Relevant bibliographies by topics / Curriculum change

Academic literature on the topic 'Curriculum change'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Curriculum change"

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Williams, JN, and W. Mayberry. "Curriculum change." Journal of Dental Education 60, no. 5 (May 1996): 446–47. http://dx.doi.org/10.1002/j.0022-0337.1996.60.5.tb03048.x.

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Sklar, David P. "Implementing Curriculum Change." Academic Medicine 93, no. 10 (October 2018): 1417–19. http://dx.doi.org/10.1097/acm.0000000000002350.

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Carnegie, Teena A. M., and Kate Crane. "Responsive curriculum change." Communication Design Quarterly 6, no. 3 (January 22, 2019): 25–31. http://dx.doi.org/10.1145/3309578.3309581.

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Barnett, Ronald, Gareth Parry, and Kelly Coate. "Conceptualising Curriculum Change." Teaching in Higher Education 6, no. 4 (October 2001): 435–49. http://dx.doi.org/10.1080/13562510120078009.

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McGregor, Heather E. "Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit." Articles 47, no. 3 (March 18, 2013): 285–302. http://dx.doi.org/10.7202/1014860ar.

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Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles and philosophies of education in Nunavut, and identify the most important contributing factors in this system-wide curriculum change process. The intent is both to describe the approach taken in Nunavut, as well as to inform comparable work in other Indigenous contexts.
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Brown, Lyn Mikel, and Jenny Flaumenhaft. "Student-empowered curricular change." Phi Delta Kappan 100, no. 6 (February 25, 2019): 13–19. http://dx.doi.org/10.1177/0031721719834023.

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Lyn Mikel Brown and Jenny Flaumenhaft describe the use of student-centered principles to engage in curricular reform in an underresourced rural elementary school. With a specific focus on student empowerment and self-determination, and in collaboration with students and teachers, Transforming Rural Experience in Education (TREE) integrated students’ desire for more movement and time outdoors into the curriculum through project-based activities called somedays and microadventures. Making the curriculum more student-driven has been especially helpful for students who have experienced trauma and a loss of control. In the second year of the curricular redesign, students and teachers are more engaged, school climate has improved, and standardized test scores are up.
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Sukawati, Dewi, Tono Suwartono, and Asti Diah Palupi. "VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ VOICE OF CURRICULUM CHANGE." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 12, no. 2 (November 30, 2023): 281–97. http://dx.doi.org/10.26618/exposure.v12i2.12649.

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Teachers' attitudes toward curricular changes cause a variety of challenges regarding the implementation of school-based teaching and learning. The objective of this descriptive-qualitative research is to explore teachers' voice toward curriculum change from 2013 Curriculum to Freedom-to-Learn Curriculum at private vocational high schools. Data was gathered from two vocational high school English teachers volunteers in Banyumas City, Indonesia. They were recruited through convenience sampling. In-depth interviews and corresponding documents were used to obtain data. The interview focuses on teachers' understanding of the curricula, administration, assessment system implemented, and teachers' attitudes toward curriculum change. The results reveal that, at the time the study was carried out, the teachers understood both the 2013 Curriculum and Freedom-to-Learn Curriculum. They were able to adjust to changes in the administration procedure and the evaluation system. They agreed that it is too soon to see the effects of the newly implemented Freedom-to-Learn Curriculum by now, while believing the curriculum will find its way with a better understanding and execution over time. The researcher urges other researchers to do further investigations on this qualitative approach related to a broader issue, more general data, and more relevant methods.
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Palacios Zumba, Efrén Mesías, María Gladys Cóndor Chicaiza, Martha Cecilia Peñaherrera Cueva, Lilia Maritza Bustillos Tapia, Miriam Janeth Toalombo Tipán, Ageda Raquel Simba Pozo, Lena Cleotilde López Orozco, and Richar Jacobo Posso Pacheco. "Competency-based Curriculum: A New Approach to Curricular Change." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 20, 2024): 779. http://dx.doi.org/10.56294/sctconf2024779.

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After the pandemic, education in Ecuador needed to align the curriculum with 21st-century skills and technological advances that occur in a global world. This adjustment must ensure that students acquire not only theoretical knowledge but also practical skills and essential competencies to thrive in a digitalized and interconnected world. The aim of this article is to justify why a competency-based curricular change is necessary, adopting a new educational paradigm. This article is based on theoretical research using the document review technique. The findings suggest a change to a new curricular structure that overcomes the existing gaps between academic education and the competencies required in the current labor market, promoting an education that integrates practical skills with advanced theory, preparing students to face the challenges of a technologically advanced and competitive work environment. The need to review and update the national curriculum is emphasized to foster an education that is truly relevant and applicable in the future professional context.
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Pasterczyk, Catherine E. "Involvement in Curriculum Change." College & Research Libraries 47, no. 1 (January 1, 1986): 7–15. http://dx.doi.org/10.5860/crl_47_01_7.

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Thiessen, Dennis. "Curriculum and Social Change." Curriculum Inquiry 37, no. 4 (December 2007): 299–302. http://dx.doi.org/10.1111/j.1467-873x.2007.00388.x.

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Dissertations / Theses on the topic "Curriculum change"

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net, cresdee@cresdee, and Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms. The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population. A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Cresdee, Michelle. "Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Thesis, Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms. The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population. A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Cresdee, Michelle. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /." Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms. The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population. A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Thiessen, Dennis. "Curriculum change constructs and orientations." Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291535.

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Fullerton, Lindsay K. Barton Matthew. "Curriculum & program change manual." [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/FullertonLindsay.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "March 12, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone project presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew Barton, Thesis Supervisor Includes bibliographical references (p. 95-98).
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Molapo, Moyahabo Rodgers. "How educators implement curriculum change." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.

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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS. Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data. The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
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Roseborough, LaKisha B. "The Change Process: Curriculum Change from the Teacher's Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3191.

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Teachers are experiencing change at a constant rate within school systems across the nation. Principals are preparing teachers to adapt the curriculum to meet standards that are state mandated. This study focused on the change process adopted by the principal for use in assisting teachers with implementation of curriculum and instructional strategies. Findings from this study will provide administrators’ strengths and weaknesses that are experienced during the change process. Through analysis of interviews, focus groups and documents, the researcher was able to unfold the perspectives of teachers as they relate to Fullan’s Change Theory with initiation, implementation, and institutionalizing the change and The Concerns Based Adoption Model.
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Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.

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Priestley, Mark. "The social practices of curriculum making." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/255.

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This thesis is concerned with the ‘problem’ of change in education, an issue characterised in much of the literature as a paradox of innovation without change. The thesis draws upon school-based empirical research, undertaken in the context of the reactions by Geography, History and Modern Studies teachers to the notion of teaching integrated social subjects, set against the wider framework of the Scottish Executive’s curriculum policy. The thesis first sets the topic in its Scottish and wider context, before undertaking a comprehensive review of the themes that emerge from the worldwide literature on educational change. These include the paradox of innovation without change, teacher mediation of change initiatives, departmental and school cultures, the subject centredness of schooling and factors that have been noted to underpin successful change initiatives. The thesis sets out a theoretical position that draws upon the critical realist social theory of Margaret Archer. This approach posits a centrist approach to the contentious structure/agency debate, suggesting a complex relationship between social structures, cultural forms and individual agency, whereby social reproduction and transformation are played out through continual social interaction. From this foundation of theory, I develop a practical methodology for researching change in school settings. My empirical work consists of a questionnaire sent to 100 schools, and two linked case studies, where data was collected through semi-structured interviews, observations and analysis of school documents. The research identifies trends in school provision and, through the case studies, the processes of curriculum making are investigated using the aforementioned methodology. The thesis concludes that such processes are ineluctably social practices, and that those seeking to innovate in schools should pay attention to the social dimensions of change – the engagement of people with ideas and the social structures that impede, distort or promote change. The thesis concludes by presenting a set of general principles that might serve to facilitate change promoted by future initiatives.
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Castro, Angela Federica. "Making sense of curriculum change : teachers' perspectives." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13102.

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This piece of research describes an exploratory case study designed to investigate the perceptions and attitudes of a group of thirteen English as a Foreign Language (EFL) teachers towards the implementation of a new Communicative English Language Curriculum at a university in the Dominican Republic (D.R.). This exploration focused on teachers’ experiences of the proposed change, the kinds of meanings they construe as they teach and learn, and the personal ways in which they interpret the worlds in which they live (Connelly & Clandinin, 1988). Three constructs were particularly relevant for the present study, namely: teachers’ understandings of curricular change, teachers’ attitudes towards curricular change, and the training and professional development opportunities required to support teachers throughout the implementation phase in a curricular change. Data were gathered through focus groups and individual semi-structured interviews. Analyses of the data were done in such a way as to capture the common themes across individuals, as well as comments that were unique to individual participants (Lasky, 2005). Additionally, constant comparison of the data and member validation were used to confirm or adjust my own interpretations. The results indicate that to explore teachers’ perceptions of a change process is both important and necessary, especially because the exploration of a particular need for a change is an influential factor in the success of any educational change (Iemjinda, 2007). They also indicate the importance of acknowledging that curriculum change is a multi-faceted and highly complex process (Carl, 2009) that, as such, takes time and that teachers understand this process and adopt it at different paces, as well as that some might never succeed in adopting the demands required by the change. Although these results provide no definite solutions to implementation problems, they do help clarify some of the critical issues and the many constraints that possibly limit curriculum development, which must be addressed in resolving those problems (Guskey, 1988; Kelly, 2009). Recommendations for curricular change implementation are offered and areas for future research are suggested.
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Books on the topic "Curriculum change"

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Yang, Siqi. Curriculum change and innovation. Hong Kong: Hong Kong University Press, 2012.

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Rudduck, Jean. Understanding curriculum change. Sheffield: University of Sheffield, Division of Education, 1987.

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Cherry, Collins, and Australian College of Education, eds. Curriculum stocktake: Evaluating school curriculum change. Canberra: Australian College of Education, 1995.

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Education, Ontario Ministry of. Curriculum management. Toronto, Ont: Queen's Printer for Ontario, 1988.

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Sharratt, Lyn. So what's new in curriculum?: Session : Curriculum, what you should know. Toronto, Ont: Ontario Public School Boards' Association, 1995.

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Evans, Norman. Curriculum change in the secondary school. London: RoutledgeFalmer, 2005.

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Education, Ontario Ministry of. Curriculum management: Resource guide. Toronto: Ministry of Education, 1988.

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Gwyn, Edwards, and Kelly A. V, eds. Change and the curriculum. London: P. Chapman, 1992.

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1940-, Venkataiah N., ed. Curriculum innovations for 2000 A.D. New Delhi: Ashish Pub. House, 1993.

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New Zealand. Committee to Review the Curriculum for Schools. The curriculum review: Report of the Committee to Review the Curriculum for Schools. Wellington [N.Z.]: Dept. of Education, 1987.

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Book chapters on the topic "Curriculum change"

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Lamie, Judith M. "Curriculum Change." In Evaluating Change in English Language Teaching, 39–59. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_3.

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Macalister, John, and I. S. P. Nation. "Introducing Change." In Language Curriculum Design, 197–208. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-12.

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Davies, Sarah. "Managing curriculum change." In Debates in Design and Technology Education, 149–62. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003166689-13.

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D, Kadambari, Kumar S, Zayapragassarazan Z, and Parija SC. "Basics of Curriculum and Curriculum Change." In Improving Discipline-Based Undergraduate Medical Curriculum, 51–69. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_4.

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Wood, Meena Kumari, and Nick Haddon. "Transformational levers for change." In Secondary Curriculum Transformed, 7–13. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-3.

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Goodson, Ivor F. "Patterns of Curriculum Change." In International Handbook of Educational Change, 231–41. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_13.

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Becher, Tony, and Stuart Maclure. "Evaluating curriculum innovation." In The Politics of Curriculum Change, 130–49. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003514251-9.

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Ambos, Elizabeth L. "Theory of Change." In Transforming Academic Culture and Curriculum, 146–72. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003448327-8.

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Becher, Tony, and Stuart Maclure. "Responsiveness to change." In The Politics of Curriculum Change, 109–29. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003514251-8.

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Becher, Tony, and Stuart Maclure. "Agents of change." In The Politics of Curriculum Change, 47–63. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003514251-4.

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Conference papers on the topic "Curriculum change"

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Ramasamy, Dhivya Praba, and S. A. Pasupathy. "Impact of Curriculum Change on Outcomes." In 2021 International Conference on Advancements in Electrical, Electronics, Communication, Computing and Automation (ICAECA). IEEE, 2021. http://dx.doi.org/10.1109/icaeca52838.2021.9675496.

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STRATAN, Victoria. "Relația evaluare – curriculum." In Inovaţii în sistemul naţional de evaluare a rezultatelor învăţării. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.04-05-11-2022.p214-218.

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The relationship between assessment and curriculum is complex, which implies approaching the teaching-learning-assessment process in an integrated way. Any change produced at the level of one of these activities influences the methods of carrying out the others, generating a chain reaction, which requires permanent returns and revisions. The article deals with the evaluation-curriculum relationship and outlines the system of principles of evaluation activity in a curricular context. Some findings are presented with reference to the evaluation-curriculum relationship from the perspective of the two actors of the educational binomial, teacher and student.
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Dominguez, Andrea. "ASSESSING CHANGE: ASSESSMENT, ACCREDITATION AND CURRICULUM DESIGN." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1297.

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Edalatifard, Homa, and Elena Prieto. "Teaching academics' self-efficacy in curriculum change." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474686.

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Keogh, Sarah. "Embedded and Hopeful: A Curriculum for Change." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.14.

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The next generation of architects will face unprecedented challenges involving ecological collapse as well as related issues of culturally embedded social and political inequities. Architectural education has a key role to play in addressing this ongoing environmental crisis. Site-specific social and environmental design approaches need to become a core part of our undergraduate architectural curriculum. Students tend not to gain enough experience working within multidisciplinary teams and collaborating with community stakeholders, especially early in their design education, and both of these experiences can offer students an expanded set of skills and understandings that can help them to mediate local social and environmental complexities. This paper exemplifies a learning approach in which architecture students work with students from a variety of other disciplines to create design proposals for the transformation a failing mall into a local sustainability hub. Students work through concurrent social and ecological goals throughout their design experience, and through cross-disciplinary team-work, the students learn to examine sustainability and social agendas through different disciplinary lenses. The students also benefit from an immersive learning approach. Community members and local business groups involve the students in discourses which help students to define project goals to better address local social and environmental issues. This exposure to actual local needs provides a cognitive and ethical foundation for the students’ design approach. As our design settings become increasingly more complex and volatile, with social issues of inequity at the fore of escalating ecological issues, the architects who face these challenges will need to be capable of working within and mediating a myriad of local complexities. Through a critical examination of this course’s learning outcomes, this paper demonstrates a potential trajectory for a hopeful architectural design pedagogy, one that can better address a future shadowed by the implications of climate change.
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Burrill, Gail. "Statistical literacy and quantitative reasoning: rethinking the curriculum." In New Skills in the change World of Statistics Education. International association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20104.

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The importance of statistical literacy/quantitative reasoning has been highlighted for decades; today the need is even more compelling with data science emerging as foundational in many disciplines. Educated students should understand how to make decisions in the presence of uncertainty and how to interpret quantitative information presented to them in the course of their professional and personal activities. Too often, however, students have limited experience in thinking and reasoning based on real data. This paper explores how ideas from data science interface with notions of statistical literacy/quantitative reasoning, considers foundational concepts necessary to enable students to engage with real data sets in the learning process, and identifies potential curricular elements that are important for all students from these perspectives.
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Samuel, Robello. "Is Petroleum Engineering Curriculum Change Far from Academic?" In SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/215004-ms.

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Abstract The changing environment, demography of workforce and the advancements of technology require the urgency of the reforms needed in the petroleum engineering education and curriculum. Restructuring of the petroleum industry due to the protracted downturn is also aiding the accelerating pace of change. In alignment with the industry, the talent pipeline from the education system should also be in lockstep alignment. Curriculum changes are also required to take into consideration the topics and subjects related to sustainable energy sources as the world transitions to clean energy. This will help provide the students an opportunity to acquire interdisciplinary knowledge. Present-day education system must move away from the model of "learn at school" and "do at work" as the industry has moved away from "on the job" training or induction training. So, the petroleum engineering education must move to "learn and work" school model so that students are ready to take up the job from day one. The new approach should include basic engineering, advanced engineering and experiential learning that culminates to the required expertise to get assimilated in the workforce. The paper presents and addresses the scope and approach for a new curriculum for petroleum engineering education. This paper is an extended and repeat of text version of the paper SPE-206305-MS titled, "Petroleum Energy Engineering Education Reform: Flipping the Curriculum" paper presented at the SPE Annual Technical Conference and Exhibition, Dubai, UAE, September 2021 (Samuel 2021). This paper has an alternative solution and improves the theoretical framework of the course curriculum.
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Wurzer, Gabriel, Shabnam Tauböck, Markus Reismann, Christian Marschnigg, Sukrit Sharma, Karl Ledermüller, Julia Spörk, and Maria Krakovsky. "The PASSt Project: Predictive Analytics and Simulation of Studies aimed at Quality Management and Curriculum Planning." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16051.

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Quality management has become a crucial factor for improving student success, with reporting being widely used to scrutinize curricula for possible bottlenecks and resource deficiencies. Predictive capabilities in that context have, however, been often limited to simple regression models acting on historical data, which might not always be available when curricula change often; furthermore, work in curricular planning often demands “what if”-scenarios that are beyond extrapolation, such as determining the influence of changes in procedure on student success, which in itself is based on a multitude of intertwined factors such as social background and individual performance. In the PASSt project, we have been using Machine Learning and Agent-Based Simulation for Predictive Analytics in that sense. As a result, we have been developing an extensive toolset for curriculum planning which we want to outline in this paper, together with some lessons learned in that process. Our work will help practitioners in higher education quality management implement similar methods at their institutions, with all said benefits.
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Impagliazzo, J., G. Davies, J. A. N. Lee, and M. R. Williams. "History in the computing curriculum." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.632623.

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Tatnall, Arthur, and Bill Davey. "Curriculum Development in the Informing Sciences: Ecological Metaphor, Negotiation or Actor-Network?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2579.

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Change in higher education information systems, and other informing science curricula is inevitable. This paper offers a brief consideration of three different models that can be used to describe how this change occurs. Most curriculum texts give prime consideration to approaches to curriculum change based on research, development and diffusion models, and the paper outlines some objections to the application of models of this type to describing how university curriculum in the informing sciences is built and rebuilt. It offers instead three alternate models; one based on an ecological metaphor, another on curriculum negotiations and the third on innovation translation from actor-network theory, to describe how this process occurs. This is a theoretical paper that does not advocate one model over another, and does not propose the use of any one of these models in devising a new curriculum. It is concerned only with obtaining a better understanding of how this complex process occurs.
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Reports on the topic "Curriculum change"

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Iwatani, Emi, Angela Hardy, Barbara Means, Shelton Daal, and Xin Wei. Evaluation of World History Project. Digital Promise, December 2023. http://dx.doi.org/10.51388/20.500.12265/199.

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This evaluation assesses the impact of World History Project, a freely accessible online high school world history curriculum developed by OER Project in collaboration with educators and historians. The study, conducted during the 2022-23 school year, focused on 9th or 10th-grade on-level or honors world history classes in public schools across the United States. Key evaluation questions included the curriculum's effect on historical thinking skills, its usability, and its impact on student engagement. Results indicate statistically significant positive effects on learning opportunities for the historical thinking skill of continuity and change over time. However, challenges in usability and student engagement were identified, with recommendations for curriculum designers, practitioners, and future research. The findings underscore the curriculum's potential impact and the importance of ongoing refinement to empower teachers and enhance students' understanding of world history.
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Ulasewiicz, Constance B. "Triple Bottom Line Practices" in the Classroom and Across the Curriculum for Agents of Change in Apparel Disciplines. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1321.

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, May 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysis indicated three broad challenge areas related to district adoption and implementation, classroom enactment and engagement, and obtaining evidence of NGSS-based student outcomes. We also identified seven themes related to supporting OpenSciEd practitioners through research, development, and innovation: (1) access to and benefits of professional learning, (2) supporting teacher agency, collaboration, and management, (3) improving teacher capacity to enact OpenSciEd, (4) meeting students’ needs, (5) shifting classroom culture, (6) enabling formative assessment practices, and (7) access to assessment resources. Notably, professional learning and other supports for teachers appear to address root causes of many challenges experienced by practitioners. More generally, we see a need for research that would elaborate how adoption and implementation of OpenSciEd could drive system-level change in science education.
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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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Nidup, Tshering, Penjor Ghaley, and Madhu Maya. Spotlight: Holistic Education in South & South-East Asia. HundrED, October 2021. http://dx.doi.org/10.58261/gmfv4149.

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Education is a lifelong process where a learner is constantly raising their bar. Life itself is a journey of personal growth and development and therefore the classroom curriculum should reflect the world around us. It should help the learner understand what’s going on around her. Education should be about studying to learn and not learning to study. The role of a teacher is to help a learner understand the process of learning to learn. This takes more precedence now than ever before as we move into a decade that does not resemble anything that we have witnessed in the past. Education, just like us, needs to be Wholistic – one that is dynamic, responsive, and open to new ideas and change. HundrED and Druk Gyalpo’s Institute, Bhutan collaborated to identify and showcase innovations in the South and South East Asia region that focus on holistic education.
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Pillay, Hitendra, and Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Perrin, Cassandra. Reflections when making changes to shielded metal arc welding processes curriculum for high school students. Ames (Iowa): Iowa State University, August 2023. http://dx.doi.org/10.31274/cc-20240624-1209.

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