Relevant bibliographies by topics / Curriculum implementation

Contents

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

Academic literature on the topic 'Curriculum implementation'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Curriculum implementation"

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (July 1, 2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. Monitoring Implementation. Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. Outcomes. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995–1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995–1996) to 73% (1996–1997). Conclusion. This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.
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Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.
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Ikemoto, Gina Schuyler, Jennifer L. Steele, and John F. Pane. "Poor Implementation of Learner-Centered Practices: A Cautionary Tale." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–34. http://dx.doi.org/10.1177/016146811611801309.

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Many school systems are adopting new curricula in response to more rigorous standards that require higher-order thinking skills. This article presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum. We found a significant negative effect on student achievement despite the curriculum's focus on learner-centered learning strategies that have previously been found to improve students’ ability to meet high mathematics standards. Our research confirms prior research that finds learner-centered instructional practices are correlated with higher student achievement. However, our findings also suggest that learner-centered curricula can actually do more harm than good when implemented poorly. We found that the cognitive demands of the curriculum coupled with teachers’ poor implementation of learner-centered instructional practices seemed to limit students’ ability to engage with the mathematical ideas. Teachers struggled to implement the curriculum because they lacked prior experience with learner-centered teaching strategies, had limited exposure to the curriculum, and were not provided with job-embedded support from principals or instructional leaders within their school. They also worked with students who were reluctant to collaborate and had low prior math achievement. Findings from this study suggest that curriculum adopters should be careful to ensure strong implementation of cognitively demanding curricula. In particular, districts and school leaders should provide intensive job-embedded professional development and support to assist teachers in achieving high implementation.
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Majerník, Jaroslav, Andrea Kacmarikova, Martin Komenda, Andrzej A. Kononowicz, Anna Kocurek, Agata Stalmach-Przygoda, Łukasz Balcerzak, Inga Hege, and Adrian Ciureanu. "Development and implementation of an online platform for curriculum mapping in medical education." Bio-Algorithms and Med-Systems 18, no. 1 (November 24, 2021): 1–11. http://dx.doi.org/10.1515/bams-2021-0143.

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Abstract Objectives Nowadays universities face ever-increasing demands on quality of education, which is crucial from perspective of future graduates. In face of the need of constant quality improvements of medical curricula, it is important to seek strategies for their efficient management. The general trend is to develop electronic support tools to streamline the curricular design, analysis and harmonization. Methods Based on the requirements we have identified by the needs analysis among curriculum designers, teachers and managers at five universities involved in the Building Curriculum Infrastructure in Medical Education (BCIME) project, and evidence published in literature on curriculum development, we have developed methodological guidelines on curriculum innovations and a software-based tools that help manage, map and analyse curricula in the medical and healthcare study fields. Results In this paper, we share our experiences with building and implementation of EDUportfolio, an online platform developed within our consortium and intended to facilitate harmonisation and optimisation of medical outcome-based curricula. Its functionalities and outputs were verified by pilot mapping of Anatomy curricula as taught at partner universities in five European countries. Conclusions The visualisation and the analysis of described curriculum data using natural language processing techniques revealed both the hidden relations between curriculum building blocks and a set of overlaps and gaps in curricula. In addition, we demonstrate both the usability of the platform in the context of the involved academic environments and the capability to map and compare curricula across different institutions and different countries.
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Huntley, Mary Ann. "Brief Report: Measuring Curriculum Implementation." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 355–62. http://dx.doi.org/10.5951/jresematheduc.40.4.0355.

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Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This “Brief Report” describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathematics and MathThematics. The report also presents next steps in this program of research.
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Achsin, Muhammad, Amir Maliki Abitolkha, and M. Yunus Abu Bakar. "Implementation of an Integrated Curriculum Through Special Class Programs." Al-Hayat: Journal of Islamic Education 5, no. 2 (December 2, 2021): 143. http://dx.doi.org/10.35723/ajie.v5i2.179.

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This study aims to determine how the curriculum's implementation is integrated through a unique class program in Madrasah Aliyah Waru Sidoarjo. This research includes qualitative research. The techniques used in data collection use observation methods, interviews and documentation. As for the data analysis techniques, the authors use qualitative descriptive analysis technique, which is the form of written and unwritten (oral) data from people and behaviours observed. In this case, the author seeks to describe Thoroughly the actual state. This research finds that the integrated curriculum at Madrasah Aliyah Fadlillah Waru Sidoarjo is a curriculum development that eliminates the boundaries between national subjects and TMI subjects. The development of this curriculum can be interpreted as an effort to stir two different curricula in one educational institution. To achieve the institution's goals, in addition to students mastering abilities in general (national) subjects, they can also master abilities in TMI subjects.
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Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (October 1, 2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.
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Yulianto, Edi, and Agus Zaenul Fitri. "PRACTISING CURRICULUM MANAGEMENT: THE IMPLEMENTATION OF INTEGRATED CURRICULUM MANAGEMENT IN ISLAMIC SCHOOL." MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (December 31, 2021): 205–22. http://dx.doi.org/10.14421/manageria.2021.62-13.

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Chongraksat Wittaya School Pattani, Thailand, is one of the most prominent Islamic schools in Pattani, Southern Thailand. This school has a dualism of management, including the applied curriculum, namely the religious and academic curriculum. Although the Thai kingdom regulates these two curricula, schools can adapt to their needs for religious curricula. This article examines the planning, implementation, and evaluation of the curriculum at Chongraksat Wittaya School Pattani, Thailand. It uses a qualitative method and a phenomenological approach with data collecting from interviews, observation, and documentation techniques. Then, data analysis techniques consist of data reduction, model data, and conclusions. The results showed that the Chongraksat Wittaya school implemented an integrated curriculum, namely the religious curriculum (Sassanah), which contained Dirasah Islamiyah, and the academic curriculum (Saman) included general subject matter. This school has regular classes and special classes. Curriculum planning is carried out together with Village Experts at the beginning of each semester. The curriculum is implemented with 40% of the religious curriculum (Sassanah) and 60% of the academic curriculum (Saman). Evaluation is carried out by briefings, daily meetings, early semester meetings, and annual meetings. Student learning is in the form of numeric and descriptive. The evaluation of the model uses the CIPP (Context, Input, Process, and Product) model.
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Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I." At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, no. 1 (June 30, 2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.

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Abstract: This research background is originated from increasing number of madrasah and general school curriculum as a curriculum support, especially on the subject of islamic religious education (PAI). It makes some institutions maintain either lodge, hostel, or boarding school, in order to encourage school programs. For instance, MAN Yogyakarta 1 established boarding school ‘Al Hakim’ to increase horizon of students towards scientific references to Islam. The question is, how do implementation of Kemenag curriculum and boarding school curriculm impact to elevate learning outcomes of PAI. This study attempts to determine for applicating two curriculum derived from kemenag and boarding school. This study utilizes qualitative research. The results show that in practice, kemenag curriculum remains a priority rather than boarding school curriculum; impact and achievement in the implementation of two curriculum have positive impact on learning outcomes such as to have better values on cognitive, affective, and psychomotor; excess two curricula are applied properly will create more students mastering the subject matter of religion. However, drawbacks occur discrepancy between the curriculum from kemenag and boarding school because the materials are not delivered properly and allocated short time. Keywords: Curriculum, Learning Outcomes, Islamic Religious Education
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Dissertations / Theses on the topic "Curriculum implementation"

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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
Unrestricted
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Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.

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Nevenglosky, Erica. "Barriers to Effective Curriculum Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5235.

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An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity.
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Blatherwick, Mary Louise. "Teacher preparation for art curriculum implementation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26375.

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This study addresses the question of how well prepared are elementary teachers in British Columbia to implement the New Elementary Fine Arts Curriculum Guide/Resource Book. Through questionnaires and interviews conducted with elementary teachers in a large Lower Mainland school district and university elementary art methods course instructors at three universities in British Columbia, it was possible to identify and discuss some of the educational factors that influence curriculum implementation in art. This study offers recommendations to promote a more unified approach to implementation by the Ministry of Education, curriculum committees, teacher educators and teachers, to ultimately improve the art education that is offered to elementary school students.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Warren, Stan, and n/a. "Principal facilitator behaviour in curriculum implementation." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061109.175407.

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In the past ten years the emergence of studies in the area of effective schools has focused a good deal of attention on the role adopted by principals in the process of change. Few can deny the importance of this role in the development and implementation of new/changing curriculum statements. This is especially noticeable in schools that are part of a large 'centralised' system. This study is concerned with the role adopted by four principals in schools in Wollongong N.S.W. where a new syllabus in Writing K-6 was being implemented. It examined the implementation activities used and then focused specifically on the role adopted by the principal in that process.1 To enable the success or otherwise of the implementation activities to be identified, the C-BAM techniques developed by Hall, Hord et al were modified and used. The role adopted by each of the four principals was then considered in an effort to identify the contribution it made to the implementation activities. The findings suggest that the principal does play a significant role in Curriculum Implementation and that he/she needs additional skills and understandings to enable the process used to be successful. It is recommended that the C-BAM techniques would be one useful tool that principals could use.
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Rock, Terryl. "edTPA Implementation Consultation." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6035.

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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.

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In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
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Labane, Nokubonga. "Planning and managing curriculum implementation in rural schools: an investigation." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.

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Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
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Books on the topic "Curriculum implementation"

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Mkpa, M. A. Curriculum development and implementation. Owerri, Imo State, Nigeria: Totan Publishers, 1987.

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Study, Manitoba Curriculum Implementation. Curriculum implementation in Manitoba. Winnipeg: Manitoba Education, Planning and Research Branch, 1985.

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Wong, Katherine M. Curriculum implementation in Manitoba: Literature review. [Winnipeg, Man.]: Manitoba Education, 1985.

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Hayes, Jacobs Heidi, and Association for Supervision and Curriculum Development., eds. Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development, 1989.

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Floyd, Boschee, and Whitehead Bruce M, eds. Curriculum leadership: Development and implementation. Thousand Oaks: SAGE Publications, 2006.

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Marilyn, Fleer, and Edwards Susan, eds. Early childhood curriculum: Planning, assessment, and implementation. Cambridge ; Port Melbourne: Cambridge University Press, 2010.

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Lee, Linda E. Curriculum implementation in Manitoba: Case studies. [Winnipeg, Man.]: Manitoba Education, 1985.

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Floyd, Boschee, and Whitehead Bruce M, eds. Curriculum leadership: Strategies for development and implementation. 2nd ed. Thousand Oaks, Calif: Sage Publications, 2008.

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Olsen, Karen. ITI classroom stages of implementation: Assessing implementation of brain-compatible learning. Kent, WA: Susan Kovalik & Assoc., 1994.

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1956-, Harris Michael, and Hill Reinhold R, eds. The learner-centered curriculum: Design and implementation. San Francisco, CA: Jossey-Bass, 2012.

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Book chapters on the topic "Curriculum implementation"

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Wood, Meena Kumari, and Nick Haddon. "Implementation: Curriculum pathways." In Secondary Curriculum Transformed, 156–72. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-20.

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VanTassel-Baska, Joyce, and Ariel Baska. "Curriculum Management and Implementation." In Curriculum Planning & Instructional Design for gifted learners, 185–202. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234050-14.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Program-Wide Implementation." In Curriculum Development for Intensive English Programs, 197–222. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-10.

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van Moergestel, Leo, Ander de Keijzer, and Esther van der Stappen. "Implementation of an ICT Curriculum." In Information and Communication Technologies in Education, Research, and Industrial Applications, 117–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69965-3_7.

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Mamlok-Naaman, Rachel. "Curriculum Implementation in Science Education." In Science Education, 199–210. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_15.

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Callahan, Carolyn M. "Curriculum Implementation, Management, and Assessment." In Introduction to Curriculum Design in Gifted Education, 223–40. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235842-14.

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Palastanga, Emma L. "Intent, implementation and impact." In A Creative Primary Curriculum for All, 59–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003033189-7.

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Jenq-Jye, Hwang, and Lee Ya-Ting. "Implementation of Taiwan’s Curriculum Reform Policy." In Curriculum Innovations in Changing Societies, 61–84. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_4.

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van den Akker, Jan. "Dutch Secondary Curriculum Reform Between Ideals and Implementation." In Curriculum Landscapes and Trends, 61–71. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_5.

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Jia, Honggang, and Xiujun Yang. "College Speed Skating Network Curriculum Implementation." In Advances in Intelligent and Soft Computing, 153–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29455-6_22.

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Conference papers on the topic "Curriculum implementation"

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Khuluqo, Ihsana El, Istaryatiningtias, and Eva Syarifah. "Evaluation Implementation Curriculum 2013." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.038.

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Setiawan, Ananda, Trisno Martono, and Gunarhadi Gunarhadi. "The Implementation of Curriculum:." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006881200920100.

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Li, Wei. "Challenges and Responses: Subjects of Curriculum Implementation under Micro-Curriculum." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3456965.

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Yuwono, Imam. "Evaluation of Curriculum Implementation and Curriculum Modifications in Inclusive Schools." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.24.

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Jushchyshyn, Nick, Timothy McLaughlin, and Morgan Woolverton. "Approaches for immersive media curriculum implementation." In SIGGRAPH '19: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3326542.3328014.

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Sagita, Sylva, and Anna Permanasari. "The Implementation of COVID-19 Curriculum." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.079.

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Pennington, Leighann. "Curriculum Implementation for Equitable Learning Opportunities." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691059.

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Ni, Lijun, Gillian Bausch, Bernardo Feliciano, Hsien-Yuan Hsu, and Fred Martin. "Supporting Teacher Professional Learning and Curriculum Implementation Through Collaborative Curriculum Design." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499118.

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Trabelsi, Zouheir. "Hands-on lab exercises implementation of DoS and MiM attacks using ARP cache poisoning." In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047468.

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Noor, Mauluddin M., Albadi Sinulingga, and Sanusi Hasibuan. "Evaluation of Curriculum Implementation 2013 Batubara District." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.80.

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Reports on the topic "Curriculum implementation"

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Beedle, Christopher. Curriculum Implementation. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1866929.

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McNeil, Nathan, and Keith Bartholomew. Community Transportation Academy: Course Curriculum and Implementation Handbook. Transportation Research and Education Center (TREC), 2022. http://dx.doi.org/10.15760/trec.280.

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Dailey, Jeffrey F., Susan D. Gavin, Jason Krueger, Rachel Tomasik, Bethany Smith, Donald Takehara, Steven Snyder, et al. High Altitude Ballooning into Undergraduate STEM Curriculum: Preparing for Widespread Implementation. Ames (Iowa): Iowa State University. Library. Digital Press, January 2012. http://dx.doi.org/10.31274/ahac.8343.

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Burge, L. L., and Jr. A Computer Engineering Curriculum for the Air Force Academy: An Implementation Plan. Fort Belvoir, VA: Defense Technical Information Center, April 1985. http://dx.doi.org/10.21236/ada156464.

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Ferris, Jennifer. The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1622.

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Cutler, Kelly. Making Race Matter: Interrupting Racial Color-blindness in Education Through the Implementation of Anti-racist Curriculum. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7368.

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Daly, Meg, Elizabeth Banes, and Emily Schwartz. Using Equity Data to Guide the Design and Implementation of the New General Education Curriculum at Ohio State. Ithaka S+R, July 2021. http://dx.doi.org/10.18665/sr.315649.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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