Relevant bibliographies by topics / Curriculum Development Centre

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum Development Centre'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Curriculum Development Centre"

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O'Donnell, Marcus, Margaret Wallace, Anne Melano, Romy Lawson, and Eeva Leinonen. "Putting transition at the centre of whole-of-curriculum transformation." Student Success 6, no. 2 (August 18, 2015): 73–79. http://dx.doi.org/10.5204/ssj.v6i2.295.

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This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Transition – a curriculum-integrated approach that enables a smooth, supported shift into and through higher education and a successful transition from the university to the world of work and lifelong learning – is one of three key principles at the heart of the UOW Curriculum Model. This paper focuses on transition as a whole-of-curriculum design principle and the way this principle informs the other elements of the UOW Curriculum Model. It aims to extend the concept of “transition pedagogy” developed by Kift and colleagues and to show how it has been used to inform our larger project of curriculum renewal.
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McGregor, Heather E., and Catherine A. McGregor. "Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013." Études Inuit Studies 40, no. 2 (January 15, 2019): 109–31. http://dx.doi.org/10.7202/1055434ar.

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In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded onInuit Qaujimajatuqangit(IQ) and supported bilingualism. We describe how the Curriculum and School Services Division of the Department of Education undertook to fulfil this responsibility through unique, made-in-Nunavut curriculum development processes and products. We conclude by outlining the opportunities and challenges evident in the work of creating curriculum, teaching resources, and learning materials that centre Inuit knowledges, languages, and contexts.
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Kirk, David. "Structure and Agency as Two Problematics in School-based Curriculum Development: A Case Study." Australian Journal of Education 30, no. 3 (November 1986): 285–99. http://dx.doi.org/10.1177/000494418603000306.

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Implicit in the rationale behind the shift from a centre-periphery/systems management approach to a school-based curriculum development (SBCD) approach to curriculum innovation and development are two notions which are viewed here as problematic. The first is that teachers will be ‘free’ to develop curricula which conform to a pedagogic ideal. Based on case-study research, it is argued that this notion must be approached with caution, as it can be shown that, even in a situation where teachers themselves initiate innovation, their actions are constrained by a number of in-school structures. The second notion is that SBCD may be able to overcome problems that occur between the creation and implementation of innovatory programs. However it is argued that individual teachers who are involved in creating an innovative idea also paradoxically interpret this idea in different ways and implement it differently. It is concluded that transformation of innovative ideas is inevitable in any innovatory program, and that this factor may act as a counterbalance to excesses in bureaucratic control sometimes evident in centre-periphery/systems management approaches.
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Yinan, Li. "Teaching Polish studies in the new era: strategy and methods based on the example of the curriculum of teaching translation and interpreting." Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 27 (December 23, 2020): 349–65. http://dx.doi.org/10.18778/0860-6587.27.20.

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Polish studies in China have a history of over 65 years. The oldest centre of Polish studies was established in Beijing (Beijing Foreign Studies University) in 1954. In the last decade, several centres teaching Polish language and culture have emerged in China. The development, implementation, and modifications of the curricula of teaching Chinese students Polish constitutes an important issue and a major challenge for centres of Polish studies in China. This article discusses the latest curriculum of teaching Polish at Beijing Foreign Studies University, with the oldest Polish courses in China, and presents the strategy and methods for implementing the curriculum using the example of translation classes. I shall answer the question of what role in the Chinese-Polish exchange Polish studies in China can play, and what the objective of producing Polish studies graduates in China is and how that is fulfilled.
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Anužienė, Laimutė, and Vidmantas Tūtlys. "Enactment of the Vet Curricula in the Work Process." Vocational Training: Research And Realities 27, no. 1 (December 1, 2016): 27–41. http://dx.doi.org/10.1515/vtrr-2016-0003.

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Abstract The main goal of this article is to explore the contents of the concept of enactment of the VET curriculum in the work process and to disclose the current methodological and methodical approaches of it’s implementation in practice. The article starts with the discussing the theoretical aspects of the enactment of the VET curricula referring to the insights of psychology, sociology of education and work, as well as vocational didactics research. It is followed by the case study of the enactment of VET curriculum in the education and work processes in one initial VET centre of Lithuania aimed to disclose applied methodological approaches and their implications for the professional and personal development of students. Research provides evidence that effective and sustainable enactment of the initial VET curricula requires to apply the integrated and holistic approach to competence development and implementation of VET curriculum.
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Kirsch, Otakar, and Lucie Jagošová. "Theory as a Platform for the Education of Museum Staff. Development of the Centre for the Study of Museology in the Years 1967–1982." Muzeum: Muzejní a vlastivedná práce 55, no. 2 (June 1, 2017): 3–15. http://dx.doi.org/10.1515/mmvp-2017-0041.

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AbstractThe aim of the presented study is to bring together almost fifteen years of the Centre for the Study of Museology of the Charles University’s Faculty of the Arts at the National Museum in Prague (herein - after referred to as the Centre), one of the most important contemporary methodological and educational centres in the field of museology. The subject of interest will gradually become an analysis of the factors and phenomena that led to its establishment in 1967, including the theoretical concept of the head of the Centre, Jiří Neustupný, which became the starting point for the final form of its curriculum. In addition to outlining the structure for the curriculum for the students of Charles University’s daily study and for the museum staff and introducing personalities who have participated in educational activities, the text also deals with its non-teaching activities (such as research and methodological activities, cooperation within both the domestic and the international museum organisations, while collecting and publishing museological literature). The work was created to commemorate the 50th anniversary of the museological centre which is recognised by international authorities and, as the first one, this work seeks to map its development.
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Mulenga, Innocent Mutale, and Christine Mwanza. "Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia." Journal of Curriculum and Teaching 8, no. 1 (February 22, 2019): 32. http://dx.doi.org/10.5430/jct.v8n1p32.

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In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.
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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (March 2, 2020): 110. http://dx.doi.org/10.3390/rel11030110.

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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.
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Lager, Karin. "Att undervisa i fritidshem." Educare - vetenskapliga skrifter, no. 2 (June 25, 2018): 51–68. http://dx.doi.org/10.24834/educare.2018.2.3.

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The aim of this article is to explore teaching in a leisure-time centre based on teaching as an entity of care, learning and development. Reforms that characterized Swedish educational systems since the 1980s have in many ways changed the leisure-time centre; and, in The Education Act and the national curriculum, a shift from care to education can be noticed. A revised task for the leisure-time center lifts concepts such as teaching and achievement in line with the primary school's task. The article focuses on a policy process where a specific activity is planned, implemented, documented, evaluated and followed up by teachers in the leisure-time center. The enactment of teaching is analyzed through policy enactment theory, and data is generated by ethnographical method in a case study in a leisure-time centre. The result shows an entity of care, learning and development when teaching focuses on play and development of social and relational abilities, in line with the leisure-time center's task.
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Renzulli, Joseph S. "New Directions for the Schoolwide Enrichment Model." Gifted Education International 10, no. 1 (September 1994): 33–36. http://dx.doi.org/10.1177/026142949401000108.

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This article not only proposes new directions for the Schoolwide Enrichment model, it also analyses the processes of real and effective curriculum change. The very act of learning is perceived to be at the centre of the change process. Developing modifications of existing curricula should also provide appropriate content and skills development which allows all students to develop their full potential. The article is based on Dr Renzulli's recent book, Schools for Talent Development: a Practical Plan for Total School Improvement, published in 1994 by Creative Learning Press.
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Dissertations / Theses on the topic "Curriculum Development Centre"

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Welch, Ian, and n/a. "Reconstituting a tradition : core curriculum for Australian schools : a retrospect." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061110.121837.

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The publication of the Curriculum Development Centre's discussion paper 'Core Curriculum for Australian Schools' in June 1980 stimulated discussion of the concept of core curriculum in Australia. The driving force came from the Foundation Director of the CDC, Dr Malcolm Skilbeck. This study discusses the themes and directions to which Skilbeck was committed through a study of his work prior to his return to Australia in 1975 and his subsequent writings. The study considers Skilbeck's work against general thinking on educational matters in Australia and overseas. The initial discussion centres on Skilbeck's work in the United Kingdom prior to 1975. This concludes that his views were moulded by his own research on the American progressive educator John Dewey and that Dewey's ideals of a democratic society moulded and sustained by a democratic core curriculum have been dominant in all Skilbeck's subsequent thinking. The study reviews the establishment, working and conclusions of the CDC Core Curriculum and Values Education Working Party. In two subsequent chapters, the study looks at Skilbeck's approach to cultural mapping and school-based curriculum development as the two fundamental Planks of his approach to the development and implementation of a core curriculum for Australian schools. The study shows that Skilbeck's concept of cultural mapping is helpful but does not succeed in providing an effective basis for the articulation of national guidelines. In consequence, the CDC did not succeed in providing a framework sufficient to hold together the infinite range of possibilities opened UP by school-based action. The study considers the limited published reactions to the CDC Paper. It notes that the termination of the CDC by the Committee for Review of Commonwealth Functions in early 1931 prevented the fuller dissemination and debate of the topic during 19S1 and subsequently. The study notes that responses were disaapointingly few and in many cases failed to address the central questions raised by the CDC paper, in particular the idea of national curriculum guidelines and their application through school-based curriculum development. The major responses came in the State of Victoria where local circumstances encouraged discussion of the issues raised by the CDC. The study concludes that the CDC discussion paper was a valuable stimulus to discussion of curricular foundations at the time it was released but represented a point of view that was not fully understood or appreciated at the time. It laid the foundation for the renaissance of the general concept as 'democratic curriculum' in 1986 and provides important indications of the potential for the development of the Participation and Equity Program.
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.

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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

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As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.
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Adams, Tania Bernadette. "A conceptual framework for leadership development in the South African police service based on transformative learning theory." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.
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McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.

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The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.
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Linsten, Linda. "Lärares arbetssätt i träning av elevers matematiska resonemang." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32936.

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The ability to apply and follow mathematical reasoning is an ability students should develop according to Curriculum for the compulsory school, preeschool class and the leisure- time centre 2011. The purpose of this survey was to find out how teachers in compulsory school and preeschool class work with the ability to apply and follow mathematical reasoning. I was also interested in investigating if participation in continuing professional development in mathematics influence the teachers way of working with the students. The survey consisted of six qualitative interviewees in which three of the interviewees were part of continuing professional development in didactics for teachers educating mathematics. The result showed that all interviewees consider that it is importent to communicate mathematics, both between students as well as between teachers and students. The teachers included in continuing professinonal development showed a clear consciousness in their work to reason and follow mathematical reasoning. However, among some interviewees the consiousness appeared to come from their experience and which reflects their way of working. The student's age and how far they have developed their language also appeared to be significance to how capable they are of reasoning. The teachers analyze the ability to apply and follow mathematical reasoning, it's meaning and usage, differently.
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De, Wet M. A. "The introduction of problem based learning in Hospitality Management at the Central University of Technology, Free State, South Africa." Interim : Interdisciplinary Journal, Vol 8, Issue 1: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/359.

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Published Article
Problem-based learning (PBL) is a learner-centred strategy that can be used to achieve the objectives of Outcomes Based Education (OBE). The Hospitality management program has no evidence of a fixed learner-centred didactic approach such as PBL, E-learning or Resource-based learning (RBL). In considering PBL, we raised questions: Why PBL? To what extent are staff and learners prepared for PBL? What are the characteristics of the curriculum when implementing PBL etc? This paper highlights these and other questions. The outcome shows that principles of PBL are extremely applicable to Hospitality but that timetabling within the program is a concern.
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Wright, Warren Elwin. "The development of a custodial curriculum for incarcerated adults." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1492.

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Teraoka, Rie. "Developing a Curriculum Evaluation Model for the English Language Center at Brigham Young University." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3481.pdf.

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Packard, Jill M. E. "Environmental education and the dimensions of sustainability an analysis of the curriculum of the Cuyahoga Valley Education Center /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1181072399.

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Books on the topic "Curriculum Development Centre"

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Report of the Curriculum Development Centre in ... New Delhi: University Grants Commission, 1991.

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Laksūt, Thailand Sūn Phatthanā. The Curriculum Development Centre of Thailand: Study. Bangkok: Unesco Regional Office for Education in Asia and Oceania, 1985.

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Silva, Rufus De. School library resource centre policy: Guidelines for development. Aberdeen: Grampian Regional Council, Dept. of Education, Resources Centre, 1991.

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Centre for Curriculum and Professional Development. Focus on development: A five-year report of the Centre for Curriculum and Professional Development, April 1988-March 1993. [Victoria, B.C.]: The Centre, 1993.

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Centre for Curriculum and Professional Development. Directions 1995-97. [Victoria, B.C.]: The Centre, 1995.

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International Workshop on Curriculum Development in Technical and Vocational Education (1993 Turin, Italy). International Workshop on Curriculum Development in Technical and Vocational Education: Held at the ILO International Training Centre, Turin, Italy, 30 August-3 September 1993 : final report. Turin: United Nations Educational, Scientific and Cultural Organization, International Project on Technical and Vocational Education, 1993.

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London), National Conference on Development Education and Youth Work (1994. Delivering an international curriculum for youth work: National Conference on Development Education and Youth Work held on Tuesday 27 September 1994 at the London Voluntary Sector Resource Centre.... London: Development Education Association, 1994.

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Social Studies with Population Education Inservice Course for Secondary School Teachers (1989). Report of the Social Studies with Population Education Inservice Course for School Teachers: Held at the National Curriculum Development Centre, Institute of Education, August 28-September 1, 1989. [S.l: N.C.D.C., 1989.

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National, Educational Planning Seminar for Educational Administrators Planners Curriculum Development Personnel and Teacher Educators on the Orientation of Educational Policies Programmes and Practices (1988 Dar es Salaam Tanzania). Report of technical support to the National Educational Planning Seminar for Educational Administrators, Planners, Curriculum Development Personnel, and Teacher Educators on the Orientation of Educational Policies, Progammes, and Practices: Msimbazi Centre, Dar es Salaam, Tanzania, 15-27 February 1988. [Dar es Salaam?]: United Nations Economic Commission for Africa, Public Administration, Management, and Manpower Division, 1988.

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Anwar, Qomari. The future of Muhammadiyah education: A curriculum development center for better quality. Jakarta: Uhamka Press, 2005.

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Book chapters on the topic "Curriculum Development Centre"

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Levin, Helen, and Adam Cheng. "Curriculum Integration and Development." In Comprehensive Healthcare Simulation: Program & Center Development, 83–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46812-5_12.

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Capon, Noel. "Early Development of a New Curriculum Design." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 151–77. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_8.

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Lee, Shiree, and Gregor Lomas. "A New Zealand Perspective: Mathematical Progressions from Early Childhood to School Through a Child Centred Curriculum." In Early Mathematics Learning and Development, 199–215. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_13.

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Capon, Noel. "Implementing the New Curriculum." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 255–70. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_12.

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Capon, Noel. "Executing the New Curriculum." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 271–91. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_13.

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Capon, Noel. "Curriculum Review and the Strategic Planning Process." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 99–120. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_6.

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Capon, Noel. "Developing the Information Base for Curriculum Redesign." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 123–49. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_7.

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Capon, Noel. "Comparing and Learning From the Two Curriculum Changes." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 337–57. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_16.

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Capon, Noel. "The Process of Forging the Curriculum Review Proposal." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 179–209. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_9.

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Waddington, David, and Henry W. Heikkinen. "Developments in Chemical Education: Influences, Successes, and Disappointments in Curriculum Adaptations by Other Countries." In Sputnik to Smartphones: A Half-Century of Chemistry Education, 299–338. Washington, DC: American Chemical Society, 2015. http://dx.doi.org/10.1021/bk-2015-1208.ch016.

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Conference papers on the topic "Curriculum Development Centre"

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McLachlan, Kathryn, Linda Yeomans, and Keith-Zhi-Guo Lim. "A competency development approach to learning for employment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5421.

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Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the ‘soft’ skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace, i.e. employability skills (Jackson, 2010). Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University identified the difficulties that students experience in self-assessing employability skills. One research study highlighted the inflated self-perceptions and an overall lack of humility often associated with recent graduates (Papadopoulos 2010, cited in Jackson 2015). This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills. While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, (see Keele et al, 2010), preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the ‘soft’ skills of employability
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Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

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Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.
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Vanacker, Dries, Lore Demedts, and Hilde Van Puyenbroeck. "Gentlestudent - The City as a Medium for Acquiring 21st Century Skills." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8038.

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Students are inextricably linked to life in a city, where they face challenges during their study period and often take their first truly independent steps in life. The city is not only an important 'living' environment for students on their way to adulthood, but can also be considered as a dynamic learning centre where they can seize many learning opportunities. Various community service learning projects show that enrolling students in authentic community projects is not only enriching for the city, but for the professional development of students as well. Such projects promote in-depth learning, but also require a great deal of coordination and support from educational institutions and the professional field. In the design study 'Cities for learning - Gentlestudent', we investigate how digital technology can connect the talents, ideas and knowledge of students with the needs of the community without direct intervention of the educational institution. Secondly, we explore how students can be encouraged to work more autonomously, starting from their own learning questions. Finally, we examine how we can valorise experiences from the informal curriculum in the formal curriculum and in function of lifelong learning by using microcredentials in the form of open badges.
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Shoemaker, Richard L. "Optics curriculum development at the Optical Sciences Center." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468706.

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Natalie J Carroll. "Proper Disposal of Unwanted Medication: Curriculum Development." In 21st Century Watershed Technology: Improving Water Quality and Environment Conference Proceedings, 21-24 February 2010, Universidad EARTH, Costa Rica. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2010. http://dx.doi.org/10.13031/2013.29406.

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Amaliyah, Nurrohmatul, and Puri Pramudiani. "The Development of Curriculum Learning Centered for Student Character Achievement." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.185.

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Jokar, Amir, and Stephen Solovitz. "Thermo/Fluids Curriculum Development in a New Mechanical Engineering Program." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37001.

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This study describes a model for developing a thermo/fluids curriculum in a new mechanical engineering program. Hands-on experience and applied engineering research are the center of this development. The efforts in creating undergraduate, elective, and graduate level courses and laboratories in the fundamental topics of thermodynamics, fluid mechanics, and heat transfer are reviewed and explained in detail. A dual approach has been taken in developing the curriculum, so that both undergraduate and graduate students can utilize the facility in their research activities. This development has been revised and optimized since its initiation in 2005, and it has successfully been accredited by ABET. The good results obtained from this model can be used in developing mechanical engineering programs, especially for smaller-sized institutions.
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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.

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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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Pérez, Jorge, and Meg Murray. "Journey to the Center of the Core: Computers and the Internet in the Core Curriculum." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2943.

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Computers, digitalization and the Internet have transformed modem society. Commerce, education, communication and socialization will never be the same. Surprisingly, many universities do not require a computing course in the core curriculum. Critical information technology (IT) competencies are often taken for granted, to the detriment of students who lack computing and Internet skills. This paper describes an initiative undertaken by a computer science and information systems department to assess and remediate IT skills needed by all university students, regardless of major. The project is evolving along several dimensions: identification of discipline-independent IT competencies, assessment of IT skills among current and incoming students, and curriculum development.
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Hou VAT, Kam. "Integrating Industrial Practices in Software Development through Scenario-Based Design of PBL Activities: A Pedagogical Re-Organization." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2949.

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This paper investigates a pedagogic model appropriate to the integration of the industrial practices in software development into the learning activities of our undergraduate students, especially in the context of group-based project work. Specifically, we are interested in the potentialities of this model enhanced from the problem-based learning context, such that people collaborating in the peculiar scenario of project development, are empowered to be more sensitive and reflective of their learning experiences. Our discussion describes a practical framework of course enactment taking into account the suggestions of the latest curriculum guidelines stipulated in the final draft of the “Computing Curriculum - Software Engineering” created by the Joint Task Force on Computing Curricula of the IEEE Computer Society and the Association for Computing Machinery. Namely, software engineering education in the 21st century needs to move beyond the lecture format, and should consider the incorporation of a variety of teaching and learning approaches, one example of which includes the constructivist model of problem-based learning (PBL) considered as appropriate to supplement or even largely replace the lecture format in certain cases. In the paper, a pedagogical re-organization perspective is presented as a way to conduct teaching in the area of software engineering. In particular, the connotation of problem-based learning in the education of future software practitioners is explored from a teacher-researcher’s position, through the practice of action research. The paper concludes by emphasizing the contextualized learning scenarios involved in PBL, which have been observed to enable our students to experience the real-world practice of software development, and acquire valuable learning through teamwork that should remain with their future careers.
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Reports on the topic "Curriculum Development Centre"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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