the document that supports the integrated curriculum at IFRN.
38
Bathgate, Meghan E., Oriana R. Aragón, Andrew J. Cavanagh, Jennifer Frederick, and Mark J. Graham. "Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching." CBE—Life Sciences Education 18, no. 2 (June 2019): ar22. http://dx.doi.org/10.1187/cbe.17-12-0272.
Full textAbstract:
Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures. With data from 584 science, technology, engineering, and mathematics (STEM) faculty trained in EBT, we compare which of the following factors most relate to faculty’s use of EBT: 1) faculty’s personal motivations (e.g., teaching value, confidence, beliefs about intelligence); and 2) their experiences with their institutional teaching environments (e.g., departmental support, student enthusiasm). Faculty’s perceived supports in their teaching environments (e.g., having supportive colleagues, being able to access curricular resources) were by far most predictive of their use of EBT. Faculty’s personal motivations had little to no relationship when supports were included in these models. The effects were robust, even when controlling for faculty gender, minority status, and teaching experience. Much of the literature has focused on perceived barriers to EBT implementation (e.g., lack of time, constrained teaching space). The current data indicate that a focus on building supports for faculty may have the greatest impact on increasing the presence of EBT in college STEM courses.
39
Druken, Bridget Kinsella, Alison S. Marzocchi, and Michelle V. Brye. "Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study." International Journal for Lesson & Learning Studies 10, no. 1 (October 22, 2020): 33–46. http://dx.doi.org/10.1108/ijlls-06-2020-0033.
Full textAbstract:
PurposeThis paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The authors investigate the questions: “What did MTEs report as benefits of participating in cross-departmental lesson study?” and “What considerations did MTEs report for stakeholders interested in lesson study?”Design/methodology/approachThis study employed qualitative methodologies on one cycle of lesson study where the authors served as lesson study participants. Debrief and focus group interview data were analyzed for emergent codes on benefits, supports and challenges from a university-level lesson study.FindingsEngaging in university-level lesson study provided MTEs firsthand professional development, created community, enabled attention to detail, improved knowledge of issues related to teaching mathematics, improved curricular materials and extended beyond one lesson. Institutional support, a natural evolution of the process, alignment of goals among members and support within the group supported their university-level lesson study. Challenges of time and funding, imposition, misalignment of goals and building trust are discussed.Originality/valueThe paper contributes insights about benefits for MTEs who use lesson study to examine their own teaching practice for mathematics teacher preparation. The importance of supports and constraints is highlighted.
40
Letendre, Joan. "Take Your Time and Give It More: Supports and Constraints to Success in Curricular School-Based Groups." Social Work with Groups 30, no. 3 (July 31, 2007): 65–84. http://dx.doi.org/10.1300/j009v30n03_05.
Full text
41
Anderson, Emma, Susan A. Yoon, and Jessica Koehler-Yom. "Designing Curriculum and Instruction for Computer-Supported Complex Systems Teaching and Learning in High School Science Classrooms." Journal of Research in STEM Education 1, no. 1 (July 2, 2015): 5–15. http://dx.doi.org/10.51355/jstem.2015.5.
Full textAbstract:
While research on teaching and learning about complex systems has achieved solid grounding in the learning sciences, few educational studies have focused on articulating design features for classroom implementa- tion that can serve a modular purpose for building curricular and instructional experiences. Furthermore, despite the fact that several studies describe important roles for teachers in constructing successful classroom learning experiences, only a few of them examine how teachers’ instructional practices, knowledge, and beliefs influence student learning outcomes and the extent to which teachers are interested and willing to teach through complex systems approaches. Furthermore, we do not know what supports teachers themselves say that they need to teach about complex systems in their classrooms. In this study, we present a curriculum and instruction framework that outlines how teaching and learning about complex systems in high school science classroom contexts can be done. We articulate the features of the framework and provide examples of how the framework is translated into practice. We follow with evidence from an exploratory study conducted with 10 teachers and over 300 students aimed at understanding change in teachers’ instructional practices; the extent to which students learned from the activities; what teachers’ perceptions were in terms of utility and usability; and what other supports teachers needed.
42
Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee, and Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.
Full textAbstract:
Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.
43
Ryder, C. Yoonhee, Sanaya Irani, Patti Andreski, and Karri Grob. "482 Evaluating the Effects and Contributing Factors to the “Hidden Curriculum” in Medical School." Journal of Clinical and Translational Science 6, s1 (April 2022): 96. http://dx.doi.org/10.1017/cts.2022.283.
Full textAbstract:
OBJECTIVES/GOALS: The “hidden curriculum” is a set of unofficial rules outside of the formal curriculum that allows medical students to succeed. It is often not accessible to those who are first-generation in medicine. This study created a novel survey tool to directly evaluate the hidden curriculum, its contributing factors, and its effects on students. METHODS/STUDY POPULATION: Using available literature as a guide, a novel survey tool to evaluate different aspects of the hidden curriculum was created. This survey consists of 17 Likert scale questions on topics varying from sense of belongingness to dress code, self-guided studying, mentorship, and confidence in knowing how to succeed. This survey tool was embedded into a larger survey evaluating health disparities and diversity, inclusion, accessibility, and justice (DEIAJ) in the curricular and extracurricular spaces. This survey packet was administered to all medical students at a large U.S. medical school. RESULTS/ANTICIPATED RESULTS: 166 medical students from all years responded to this survey. 70% were female, 27% male, and 3% non-binary or prefer not to say. 67% of respondents agreed or strongly agreed that there is a hidden curriculum accessible to only those who have family members in medicine. 57% agreed or strongly agreed that the medical school gave them the adequate training and resources to succeed. 48% agreed or strongly agreed that they would perform better academically if they had more money with 11% stating they often feel embarrassed in a professional setting due to lack of money. Fellow classmen, faculty members, and upperclassmen were identified as the most useful resources to learn how to succeed in medical school. Students on average reported feeling like they knew what to do to succeed in medical school half of the time. DISCUSSION/SIGNIFICANCE: This data strongly supports the existence of a hidden curriculum and gives insight into the importance of financial support for low-income students and peer support groups for those who do not have family members in medicine. This data will be used to inform future interventions to address the hidden curriculum.
44
Trevisani, Fernando De Mello, and Ygor Corrêa. "ENSINO HÍBRIDO E O DESENVOLVIMENTO DE COMPETÊNCIAS GERAIS DA BASE NACIONAL COMUM CURRICULAR." Revista Prâksis 2 (June 15, 2020): 43. http://dx.doi.org/10.25112/rpr.v2i0.2208.
Full textAbstract:
RESUMOA Base Nacional Comum Curricular (BNCC) é a referência de todas as instituições escolares para a formulação de seus currículos e propõe, juntamente com o desenvolvimento intelectual e cognitivo dos estudantes, o desenvolvimento de algumas competências gerais, dentre elas as habilidades de comunicação, argumentação, empatia e cooperação, assim como a compreensão de uma educação para a cultura digital e a curiosidade científica. Neste sentido, este artigo tem por objetivo relacionar o Ensino Híbrido como um possível modelo de aula que pode contribuir com o desenvolvimento dessas competências gerais, pois possui momentos de aprendizagem que podem ser coletivos ou individuais e ainda possibilita o uso de tecnologias digitais. Este é um relato de experiência que tem por finalidade mostrar a prática docente aliada a uma teoria que embasa cada decisão de planejamento, execução e reflexão pós-prática para a elaboração de aulas que atendam ao que é proposto na BNCC. Os resultados dessa experiência prática evidenciam que a intencionalidade do professor ao preparar cada experiência de aprendizagem oferecida aos estudantes pode impactar no desenvolvimento das competências gerais propostas pela BNCC, fazendo-se necessário repensar a prática docente.Palavras-chave: Ensino Híbrido. Base Nacional Comum Curricular. Competências.ABSTRACTThe National Common Curricular Base (NCCB) is the reference of all educational institutions for the formulation of their curricula and proposes, together with the students' intellectual and cognitive development, the development of some general skills, among them, communication, argumentation, empathy and cooperation skills, as well as understanding education for digital culture and scientific curiosity. In this sense, this paper aims to relate Blended Learning as a possible model of class that can contribute to the development of these general competencies, as it has moments of learning, which can be collective or individual and also allows the use of digital technologies. This is an experience report that aims to show the teaching practice combined with a theory that supports each decision of planning, execution and post-practice reflection for the preparation of classes that meet what is proposed in the NCCB. The results of this practical experience show that the teacher's intentionality in preparing each learning experience offered to students can impact the development of the general skills proposed by NCCB, making it necessary to rethink the teaching practice.Keywords: Blended Learning. National Common Curricular Base. Skills.
45
Hua, C. Bruce. "Career Self-Efficacy of the Student Who is Gifted/Learning Disabled: A Case Study." Journal for the Education of the Gifted 25, no. 4 (June 2002): 375–404. http://dx.doi.org/10.4219/jeg-2002-282.
Full textAbstract:
This study explores the development of career self-efficacy of a student who is gifted/learning disabled through a qualitative, case-study approach. The participant is a male, Caucasian high school junior who has been identified as both being gifted and having a learning disability. The results of this study indicate that early recognition of potential, opportunities and resources for talent development, and emotional supports from caring adults are critical, positive influences on career self-efficacy. Curricular and educational implications are also discussed.
46
Ryan, Prof Dr Thomas, and Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.
Full textAbstract:
The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence.
Keywords: Dewey, philosophy, progressivism, health instruction, physical education
47
E. Lewis Presser, Ashley, Jessica M. Young, Michelle Cerrone, Lindsay J. Clements, and Heather Sherwood. "The Potential of Data Collection and Analysis Activities for Preschoolers: A Formative Study with Teachers." International Journal on Integrating Technology in Education 11, no. 1 (March 31, 2022): 1–15. http://dx.doi.org/10.5121/ijite.2022.11101.
Full textAbstract:
To support preschool children’s learning about data in an applied way that allows children to leverage their existing mathematical knowledge (i.e. counting, sorting, classifying, comparing) and apply it to answering authentic, developmentally appropriate research questions with data. To accomplish this ultimate goal, a design-based research approach [1] was used to develop and test a classroom-based preschool intervention that includes hands-on, play-based investigations with a digital app that supports and scaffolds the investigation process for teachers and children. This formative study was part of a codesign process with teachers to elicit feedback on the extent to which the series of investigations focused on data collection and analysis (DCA) and the teacher-facing app were (a) developmentally appropriate, (b) aligned with current preschool curricula and routines, (c) feasible to implement, and (d) included design elements and technology affordances teachers felt were useful and anticipated to promote learning. Researchers conducted in-depth interviews (n=10) and an online survey (n=19) with preschool teachers. Findings suggest that teaching preschoolers how to collect and analyze data in a hands-on, play-based, and developmentally appropriate way is feasible and desirable for preschool teachers. Specifically, teachers reported that the initial conceptualization of the investigations were developmentally appropriate, aligned with existing curricular activities and goals, was adaptable for the age and developmental readiness of young children, and that the affordances of the technology are likely to allow preschool children to engage meaningfully in data collection, visualization, and analysis. Findings also suggest that this approach to supporting preschool teachers and children to learn about and conduct DCA merits further study to ensure productive curricular implementation that positively influences preschoolers’ learning. These findings were used to revise the investigations and app, which showed positive outcomes when used in classrooms [2], which add to the scant literature on DCA learning for pre-schoolers and provides insights into the best ways to integrate technology into the classroom.
48
Parmar, Jasneet, Sharon Anderson, Lisa Poole, Wendy Duggleby, Jayna Holyroyd-Leduc, Suzette Brémault-Phillips, Pollard Cheryl, and Anwar Haq. "Caregiver-Centered Care Health Workforce Competencies: Developing Consistent Support for Family Caregivers." Innovation in Aging 4, Supplement_1 (December 1, 2020): 15. http://dx.doi.org/10.1093/geroni/igaa057.050.
Full textAbstract:
Abstract Family caregivers [FCGs] are the backbone of the health system. They provide over 80% of the care for people with dementia, chronic illnesses and impairments. Despite evidence of their contributions and consequences of caregiving, support for FCGs has not been a health system priority. Education to prepare health providers to effectively identify, engage, assess, and support FCGs throughout the care trajectory is an innovative approach in addressing inconsistent system of supports for FCGs. We report on development and validation of the Caregiver-Centered Care Competency Framework to help with curricular design and subsequent evaluation of effectiveness of care providers working within healthcare settings to engage and support FCGs. We used a three round modified Delphi approach. An expert panel of 42 international, national, and provincial stakeholders agreed to participate. In the first 2 rounds, multi-level, interdisciplinary participants, rated the indicators in terms of importance and relevance. In the 3rd round consensus meeting, participants validated the six competency domains, including indicators in small group sessions. Thirty-four experts (81%) participated in the round 1, 36 (85.7%) in round 2, and 42 people (100%) in round 3. There was stable consensus across all three rounds, 96.07% of participants rated the indicators as essential or important (Round 1, 95.81%; Round 2, 94.15; Round 3, 98.23%). FCG research has been primarily focussed on educating FCGs to provide care. These competencies will shape the design of educational curricula and interdisciplinary training programs aimed at supporting the health and social care workforce to provide caregiver-centered care.
49
Mughal, Arsalan Manzoor, and Muhammad Umar. "Evolution of Post Graduate Curricula in Pakistan." Journal of Rawalpindi Medical College 25, no. 4 (January 13, 2022): 439–40. http://dx.doi.org/10.37939/jrmc.v25i4.1884.
Full textAbstract:
Postgraduate medical training started with the apprenticeship model. This system heavily relied on tradition and subjectivity. In the middle of the 20th century, there was a gradual shift to an objective-based structure which had its roots in the works of Ralph Tyler and Benjamin Bloom. As a result, the curriculum became focused on predefined objectives in the cognitive, psychomotor, and affective domains. This drive was aimed to standardize the learning criteria across various centers and align the tools for assessment for postgraduate medical students.1In our country, the College of Physicians and Surgeons Pakistan (CPSP) has been the main center of postgraduate medical education since its inception in 1962. With both local and foreign-trained faculty members, it was one of the first centers to start training in Medical Education in collaboration with the World Health Organization in 1979.2 Various supervisor workshops and certifications by the Department of Medical Education helped equip the faculty with the tools required for curricular development.3 Thus new curricula in each discipline were developed and were called “structured training programs”. They were based on the objective approach and largely focused on summative assessments with very few formative assessments.4In the last two decades, new evidence and methods of postgraduate teaching and assessment have evolved in the west.5 Due to technological enhancements in patient care and vast development in the scientific pool of medical knowledge, there was a demand to define outcome-based competencies that strongly align with the demands of the workplace. As a result, competency-based curriculum models were developed which “de-emphasized time-based training and promised greater accountability, flexibility, and learner-centeredness”.1 CANMEDS (Canadian Medical Education Directives for Specialists) and ACGME (Accreditation Council for Graduate Medical Education) are two of the most popular systems having a competency-based framework which has been developed and successfully implemented in North America.Competency-based programs differ from objective-based ones in the fact that instead of prescribing how to teach or learn, they focus on the demonstration of various competencies required for practice. A competency-based curriculum must exhibit “teacher-learner relationship and responsibility, workplace-based assessment approach, alignment of competencies with criterion-referenced assessment, and flexible training duration”. 6 The system focuses on the attainment of competencies by the trainee to determine readiness for unsupervised practice rather than the length of their training.The structure of a competency-based curriculum is not based solely on objectives but rather uses defined Entrustable Professional Activities (EPAs) which align the teaching and assessment at the workplace with the competency frameworks. Another key aspect of this curricular structure is milestones which are based on the skill development framework of Dreyfus and Dreyfus.1 Both these key elements ensure that the trainee has attained the desired level of clinical skill to practice.The teaching of these competencies is often done in a workplace setting. Assessments employ Work Place Based Assessment (WPBA) tools such as Directly Observed Procedural Skills (DOPS) for procedural skills, Mini Clinical Evaluation Exercises (Mini-CEX), and Chart Based Recall (CBR) for clinical reasoning skills and 360-degree feedback for professionalism, interpersonal and communication skills. The system also caters to the extent of differential achievement of learners by offering targeted help to trainees in form of regular formative feedback which is an essential component of WPBAs.7As with other, in vogue ideas of medical education, the College of Surgeons and Physicians Pakistan was the first to develop a competency-based curricular framework nearly a decade ago. It was centered on patient care and involved professionalism, pedagogy, and advocacy as essential competencies to be acquired by the specialists.4,8 One key area where the CPSP fellowship program has developed since then is the development of portfolios 9 in the form of an electronic log (e-log) system for regular monitoring of training. The e-log system also includes reflections by supervisors and trainees which is a step in the right direction.10 Other technological solutions such as learning management systems, mobile applications, simulation, and social media if added could further enhance student learning and engagement.11,12 A close inspection of the current fellowship and membership structured training programs of CPSP reveals that despite the claim of running a competency-based framework, none of the key features of this system like defined EPAs, milestones, and WPBA strategies exist. Also, there is a lack of curricular alignment with the core competencies. So, it is difficult to consider it as a competency-based framework of postgraduate medical education in a true sense.Other medical universities in the country have relatively recently developed their Master of Surgery (MS) and Doctor of Medicine (MD) curricula. Wide variations exist in their induction, teaching & learning, assessment, and evaluation criteria. Also, limited literature is available to study their curricular structural design. Instead of adopting the new competency-based framework, most have chosen to retain the archaic objective-based curricular model. Unfortunately, with no guidelines from the nascent Pakistan Medical Commission, most programs tend to evolve in the light of the Higher Education Commission’s curriculum recommendations which are based on the older objective-based approach.13Rawalpindi Medical University right from its inception had the vision to develop a University Residency Program for post-graduate studies in Medicine, Surgery, and allied disciplines based on ACGME competency-based curriculum. Under this program, we train hundreds of trainees with regular monitoring via workplace-based assessment and 360-degree feedback forms. These are evaluated by the Quality Enhancement Cell in 6 monthly cycles with feedback provided to the trainees, supervisors, and administration. The trainee is also required to log cases and activities with reflections in their logbooks. Each clinical case is also added to their online portal for record and evaluation. These regular formative tools with monitoring and feedback help the trainee assess their weaknesses, supervisors plan their trainee's progress and administration take decisions for improvement. Formative assessments are done at the end of each year comprising of MCQ, SAQ, and OSCE formats. At the end of the program, a comprehensive summative assessment is also conducted to certify competence.Nine years ago, Wasim Jafri14 wrote that “The competency-based model provides an exceptional opportunity for Pakistani postgraduate medical institutes”. We believe that today Rawalpindi Medical University is a pioneer among the medical sector universities in providing this excellent opportunity to its trainees and supports other partnering universities in developing competency-based curricula.
50
Fallar, Robert, Basil Hanss, Roberta Sefcik, Lucy Goodson, Nathan Kase, and Craig Katz. "Investigating a Quantitative Measure of Student Self-authorship for Undergraduate Medical Education." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051989678. http://dx.doi.org/10.1177/2382120519896789.
Full textAbstract:
Construct: In this study, the authors investigated the validity of a quantitative measure of self-authorship among medical students. Self-authorship is a cognitive-structural theory incorporating the ability to define one’s beliefs, identity, and social relations to operate in a complex, ambiguous environment. Background: Competency-based medical education (CBME) provides learners with the opportunity to self-direct their education at an appropriate pace to develop and exhibit required behaviors while incorporating functioning relationships with supervisors and trainers. Students must develop skills to adjust and succeed in this educational climate. Self-authorship is a theoretical lens that is relevant to identifying the development of the skills necessary to succeed in a CBME curriculum. Understanding the level of attained self-authorship by medical students can provide important information about which professional characteristics are more prevalent among those who are more self-authored and about how students succeed in medical school. Although there are calls in the extant literature for the application of self-authorship in medical education, there is no quantitative measure to assess its development among medical students. Approach: The authors developed a survey to measure self-authorship, including a free text question regarding the thought process around a hypothetical ethical situation during training. Data were collected in 2014 and 2015 from undergraduate medical students and analyzed using factor analysis and qualitative analysis of the free text. Validity evidence was sought regarding content, internal structure, and relationships to other variables. Results: Analysis supports the use of a 22-item instrument to assess 3 constructs of self-authorship: asserting independence and autonomy, knowledge processing, and sense of self in ethical situations. Content analysis of text responses supported the ability of the instrument to separate development, or a lack thereof, of self-authorship. Conclusions: The authors identified an instrument that measures multidimensional, higher-order characteristics that intersect with self-authorship. This instrument can be useful at a macro level for curricular and student assessment of self-authorship. Development of these characteristics can help foster success in a CBME environment and support curricular efforts in this regard. Understanding a student’s level of self-authorship can help identify areas for support as well as allow for comparisons of different student characteristics.