Journal articles: 'Curriculum innovation'

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Matorevhu, Alois, and Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation." Journal of Research in Instructional 2, no. 2 (November 18, 2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.

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The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.

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Phillips, Janet M., Jerelyn Resnick, Mary Sharon Boni, Patricia Bradley, Janet L. Grady, Judith P. Ruland, and Nancy L. Stuever. "Voices of Innovation: Building a Model for Curriculum Transformation." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 91–97. http://dx.doi.org/10.1515/ijnes-2012-0008.

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AbstractInnovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today’s health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

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Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.

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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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Sheeley, Vernon. "Fostering Curriculum Innovation." Counselor Education and Supervision 25, no. 4 (June 1986): 258–59. http://dx.doi.org/10.1002/j.1556-6978.1986.tb00675.x.

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Rozi, Fathor, and Moh Aminullah. "Inovasi Pengembangan Kurikulum Sekolah Berbasis Pesantren dalam Meningkatkan Kepercayaan Masyarakat." MANAZHIM 3, no. 2 (August 30, 2021): 183–200. http://dx.doi.org/10.36088/manazhim.v3i2.1286.

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This study aims to find out innovations in developing a pesantren-based school curriculum in increasing public confidence in SMP Islam Sumberranyar Paiton Probolinggo. This research uses a qualitative approach, while the type of research used is a case study. The results of the study show that: innovations in developing pesantren-based school curriculum in increasing public trust are as follows; The innovation of developing a pesantren-based school curriculum in Islamic junior high schools has improved very well, from the development of the school curriculum trying to develop a pesantren curriculum by changing the learning system, the supporting factors for innovation in developing a pesantren-based school curriculum in Islamic junior high schools include the principal involving all relevant stakeholders, both administrators and administrators. The entire board of teachers, community leaders, guardians of students as well as support from boarding school caregivers, inhibiting factors for innovation in developing a pesantren-based school curriculum in Islamic junior high schools, the low awareness of teachers to develop learning tools, this hampers the innovation of developing a pesantren-based school curriculum which was developed together at Sumberanyar Islamic Middle School Paiton, while the positive impact of curriculum innovation developed at Islamic Junior High School can increase public confidence in Sumberanyar Islamic Junior High School Paiton Probolinggo

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Bonilla, Elisa, Armando Sánchez, Teresa Rojano, and José Antonio Chamizo. "Curriculum scientifique et innovation." Revue internationale d'éducation de Sèvres, no. 14 (June 1, 1997): 10–15. http://dx.doi.org/10.4000/ries.3341.

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Hunkins, Francis P., and Allan C. Ornstein. "Curriculum Innovation and Implementation." Education and Urban Society 22, no. 1 (November 1989): 105–14. http://dx.doi.org/10.1177/0013124589022001011.

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Star, Jon R., Beth A. Herbel-Eisenmann, and John P. Smith. "Innovation in Curriculum: Algebraic Concepts: What's Really New in New Curricula?" Mathematics Teaching in the Middle School 5, no. 7 (March 2000): 446–51. http://dx.doi.org/10.5951/mtms.5.7.0446.

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New mathematics curricula serve middle grades students well when they provide students with richer and more accessible introductions to a wide range of mathematical content. New curricula also serve teachers well when they lead us to examine and reflect on what and how we teach. When these curricula enter our working lives and conversations, we are often forced to question exactly what is “new” about them and how this “newness” may affect our students' learning. To address this issue and, we hope, to support further reflection and discussion, we take a closer and more careful look at what is new in one middle school curriculum's approach to algebra. The curriculum we examine is the Connected Mathematics Project (CMP) (Lappan et al. 1998), particularly the eighth-grade units, but the issue of what is new in algebra is relevant to many other innovative middle school curricula, as well.

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Pillai, Ajay Kumar, Margaret Pereira, Jasper Roe, and Luong Khanh Luong. "Curriculum Innovation in Vietnam: A Study on Teachers’ Attitudes using the Dimensions of ACB (Affective, Cognitive and Behavioral) Model." Vietnam Journal of Education 6, no. 1 (March 24, 2022): 20–31. http://dx.doi.org/10.52296/vje.2022.141.

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This study examines teachers’ attitudes towards curriculum innovation in Vietnam. The paper attempts to contribute to understanding teachers’ attitudes and responses towards curriculum innovation in terms of competencies, several affective, cognitive, and behavioral abilities of teachers which may affect the overall attitudes towards curriculum innovation, leading to extensive ramifications for the success of an educational project. To understand the attitude of teachers, a mixed-method explanatory sequential design approach is used. The authors collected quantitative data and then designed a qualitative open-ended plan to build upon the quantitative research. ANOVA was performed to test the statistical significance and correlations were established. Data gathered from interviews were analysed using thematic analysis. This study shows that the overall attitudes of teachers and educators towards curriculum innovation in Vietnam are favourable. However, both quantitative and qualitative show there are certain challenges to such innovations. No teacher had either a broad view of curriculum innovation or awareness of the interrelationship between the three dimensions of attitude and the implementation of the curriculum although aspects of each dimension were mentioned by individual teachers.

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Sholihah, Abdah Munfaridatus. "INOVASI KURIKULUM: STUDI KASUS DI MADRASAH ALIYAH AL-ISLAM JORESAN MLARAK PONOROGO." Al-Adabiya: Jurnal Kebudayaan dan Keagamaan 14, no. 02 (January 9, 2020): 133–59. http://dx.doi.org/10.37680/adabiya.v14i02.202.

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The curriculum is one component that is crucial in an education system, because the curriculum is a tool to achieve educational goals and at the same time as a guide in the implementation of teaching at all types and levels of education. Thus the curriculum is always dynamic in order to better adapt to various developments that occur. Every educator must understand the development of the curriculum, because it is the most important pedagogical formulation in the educational context, and the curriculum will illustrate how the work done helps students develop their potential in the form of physical, intellectual, emotional, and social, religious. To uncover the curriculum innovations carried out at MA Al-Islam Joresan Mlarak Ponorogo, the author will examine how the curriculum innovations implemented at MA Al-Islam Joresan before and after the implementation of the full day school program and how the impact of curriculum innovation on educational outcomes and student self-development at MA Al-Islam Joresan? And researchers apply the type of qualitative research methods, and data collection techniques include in-depth interviews, observation and documentation. Then the data analysis technique used in this study uses the concept given by Miles & Huberman. From the results of the study it was found that the curriculum innovation at Joresan Aliyah Al-Islam Madrasah was carried out in two stages, the first was curriculum innovation before the implementation of the full day school classroom program. The first phase was implemented in 1984, while the second innovation was carried out in 2010 by implementing a full day class program. The impact of curriculum innovation in Madrasah Aliyah Al-Islam Joresan is very influential on student learning outcomes and self-development of full day class students.

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Qing, Luo. "A Sophomore Questionnaire Research on the Innovation Learning Demands of “Principle” Course." Journal of Asian Research 4, no. 2 (May 7, 2020): p44. http://dx.doi.org/10.22158/jar.v4n2p44.

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The innovation learning demands of sophomore students taking “principle” course in China are explored through questionnaire. Descriptive statistics, independent sample T-test and comparing study, are used to verify demand-side opinions about innovation education in the “principle” course. Around 94% sophomore student want the courses reformed by innovation education, to improve the innovation spirit and enhance the innovation ability, without significant gender difference. The majority sophomore students demand specific teaching resources of communist innovative model and in the form of gameplay teaching. And the “principle” innovative model education applied in curriculum, can enhance the supply-side structural reform of ideological and political courses. The Findings can be applied in the curriculum design, by furthering the combination of “principle” innovative model teaching resources with gameplay teaching form.

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

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

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Pautler, Albert J. "CURRICULUM LEADERSHIP, INNOVATION, AND CHANGE." Community Junior College Research Quarterly of Research and Practice 16, no. 2 (January 1992): 133–40. http://dx.doi.org/10.1080/0361697920160202.

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Trimble, John, and Harry Keeling. "Socially relevant computing curriculum innovation." African Journal of Science, Technology, Innovation and Development 6, no. 4 (July 4, 2014): 315–21. http://dx.doi.org/10.1080/20421338.2014.966027.

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Burns, Paula, Bill Brennan, and Susan Dunington. "Curriculum Innovation: The Three Pillars." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 1, no. 2 (2006): 141. http://dx.doi.org/10.1097/01266021-200600120-00105.

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Brake, Mark, and Martin Griffiths. "Science, Fiction and Curriculum Innovation." Symposium - International Astronomical Union 213 (2004): 572–77. http://dx.doi.org/10.1017/s0074180900193933.

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The academic world is now becoming so specialized that the advantages of a cross disciplinary education are being lost in the tidal wave of scholarship concentrating upon narrow subject fields whilst displacing the values of connected disciplines from the sciences and humanities. The almost rigorous segregation of science and the arts at degree level is being felt not only within academia, but within society. The more a subject is concentrated, the less profound and applicable it appears to the public who should ultimately be the beneficiaries of such knowledge. In order to achieve a form of parity through which our modern world can be examined, the University of Glamorgan has introduced an innovative degree course aimed at developing a multidisciplinary knowledge of science and the arts via an exploration of the science, history, philosophy, religious, artistic, literary, cultural and social endeavours of the fields of astronomy and fantastic literature.

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Lemay, Jacinthe, and Pierre Moreau. "Managing a Curriculum Innovation Process." Pharmacy 8, no. 3 (August 24, 2020): 153. http://dx.doi.org/10.3390/pharmacy8030153.

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Curriculum reform is a long-term project that needs to be managed through detailed strategy. To create this strategy, the management team has to analyse the current situation by doing a thorough environmental scan and by identifying the gap between the current state and the desired program. To be implemented, the vision of the new program needs to rely on the generation of several potential avenues to come up with optimal solutions, likely involving some form of innovation. Indeed, to come up with the most promising ideas, there needs to be an environment conducive to reflection and experimentation. Throughout the phases of analysis, decision making and implementation, specific activities need to be organised to engage college members. Furthermore, such a profoundly impacting project needs to include a parallel change management strategy to account for expected human resistance, both individual and collective (internal culture). This article proposes a method and several concrete actions to help leaders and managers support the development and implementation of a new and innovative curriculum to promote and support advancement of local professional practice.

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Wilson, Elizabeth J., Catherine McCabe, and Robert S. Smith. "Curriculum Innovation for Marketing Analytics." Marketing Education Review 28, no. 1 (January 2, 2018): 52–66. http://dx.doi.org/10.1080/10528008.2017.1419431.

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Abrahams, Mary Jane, and Miguel Farias. "Struggling for Change in Chilean EFL Teacher Education." Colombian Applied Linguistics Journal 12, no. 2 (April 11, 2011): 110. http://dx.doi.org/10.14483/22487085.87.

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We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

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García, Leonor Margalef. "Encouraging Teachers’ and Students’ Innovation with the Support of Teacher Learning Communities." Center for Educational Policy Studies Journal 1, no. 1 (January 22, 2018): 133–52. http://dx.doi.org/10.26529/cepsj.444.

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The purpose of this paper is to share knowledge generated through the implementation of “Teaching Innovation Teams” as a strategy for teachers’ professional development and innovation at the University of Alcala (Spain). We analyse the contributions of this strategy to the facilitation of curriculum innovation in higher education and reflect on some of theachievements and results of the activities carried out by these teams, identifying the dilemmas and difficulties that teachers experienced and that hinder the development of curriculum innovations. Finally, we outline some educational contributions of Teaching Innovation Teams understood as a collaborative and formative strategy to facilitate educational change.

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MUHAMMAD NUR HAKIM and Mohammad Tholhah Hasan. "Inovasi Kurikulum Pendidikan SMA Darul Ulum 2 di Pondok Pesantren Darul Ulum Jombang." Jurnal Manajemen Pendidikan Islam Al-Idarah 4, no. 2 (May 18, 2020): 1–13. http://dx.doi.org/10.54892/jmpialidarah.v4i2.46.

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ABSTRACTIn this era of globalization the government has focused on pesantren to advance the quality ofeducation in Indonesia. The development of pesantren education must be carried out competitively. Pesantreneducation must also be able to provide a guarantee of the superiority of competent outputs. The developmentcarried out by Islamic boarding schools is an effort to produce superior outputs and outflows.This study aims to determine the innovations created by pesantren through schools by referring to thefollowing formulation: 1) school curriculum innovation. 2) the implications of school curriculum innovations onboarding schools, and 3) the relevance of school curriculum innovations to boarding schools.The results of the study show that: First, the curriculum innovation process is carried out through fivestages, namely 1) the formulation stage by introducing the pesantren education model, 2) the stage ofadjustment, the Cambridge curriculum is adjusted to the existing system, 3) the determination stage byestablishing an international curriculum adoption , 4) the stage of support, namely taking action to supportinnovation, 5) the stage of correction, which is a form of correction of the program implemented. Second, theimplications of the educational curriculum innovation in the school on the pesantren curriculum are found in thecurriculum component which includes: 1) curriculum content; 2) learning media; 3) learning strategies andlearning processes; and 4) evaluation; Third, school curriculum innovation is closely related, relevant, suitableand connected with the pesantren curriculum in the form of both the school curriculum and the boardingcurriculum.Keyword: Innovation, Curriculum, School, Boarding School.ABSTRAKDi era globalisasi ini, pemerintah telah fokus pada pesantren untuk memajukan kualitas pendidikan diIndonesia. Pengembangan pendidikan pesantren harus dilakukan secara kompetitif. Pendidikan pesantren jugaharus mampu memberikan jaminan keunggulan out put yang yang mampu bersaing. Pengembangan yangdilakukan oleh pesantren merupakan usaha untuk menghasilkan out put dan out come unggulan.Penelitian ini bertujuan untuk mengetahui inovasi yang diciptakan pesantren melalui sekolah denganmengacu pada rumusan berikut: 1) inovasi kurikulum sekolah. 2) implikasi inovasi kurikulum sekolah terhadappesantren, dan 3) relevansi inovasi kurikulum sekolah terhadap pesantren.Hasil penelitian menunjukkan bahwa: Pertama, proses inovasi kurikulum dilakukan melalui limatahap, yaitu 1) tahap perumusan dengan mengenalkan model pendidikan pesantren, 2) tahap penyesuaian yaitukurikulum cambridge disesuaikan dengan sistem yang ada, 3) tahap penetapan dengan melakukan penetapanterhadap adopsi kurikulum internasional, 4) tahap dukungan yaitu melakukan tindakan dukungan terhadapinovasi, 5) tahap koreksi, yaitu bentuk koreksi atas program yang dilaksanakan. Kedua, implikasi inovasikurikulum pendidikan di sekolah terhadap kurikulum pesantren terdapat pada komponen kurikulum yangmeliputi: 1) isi kurikulum; 2) media pembelajaran; 3) strategi pembelajaran dan proses pembelajaran; dan 4)evaluasi; Ketiga, inovasi kurikulum sekolah berkaitan erat, relevan, cocok dan nyambung dengan kurikulumpesantren baik berbentuk kurikulum sekolah maupun kurikulum asrama.Kata Kunci: Inovasi, Kurikulum, Sekolah, Pesantren.

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Feierabend, Timo, and Ingo Eilks. "Innovating Science Teaching by Participatory Action Research – Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change." Center for Educational Policy Studies Journal 1, no. 1 (January 22, 2018): 93–112. http://dx.doi.org/10.26529/cepsj.442.

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This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics). The teaching itself explicitly aimed at general educational objectives, i.e., fostering students’ communication and evaluation abilities as essential components for preparing young people for active participation in society. Participatory Action Research has been used as a collaborative strategy of cyclical curriculum innovation and research. Using past experiences and selected results from accompanying research, this project and its methodology will be reflected upon from the viewpoint of the chemistry group taking part in the project. Core issues reflected upon include how the project contributed to the creation of feasible curriculum materials, how it led to innovative structures in practice, and whether itsupported experienced teachers’ ongoing professional development. General considerations for the process of curriculum innovation will also be derived.

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Yang, Weipeng. "Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership." Contemporary Issues in Early Childhood 20, no. 1 (January 23, 2019): 35–52. http://dx.doi.org/10.1177/1463949119825501.

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School leadership plays a critical role in providing appropriate and sustainable curriculum practices. However, there remain significant knowledge gaps in understanding early childhood curriculum leadership in Chinese contexts. In order to examine early childhood curriculum leadership in such contexts, this study analyses and interprets data from interviews with leaders in five Chinese kindergartens. Data from classroom observations and curriculum documents are used to supplement the interviews. The evidence indicates that, in each of the Chinese kindergartens, (1) early childhood curriculum innovations led by the curriculum leaders evolved through stages from imitating imported models to innovating practices; (2) the leaders played various roles in different stages of the early childhood curriculum innovations; and (3) the leading process in early childhood curriculum innovations involved critical events along the action research cycles. The characteristics of early childhood curriculum leadership are drawn from these cases to develop a multistage integrated model. Finally, the implications of the findings are discussed to inform the enhancement of early childhood curriculum and early childhood curriculum leadership practices in Chinese societies and beyond.

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

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

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Xinghe, Wang. "A Study of Innovative and Creative Curriculum System Based on Quanzhou Maritime Silk Road Culture." E3S Web of Conferences 253 (2021): 01048. http://dx.doi.org/10.1051/e3sconf/202125301048.

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Innovative Creativity Course is a learning system with students as the main body and innovation as the carrier.This study analyzes the necessity of integrating regional culture into innovative and creative curriculum, and illuminates the cultural characteristics of Quanzhou Maritime Silk Road (MSR) from the perspective of regional culture. On this basis, this study proposes that innovation-driven curriculum contributes significantly to the cultivation of qualified designers, and summarizes the four approaches (i.e., deepening of the integration of education and industry and establishment of the integrated teaching group, set-up of distinguished teacher and master studios for MSR culture, promotion of the model of shared curriculum resources, and advancement of the construction of the patent pool for the branded MSR culture) implemented to facilitate the pedagogical reform of innovative and creative curriculum and thus provide a solid theoretical and practical foundation for students to engage in design work.

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Ruus, Viive-Riina, and Inge Timoštšuk. "SEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 97–108. http://dx.doi.org/10.33225/pec/14.62.97.

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The study addresses the tensions between the aims and objectives of global, national and local curricula and suggests solutions for mitigating these conflicts using the experience of Estonia as an example. In spite of the success of recent reforms and the good results of students in international comparisons, there are serious deficiencies: an Estonian teacher’s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students’ motivation to learn is low: there are few outstanding performers. The aim of the study is to propose and analyse a teacher education curriculum innovation model for overcoming the problem. Adaptive model for curriculum design is presented where the predominant outcome-oriented approach was replaced and focus on teaching and learning processes was highlighted, the logic of design in curriculum development was implemented. A model for the practice component of teacher education, based on Wenger`s situated learning model and Engeström’s expansive learning model, is in the focus. It is found that implementing this approach could encourage a development of standards and transform the attitudes of both students and teachers towards increased creativity and professional development. The implementation of the described curriculum innovation model enhances new type of learning and can generate new modules in teacher education curricula. Key words: adaptive competence, curriculum design, Estonian education, practice in teacher education.

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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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Van Boening, Lois. "Innovation in Curriculum: Growth through Change." Mathematics Teaching in the Middle School 5, no. 1 (September 1999): 27–33. http://dx.doi.org/10.5951/mtms.5.1.0027.

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AS A MATHEMATICS TEACHER, ONE OF MY primary goals has been to help all students attain success in mathematics. I believe that if students are to achieve in mathematics, they must be motivated to learn. To help provide this motivation, I let them know that I love mathematics and that mathematics is a fundamental part of their lives. Making a commitment to continue learning about how children learn mathematics best is an indirect way that I try to achieve this goal.

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Davis, Debra C., S. Baker, and Joy H. Carlson. "Curriculum Innovation for Preparing Nurse Educators." Journal of Nursing Education 33, no. 3 (March 1994): 141–43. http://dx.doi.org/10.3928/0148-4834-19940301-13.

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Brundrett, Mark, and Diane Duncan. "Leading curriculum innovation in primary schools." Management in Education 25, no. 3 (July 2011): 119–24. http://dx.doi.org/10.1177/0892020610387957.

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Kernigh, Wendla. "Curriculum innovation in the primary years." Early Child Development and Care 37, no. 1 (January 1988): 65–92. http://dx.doi.org/10.1080/0300443880370106.

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Kırkgöz, Yasemin. "Curriculum innovation in Turkish primary education." Asia-Pacific Journal of Teacher Education 36, no. 4 (November 2008): 309–22. http://dx.doi.org/10.1080/13598660802376204.

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Sanders, Katherine, Patrick V. Farrell, and Sarah K. A. Pfatteicher. "Curriculum Innovation Using Job Design Theory." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 50, no. 6 (October 2006): 779–83. http://dx.doi.org/10.1177/154193120605000604.

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Saravanan, Vanithamani. "Curriculum Design, Development, Innovation and Change." Procedia - Social and Behavioral Sciences 47 (2012): 1276–80. http://dx.doi.org/10.1016/j.sbspro.2012.06.811.

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Godfrey, R. "Curriculum innovation: from rhetoric to action." Lancet 338, no. 8774 (October 1991): 1071. http://dx.doi.org/10.1016/0140-6736(91)91919-l.

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Morrison, Keith, Richard Gott, and Tony Ashman. "A Cascade Model of Curriculum Innovation." British Journal of In-Service Education 15, no. 3 (December 1989): 159–69. http://dx.doi.org/10.1080/0305763890150305.

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Drolen, Carol S. "Do Accreditation Requirements Deter Curriculum Innovation?" Journal of Social Work Education 35, no. 2 (April 1999): 183–86. http://dx.doi.org/10.1080/10437797.1999.10778958.

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Bascia, Nina, Shasta Carr-Harris, Rose Fine-Meyer, and Cara Zurzolo. "Teachers, Curriculum Innovation, and Policy Formation." Curriculum Inquiry 44, no. 2 (March 2014): 228–48. http://dx.doi.org/10.1111/curi.12044.

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Corrigan, Deborah, Peter Fensham, Jennifer Sheed, and Rosemary Hutchinson. "VCE chemistry as a curriculum innovation." Research in Science Education 22, no. 1 (December 1992): 403–5. http://dx.doi.org/10.1007/bf02356921.

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Nikian, Samira, and Faizah Mohamad Nor. "The importance of investigating TESL trainees' attitudes towards Communicative Language Teaching (CLT)." Global Journal of Business and Social Science Review (GJBSSR) Vol. 2(2) 2014 2, no. 2 (April 13, 2014): 55–60. http://dx.doi.org/10.35609/gjbssr.2014.2.2(7).

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The importance of teacher attitudes and their influence on teacher behaviour and the learning process has been recognised by a number of teacher educators and educational researchers (Breen 1991, Burns 1990, Clark & Yingcr 1979,Garcia & Reynolds 1977, Dunkin & Biddle 1974, Gayle 1979, Grotjahn1991, Guthrie 1984, Nunan 1990, Shavelson & Stern 1981, Wright 1990). Teachers' attitudes play an important role in curriculum innovations in the success or failure of innovation projects. Hence, investigating teachers' attitudes towards the philosophy of the innovation, help the researcher to understand the difficulties teachers face in implementing curriculum innovations (Dingwall 1985) Type of Paper Conceptual Keywords: TESL trainees; attitudes; CLT; Communicative Language Teaching.

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Xu, Wenjun. "The Integration of Innovative Entrepreneurship Education and Interior Design Specialty Education in Higher Vocational Architecture." E3S Web of Conferences 253 (2021): 02071. http://dx.doi.org/10.1051/e3sconf/202125302071.

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As a subject with strong application, interior design is intended to guide students to use design concepts and technical means scientifically according to the nature and standards of architecture, so as to create the indoor environment that people need. With the innovation of Internet technology and the rapid development of innovation and entrepreneurship, the integration of innovation and entrepreneurship education and interior design education in higher vocational buildings has become an inevitable trend of talent training. However, at present, there are still some problems in the innovation and entrepreneurship education of interior design major in China, such as the imperfect curriculum system, the insufficient degree of integration of curriculum and specialty, the weak spirit of innovation and entrepreneurship of higher vocational students, the insufficient ability of innovation practice and the lack of practice. In view of this, on the basis of experience at home and abroad, this paper tries to put forward the integration way of innovative entrepreneurship education and interior design professional education from the aspects of the reform of talent training mode, the innovation of curriculum system, the construction of practical platform, and the construction of teaching staff, in order to achieve better educational effect.

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

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Wu, Yenchun Jim, and Jeng-Chung Chen. "Stimulating innovation with an innovative curriculum: A curriculum design for a course on new product development." International Journal of Management Education 19, no. 3 (November 2021): 100561. http://dx.doi.org/10.1016/j.ijme.2021.100561.

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Wang, Jianxian, and Aweewan Mangmeechai. "Impact of Entrepreneurship Knowledge Literacy Curriculum on College Graduates’ Sustainable Entrepreneurial Competence Based on Entrepreneurial Learning Theory." International Journal of Sustainable Development and Planning 17, no. 4 (July 27, 2022): 1309–16. http://dx.doi.org/10.18280/ijsdp.170428.

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For promoting innovation-driven strategies and accelerating economic development and reform, initiative of mass entrepreneurship and innovation in china is started in September 2014. College students are an important force in promoting the initiative. However, according to the 2019 Employment Report on Chinese College Students, only 1.8 percent of college graduates in 2018 started their businesses and the success rate was even lower because of lacking entrepreneurial competence. This paper aims to arouse the attention of government institutions, universities, teachers, and college students to entrepreneurship curriculum by exploring the relationship of entrepreneurship knowledge literacy curriculum on college graduates' entrepreneurial competence. This study collected 400 data by surveying senior students in typical experience universities and used AMOS23.0 and SPSS26.0 as data analysis tools. Results demonstrated that entrepreneurship knowledge literacy curriculums directly and significantly affect college students’ entrepreneurial competence and entrepreneurial self-efficacy has the mediating effect. However, entrepreneurship knowledge literacy curriculums do not affect entrepreneurial skills competence. This study suggests that typical experience universities of innovation and entrepreneurship should appropriately increase entrepreneurship practice curriculums to cultivate college students’ entrepreneurial skill competence.

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Mundiri, Akmal, and Reni Uswatun Hasanah. "INOVASI PENGEMBANGAN KURIKULUM PAI DI SMP NURUL JADID." Tadrib: Jurnal Pendidikan Agama Islam 4, no. 1 (July 2, 2018): 40–68. http://dx.doi.org/10.19109/tadrib.v4i1.1721.

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Innovation of curriculum development of Islamic Education at Nurul Jadid Junior High Schools based on the interest of writers to examine education in Junior High School, especially about the process of Innovation of PAI Curriculum, these are two things that have related to each other. Innovation means ideas or ideas, while the curriculum means roads. Therefore, curriculum innovation is an idea or idea of thinking to achieve the path that will be pursued by educators and learners. The curriculum is a reference and it is very influential on education. The purpose of this research is to know how the process of Innovation of PAI Curriculum Development in Nurul Jadid Junior High School, to know the principles of curriculum development of PAI as well as to know the foundations in curriculum development, to improve furudul ainiyah coaching, to discipline students in performing prayers in ' ah that is done every day for Muslims, knowing the process of integration between the curriculum dengam madrasah diniyah, and linking curriculum PAI with boarding.

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Kirkgöz, Yasemin, and Reyhan Ağçam. "Exploring Culture in Locally Published English Textbooks for Primary Education in Turkey." Center for Educational Policy Studies Journal 1, no. 1 (January 22, 2018): 153–67. http://dx.doi.org/10.26529/cepsj.445.

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Since language and culture are closely interwoven, the integration of culture into textbooks used for teaching English as a second/foreign language has become a widely accepted phenomenon. This study investigates the cultural elements in locally published English textbooks used for Turkish primary schools following two major curriculum innovations in ELT. A total of 18 textbooks, of which 8 were published after the 1997 curriculum innovation and 10 after the curriculum innovation introduced in 2005, were investigated to find out the extent to which textbooks contain references to the source (Turkish) culture, the target (British/American) culture and the international target culture. A quantitative analysis of the cultural elements demonstrated that while references to the source and target cultures included in textbooks published between 1997 and 2005 outnumber international target cultural components, a different trend was obtained in the cultural analysis of bookspublished after the 2005 curriculum innovation. The study reveals that representations of the source culture, the target culture and the international target culture are favoured in locallyproduced ELT textbooks in a fairly balanced way.

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

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

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

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

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Journal articles on the topic 'Curriculum innovation'

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